Committing to the Core
Cohort Session # 3Welcome Back!
WelcomeToday’s Agenda Session 3
1:00-1:10: Learning Targets 1:10-1:30: The Six Minute
Solution and Repeated Readings
1:30-2:30: Text Complexity 2:30-3:30: Writing 3:30-3:45: Exit Ticket/
Evaluation
Learning Targets
“What has become clearer since last we
met?” regarding Learning Targets
(Ralph Waldo Emerson customarily greeted Henry David Thoreau by
asking this question when they met.)
Today’s Learning Targets
I can review and understand the big picture for fluency instruction through “The Six Minute Solution” and “Repeated Readings”.
I can understand text complexity. I can apply the components of text
complexity with a sample exemplar text and a sample performance task.
I can identify the three text types and purposes of the Writing CCSS.
I can demonstrate my understanding through writing a performance task in response to literature.
The Six-Minute Solution:A Reading Fluency Program
(Core Instruction)Repeated Readings:Fluency Intervention
(“NNI”)
The Big Picture: Fluency is One of the Five Big Ideas of
Literacy:
In order to become a proficient reader, students must master phonetic elements, automatic
sight words, and the ability to read text fluently. Meyer and Felton (1999)
Reading fluency is the ability to read text quickly, accurately and with proper expression.
National Reading Panel (2001)
Primary Program Components
Assessments: Letter recognition, Letter/Sound Correspondence, Phonetic Elements, Automatic words, Placement passages (We will use DIBELS Next)
Instructional Formats Fluency Practice Sheets Automatic Word Lists Nonfiction Reading Passages
Intermediate Program Components
Decoding and Fluency Comprehension and Fluency Independent Reading and
Fluency Work Completion and Fluency Reading Achievement and
Fluency Practice
The Six-Minute Solution Sample Schedule to be
Implemented During Core Instruction:
MONDAY: All partnerships have new fluency building sheets or passages. The partners will preview the fluency sheet or passage for accuracy. The teacher may assist with unknown words at this time.
OPTION #1: Do not time on Mondays. The partners may use this time to preview the passage.
OPTION #2: Allow extra time on Mondays. Have the partners complete the fluency practice during the allotted six minutes.
Continued Sample Schedule
Tuesday through Thursday: Fluency Practice: Timed Measures along with charting/ graphing data. (Marzano: Feedback to Students: 0.73 Percentile Gain)
Friday: Partners will turn in their fluency building sheet or passage and select new ones. Option: Extend the amount of time of Fridays to incorporate comprehension strategies or summary writing.
Partnering Students to Build Fluency
The students’ current instructional reading level must be determined (DIBELS Next)
Fluency partnerships are formed after each DIBELS Next Benchmark. Suggestions for Partnerships: Be supportive, work in a cooperative manner, and provide polite feedback.
One student reads the passage or fluency building sheet to their partner for one minute while the partner tracks the words read correctly as well as the reading errors.
Each student will chart their own progress. The entire procedure takes only six
minutes!
Repeated Readings:Intervention
using passages from The Six Minute
Solution
Repeated reading interventions are most
effective when:
1. A model of fluent reading is provided (audiotape, adult, peer)
2. Passages are at the students’ independent level (DIBELS Next Data)
3. Passages are reread 3-5 times in one sitting
4. Immediate corrective feedback should be given
5. Students set a goal 6. Students graph their progress toward
the goal
Text Complexity
Focused Free Write!What is “Text Complexity” ???
read comprehend steadily
proficiently college independently career
increasingly
Text Complexity
WHY DOES THIS
MATTER NOW???
2006 ACT Report
Released a report with findings that showed which skills differentiated the students who exceeded the benchmark scores on the reading section of the ACT from those that did not…
PARTICULAR interest was the finding that it wasn’t students’ ability to infer or answer questions about main ideas, but instead their ability to answer questions about complex texts.
2006 ACT Report
This research points to the needs to not only engage in pedagogy that focuses on critical thinking skills, but to do so with complex texts.
The demands of college, career, and citizenship have increased the past forty years, the complexity of texts K-12 students are required to read has decreased.
Independent reading of complex text is not happening often enough, particularly with expository texts.
Students need to prepare for the cognitive demand of complex texts.
Factors that Influence Text Complexity
Word Difficulty (vocabulary) and Language Structure (sentence type)
Text Structure (problem-solution, chronology, sequence)
Discourse Style (satire, humor) Genre and Features of the Text Background Knowledge for
Content
Factors that Influence Text Complexity
Level of Reasoning Required (sophistication of themes and ideas)
Format and Layout of Text Length of Text (Hess and Biggam, 2004.)
How is Text Complexity Measured?
The CCSS use a model that consists of three equally important parts.
1. Qualitative Dimensions- those aspects measured by an attentive human reader, such as levels of meaning, structure, knowledge demands, etc.
2. Quantitative Dimensions- those aspects measured by formulas computed by computer software (word length, frequency, and length of sentence)
3. Reader and Tasks Considerations- variables specific to particular readers (motivation, purpose, and prior knowledge)
Now What ???
Appendix B to the CCSS offers a wealth of resources.
Exemplar texts are provided for each grade level or grade span.
The exemplar texts include literary stories, poetry, and informational texts, and the K and Grade 1 Levels both read aloud and student read exemplars are provided.
At the end of each list of text exemplars, a variety of performance tasks can be found that model specific reading standards, and is coded to the standard.
Text Exemplars
Task:1) “A Quiet Discovery”…Please look
through staircase, all text exemplars, and sample performance tasks individually
2) “Table Talk”… Choose one text exemplar, along with one sample performance task. Make it your own!
3) “Ta-Da”…We will share our learning discoveries with the entire group.
WritingCCSS Writing StandardsText Types and Purposes
K-12 Anchor Standards #1-#10
Task:Please complete the K-W portion of
the K-W-L Graphic Organizer in your
materials!
WritingCCSS Writing StandardsText Types and Purposes
K-12 Anchor Standards #1-#10
Task:Please complete the L portion of
the K-W-L Graphic Organizer!!!
Writing
CCSS: Three Text Types of Writing
Argument Informational/
Explanatory Writing Narrative Writing
WritingArgument Used for many purposes Reasoned, logical way of
demonstrating that the writer’s position, belief, or conclusion is valid
Students make claims about the worth or meaning of a literary work or works
Students defend their interpretations or judgments with evidence from text(s)
WritingArgument Although young children are not
able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples (reasoning and cause and effect)
Expository structures are steps on the road to argument
K-5 uses the term “opinion” to develop this form of argument
WritingInformational/Explanatory Writing Conveys informational accurately Purpose is to increase the readers’
knowledge of a subject, to help readers better understand a procedure or process, or to provide an increased comprehension of a subject
Addresses matters such as “types”, “components”, “size”, “function”, “behavior”, and “why”
Students draw from what they already know to produce this type of writing from primary and secondary sources
WritingInformational/Explanatory Writing With practice, students are able to
become better at developing a controlled idea and a coherent focus on a topic
Students become more skilled with incorporating relevant examples, facts, and details in their writing
Comparing or contrasting ideas or concepts
Functional writing Explanations
WritingNarrative Writing Conveys experience, either real or
imaginary, and uses time as its deep structure
Can be used for many purposes, such as to inform, instruct, persuade, or entertain
Many take the form of creative fictional stories, memoirs, anecdotes, and autobiographies
WritingNarrative Writing Over time, students learn to
provide visual details of scenes, objects, or people to depict specific actions
Exemplary Writing Samples
Task: Locate Student Samples of Argument,
Informative/ Explanatory, and Narrative
Within your teams please complete the task for all 3:
As an opportunity for growth in my classroom instruction regarding writing, I will focus on _________ because… for the remainder of the school year.
Exit Ticket…Two things I used to do
were… And now I…Thank you for a great day of Professional Learning!