1. February 23, 2016

2.   Where are we?  What can I teach this year that is in keeping with our curriculum development work?  What are some best practices will help my students make the most effective and efficient progress as readers?  Close reading as a habit  Engagement protocols that support close reading  Next Steps: in which areas do I need more support? agenda

3.   What is going well in your reading block?  How are you spending your time?  What are your frustrations with teaching reading?  What are your joys with teaching reading?  What do you think your students need more of to progress as readers?  With what do you need support in teaching reading?  Where are we with the curriculum writing process? where are we? 1

4.   What will help my students progress most effectively and efficiently? But first…what do we mean by best practices in ELA instruction? best practices

5.   What is one item mentioned in the slides with which you feel confident with your delivery and students’ progress?  What is your evidence of student progress?  What is one item mentioned in the slides on which you would like to focus?  What will you do to prepare?  What will it look like in your classroom?  What will student output look like? Reflections…

6.  quote 1: Time In and Out of the Text  More instructional time spent outside the text means less time inside the text.  Departing from the text in classroom discussion privileges only those who already have experience with the topic.  It is easier to talk about our experiences than to analyze the text - especially for students reluctant to engage with reading.  “Rigor is not an attribute of a text but rather a characteristic of our behavior with that text. Rigor resides in the energy and attention given to the text, not in the text itself” Notice and Note: Strategies for Close Reading by Kylene Beers, Robert Probst

7.   “There is now considerable evidence, from recent intervention studies, that reading difficulties in most beginning readers may not be caused by biologically based cognitive deficits intrinsic to the child, but may in fact be related to the opportunities provided for children learning to read” Richard Allington NYSRA November 2015 Keynote address quote 2

8.   What kids do during reading block predicts what kids learn during reading block  Almost 1/3 kids never read anything during the 90 minutes reading block Richard Allington NYSRA November 2015 Keynote address quote 3

9.   In the real world we talk with others about what we’re reading and what we are writing In school we turn in our papers and get a grade Richard Allington NYSRA November 2015 Keynote address quote 4

10.   Research shows the power of conversation with peers. Even small amounts of literate conversation (10 mins a day) improves standardized test outcomes There are better outcomes when kids talk to a peer than when kids spend the same amount of time highlighting important information after reading. But in most classrooms there isn’t any literate conversation. (Applebee, 2003, Fall, 2000, Nystrand, 2006) Richard Allington NYSRA November 2015 Keynote address quote 5

11.  quote 6  Eliminate almost all worksheets from student daily work  More than 1 worksheet a day actually gives negative results  Replace interrogations/worksheets/test prep/unit test time with:  Literate conversations  Read-alouds  Self-selected reading  Self-selected writing  Eliminate all workbooks – even spelling – they have no effect, and can have negative effects  The outcome is improved reading and writing and kids who are real readers and writers Richard Allington NYSRA November 2015 Keynote address

13.  “How do we teach students to do what we are asking them to do?” NYRSA November 2015 Keynote Speaker Lucy Calkins

14.   What is one item mentioned in the slides with which you feel confident with your delivery and students’ progress?  What is your evidence of student progress?  What is one item mentioned in the slides on which you would like to focus?  What will you do to prepare?  What will it look like in your classroom?  What will student output look like? Reflections… 9-10

15.  I can develop masterful readers and writers by targeting my instruction to have students notice what the author is doing and transfer their learning next item… close reading as a habit

16. Big Idea Students need to acquire reading tools that promote transference In other words How do we help students with today’s comprehension and content but also help them acquire skills that apply to reading in general? End Goal Greater understanding of how texts work to support comprehension and independence

17.  developing masterful readers Explicit Instruction Author’s Craft Students understand what they are doing as readers

18.  Structure What do we know about teaching structure? Thinking Routine: Think, Puzzle, Explore 11

19. Curriculum Draft: Outline for Unit 9, Structure in Informational Text

20.  Structure Different parts of the text Writing organizational structures

21.  scope and sequence Genre embedded Strand 1: Good reader habits Strand 2: Unpacking the text: How do texts work? Runs simultaneously

22.  teaching reading: structure Think of a Close Read in Three Big Steps: 1) Previewing the Text 2) Reading for the Gist 3)Engaging in Purposeful Rereads Collect evidence Ascertain patterns and make claims Understand content and texts more deeply

23.  #1 Previewing for Text Features Aspects of text that help to define its structure, organization and the way information is presented and communicated

24.  How does this help you as a reader? 12

27.  #2 Getting the Gist  When you are trying a new recipe, how do you read it?  How does this help students as readers?

28.  engagement protocol for getting the gist

29.  #3 Purposeful Rereads #1 What does this text have to offer? #2 Decide Focus #3 Create TDQ

30.  Structure – What is it? How does the author organize the information in the text to help the reader understand the story or the important information? Guided Reading Level B Understand how the ideas in a book are related to each other Understand how the ideas in a text are related to the title CCSS R5 (Craft and Structure) Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

31.  text dependent questions for structure  How is this piece of text organized?  What is the purpose of each paragraph or section?  How do these sections work together to deepen your understanding of the story or information?

32.  Authors decide the content and the order of paragraphs to convey their ideas (message).  As a reader, I can notice the main idea or content of a paragraph by writing one sentence to summarize the content. Authors can use types of information in the text to support their ideas. They are like puzzle pieces that fit together to make the whole text.  As a reader, I can notice the types of information the author uses to support his/her idea by categorizing the type of information I read.  I can think about how these parts fits together like a puzzle and why the author might have chosen to do this. learning targets

33.  return to the paper plates What are the different types of information presented in this text?

34.   Fill in each type in a box to prepare for the Write-Around  Use a Write-Around to think about why the author included each part of the text Response Questions:  Why does the author include this type of information in the text?  How does that help you understand the whole text?  What connection do you see to another part of the text? learning from each other Personal story

35.   Which text structures are used in the text?  Why did the author choose this structure for this part?  How does this help me as a reader? Putting it all together…

36.   Think about how to develop masterful readers by identifying what it is students need to notice in texts that will transfer to another text  What is the author craft move that will help students put a name to what they are doing?  Think about factors of text complexity – why is this text easy or hard for students to understand?  Use the lens of literacy activity vs. developing thinking processes  We have routines for everything like how to sharpen our pencils, but do we having thinking routines about how to process text? so what does this mean for my teaching?

37.  Use anchor charts Students reflect State purpose of protocol Get good at one before moving on Revisit anchor charts

40. self assessment 16