The Power of the Recommended Text List Grades

The Power of the Recommended Text List Grades 6 -8 Session 3 A, February 2014 NTI Engage. NY. org

Learning Targets 1. I can analyze the use of recommended texts to support literacy instruction to determine the impact on my classroom practice. 2. I can effectively use the Recommended Text List to support and enhance ELA instruction. Engage. NY. org 2

Human Bar Graph Engage. NY. org 3

Say hello • Quick whip around the table and introduce: name, role and work location Engage. NY. org 4

Read first…talk after • Read “The Importance of Increasing Students Volume of Reading” independently (7 min) • Text code as follows: ! I already do this ? I have questions about this • Turn and Talk Engage. NY. org 5

Model Lesson • Become a student for this portion of our work. • There will be time to think like a teacher and ask questions about planning later after you have some experiences as a learner. • We are asking you to be “students, ” be metacognitive about our choices/design. Engage. NY. org 6

Student Learning Target 1. I can give and receive feedback on quality indicators of fluency. Engage. NY. org 7

Creating a Rubric • We have been working on rubric creation of “Quality Indicators” of fluency. • Turn and talk to a neighbor about what some of the quality indicators of fluency are that you remember. Engage. NY. org 8

Accuracy • Criteria for a 3 • Criteria for a 4 Engage. NY. org 9

Expression and Volume • Criteria for a 3 • Criteria for a 4 Engage. NY. org 10

Rubric Creation • Look at the remaining blank criteria in Rate/Flow and in Phrasing/Punctuation. • Using the models that are already on your rubric, work in small groups at your tables to come up with the remaining criteria for “meeting” and “approaching” in these categories Engage. NY. org 11

Share and Add • Listen as others share and add to your rubric criteria. Engage. NY. org 12

Listen and Rate • You are going to listen to me read and rate me in the quality indicators. Engage. NY. org 13

Let’s try it • Score me as a 1, 2, 3, 4 in each category of the rubric Engage. NY. org 14

Read on your own • Whisper read or read to yourself. • Repeat the passages as many times as you can in the 2 minutes provided. Engage. NY. org 15

Read with a partner • Now practice with a partner. • You will each have one minute to read while your partner listens and uses the rubric to give feedback. Engage. NY. org 16

Journal • At this point, you will not ask your “teacher” questions out loud to the group. • Think about this: What are your thoughts about how this lesson experience could impact your current classroom practice? What are some thoughts or questions you want to capture right now before moving on in this model lesson experience? Engage. NY. org 17

Welcome back to class! • Student Learning Targets: (1) I can collaborate with 7 th grade classmates to determine word meanings. (2) I can write a gist statement for a chunk of text. Engage. NY. org 18

Known-Acquainted-Unknown • Known = I could teach that word! • Acquainted= I have heard it. I am pretty sure I know what it means. • Unknown= I don’t know that word! Engage. NY. org 19

Check your thinking • Read the definitions from the vocabulary list provided. • In particular, look at the definitions of words that were UNKNOWN or ACQUAINTED for you. • Also, check that you were correct for your KNOWN words. Engage. NY. org 20

Vocabulary • Fill in the blanks on the “Vocabulary: The Slave Trade and Abolition” (work for 5 minutes on your own) • Check your thinking with a partner and correct if necessary. Engage. NY. org 21

Independent Reading • Odd number tables: Read Excerpt 1 • Even number tables: Read Excerpt 2 Engage. NY. org 22

Learning Target • Now you are working on learning target 2 : I can write a gist statement for a chunk of text. Engage. NY. org 23

Reminder • Turn and tell an elbow partner what a gist statement is. Engage. NY. org 24

Independent Reading • First, read for the flow. • Second reading: read and circle unknown words. • Third, read and write a gist statement at the bottom of your paper. Engage. NY. org 25

Think like a teacher now • Quietly journal about this portion of the model lesson experience. • Think about these questions: What do you want to argue with or question about what you experienced? What do you agree will support students in improved literacy development? Engage. NY. org 26

Task Card • Review the steps on the Task Card for Application of Learning Engage. NY. org 27

Charts • Triads will create a two column chart. • One Column will be titled: Suggestions for Use • The other column will be titled: Questions we still have. • Post charts when you are finished Engage. NY. org 28

Answer Questions • Travel around the room with sticky notes or markers and leave answers to the “questions” that are on the posted charts. Engage. NY. org 29

Fold the Line 1. Today I learned the following about the Recommended Text list that I did not know… 2. Now I know that I can support literacy instruction by… 3. The model lessons made me have the following ah-ha about my practice… 4. I feel better able to support ALL students in improved literacy because… 5. I still wonder how… Engage. NY. org 30

Quiet Synthesis Options (1) Participants will write independently to synthesize their learning from this session and self assess progress on learning targets. (2) Participants will quietly walk around the room and take notes on the charts posted around the room. (3) A combination of 1 and 2 Engage. NY. org 31

Closure Engage. NY. org 32