1. As you come in, please begin thinking and writing in response to your admit slip.

2. Limited English Proficient ≠Limited Thinking Proficient Reading is thinking. Period. Whoever is doing the speaking, reading, and writing is the person who is doing all the thinking. Teaching is a complex endeavor. There is no silver bullet and no one has it nailed!

3. Think about the readers in your classroom (English Learners, SPED, struggling readers, on-level readers, advanced readers) and respond to this question. What makes reading hard?

4. Essential Question: How do I help my English Learners (and struggling learners) access the Common Core Standards when there is such a disparity their current literacy levels and those that Common Core Standards has set?

5. Common Core Access SupportTextTask

6. Bilingual versions of the LDC prompts are being created to support English Learners. Students should be given both the English and Spanish versions of the prompt. Other translations can be created when needed. Paragraph and essay frames are being developed, as well, to guide students to meet the grade level standard.

7. In my opinion, _______ is/are mainly ______. I think this because _______________________________. In (text 1), the author explains that __________________________________ _____________________________________. This example shows that ____________________________________. Another example of _________________ comes from the article (text 2). In this article, the author explains that ____________________ ____________________________________________. These examples clearly shows ______________________________.

9. Level 1-3 Beginning- Intermediate Lexile BR-650 G.E. 1-3 Level 3-4 Intermediate- Advanced Lexile 500-950 G.E. 3-5 Level 4-5 Intermediate- Advanced Lexile 750-Grade Level G.E. 5-Grade Level

10. Lexile Level 1250 (based on Grade Equivalency Measures) A staple 10 th grade text Fits into the new Text Complexity Band for CCSS What is the average reading level for your students? In Paragould, the average reading level for students entering our Tier 3 RTI program was a L450 (G.E. 3).

11. Based on three factors: Background Knowledge- The more background knowledge a reader has about a topic, text structure, and the author, the more difficult text he can read. Interest and Motivation- If a reader has interest in the topic or is motivated to read, he will work harder to comprehend. Purpose- When a reader knows why he is reading something and know what he needs to get from the text, he can better sift and soft information to determine what is important. Tovani, 2010 Going deep Real-world application Project-based Learning Tasks (up front)

12. RI. K.1 With prompting and support, ask and answer questions about key details in a text. RI.1.1 Ask and answer questions about key details in a text. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Phase A PhaseB Phase CPhase A PhaseB Phase C Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

13. A strategy is an intentional plan that is flexible and can be adapted to meet the demands of the situation. Proficient Readers: Activate background knowledge and make connections between new and known information. Question the text in order to clarify ambiguity and deepen understanding. Draw inferences using background knowledge and clues from the text. Determine importance in order to distinguish details from main ideas. Monitor comprehension in order to make sure meaning is being constructed. Reread and employ fix-up strategies to repair confusion. Use sensory images to enhance comprehension and visualize the reading. Synthesize and extend thinking.

14. RI. K.1 With prompting and support, ask and answer questions about key details in a text. RI.1.1 Ask and answer questions about key details in a text. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Phase A PhaseB Phase CPhase A PhaseB Phase C Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Questioning/ Determining Importance Inferring/ Determining Importance

15. Thin Questions THICK QUESTIONS

17. The Conversation Voice Relates to the text Makes connections between the book and the reader Asks questions Gives opinions Talks back to the text Remembers what is read The Reciting Voice Loses track of what is being read Strays from the text Forgets what is read Doesn’t care about the reading SHUT UP THE RECITING VOICE BY SETTING A PURPOSE FOR READING!

18. Shorten the reading. Be selective with the assigned reading. Model how to “chunk” sections and check for comprehension. Model how to start. Anticipate places in the text where readers will encounter difficulty. Share how you would negotiate the challenge. Identify purpose for the reading and explain how the information will be used. Do students need to know specific content? Are students reading to understand a procedure? Are readers trying to build stamina and fluency? Suggest a way to hold thinking. Annotate thinking in the margins. Leave sticky notes in the book. Record information on a double entry diary or inner voice sheet. Tovani, 2010

19. Build Background Knowledge so that readers can better connect what they know to new information. Create Curiosity so that readers wonder about the topic and are propelled to learn more about it. Show Connections to the Real World so that readers understand how required reading is important outside of school. Serve as Accessible Text for Modeling so that readers can see options on “how” to think about their reading when it gets difficult. Tovani, 2009

20.  Poems  Short non-fiction selections  Fiction  Picture Books  Newspaper articles  Vignettes  Biographical information  Internet pieces  Student generated writing  Mathematical writing  Lists  Historical recounts  Photos  Postcards  Primary sources  Quotes  Song lyrics  Pictures of artwork  Brochures  Maps  Charts and graphs  Magazine articles  Graphic Novel Remember…time on task is more important than length of text. Multiple short pieces=more time reading

21. “Annotating: Dialogue with yourself, the author, and the issues and ideas at stake. From start to finish, make your reading of any text thinking-intensive.” from “Interrogating Texts: 6 Reading Habits to Develop in Your First Year at Harvard” Published by the Lamont Library of the Harvard College Library When I annotate, what do I write? Sometimes I:  Record a reaction  Ask a question  Give an opinion  Make a connection  Respond to how I would react in that situation

22. Name: ___________________________________ Assessment of Annotation Learning Targets Learning Target: I can annotate thinking throughout the text. 1 2 3 4 5 6 7 8 9 10 X_____ =_____ Learning Target: I can show a variety of ways to think by: asking questions, paraphrasing the text, making connections, recording opinions or new thoughts, comparing new information to known information. 1 2 3 4 5 6 X_____=_____ Total points_______ Tovani, 2011

23. How do I help my English Learners (and struggling learners) access the Common Core Standards when there is such a disparity their current literacy levels and those that Common Core Standards has set?