1. Basal Alignment Project Introduction Karen Melin Literacy Content Specialist Department of Education & Early Development Karen.melin@alaska.gov

2. Sessions Two Fold Purpose For those who use one of the reading programs reviewed by the Basal Alignment Project 2012- 2013 Curriculum Alignment Institute November 8-9, 2012 Study procedure and introduce product For those who do not use one of the projects programs Study procedure for application to any set of materials

3. WHAT IS IT? 2012- 2013 Curriculum Alignment Institute November 8-9, 2012 Cooperative grassroots effort Basal reading programs were designed for different standards and are not aligned to the new standards expectations Purchasing new materials is not realistic

4. BASALS INADEQUATE BECAUSE.. Many questions not text dependent 2012- 2013 Curriculum Alignment Institute November 8-9, 2012 Virtually all culminating assignments not text dependent Focus on comprehension standards Do not focus as strongly on academic vocabulary

5. BASALS INADEQUATE BECAUSE… Narrative/Informational proportions at each grade level not aligned 2012- 2013 Curriculum Alignment Institute November 8-9, 2012 Do not systematically develop the knowledge base of students within and across grade levels Some number of texts not aligned in terms of complexity

6. WHAT THIS PROJECT DID NOT DO Did not alter sections on phonics, spelling, grammar, word study, science and social studies connections Did not support any supplemental texts such as leveled readers. 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

7. COMPONENTS OF TEMPLATE Big Ideas and Key Understandings and Synopsis Text Dependent Questions Vocabulary 2012- 2013 Curriculum Alignment Institute November 8-9, 2012 EMBEDDED COMPONENTS Syntax Fluency Culminating Task

8. Big Ideas, Key Understandings Crucial for creating an overarching set of successful questions Critical for creating an appropriate culminating assignment Reverse-engineered or backwards-designed

9. TEXT DEPENDENT QUESTIONS 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

10. WHAT TEXT DEPENDENT QUESTIONS ARE: Questions that can only be answered with evidence from the text Can be literal but can also involve analysis, synthesis, evaluation Focus on word, sentence and paragraph as well as larger ideas, themes or events Focus on difficult portions of text in order to enhance reading proficiency Look at the guide 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

11. CREATING TEXT DEPENDENT QUESTIONS

12. WHY TEXT DEPENDENT QUESTIONS? or, WHY NOT GO OUTSIDE THE TEXT? More time outside the text less inside Going outside the text privileges those who have that experience It is easier to talk about our experiences than to analyze the text These are college and career standards That being said…. 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

13. THE ROLE OF PRE-READING Multiple readings often make this unnecessary http://www.shanahanonliteracy.com/search/label/pre- reading http://www.shanahanonliteracy.com/search/label/pre- reading Too often provides information students can glean from careful reading of the text- in many cases provide a complete summary Almost impossible to wean students from this Similarly challenging to move teachers away from providing this smoothing of the road 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

14. CREATING TEXT-DEPENDENT QUESTIONS: Review, Critique, and Revise 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

15. Turn and Talk 2012- 2013 Curriculum Alignment Institute November 8-9, 2012 As you reflect on the information of the last five slides about text dependent questions, what causes you the most uneasiness? As you reflect on the information of the last five slides about text dependent questions, what inspires you the most?

16. VOCABULARY 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

17. VOCABULARY IS ESSENTIAL Role in complex text One of two features of text most predictive of student difficulty (Chall 1996, Stanovich 1986, Nelson et al 2012) Vocabulary is difficult to catch up There is in fact a great deal of powerful academic vocabulary in these texts. From, Officer Buckle third grade (department, attention, speech, applauded, frowned, swivel, afterward, announced, discovered, grinned, roared, enormous, bowed) 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

18. VOCABULARY Which words should be taught? Essential to text Likely to appear in future text Which words should get more time and attention? More abstract words (persist vs. checkpoint - noticed vs. accident) Words which are part of a semantic word family (secure, securely, security, secured) 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

19. VOCABULARY When should you provide the meaning; when should students determine from context? How should words be taught? Distributed practice Use the text --Differences (applaud vs. clap; isolated vs. alone) 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

20. INTEGRATING VOCABULARY INTO TEXT DEPENDENT QUESTIONS From Hot and Cold Summer Trophies 5 th grade To avoid someone means to keep away from them so that you dont have to see them and they dont have to see you. How did the boys avoid meeting Bolivia at first? (pg. 23) Re-read the last two paragraphs on page 39. Rory had a strong suspicion. What is a suspicion? What details in the story made Rory suspicious of Bolivia? 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

21. VOCABULARY AND THE LEVELED READERS 4 th Grade Example: Shelter, splattered, fixed, rescue Journal, tremors,traction,interval,volunteered, retrieve Generation, abandoned, languished, terrified, warble, galvanized, debris, hoisted, shuddered 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

22. VOCABULARY 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

23. HOW MANY WORDS TO TEACH? 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

24. Turn and Talk 2012- 2013 Curriculum Alignment Institute November 8-9, 2012 As you reflect on the information of the last seven slides about vocabulary, what causes you the most uneasiness? As you reflect on the information of the last seven slides about vocabulary, what inspires you the most?

25. SYNTAX AND FLUENCY

26. SYNTAX: Possibly as much as vocabulary predicts student performance The basals and syntax Questions and tasks addressing syntax 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

27. FLUENCY Some basal programs address it, some dont. We must. With the arrival of more complex text more students will struggle to read fluently. How to address this? 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

28. CULMINATING ASSIGNMENT 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

29. CULMINATING ASSIGNMENT Should relate to big ideas and key understandings These types of culminating assignments will be a significant shift for students and teachers Writing for Understanding 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

30. The Template 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

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36. Getting to the Basal Alignment Project Go to www.edmod.com click on the join button on the left side of the screen. Use the code f4q6nm.www.edmod.com 2012- 2013 Curriculum Alignment Institute November 8-9, 2012

37. Contact Information Karen Melin, Language Arts Content Specialist karen.melin@alaska.govkaren.melin@alaska.gov, 907-465-6536