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Alaska Standards for Literacy in History/Social Studies Science/Technical Subjects Grades 6-12. Summary of Topics. Section 1. Reading and Comprehending Complex Text Reading Instruction : Breaking out of the English Department - PowerPoint PPT Presentation
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Alaska Standards for Literacy in History/Social Studies
Science/Technical SubjectsGrades 6-12
Summary of Topics
2
Section 1 Reading and Comprehending Complex Text
Section 2 Alaska Standard Strand: Key Ideas and Details
Section 3 Alaska Standard Strand: Craft and Structure
Section 4 Text Structure
Section 5 Alaska Standard Strand: Integration of Knowledge and Ideas
Section 1
Reading and Comprehending Complex Text
• Reading Instruction: Breaking out of the English Department
• Close Reading: Strategies to help students comprehend complex text
• Text Dependent Questions: Strategies to help teachers guide students through and comprehend complex text.
3
Framework for Reading• Reading in the Content Area• Every classroom can improve SBA reading scores• Shift from teacher talk instruction model
• Notes, audiovisual aids
• New model• Set authentic purposes for reading that pique students’ curiosity
• Allow students to:• Read diverse and complex text• Interact with key information and ideas• Have meaningful conversations about text• Read beyond the text book• Explore controversial ideas or points of view
4
Framework for ReadingTraditional Lesson
Format
Before Reading• Assign Reading
During Reading• Read Assignment• Discuss Reading
After Reading• Quiz or Worksheet
Active Engagement Format
Activate Prior Knowledge• Make predictions• Raise Questions• Set Purpose
Guide Active Reading
Clarify, Reinforce, and Extend Knowledge
5
Framework for ReadingD
ecod
ing
(
K-5
) • Word Recognition Strategies• Concepts About Print• Phonemic Awareness• Phonics
• Fluency• Sight Words• Automaticity
Com
pre
hen
sion
(K
-5, 6
-12
)
• Academic Language• Background knowledge• Vocabulary• Syntax/text structure
• Comprehension Strategies• Comprehension
monitoring• (re)organizing text• Syntax/text structure
6
General Close Reading Practices
• Non-Fiction/Informational Text Genre• Activate prior knowledge.• Know characteristics of text such as bold print, illustrations,
graphs and tables.• Read the first and last line of each paragraph carefully.• Take notes or highlight/underline key words or phrases.• Make comparisons and contrasts.• Determine the author’s purpose.• Determine the writers’ opinion or attitude concerning the
subject.
7Thinking Notes
Close Reading Strategies with Informational Text
Text Dependent Questions• Can only be answered with evidence from the text.• Can be literal and must involve higher level thinking skills
(analysis, synthesis and evaluation).• Focus on vocabulary, sentence and paragraph, in addition to
larger ideas, themes or events.• Focus on the challenging sections of the passage.• Include prompts for writing and discussion.
Three types of questions• Assess theme and central ideas• Assess knowledge of vocabulary• Assess syntax and structure
8
Progression of Text Dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understanding 9
Steps in Creating Text Dependent Questions
• Identify the Core Understanding• Start Small to Build Confidences and Key Ideas of the Text• Target Vocabulary and Text Structure• Tackle Tough Sections Head-on• Create Coherent Sequences of Text Dependent Questions• Identify the Standards That Are Being Addressed• Create the Culminating Assessment• Demonstrates mastery of one or more standard• Involves writing• Can be done independently
10
http://www.achievethecore.org/ela-literacy-common-core/text-dependent-questions/
Back to Summary of Topics
11
Brown University (2013, August 5). New explanation for odd double-layer Martian craters
Text Dependent Questions
12
• Theme and Central Ideas
What evidence supports varied climate as a possible cause for double-layered craters on Mars?• Knowledge and Vocabulary
Impact (verb) means to strike forcefully. An impactor (noun) is something that strikes something else forcefully. What happened on Mars when its surface was struck by an impactor?• Syntax and Structure
An appositive is a noun or pronoun which adds extra information to clarify a noun in the sentence. Watching for the commas that surround the appositive, determine what James W. Head does at the University.
Creating Text Dependent Questions
13
Step One: Identify the core understandings and key ideas of the text.
Step Two: Start small to build confidence.
Step Three: Target vocabulary and text structure.
Step Four: Tackle tough sections head-on.
Step Five: Create coherent sequences of text-dependent questions.
Step Six: Identify the standards that are being addressed.
Step Seven: Create the culminating assessment.
Section 2
Alaska Standard Strand: Key Ideas and Details
• Strategies to help students gather information from the text• Cite Evidence• Determine Central Ideas• Determine Sequence• Follow Multi-Step Processes
14
Standard Strand:Key Ideas and Details
History/Social Studies Science/Technical Subjects
1. Cite evidence. 1. Cite evidence.
2. Determine central ideas. 2. Determine central ideas.
3. Determine sequence and analyze.
3. Follow complex multi-step processes.
Reading Strategies
KWL Charts Chunking Retelling
DR-TA SQ3R QAR
Sequential Organizers
Concept Maps
Academic Journals
Graphic Organizers Frayer Model15
Cite Evidence• Graphic organizer • Represents related
concepts• Organizational tool to help
understand difficult passages
• Visual representation of the ideas/concepts
• Accommodates different learning styles
http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/tr_AllConcept.pdf
16
Determine Central Ideas
SQ3R Method• Survey• Look at all headings, bold words, pictures, charts. • Pay attention to introduction, beginning/ending sentences in paragraphs.
• Question• Formulate a question for each of the headings.
• Read• Read each section. Answer the question you created.
• Recite• Retell what you learned about each section to a partner, to yourself or in
writing.
• Review• Check for understanding, summarize information.
17
Adapted from Robinson, F. P. (1946). Effective study. New York: Harper.
Determine Central Ideas• Student tool for providing a
basis for • Locating information• Determining text structures• Determining when an inference
would be required
• Helps analyze, comprehend and respond to text concepts
• Ties what they already know to the information in the text
• Helps student recognize if the information is present in the text or if they need to “read between the lines”
18
In the Book In My Head
Right There
Answers are in the text. The words in
the question usually match a sentence in
the text.
Answers are not directly in the text. You
need to think about what the author has
told you and what you already know about
the topic
Author and
Me
Think
and
Search
Answers are gathered from
several parts of the text and put
together to make meaning.
Answers are not in the text. You need to think about your personal experience to answer.
On
My Own
http://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChildrenWheretoSeekAnswerstoQuestions.pdf
Question-Answer Relationships
Determine Sequence and Follow Multi-Step Processes
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19
Preview Text• Identify clues
• Beginning, middle, end
• Create a physical representation of text• Flow chart• Time line
Timetoast
Activity: GIST Statements• Description:• Assists students with
focusing on the main idea of the passage.
• Read the passage.• Write one statement
that reveals the “gist” of the selection.• Discuss the reading
and “gist” statements with the group
20
Back to Summary of Topics
Section 3
Alaska Standard Strand: Craft and Structure
• Strategies to help students navigate the structure of complex text• Vocabulary• Recognize Point of View• Recognize Purpose
21
Standard Strand:Craft and Structure
History/Social Studies Science/Technical Subjects
4. Vocabulary 4. Vocabulary
5. Analyze text structure 5. Analyze text structure
6. Recognize point of view 6. Recognize purpose
DR-TA Think Aloud QAR
Graphic Organizers
Venn Diagram
Discussion Web
Frayer Model Academic Journaling 22
Vocabulary• Better understanding
of complex words• Promotes critical
thinking• Draws on prior
knowledge to build new connections
• Accommodates different learning styles
• What the word is • synonyms
• What the word is not• antonyms
• Visual reference
http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html
23
• Building Science Vocabulary• This Teaching Channel Video
shares one teacher’s strategy for building high level vocabulary with high school students working in groups.
• Learning Difficult Vocabulary• Using Marzano’s approach to
teaching vocabulary, this teacher provides essential background knowledge prior to the lesson.
24Word CloudsCreate a word cloud like the one above using Wordlehttp://www.wordle.net/Click here for more examples of Word Clouds
Tiered Vocabulary
25
Disciplinary Literacy• Tier III Vocabulary• Words that have a specific meaning within a
discipline.
Intermediate Literacy• Tier II Vocabulary• Words that are encountered in academic
discourse but are not specific to any discipline.
Basic Literacy• Tier I Vocabulary
• The most frequent words in English.
26
Activity: Vocabulary• Survival Words• Choose several unfamiliar words from the text.• Have students copy the chart.• Students write the meaning of the words they know.• Work in groups to share words that they are most confident about.• Review charts with the entire class and help them clarify words
which they still have difficulty.
27
Recognize Point of View• Divide the class into
groups to read text from an assigned point of view.• Provide guiding
questions to use during reading.• Encourage students to
identify information from the text that support their point of view.
Example:• Process of
Immigration• Possible Points of
View• Immigrant• Customs official• Former immigrant• Citizen• Luggage 28
Recognize Purpose• Common Purposes
for Nonfiction• Explain• Inform• Teach how to do
something• Express an opinion• Persuade• Entertain
29
Back to Summary of Topics
Section 4
Text Structure
• Strategies and tools to help teach the five text structures.• Strategies to help students recognize the five text
structures for better comprehension.• Description• Sequence• Problem and Solution• Cause and Effect• Compare and Contrast
30
31
Some Strategies to Teach Text Structure
• Introduce and work on different text structures.• Skim and Scan to predict text
structures.• Teach the signal words for each
text structure.• Teach and model the graphic
organizers to go with each text structure.• Provide writing opportunities
using the different text structures. 32
http://usd262.com/modules/groups/homepagefiles/cms/3550/File/Curriculum/Literacy/Comprehension/Textstructure_resources.pdf
Text Structure: Description• Signal Words and Phrases
• Comprehension Question Frames• What is the subject being described?• How is the topic being described (i.e., where is it, what it does, how it works,
what it looks like, its classification)>• What are the most important attributes or characteristics?
Position words (beside, near, in front of, above, along)
such as most important specifically
for instance features characteristics
appears to be made up of consists of
looks like in fact for example
33
Text Structure: Description
T-Notes
• Helps organize information while reading or listening to descriptive text. 34
http://incompetech.com/graphpaper/
Topics, main points, vocabulary
Details bulleted, few words used, paraphrase
Cue Column
Note Taking Column
Text Structure: Sequence• Signal words or phrases
• Comprehension Question Frames• What sequence of events is being described?• What are the major events or incidents that occur?• What happens first, next, last?• How is the sequence or cycle revealed in the text?• What are the steps, directions, procedures to follow to make or do something?
during meanwhile finally
first/second/third directions as soon as
then before prior to
next now step
last after following
initially at the same time simultaneously
35
Text Structure: Sequence
Sequential Organizer
36
Event 1 Event 2 Event 3
Topic
Sequence
Main Idea Statement
Text Structure: Problem and Solution
• Signal Words or Phrases
• Comprehension Question Frames• What is the problem?• Why is it a problem?• What is causing the problem?• What solutions have been suggested or tried?• What are the pros and cons of various solutions?• Which solutions worked or seem to have the best chance for solving the problem?
problem answer so that
solution solved led to
dilemma cause issue
puzzle since advantage
because as a result of disadvantage
question in order to
37
Problem and Solution
Use text clues to determine the different components of the problem solution text.
38
Problem EvidencePossible
Solutions Result(s)
becausesince
the problem isthe puzzle is
the dilemma isthe question is
as a consequencethis led to
so thatneverthelessaccordingly
one reason for the problem
if so
perhapspossibly
a solution issolutions are
this resulted inone answer is
therefore
Text Structure: Problem and Solution
• Discussion Web• Look at both sides of a
problem before making a decision based on evidence
39
Text Structure: Cause and Effect
• Signal Words and Phrases
• Comprehension Questions Frames• What were the specific events that happened?• Why did the events happen? What were the causes?• What were the results or outcomes of these events happening? What was the
effect?• Did prior events cause or influence the main event? If so, in what ways?• What is the significance of the event and/or the result (outcomes)?
because leads to on account of
so consequently outcome
therefore when/if-then effects of
as a result reasons for impact
since thus influenced by
in order to due to
is caused by for this reason
40
Text Structure: Cause and Effect
• Cause and Effect Graphic Structure• Visual representation of what happened and why.
• Helps students • Organize events• State relationships of various events in a concrete way
41
Text Structure: Compare and Contrast
• Signal words and Phrases
• Comprehension Question Frames• What subjects are being compared?• What is it about them that is being compared?• What characteristics of the subjects form the basis of comparison?• What characteristics do they have in common? How are they alike?• In what ways are they different?
both similarity either-oralso opposite yettoo different from on the contraryjust as compared to on the other handInstead of however in contrastalike alike same asunlike despite as opposed tobut In comparison
42
Text Structure:Compare and Contrast
43
Back to Summary of Topics
Section 5
Alaska Standards Strand: Integration of Knowledge and Ideas
• Strategies to help students • Text Features and their importance in text• Fact vs. Fiction• Fact vs. Reasoned Judgment and Speculation• Primary and Secondary Source Documents
44
Standard Strand:Integration of Knowledge and Ideas
History/Social Studies Science/Technical Subjects
7. Relate text features (diagrams, pictures, maps, video, charts) back to the text.
7. Relate text features (charts, models, graphs, video, quantitative data) back to the text.
8. Fact vs. Fiction 8. Fact vs. reasoned judgment and speculation
9. Analyze primary and secondary sources on the same topic.
9. Analyze information gained from experiments vs. information from text.
Think Aloud Retelling QAR
Concept Maps Academic Journals
Venn Diagram
Discussion Web Cause/Effect Graphic Structure
SQ3R45
Text FeaturesPrint Features
Patterns of Organization
Table of Contents
Index
Glossary
Preface
Appendix
46
IllustrationsExpand meaning
of text
Photos
Drawings
Magnification
Organizational FeaturesHelp find important information
Bold print Bullets Sub headings
Colored print Titles Captions
Italics Headings Labels/sidebars
Graphic AidsRepresent information in a specific way
Diagrams Maps
Flow Diagrams Charts/Tables
Sketches Cross Sections
Comparisons Overlays
Graphs Time lines
47http://browndigital.bpc.com/publication/?i=165903
Text Features
48
Fact vs. Fiction
Fact• All about deductions• 100% true statements• Study and verification of facts
• Documented sources• Test date• First hand accounts
• Can be disguised as fiction using• Circular logic• Either-or statements• Rely on authority figures to
state what is true
Fiction• All about the character• What he/she wants• What he/she gets or
doesn’t get• How he/she changes• The world the author
created for him/her
49
http://www.readwritethink.org/files/resources/lesson-docs/262-camp.pdf
Fact vs. Reasoned Judgment and Speculation
Reasoned Judgment• Opinion with factual
supporting evidence• More than one standard
of judgment
Speculation• Conclusion reached by
contemplation• Conjecture or surmise• Contemplation or
consideration of some subject
50
Primary and Secondary Source Documents
• Offers a planned framework for examining critical questions• Integrates prior
knowledge with the text
51
http://docsteach.org/ Source for Primary Source Documents
Range of Reading and Level of Text Complexity
History/Social Studies Science/Technical Subjects
10. Read and comprehend complex history/social studies texts independently and proficiently at grade level.
10. Read and comprehend complex science/technical subject texts independently and proficiently at grade level.
52
Reading Strategies• Strategies for Explicit Instruction• K-W-L Charts• Chunking• DR-TA
• Direct Reading-Thinking Activity
• SQ3R• Survey, Question, Read-Recite-Review
• QAR• Question Answer Relationship
• Graphic organizers• Academic journals• Vocabulary development
53
Reading Strategies
• Learner Strategies• Use prior knowledge before, during and after reading• Predict/Adjust/ Confirm• Skim/Preview• Raise Questions• Visualize• Self-Monitoring reading• Distinguish important ideas from less important ideas• Recognize and use text organization• Summarize• Interpret• Synthesize• Reflect/Evaluate/Apply
54
Back to Summary of Topics
Alaska Department of Education and Early DevelopmentTeacher and Learning Support
Deborah [email protected]
907-465-3758
Dr. Bjorn [email protected]
907-465-654255
801 West 10th Street, Suite 200P. O. Box 110500Juneau, AK 99811-0500
56Go Back
These Word Clouds were created with the same words, the format was changed by “randomizing” within Wordle.