1. EngageNY.org Model Elementary Differentiated Lesson: Addressing Specific Standards while Maintaining Rigor for All Teachers and Coaches Session 3

2. Learning Target I can explain how to differentiate the teaching of a standard while ensuring that the lesson maintains its focus. 2

3. 3 Why Teach Text Structure? Most expository texts are structured to facilitate the study process for prospective readers. These texts contain structural elements to help guide students through their reading. Authors of expository texts use these structures to arrange and connect ideas. Students who understand the idea of text structure and how to analyze it are more likely to learn than students who lack this understanding. RAND Reading Study Group, 2002

4. Think-Pair Share What IS text structure?  Text features  Organization  Sentence structure  Understanding of genre 4

5. Think-Pair-Share How does the structure support the overall meaning of the text? 5

6. Model Lesson 5 th grade module lesson Only a portion of the lesson Please hold on to any questions while the model lesson is in progress, as we will debrief instructional moves when the lesson is over 6

7. First Listen Locate the article, Dr. James Naismith, Inventor of Basketball, in your packet. Listen as I read. Turn to a partner and share the gist of the article. 7

8. Second Text Locate the article, First College Basketball Game in your packet. Follow along silently once again as I read aloud. Share the gist with a partner. 8

9. Learning Target I can explain how the game of basketball was developed to meet societal needs using quotes from the text. 9

10. Types of Text Structures Locate the Text Structure Types document (the top page of your packet.) Focus attention on the row titled “Problem and Solution.” Discuss in pairs what the words problem and solution mean. 10

11. Problem and Solution Notecatcher Reread paragraph B only of Dr. James Naismith, Inventor of Basketball. Locate a quote that explains the problem Dr. Naismith was trying to solve. Discuss then record the quote in the “PROBLEM” box. Locate a quote from the article that explains what Dr. Naismith invented to solve the problem. Discuss then record the quote in the “SOLUTION” box. Locate TWO quotes that explain the criteria needed for Dr. Naismith’s solution and record. 11

12. Sequential Notecatcher Locate the First College Basketball Game text and the Sequential note-catcher. Once again look at the Text Structure Types document. Find the row titled “Sequential.” What does the word sequential mean? 12

13. Sequential Notecatcher Reread only the paragraphs B and C of the article First College Basketball Game. Locate three quotes that explain how the game of basketball was developed over time. Discuss your thinking with group members. Then record the quotes in sequential order. 13

14. Next Learning Target I can compare and contrast the structure of two articles that explain the invention of basketball. 14

15. Compare and Contrast Locate the Venn Diagram in their packet. With your partner, read the directions and complete the task. 15

16. Learning Target Check-in I can explain how the game of basketball was developed to meet societal needs using quotes from the text. I can compare and contrast the structure of two articles that explain the invention of basketball. –Thumb’s-Up = I got It! –Thumb’s-Sideways = I’m beginning to understand –Thumb’s-Down = I need more time 16

17. Synthesis Locate the symbol in the top right hand corner of your “model lesson” packet If you have a “ ✚ ” symbol, stand shoulder to shoulder in a line with your packets. If you have a “  ” symbol stand in front of a person in the “ ✚ ” line. 17

18. Synthesis Compare your packet of materials.  What is the same?  What is different?  Why is the task rigorous in both set of materials. 18

19. Analyzing Text Structure Locate the Analyzing Text Structure Notecatcher on pp. X (started in Session 2.) Work in partners for this activity. Reread five short excerpts taken from the ELA Modules:  Brainstorm possible scaffolds. 19

20. Share Your Thinking Pair up with another partnership to share the thinking you recorded on your notecatcher. 20

21. Reevaluate How does the structure support the overall meaning of the text?  Authors make intentional decisions about how to structure a text based on their purpose and audience and the meaning they want to convey.  When readers know what kind of structure to expect, it helps them connect to and remember what they’ve read better.  It gives readers clues as to what is most important in the text.  It helps readers summarize the text. 21

22. Reflection Return to your seat. Locate the Learning Target Reflection page for Session 3 in their notebooks. Copy and fill-in the following cloze activity,  “I used to think…, but now I know…” 22