1. Dr. Jennifer Dove, Director of Literacy & Humanities, Binghamton City School District dovej@binghamtonschools.org William Dove, High School English Teacher, Spencer-Van Etten Central School District wdove@svecsd.org

2.   Less is more  Start small (gradually flesh out the framework)  Student work informs the Learning Continuum (Modeled, Shared, Guided, & Independent) Foundational Premises

3.  Learning Continuum Assess Demonstrated Learning Shared Learning Guided Learning Independent Learning Gradually handing over responsibility/the thinking and letting students take on the thinking independently. Based on the research of Pearson, et al, 1983

4.   Mike Schmoker- Results Now  Daily warm-ups & literary element paragraphs (Regents exam: #26, #27, & Critical Lens)  Kelly Gallagher, Article of the Week Video  Common Core Standards- Close Reading  Using wikis with one to one devices Seeds Leading up to this Work

5.   Reading short, rich informational text  Building content knowledge through text  Use critical reading strategies to analyze text construction & message(s)  Answering evidence based questions  Participating in evidence based discussions & written responses  Using word solving strategies to determine meaning of key academic vocabulary words in the text The 6 Literacy Shifts in this Work

6.  The Shifts: Close Reading Pre-Common Core “Prove you read it” type questions: What color was the truck? How many children were there? Types of Writing More journal writing & personal connections Common Core Close Reading/ Analyzing the text for: -Author’s purpose -Point of view -Message(s) -Words, Sentences, &Passages -Craft/ Technique Types of Writing More argument / persuasive writing Shift

7.   Harvard Guide (6 Steps for Interrogating Text)  http://guides.hcl.harvard.edu/sixreadinghabits http://guides.hcl.harvard.edu/sixreadinghabits  Annotating Text Guide  http://engageny.org/resource/network-team-institute-materials-grades-3-5-ela- curriculum-appendix-1-teaching-practices-and-protocols-august-13-17-2012/ http://engageny.org/resource/network-team-institute-materials-grades-3-5-ela- curriculum-appendix-1-teaching-practices-and-protocols-august-13-17-2012/  Guide for Writing Text Based Questions  http://engageny.org/wp-content/uploads/2012/03/Guide-to-Creating-Questions- for-Close-Analytic-Reading.pdf http://engageny.org/wp-content/uploads/2012/03/Guide-to-Creating-Questions- for-Close-Analytic-Reading.pdf  Norms for Collaboration Norms for Collaboration  http://engageny.org/wp-content/uploads/2012/08/Norms-for-Collaboration.pdf http://engageny.org/wp-content/uploads/2012/08/Norms-for-Collaboration.pdf Resources for Close Reading

8.  Identifying/ Using the Common Frame in A Written Response/ Text  Beginning - Claim (topic sentence or thesis statement) - Intro (lists main points, background info, etc.)  Middle - Supporting Reasons or Details - Evidence (quotes, statistics, stories, etc.) - Elaboration of evidence & connection to the claim  End - Summary of main points - Clinching sentence leaves reader w/ something to think about Transitions and transitional phrases

9.  Teaching the Written Response  Modeled (Lots of examples of quality responses & the actual thinking process that takes place when writing a response)  Shared (Time to write responses together as a class)  Guided (Time to work on writing various parts of a response & eventually the whole response with support/ immediate feedback)  Independent (Time to practice writing responses independently with specific feedback from peers & teacher)

10.   Start small (build in the learning)  Identify where students are within the frame  Gradually add to the frame throughout the year Building the Frame

11.   Determine where your students are with:  Previewing text  Annotating text  Identifying the outline of text  Comparing & contrasting text  Identifying author’s purpose, message, point of view, etc.  Determine where your students are with:  Developing a claim (writing a topic sentence or thesis)  Using supporting reasons/ details  Using evidence & connecting the evidence to the claim  Using tools such as transitions and similes to strengthen the clarity of their writing Getting Started

12.   Paperless system  Public performance (authentic audience)  On-line portfolio (see growth overtime)  Individual & public feedback via wiki Using the Wiki

13.   www.dovenyscate2012.wikispaces.com www.dovenyscate2012.wikispaces.com  www.dovesample2012.wikispaces.com www.dovesample2012.wikispaces.com Examples

14.   Use for Data Driven Instruction  Use for individual student writing conferences  Use for parent conferences  Use to inform grades and comments on report cards Tacking Data

15.  Questions?  Please complete the quick survey to share your thoughts about this presentation at:  https://docs.google.com/spreadsheet/viewform?formkey=d FltWUlpSEg2alZSWng4MEJIWkxCNkE6MQ https://docs.google.com/spreadsheet/viewform?formkey=d FltWUlpSEg2alZSWng4MEJIWkxCNkE6MQ  Feel free to contact us with questions and to share ideas at:  jenniferwdove@gmail.com jenniferwdove@gmail.com  mrdovesve@gmail.com mrdovesve@gmail.com