Kindergarten & First Grade. Writing. Janey Stoddard, Emily Douglas, Tatum Bunker, Linda Christensen, & Jenni Brown

Transcription

1 Kindergarten & First Grade Writing Janey Stoddard, Emily Douglas, Tatum Bunker, Linda Christensen, & Jenni Brown

2 Please get in groups of 4-6. Find something you have in common with each member of your group. Take ten minutes to make connections. Now, using 3 sentences, please introduce the person to your left to the rest of the class.

3 * Please stay fully present (avoid side conversations) * Use technology respectfully * Assume positive intentions (keep all conversations friendly and professional) * Be aware of air time (please share your best practices and allow time for others to share as well)

4 Kindergarten and First Grade Emily Douglas, Janey Stoddard, Tatum Bunker, Jenni Brown & Linda Christensen

5 I can plan a close reading lesson for informational text. I can describe the 5 Levels of Writing. I can use a text complexity rubric to level texts. I can write text dependent questions for informational texts.

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7 A close reading is a careful and purposeful reading. Well actually, it s rereading. It s a careful and purposeful rereading of a text. It s an encounter with the text where students really focus on what the author had to say, what the author s purpose was, what the words mean, and what the structure of the text tells us.

8 In a close reading, we have to have students reread the text. We give them questions; text dependent questions that require that they go back into the text and search for answers. These aren t simply recall questions, just the facts of the text, but rather questions that allow students to think about the text, and the author s purpose, the structure, and the flow of the text. Close reading requires that students actually think and understand what they are reading.

9 Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas

10 Key Ideas and Details Gist Key Details Craft and Structure Vocabulary Text Structure Illustrations and Text Integration of Knowledge and Ideas Relationships between Illustrations and Text Author s Claim Text Comparisons

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12 1. Select the text 2. Read and reread the text. Set a purpose. 3. Respond to text-dependent questions. 4. Discuss the text with others o Think-Pair Share or Turn and Talk frequently o Small groups and whole class 5. Annotate 6. Write in response to text

13 Literature Select the text Write in response to text Read the text Annotate Text dependent questions Discuss text with others

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15 The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life.

16 Being able to meet the standards with relatively easier text is NOT meeting the standards. Tim Shanahan o If reading and physical exercise are similar, then text complexity is akin to weight or distance o Students need to practice reading with multiple levels of difficulty and for varied amounts of time. (these variations can even occur within a single exercise session) o Guiding students to read text with support is like spotting for someone during weight lifting (you have to be careful not to do the exercise for them and you have to avoid dependence)

17 Definition of text complexity 1. Quantitative measures readability and other scores of text complexity often best measured by a computer. 2. Qualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human. 3. Reader and Task considerations background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Reader and Task

18 Text Complexity Grade Bands Suggested Lexile Range K-1 100L 500L* L 790L L 980L L 1155L L 1305L 11-CCR 1215L 1355L

19 1000 Lexile Measure

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21 The text complexity rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors. The educator is critical here.

22 Purpose What will the reader gain from reading this text? Structure How is the text designed to support the reader in accessing the purpose? Language Conventionality and Clarity How does language affect accessibility? Knowledge Demands What does the student need to know to access the text? The educator is critical here

23 The Sun Also Rises by Ernest Hemingway Quantitative Measurement Lexile: 610 Qualitative Measurement: Hemingway uses images and word choice to convey emotions rather than describing it; the words often have multiple connotative meanings; the story contains multiple complex and mature themes. Adjusted text complexity value: (grade level)

24 *Holes, by Louis Sachar Quantitative Measurement: 660L Qualitative Measurement: Structure: Story continuously jumps back and forth between three different time periods, settings, and character groups. Adjusted text complexity value: (grade level)

25 The Grapes of Wrath by John Steinbeck Quantitative Measurement: 680L Qualitative Measurement: Sophisticated themes. The experiences and perspective conveyed will likely be different from many of our students. Knowledge of the Great Depression, the Okie Migration to California, and the religion and music of the migrants would be helpful. Adjusted text complexity value: 9 th to-10 th (grade level)

26 Interest Motivation and Engagement Prior Knowledge and Experience Content or Theme Concerns

27 The text complexity analysis process gives us a method for becoming more purposeful in text selection. The process helps us at all grade levels to be confident in our content knowledge and ability to read and analyze a text before we teach it. The process encourages us to engage in meaningful discussions about text with colleagues.

28 Lexile: 650L

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32 These are low-level, literal, or recall questions If students can talk about how the story relates to them, they comprehend the text They make front-loading illegal or say we never access background knowledge

33 Increased Time in Text! More instructional time spent outside the text means less time inside the text. Departing from the text in classroom discussion privileges only those who already have experience with the topic. It is easier to talk about our experiences than to analyze the text especially for students reluctant to engage with reading. The Utah Core Standards are College and Career Readiness Standards.

34 Not Text-Dependent In Casey at the Bat, Casey strikes out. Describe a time when you failed at something. In Letter from a Birmingham Jail, Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In The Gettysburg Address Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? Why is Earth a special planet? What planet would you like to live on? 34 Text-Dependent What makes Casey s experiences at bat humorous? What can you infer from King s letter about the letter that he received? The Gettysburg Address mentions the year According to Lincoln s speech, why is this year significant to the events described in the speech? Could people live on Earth if there were no Sun? Why or why not? Use evidence from the text to support your answer. Explain why conditions on a distant planet like Neptune are so different than those on Earth.

35 Questions that assess themes and central ideas Questions that assess knowledge of vocabulary, meaning, and structure Questions that assess understanding of the author s claims/argument or relationship to 35 another text Key Ideas and Details RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas RI.1.7 Use the illustrations and details in a text to describe its key ideas. RI.1.8 Identify the reasons an author gives to support points in a text. RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

36 Step One: Step Two: Step Three: Step Four: Identify the core understandings and key ideas of the text. Start with questions that target key ideas and details to build confidence. Move to questions that target vocabulary and text structure: have students think about how the information is conveyed. Ask questions about what the author wants you to believe, how you know that, and where we can find that evidence. How does this text relate to other texts? 36

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38 o How do you know? o Use details from the text. o Support your answer with the text. o Give an example. o Where s the evidence? o What is the evidence? o Explain your thinking.

39 Work with groups of 4/5. Text Dependent Questions Key Ideas and Details Title: Sort the questions into the correct level. Craft and Structure Write and add 2 of your own questions to each level. Integration of Knowledge and Ideas

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41 Integration of Knowledge and Ideas Why did Leaders choose the Bald Eagle as a National Symbol? What does the photograph on page 8 teach you about a Bald Eagle s habitat? How does the text add to that information? How does the author claim we honor and respect the American flag? How are the illustrations different in the books The State of Liberty and Symbols of the United States? Look at the photograph on page 10. What words did the author write that relate to the photograph? Key Ideas and Details How are the Statue of Liberty and the Liberty Bell alike and different? What National Symbols did we read about? Why do we have National Symbols? What was the main idea the author was trying to teach us? Where is the Liberty Bell located? Craft and Structure How does the glossary help you know what honor means? How does the title page help you know what you will learn about National Symbols? What does the text box on page 7 teach you about the flag? How can you use the text to find out what anthem means? What does the illustrator teach us about National Symbols on? How does the author add to our knowledge?

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43 K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups..a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b Continue a conversation through multiple exchanges. K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.1.1b Build on others talk in conversations by responding to the comments of others through multiple exchanges. SL 1.1c Ask questions to clear up any confusion about the topics and text under discussion. 1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

44 The step that connects reading to writing is speaking and listening Writing Speaking & Listening Reading

45 Ask two students to model a partner share using the established norms and procedures. Ask a group of students to fishbowl a discussion, stopping frequently to talk with the rest of the class about what they see and hear. Practice active listening by asking one student to summarize what another student said.

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47 WHAT? Annotation is a note of any form made while reading text. Reading with a pencil.

48 Annotation slows down the reader in order to deepen understanding.

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50 Students don t know what causes confusion. They don t recognize the point in which meaning breaks down. Students need to learn to identify specific parts of the text that they find confusing. Students need to become proficient in NOTICING what is causing the problem. We can start modeling this in kindergarten!

51 People have been annotating texts since there have been texts to annotate.

52 Annotation is NOT this kind of highlighting.

53 Student s annotation of connotative meanings in Charlotte s Web

54 Kindergarten First Grade Upper Grades

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56 Levels Examples Uses How Often? Stages CCSS 1. Writing to get ideas down Brainstorming, listing, graphic organizer Recall, Idea Generation Multiple times per lesson Prewriting Short time frame 2. Writing to exhibit knowledge on a topic Short answers, journals, learning logs Understand relationships/ processes At least once per lesson Prewriting Short time frame 3. Writing to be read and reviewed, revised and edited First draft of report, essay, narrative Deepen understanding of specific topic Every 1-2 weeks Drafting Long time frame 4. Writing to be critiqued, revised and edited Final draft of report, essay, narrative Communicate understanding Once each term Revising, Editing Longer time frame 5. Writing to be published Sent out to magazine, website, Reflections Communicate understanding to wide audiences Once each year Publishing Longest time frame

57 Model with Shared writing and Scaffold writing for students Students use graphic organizers. Annotation while reading Note Takers Students compose writing pieces and strengthen writing as needed. *Remember to speak and listen throughout writing process.

58 Writing in Kindergarten Scaffolding and Modeling Writing in First Grade

59 Literature Informational

60 One Page Response Multiple Page Booklet

61 Literature Select the text Write in response to text Read the text Annotate Text dependent questions Discuss text with others

62 1. Select the text 2. Read and reread the text (Set a purpose) 3. Respond to text-dependent questions 4. Discuss the text with others o Think-Pair Share or Turn and Talk frequently o Small groups and whole class 5. Annotate 6. Write in response to text

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65 Use the Text Complexity Rubric to Score The Liberty Bell Lexile: 720 Work with people at your table.

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67 Did you and your partner agree on the score? What were some challenges you had as a team?

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72 1. Select the text 2. Read and reread the text (Set a purpose) 3. Respond to text-dependent questions 4. Discuss the text with others o Think-Pair Share or Turn and Talk frequently o Small groups and whole class 5. Annotate 6. Write in response to text

73 Look at the Core Standards for Reading Informational Text and Social Studies Content. Identify an ELA standard and Content Standard you would like the students to work on and master during this lesson. Write Essential Question(s) *Usually at this point you would choose an assessment task. This task often involves writing as a response to text. We will come back to writing response later and develop assessment tasks.*

74 Key Ideas and Details G i s t K ey D e ta i l s Craft and Structure Vo c a b u l a r y Te x t S t r u c t u re Integration of Knowledge and Ideas R e l a t i o n s h i p s b e t we e n I l l u s t ra t i o n s a n d Te x t A u t h o r s C l a i m Te x t C o m p a r i s o n s

75 RI:K With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, identify the main topic and retell key details of a text. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI: Ask and answer questions about key details in a text 2. Identify the main topic and retell key details of a text. 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

76 1. Select the text 2. Read and reread the text. Set a purpose. 3. Respond to text-dependent questions. 4. Discuss the text with others o Think-Pair Share or Turn and Talk frequently o Small groups and whole class 5. Annotate 6. Write in response to text

77 Work in grade level groups of 3-5 people. Fold a chart into 3 sections. Label the sections with the three levels, Use a black marker to create 2-3 text dependent questions for key ideas and details. Write the standard it covers next to it. Facilitator collects charts and redistributes to different groups. Work with your group to evaluate the questions. Use a colored marker to edit. Mark: Y/N: Would a student have to read the story to answer this? Is it text dependent? Put a check mark next to any really great question. Cross out any questions that are NOT Worth spending class time and student attention on. Are there any questions you could tweak to make them worthwhile? Whole group share (facilitator types and projects questions as groups share) Each group shares 2 really great text dependent questions. Share your thinking process.

78 When students talk to the teacher but ignore each other, only a few students are engaged. Having students talk in pairs is a great way to get everyone processing. This lets teachers walk around and check for understanding. We want student to respond to each other and develop what others have said.

79 1. Select the text 2. Read and reread the text. Set a purpose. 3. Respond to text-dependent questions. 4. Discuss the text with others o Think-Pair Share or Turn and Talk frequently o Small groups and whole class 5. Annotate. 6. Write in response to text

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83 Ways to annotate Key Ideas and Details in K-1 Classrooms: Wikki Stix Post it notes Clear overhead sheets and marker Document Camera on white board Smart Board Use Class Created Text Highlighting Tape Photocopy (if not copyrighted) Other ideas?

84 1. Select the text 2. Read and reread the text. Set a purpose. 3. Respond to text-dependent questions. 4. Discuss the text with others o Think-Pair Share or Turn and Talk frequently o Small groups and whole class 5. Annotate 6. Write in response to text

85 Draw and fill out a graphic organizer.

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87 In Workshop groups, write in key ideas and details text dependent questions (from class chart completed earlier), annotation, speaking and listening, and organizing information (graphic organizer) in your lesson plan.

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89 RI:K With prompting and support, ask and answer questions about unknown words in a text. 5. Identify the front cover, back cover, and title page of a book. 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

90 Key Ideas and Details G i s t K ey D e ta i l s Craft and Structure Vo c a b u l a r y Te x t S t r u c t u r e Integration of Knowledge and Ideas R e l a t i o n s h i p s b e t we e n i l l u s t r a t i o n s a n d Te x t A u t h o r s C l a i m Te x t C o m p a r i s o n

91 1. Select the text 2. Read and reread the text. Set a purpose. 3. Respond to text-dependent questions. 4. Discuss the text with others o Think-Pair Share or Turn and Talk frequently o Small groups and whole class 5. Annotate 6. Write in response to text

92 Tier III Domain-specific academic vocabulary Tier II High-utility academic vocabulary found in many content texts, cross-curricular terms Tier I Everyday words familiar to most students Primarily learned through conversation

93 Tier One - Basic words chair, bed, happy, house Tier Two - Words in general use in many domains (Academic Vocabulary) concentrate, absurd, fortunate, relieved, dignity, convenient, observation, analyze, persistence (Academic vocabulary) Tier Three - Rare words limited to a specific domain (Words usually found in the glossary) tundra, igneous rocks, aorta, magma

94 Work with a partner or your table group. Revisit The Liberty Bell. Find Tier 2 vocabulary words that you could teach. Think about how these words would support your essential question(s).

95 1. Select the text 2. Read and reread the text. Set a purpose. 3. Respond to text-dependent questions. 4. Discuss the text with others o Think-Pair Share or Turn and Talk frequently o Small groups and whole class 5. Annotate 6. Write in response to text

96 Craft and Structure What does mean? How do you know? What evidence helps us know what means? What evidence helps us know what means in this story? What does you know? mean? How do

97 Work in grade level groups of 3-5 people. Return to folded chart. Create 2-3 text dependent questions for craft and structure. Write the standard it covers next to it. Try to write 1 question for each standard Whole group share: Each group shares their text dependent questions..

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99 Choose one vocabulary word we discussed to complete the My Vocabulary Word graphic organizer.

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101 In workshop groups look back at your lesson plan and write craft and structure text dependent questions (from class chart created earlier), annotation, and speaking and listening ideas for craft and structure. Make sure to use the core standards and your essential question(s) when planning learning activities.

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103 RI:K With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 8. With prompting and support, identify the reasons an author gives to support points in a text. 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI: Use illustrations and details in a story to describe its key ideas. 8. Identify the reasons an author gives to support points in a text. 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

104 Key Ideas and Details G i s t K ey D e ta i l s Craft and Structure Vo c a b u l a r y Te x t S t r u c t u re Integration of Knowledge and Ideas R e l a t i o n s h i p B e t we e n I l l u s t ra t i o n s a n d Te x t A u t h o r s C l a i m Te x t C o m p a r i s o n s

105 1. Select the text 2. Read and reread the text. Set a purpose. 3. Respond to text-dependent questions. 4. Discuss the text with others o Think-Pair Share or Turn and Talk frequently o Small groups and whole class 5. Annotate 6. Write in response to text

106 Look for tricky parts that require Integration of Knowledge and Ideas Model: Read p. 18 and 19 of The Statue of Liberty. Ask students, Why does the author claim people came to America?

107 Now find a place in The Liberty Bell where the author makes a claim.

108 Integration of Knowledge and Ideas Why did Leaders choose the Statue of Liberty as a National Symbol? What does the diagram on page teach you about the Statue s size? How does the text add to that information? What does the author claim the Statue of Liberty s symbols stand for? (pg 20) Look at the illustrations on page What words did the author write that relate to the illustrations? How are the illustrations different in the books The Statue of Liberty and Symbols of the United States?

109 What does the diagram on page teach you about the Statue s size? How does the text add to that information?

110 What does the author claim the Statue of Liberty s symbols stand for? (pg 20)

111 Look at the illustrations on page What words did the author write that relate to the illustrations?

112 Work in grade level groups of 3-5 people. Return to folded chart. Create 2-3 text dependent questions for Integration of Knowledge and Ideas. Write the standard it covers next to it. Try to write 1 question for each standard Whole group share: Each group shares their text dependent questions..

113 Tea Party-mull around the room and ask and answer questions about Integration of Knowledge and Ideas.

114 We are looking for supporting evidence for author s claims. Model using The Statue of Liberty. Now, using your book The Liberty Bell, look for support for author s claims and illustrations that describe key details. (These are both Integration of Knowledge and Ideas).

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116 Coming tomorrow!

117 Workshop Groups- Look at Integration of Knowledge and Ideas on your lesson plan. Write in Text Dependent Questions (from class chart made earlier), annotation, and speaking and listening ideas. You will share these ideas with the group.

118 Informational Text Select the text Write in response to text Read the text Annotate Text dependent questions Discuss text with others

119 Using the model lesson plan, begin to write a lesson plan for the book Rocks to teach all 3 levels of Close Reading. Be sure to include: Text Dependent Questions Graphic Organizers Speaking and Listening Strategies Annotation Strategies

120 I can plan a close reading lesson for informational text. I can describe the 5 Levels of Writing. I can use a text complexity rubric to level texts. I can write text dependent questions for informational texts. Human bar graph. In the front of the room, assign 4 columns (standing spots). 1- I have no understanding of the learning targets 2- I have some understanding of the learning targets 3- I have a good understanding of the learning targets 4- I have mastered these learning targets. Please stand up and assign yourself to a column.

121 Whip It Whip around the room and say ONE WORD or PHRASE that you will take home from today.