Session8-Collaborating for SuccessPPT

Collaborating for Success: New
Ways to Think through Texts
13th Annual Academic Success Institute
March 14, 2015
Learning Targets
I can employ text based discussions that are
grounded in CCSS.
I can prepare rigorous and orally rich academic
structures in my classroom.
I can understand how a focused approach to
planning allows for students to explore curriculum
and demonstrate learning through different
methods for all students.
Session Norms
Pause
Paraphrase
Probe
Pay Attention to Self & Others
Presume Positive Intentions
Promote a Spirit of Inquiry & Balance
Advocacy
• Put Ideas on the Table
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Ongoing Session Assessment
During the session, observe/reflect about
the following:
• How are “students” engaged throughout
the lesson (i.e. content, protocols, etc.)?
• How does the teacher assess student
learning and adjust instruction throughout
the lesson?
• What scaffolds, interventions, and
language supports are evident in the
lesson?
Reading like detectives…
…and writing like
investigative reporters.
• If we want students to read like detectives, then
teachers need to ___________?
• If we want students to write like investigative
reporters, then teachers need to _________?
Four Roles of Readers
Code Breaker
How do I crack this code?
Meaning Maker/ What does this mean to me?
Text Participant
Text User
What is the purpose of this text?
Text Analyst/
Critic
How does this text affect me?
Dr. Allan Luke and Peter Freebody
CODE BREAKER
MEANING MAKER/ TEXT PARTICIPANT
Recognizes and uses the features and
structures of written, visual, and multimodal texts, including visual and nonvisual cues to break the “code” of
texts.
Uses prior knowledge and/or world
experiences to construct and
communicate meaning when reading,
writing, speaking, listening, viewing
and representing.
TEXT USER
The Literate Learner
Understands that purpose and
audience help to determine the way
text is constructed: form, format,
medium, structure, tone, the degree of
formality, and sequence of
components
TEXT ANALYZER
Understands that texts are not neutral;
that they represent particular views,
beliefs, values, and perspectives to
serve different interests; that other
views and perspectives may be
missing.
(Freebody, 1992; Freebody & Luke, 1990)
Think and Chat About…
…what it means to:
Observe?
Wonder?
Infer?
You have 3 minutes to come to
consensus.
Theory into Practice
Look at the picture. What do you
Observe?
Wonder?
Infer?
Jot down your thoughts.
Transfer Practice
With your groups, participate in
the Gallery Walk and respond to
your peers on the poster.
Use the Sentence Starters to assist
you if needed.
Gallery Walk
Let’s Collect Our Thoughts
• What skills were
needed to
complete the
tasks we’ve
completed so
far?
Active, Interactive Reading
Connect
Visualize
Predict
Question
Clarify
Evaluate
Interactive Reading
Text Base Discussions
http://www.fcrr.org
Text Base Discussions
Discuss text by using question
cards.
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Place question cards face down in a
stack. Provide each student with a
copy of the text.
Taking turns, students select six cards
from the stack and place face down
in a row within reach.
Student 1 reads the first paragraph
aloud. Selects a card randomly from
his row and reads the question.
Student 2 answers. Student 2 then
selects a card randomly from his row
and reads the question. Student 1
answers. Short discussion is okay.
http://www.fcrr.org
Say Something Protocol
Instructional Strategy
http://commoncoresuccess.elschools.org/
Talking the Talk
• Say Something Protocol
• Something I agree with
• Something that puzzles me
• Something I am reminded of when I read…
• A new idea
• Something I disagree with
• Something I want the author to explain
more
• Something I want to talk with others about
more
Ahas!
or
Things I Learned
Question
I have
Things I
think I can
adapt for
my classroom
PD activity are standards-aligned , including, but not
limited to:
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CCSS
• RH.6-8.1, RH. 6-8.2, RH. 6-8.9, SL.6-8.1.c&d, SL. 6-8.4, W.6-8.2.c&d
CA ELD Standards
• P1.6-8.1-3,P1.6-8.5;P2.6-7.6-8
• Interacting in Meaningful Ways: Collaborative , Interpretive,
Productive
• Learning About How English Works: Connecting and
Condensing ideas
Thank You
Christina Arpante, Ed.D.
Secondary Literacy Coordinator
Christina_Arpante@sccoe.org
@ChrisArpante
@STEAM_SCCOE
https://www.facebook.com/STEAMEdSCCOE
http://tinyurl.com/2015ASC