Communications in Reading and Writing Following the Common Core Presented by Houghton Mifflin Harcourt and All Prints Laurie Anderson [email protected]

Communications in Reading and Writing Following the Common Core

Presented byHoughton Mifflin Harcourtand All Prints

Laurie [email protected]

Agenda•Teaching Students in the 21st Century

•Using More of the Students Brain for Learning

•Vocabulary Strategies •Comprehension Strategies

Houghton Mifflin Harcourt

The Brain and Attention Span

Maximum attention span of an adult is 18 minutes.

Child’s attention span is age plus 2 minutes.

Keep it or Dump It?

Incoming Sensory Data

Sensory Register

Based on past experience, data will be dropped or kept within a few 1/1000’s of a second.

Immediate Memory

Based on past experience, data will be dropped or kept within 30 seconds.

Working Memory

Will handle about 7 “chunks” of information for about 45 minutes.

Source: “How the Brain Learns” by David Sousa

Reading is a Process

• Connect• Think• Speak• Read• Write• Read

The standards do NOT define:

• How teachers should teach• All that can or should be taught• The nature of advanced work• Intervention methods or materials• The full range of supports for

English learners and students with special needs

Types of Vocabulary

Listening Vocabulary – the words we need to know to understand what we hear.

Speaking Vocabulary – the words we use when we speak.

Reading Vocabulary – the words we need to understand when we read.

Writing Vocabulary – the words we use in writing.

Index Cards

Word Square1.field 2.draw image

to illustrate the word

3. definition 4. draw image to illustrate the opposite of the word

Hillary LeiluaManulele Elementary

Topic Talk Place students in groups of two.Give Student A 30 seconds to tell their partner everything they know about a given topic. The Student B listens carefully. Then student B will then take thirty seconds to tell what they know about they same topic. They are NOT allowed to repeat any information.

Teachers

Visualizing

Teach children how to see and remember.

Market, Bangkok, Thailand

Name an object and a word that rhymes with it.

Name three objects that start with and S.

Name an object an add a word before and after.

Write a sentence using a vivid verb.

Write 5 W/H questions you would ask someone atthis market.

Write 8 things that you remember from the picture.

ELL Language Support Cards

Cinderella was so sad. She could not go to the ball. She had big tears in her

dress. Phonics alone won’t help here. We must construct meaning.We can ask, “Does that look right?” “Does that sound right?” “Does that make sense?”

Reread & Self-Correct Use Comprehension

• Mental imaging (visualization)• Prediction (what’s coming next)• Re-read and comprehend• Question (withhold judgment)• Summarize• Make connections• Interpret/think about/make inferences

Comprehension Strategies for Nonfiction

Text Complexity – Why does it matter?

Major Implication of the Research -

That the complexity of what students’ read is at least as important as what they can do with what

they read.

The Research Behind CCR Anchor Standard 10

Pick a question on your sheet and use your leveled book to

work with a partner.

Character Handout

Connections to Text

What do I know about…?

What does it remind me of—fiction and nonfiction?

Would I like to live…, be a part of…, be a friend of…?

Has what I learned changed my opinion or how I think? Why?

Harcourt

Harcourt

Examples of Strategies

Summarize/Conclude

“The most important thing I’ve learned so far is…”

“It didn’t say why she did that, but I bet…”

“I know he must be feeling…”

“So far in our story…”

“So far, I have learned that…”


Question/Monitor

“I wonder what it means when…”

“I don’t understand…”

“It didn’t make sense when…”

“I’m going to reread that, because it didn’t make sense that…”


Image/Infer“Even though it isn’t in the picture, I can see the…”“Mmm, I can almost taste the…”“It sent chills down my spine when it said…”“For a minute, I thought I could smell…”“I could hear the…”“I can imagine what it is like to…”“I can picture the…”


Evaluate/Imply“My favorite part in this chapter was…”“I really liked how the author…”“What I don’t like about this part is…”“It was really interesting to learn that…””I am going to try this out when I…”“I wish I could…”“If I were her, I would…”

Close Your Eyes!

Thank you for attending!

Presented byHoughton Mifflin Harcourtand All Prints

Laurie [email protected]

Documents

Communications in Reading and Writing Following the Common Core Presented by Houghton Mifflin Harcourt and All Prints Laurie Anderson [email protected]