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Educator Enhancement Academy ELA, Grades 2 Day 2 Ashley Gunnoe – Title 1, Wirt County Carrie Cronin – 2 nd Grade Teacher, Ritchie County Charles Thomas – Academic Coach, Calhoun County

Session Objectives Understand the need for various type of reading within a school day Experience and assess integrated learning that is building toward mastery of a standard Understand the role of text complexity in the Next Generation CSOs Analyze an informational and literary text using the qualitative rubric Zero in on Close Reading

Predominate Focus Prior StandardsNext Generation Standards

K 1 st 2 nd 3 rd 4 th 5 th Students will… …quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. …refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. …ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. …ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. …ask and answer questions about key details in a text. …with prompting and support, ask and answer questions about key details in a text.

Standards-Based Lesson Design Example: Standards, Standards, Standards “Performance” as evidence Tool for evaluation Student personalization Checkpoints Non-Example: Go to the next text chapter Teacher idea and then map to standards Cute The kids will like it! Standards as a to-do list, to be checked off

Comprehension Fluency Vocabulary Syntax Language Standard in Context

What we know: Students must have more than surface-level exposure to words. (Most weekly word lists are surface-level.) We must plan for direct and incidental vocabulary instruction. (Are we purposeful with all of our time?)

Text Sets Open “Wonders of Nature 2-3” from Day 1 folder. With partner, use text evidence to determine what a text set is and how it might be used.

Informational vs. Literary Text Informational TextLiterary Text Biographies and autobiographiesStories – folktales, legends, fables, fantasy, realistic fiction and myth History/social studies booksDramas Science and the artsPoetry – nursery rhymes, limericks, etc. Technical texts (directions, forms) Digital sources on a range of topics Commoncore.org - English Language Arts standards page 31 of pg 66.

Text Complexity

14 Source: Overview of Text Complexity Text complexity is defined by: 2.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 1.Quantitative measures – readability and other scores of text complexity often best measured by computer software. 3.Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

15 Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Step 1: Quantitative Measures

Quantitative Data See Appendix A in Day 1, Session 2 folder.

19 Step 2: Qualitative Measures Measures such as: Layers of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Cultural demands Vocabulary

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Close Reading Steps 1.Students read story to self 2.Teacher reads story aloud 3.Teacher asks text dependent questions Students defend their answers by finding evidence to support their answers from the text (tell page number and restate where it was found) 4. End with a text dependent writing prompt.

What was my target? Identify 2 nd grade Standards to which we have been teaching. have been teaching.