1. Standards Review
Small Group Sessions

2. Learning Targets
To increase knowledge base of the 7-12 Informational Text standard.
To define “Informational Text” through the lens of SPPS ELA.

3. How do we differentiate between IT and LIT?
At your table, look through the IT and LIT standards for each grade.
Similarities?
Differences?
Write your findings on poster paper
Definition for both?

4. Academic Reading Process
Small Group Sessions

5. Standards and benchmarks we will be addressing today:
IT 1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
IT 2- Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
IT 5- Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of ideas.

6. Write-to-Learn Prediction Paragraph Frame
I’ve been asked to make a prediction about the Academic Reading Process. Based on the title and the standards we are addressing, I think the ARP is ____. (Add a few sentences to support your idea.) I think we’re learning about this today because _____. These are my initial predictions.

7. Big Idea
Summarizing and organizing information is a key element in understanding text.

8. Goal/Learning Target To learn an academic reading process that will:
improve student engagement,
Improve student comprehension
create a tool for further academic use

9. Guiding Questions
How do you identify key information and details within text?
Using key details, how do you infer meaning in a text section?
How do you organize key details and information to replicate text?

10. Write-to-Learn
Using a graphic organizer of your choice:
What are the differences between reading and academic reading?

11. Academic Reading
Carries the expectation that something needs to be done with the information.

12. There’s a place for everything…
At your table, categorize the following words:
Celery
Beef
Apples
Vegetables
Meat
Pork
Bacon
Salmon
Grapes
Fish
Carrots
Chicken
Fruit
Poultry
Grapefruit
Trout
Duck
Turkey
Honeycrisp
Ham
Baby Carrots

13. What different ways were used to graphically organize the words?

14. If we used an outline form…
1. Meat
a. Beef
2. Vegetables
a. Celery
b. Carrots
i. Baby Carrots
3. Fruit
a. Apples
i. Honeycrisp
b. Grapefruit
c. Grapes
4. Fish
a. Salmon
b. Trout
5. Pork
a. bacon
b. ham
6. Poultry
a. Chicken
Turkey
c. Duck

15. There’s a place for everything…
Celery
Beef
Apples
Vegetables
Meat
Pork
Bacon
Salmon
Grapes
Fish
Carrots
Chicken
Fruit
Poultry
Grapefruit
Trout
Duck
Turkey
Honeycrisp
Ham
Baby Carrots
Organic
Free-range

16. Key Words Are… Usually nouns and verbs
Signal words, like “there are 5 reasons…” indicate key information
About 30% of the actual text (depending on text density)

17. Identifying Key Words Read each sentence.
Underline the fewest words possible that contain the most important information.
When you read your underlined words, the information should make sense.

18. Key Word Common Errors Underlining too many words
Underlining too few words
Underlined words do not make sense when read together

19. Check It Have we captured the essence of the information?
Are we missing anything?
Roughly, what percentage of the words in this text represent key information?
Rubric…

20. Goal/Learning Target
To interpret the author’s intended meaning or message.

21. We need to figure out…
What does the author intend for me to think, know, understand or feel?
Think = Believe
Know = Fact
Understand = Concept
Feel = Effect

22. Interpretive Margin Notes
Answer the think, know, understand, feel question.
Represent a complete concept, but not a repeat of key information.
Should be text-based, not going beyond the information presented in the text.

23. Interpretive Margin Notes Common Errors
Recopying the underlined text
Writing notes that are beyond what the text addresses
Writing too much instead of condensing the general concept
Writing too little- topic or main idea- not a complete statement

24. Check it Have we used the key words to interpret the author’s message?
Did we write our margin notes in our own words?
Rubric…

25. Time to Outline Article main message is main heading.
Conceptual margin notes = support main message
Underlined key words = support concepts
1 detail per line
1 to 3 words per detail
encourage abbreviations

26. Graphic Text Organizer Common Errors
Values of the information aren’t aligned- the indentations are off
Information is repeated
Important information is missing- leaving out facts and details
Too much information for details
More than one detail per line

27. Check it Check quality of information Examine for Visual Quality
Use outline to recall and present information
silently to self
out loud to others
Examine for Visual Quality
Can you garner information at a glance?
Do you have to read a lot of the information from left to right--if so, how can you simplify?
Rubric…

28. Summary Common Errors Headings are copied into paragraph form
Summary text is mostly author’s words, not student’s
Supporting details are forgotten

29. Write-to-Learn Ideas for using ARP:
What have my students done already similar to this?
How might this apply to current or future content I’m teaching?
How could I introduce this tool to my students?

30. Engaging Classroom Assessments
Small Group Sessions

31. Goal/Learning Target
To articulate a deeper understanding of Engaging Classroom Assessments.

32. Write-to-Learn
KWL on ECAs

35. Please sit in grade-level groups.
Welcome Back
Please sit in grade-level groups.

36. Goal/Learning Target
To create a plan for implementation of the Academic Reading Process ECA.

37. Write-to-Learn
Individually, write 5 things you remember about ECAs from the morning session.
Share list with table.
Narrow table list to 5 most important remembered things about ECAs.

38. ECA Identify content to serve a need
To lay a foundation or inspire interest
Theme-based
Cross-curricular
Identify end product goal
Presentation
Written product
Research- for paper, presentation, background knowledge

39. Write-to-Learn
Brainstorm in your grade-level group where the ARP ECA could fit using current content.
Individually, fill out ‘Where can I use this?’ sheet.

40. Do-it-yourself-ECA
Use ‘Where can I use this’ sheet and knowledge of ARP to begin planning a larger ECA that incorporates the ARP.
Resources:
Wiki- go to LLC Resources for templates
LLC link off SPPS curriculum site has ECAs from other departments

42. Your exit ticket… More, Less, Just Right
Large group session- more of, less of, just right
ARP session- more of, less of, just right
ARP ECA session- more of, less of, just right
Do it yourself ECA session- more of, less of, just right