ERWC day 2.SMHS.12th.grade.5.28.14.[3]final

Professional Learning:
Expository Reading and Writing Curriculum

Professional Learning Outcomes
In the broadest terms and toward this aim, this series
has been designed for you to:
Recognize your role in college readiness
Become familiar with the modules
Get a sense of the pacing, pedagogy, and instructional practices
that support effective literacy instruction
Deepen essential conceptual knowledge
Examine your students’ and your own processes as readers and
writers
2

Agenda: Day 2
 Explore first semester modules
 Identify habits of mind that develop thinking, reading,
and writing
 Close reading, academic literacy and text complexity
 Introduce supplementary resources
 Effective strategies for teaching Vocabulary
 Teaching Rhetorically
3

ERWC Principles
1. The integration of interactive reading and writing processes;
2. A rhetorical approach that fosters critical thinking and engagement
through a relentless focus on the text;
3. Materials and themes that engage student interest;
4. Classroom activities designed to model and foster successful practices of
fluent readers and writers;
5. Research-based methodologies with a consistent relationship between
theory and practice;
6. Built-in flexibility to allow teachers to respond to varied students' needs
and instructional contexts; and
7. Alignment with California’s Common Core State Standards for English
Language Arts and Literacy
4

Effective implementation of ERWC:
 I do, we do, you do (modeling and release of
responsibility)
 Time
 Collaborative conversations
 Ongoing professional development and support
 Moving to a student-focused, skill based
pedagogical orientation
5

Research from Initial ERWC
implementation
 High degree of engagement
 High degree of student satisfaction with the
materials
 High percentage of students in 12th grade course
passing EPT
6

More Recently….
Preliminary findings from i3 grant on ERWC indicates that
ERWC methodology was not being well implemented:
 Students were not engaged in enough rich collaborative
conversations in small groups
 Student versions were being duplicated with the
expectation that they were to work through the packets
independently.
 Teacher re-does annotation after students have already
completed the annotation task
 Not enough evidence that teachers trust student abilities
7

ERWC
 Modules are designed so that teachers can make
choices about what activities their students need,
based on formative assessments that occur
throughout each of the modules.
 However, rhetorical reading activities, critical
thinking questions, integration of reading and
writing, and substantial writing assignments are
essential features of ERWC and should not be
omitted.
8

Introducing Students and ourselves) to
ERWC
 Read the key student learning outcomes in the
Introduction on pp. xx and xxi.
 Discuss at your tables: Why do people need this
knowledge (rhetorical reading, writing, listening,
and speaking) and these dispositions (habits of
mind)? ….in other words…..What’s the point? So
What?
9

Binder and Grade Level Curriculum
Walkthrough
 For this activity, you will need to sit in grade level
groups
 Select a grade level module you will present to
the group.
 You will have 20 min. to peruse the module and
make a mini poster to present the module to the
whole group in a 2 min. presentation.
10

Module Mini Poster and Presentation
 Title of Module and grade level
 What is the essential question?
 What are the skills, knowledge, and grammar?
 What is the conversation of the module?
 What are interesting/important activities?
 How do activities support student success with the writing
assignment?
 What do you want to modify?
 What challenges will you need to address for EL and special
needs students? How will you address them? 11

Module Presentations (2 minutes each)
 Beginning with the earliest grade, pay attention to
the scaffolding of skills and the building of habits
of mind.
12

Gallery Walk/Break
During the walk, what do you notice about…
The sequence and scaffolding of skills and
knowledge?
The topics and essential questions?
The nature of the writing assignments?
How the habits of mind are developed?
You can take pictures of the posters for quick
reference later.
13

Grade level small group discussions
continued
 Debrief the module or part of the module that you
used in your classroom
 Share a resource from the online community that
you liked and/or used.
14

Erika and Jason
 Decisions, choices, and how you use the
modules and resources
15

Issues of Text Complexity
There is only one way to acquire the language of literacy,
and that is through literacy itself. Why? Because the only
place students are likely to encounter these structures
and patterns is in the materials they read. And that is
possible only if the texts they read in school are written in
such language. Complex texts provide school-age learners
reliable access to this language, and interacting with such
texts allows them to discover how academic language
works.
Filmore & Filmore
UC Berkeley/Stanford University Understanding Language Project
http://ell.stanford.edu/16

Issues of text complexity
Simply put, the easy texts schools give to English
Learners and Language Minority students – given
prophylactically as a safeguard against failure –
actually prevent them from discovering how
language works in academic discourse.
Filmore & Filmore
UC Berkeley/Stanford University
Understanding Language Project
http://ell.stanford.edu
17

What makes text complex?
 2 minute partner discussion
18

What makes texts complex?
Quantitative measures
Qualitative measures
Matching readers to texts
19

What makes texts complex:
 Quantitative: words, sentence length, syntactic
complexity and lexile level
 Qualitative: Knowledge demands, concepts, levels of
meaning, organization and structure of text, language
conventionality, coherence (pronoun references, etc.),
clarity
 Matching reader to text: background knowledge,
experience, motivation, task variables like author’s
purpose and complexity of the task (like types of
questions posed)
 (Common Core Appendix A) 20

What is your definition of “close
reading?”
 Write a definition with your partner.
 Share out.
21

Close Reading
 “A close reading is 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” (Doug Fisher).
22

What does the text say? (They Say, I Say)
Text Dependent Questions:
The Common Core State Standards for reading strongly
focus on students gathering evidence, knowledge, and
insight from what they read. Indeed, eighty to ninety
percent of the Reading Standards in each grade require
text dependent analysis; accordingly, aligned curriculum
materials should have a similar percentage of text
dependent questions.
www.achievethecore.org23

Citing evidence from the text:
What does the text explicitly state?
What is your evidence from the text?
What can you infer from the text?
What is your evidence from the text?
24

Developing Text Dependent Questions:
25

Smarter Balanced analysis:
(from Linda Darling Hammond)
Questions
DOK level 3
Questions
DOK Level 4
Current CA test 20% 2%
Smarter
Balanced
43% 25%
26

What do I say? (They Say, I Say)
Close and critical reading is preparation for
developing opinions and writing argument.
Important elements of argument:
Logos: What does the text state and what is my
evidence?
Pathos: How do other people feel about the topic
(They say) and how do I feel (I Say)?
Ethos: What is my credibility, knowledge, on the
topic? (building knowledge from close reading) 27

Close Reading
 Erika Wanczuk lesson demo
 Jason Charles lesson demo
 High School Close Reading lesson on informational
text:
 https://www.youtube.com/watch?v=XFRClI2q18Y&lis
t=PLF6454392DC2AFF6C
28

Dear John,
I’ve been so lonely since you went away. I’ve
missed you so much. I don’t know how I ever could
have stood it without Bill. He’s been over every
evening since Jill left town. He seems to understand
so well.
I hope you are doing well at school and are
meeting lots of interesting people. Did you say you
would be back in November or December?
 Love,
Jane
29

Reading Rhetorically, Silent Reading
Spot Check
Read the following pages silently to get a good overview
 Joining the Conversation (Kenneth Burke's parlor metaphor) 6
 A Spectrum of Purposes 19-20
 Questions for Reading Rhetorically 10
 Listening to a Text 39
 Descriptive Outlining 56
 Questioning a Text 69 (Chapter summary, 98)
 Believing and Doubting Game 89-90
 Summary Checklists 60-61
 Using Question Analysis to Plan a Research Strategy 105
 Do's and Don'ts with Summaries, Paraphrases, and Quotation 130
32

Relationship of vocabulary knowledge and
academic language necessary for close
reading
 Knowledge of vocabulary is strongly related to reading
comprehension.
 Direct instruction is more effective than incidental learning
for acquisition of specific vocabulary
 Instruction using contexts is more effective for teaching
new vocabulary than instruction using definitions.
 Vocabulary instruction is more effective when it involves
the learner in the construction of the meaning through
interactive processes rather than memorization. 34

Best practice in Vocabulary instruction:
 Extensive, varied reading increases vocabulary
knowledge.
 Instruction that engages students in construction of
word meaning using context and prior knowledge is
effective for learning specific vocabulary.
 Understanding of word parts (root, prefixes and
suffixes) increases vocabulary knowledge.
 Compare and contrast activities aid in concept
development. (word sorting & word webbing) Teach
word relationships. (critic, critique, criticize.) 35

 Connect new with the known.
 Different types of words require different types of
instruction.
 Effective vocabulary instruction involves the gradual
shaping of word meanings through multiple
exposures.
 Students must represent their knowledge of words in
linguistic and nonlinguistic ways.
 Instruction should focus on terms that have a high
probability of enhancing academic success.
36

Components of Vocabulary Instruction:
Depth
 several exposures in different contexts. (kind
of like learning to write a lesson plan)
 goal is ownership of the word.
 By the time students graduate from H.S., they
need to know 88,500 word families or 500,000
words.
 https://www.teachingchannel.org/videos/buil
d-student-vocabulary

Ineffective Vocabulary Instruction
 Word learning is not exposing students to a word list
and requiring them to memorize it.
 Retention, use, and ownership of the word does not
occur after studying a list of words and their
meanings.

Isabel L. Beck, Margaret McKeown and Linda Kucan
(2002, 2008) have outlined a useful model for
conceptualizing categories of words readers
encounter in texts and for understanding the
instructional and learning challenges that words in
each category present. They describe three levels,
or tiers, of words in terms of the words’ commonality
(more or less frequently occurring) and applicability
(broader to narrower).
Common Core State Standards, Appendix A, page 3339

Academic vocabulary and Common Core
40

Academic Vocabulary
… is not unique to a particular discipline and as a result
are not the clear responsibility of a particular content
area teacher. What is more, many Tier Two words are
far less well defined by contextual clues in the texts in
which they appear and are far less likely to be defined
explicitly within a text than are Tier Three words. Yet
Tier Two words are frequently encountered in complex
written texts and are particularly powerful because of
their wide applicability to many sorts of reading.
Teachers thus need to be alert to the presence of Tier
Two words and determine which ones need careful
attention. (Common Core State Standards (English Language Arts, Appendix A)
41

How do I determine that a word is Tier 2?
Word Is this a
generally
useful word?
Does the word
relate to other
words and
ideas that
students know
or have been
learning?
Is the word
useful in
helping
students
understand
text?
If you answer
“yes” to all
three
questions, it is
a Tier 2 word.
If not, it is
probably a
Tier 3 word.
42

What does the concept of “routines”
mean in your teaching?
43

Vocabulary Routines
 Table discussion: What are your routines for
teaching vocabulary?
Process: Front loaded, in context, deliberate use in
reading, writing, speaking, etc.
Strategies: Vocabulary notebook, graphic
organizer, work knowledge, etc.
How does ERWC teach vocabulary?
44

Components of Vocabulary Instruction:
varied connotations
 Words mean different things in different content
areas.
 Use the word, “resistance” in a sentence related
Social Studies, then Science, then English.

Routines of effective teachers
(Lapp, Fisher, Jacobson, 2008)
Routine I. Wide reading
 What are the types of readings in ERWC? What do you
need to add?
 Table Share: What are accessible texts/resources you
could use with one of the modules? (EL and Special
Needs students)

Resources for additional readings
 Kelly Gallagher’s Article of the
week:http://kellygallagher.org/resources/articles.html
List of current articles he has used this year and
previous years.
• Information is beautiful has one page informational
text, graphics, etc. on a variety of subjects for
information, close reading, facts, etc.
http://www.informationisbeautiful.net/
• Daily news in engaging nonfiction passages:
https://www.newsela.com/ (You can change the
reading levels) 47

Routines of Effective Vocabulary Instruction
Routine II. Manipulating Words
Words Sorts: Can be done individually or in pairs.
1. Students are provided with a series of words
2. Students categorize within the predetermined
themes, providing a conceptual framework for the
new knowledge.

Word Sort (1984 module)
Example: Make a 3 column organizer and place the following words in the
category you and your partner think they best fit.
Centralization, public ownership, competition, profit, regulation, free
enterprise, one-party rule, classless, individual self-interest, one-party
rule, individuals, government ownership, oligarchy-like, tyranny
Democracy Socialism Communism Don’t know

Word Sort
 Pairs then report out where they placed words and their
rationale for doing so.
 What can you tell (assess) about students’ knowledge by
observing a word sorts?

Routine III. Framing Words
 Writing frames (templates) provide students with
practice in academic language and discourse.
 Writing frames provide students with using
vocabulary in their writing.
 They Say, I Say and Kinsella use frames.

Prompts for Word Frames
How does this type of association help students to
own the word?
1.____is similar to __________.
2.____is different from _________.
3.____is easier to understand than____.
4.____is more difficult to understand than__.
5.____is a word I have used more than___.
6.____most closely reflects_____.
7.____best reflects the meaning of ______.

Sentence Frames
 What do word frames allow students to do?
 What do you find out as a teacher from the students’
responses?
 Use paragraph frames for learning logs and short
answer essays

Use the following words to complete the sentence frame: Centralization, public
ownership, competition, profit, regulation, free enterprise, one-party rule, classless,
individual self-interest, one-party rule, individuals, government ownership,
oligarchy-like, tyranny
_____is important to understand because it helps to convey
information about……. Additionally, the words _____ helped me to
understand……... In my essay, I think I will use the words ______to
explain……... I recognize that _______ is a key word phrase from the
reading because it conveys the concept that ………. This concept
connects to another important word phrase from our reading, which
is _____. This word phrase conveys the idea that ………... In
conclusion, if I told a friend what he/she needs to know about this
topic, I would tell him or her that……….

Routine IV. Playful Words
 Engagement in social interaction
 Developing oral fluency
 Observing models of conventional English
 Games like bingo, Jeopardy, Wheel of Fortune
 The Talk show. Teacher Interviews students as if they are
experts, e.g. politician, scientist, character, etc. guiding them
to use vocabulary.

Routine V. Word Consciousness (Brave New World)
 Prior routines depend upon the teacher’s list, but we aren’t always around.
 Students need to be aware of and notice words they do and do not
understand and recognize.
 The first parts of Brave New World have lots of biology vocabulary.
Students could even ask their biology/science teacher about some of the
words they keep in this graphic organizer. This is a living document. The
idea is to move all of the x’s to the “I know it” column.
New
word
I don’t
know it.
I might
know it.
I know it. I think it means….
gamete x Cells and
reproduction?
freemartin x
viscosity x Liquid thickness

Summary of Routines
 Accessing students’ background/prior knowledge
 Provide meaningful contexts and connect new words to
meaning in a text.
 Blooms’ Taxonomy: comprehend, organize, analyze,
synthesize, evaluate, and develop associations
 Designed to move from declarative knowledge to procedural
(more automatic) knowledge.

General principals of routines instead of just
strategies
 Schema-building
 Vocabulary learning
 Teach higher utility words
 Exploration of words and language
 Ownership and use of words in various contexts
 Routines increase the propensity for long-term retention and
independent usage

Finally….Overall instructional goals
 Development of specific linguistic knowledge
associated with text types (structure of text)
 Development of conceptual knowledge clustering
through repeated, meaningful, instructional
strategies.

Academic literacy—developing habits of mind
Text complexity, close reading, text-dependent
questioning are part of academic literacy. Academic
literacy is really about habits of mind.
Read through the three handouts (habits of mind, students who are
college and career ready, classroom discussion strategies).
 Annotate to note the big ideas, interesting concepts,
and important points.
 Make notes about what habits do your students already
exhibit and what habits they are working toward.
 Put the big ideas onto sticky notes (one idea per note).
 Create a concept map to represent your thinking about
the concepts.
60

Homework
 Read Reading Rhetorically and They Say, I Say. We will do an activity
based on the readings when we meet again in the fall.
 Read “Theoretical Foundations”
 Explore Two Important Online Resources (online resources)
Modifying Instruction for English Language Learners
Teaching for Transfer
Take a look at the writing in the modules. What questions do you
have in terms of supporting students. Where are the gaps? Where will
students need more support?
63

ERWC day 2.SMHS.12th.grade.5.28.14.[3]final

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ERWC day 2.SMHS.12th.grade.5.28.14.[3]final