Reading Strand and Ideas Standard Statement 9 Range of Reading and - - PDF document

Reading Strand

Reading: Literature

Key Ideas and Details Standard Statement 1 Standard Statement 2 Standard Statement 3 Craft and Structure Standard Statement 4 Standard Statement 5 Standard Statement 6

Integration of

Knowledge and Ideas Standard Statement 7 Standard Statement 8 Standard Statement 9 Range of Reading and Level of Text Complexity Standard Statement 10

Reading: Informational Text

Key Ideas and Details Standard Statement 1 Standard Statement 2 Standard Statement 3 Craft and Structure Standard Statement 4 Standard Statement 5 Standard Statement 6 Integration of Knowledge and Ideas Standard Statement 7 Standard Statement 8 Standard Statement 9 Range of Reading and Level of Text Complexity Standard Statement 10

Reading: Foundational Skills

Print Concepts Standard Statement 1 Phonological Awareness Standard Statement 2 Phonics and Word Recognition Standard Statement 3 Fluency Standard Statement 4

1

Close Reading: How?

• Don’t summarize what the text is about; allow

students the luxury of discovering this for

• themselves. (Make them think!)
• Allow the text to reveal itself to them as

readers/detectives.

• Lavish time and attention on text that deserves it.
• Remember: the teacher is not the expert; the text is.

2

Close Reading: How?

• 1. Allow them to read text to themselves.
• 2. Read text aloud to them so they can hear the

language as it is meant to be heard. 3.Analyze text by using text-dependent discussion questions.

• 4. Discuss author’s use of academic vocabulary.

3

making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals modeling how to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible immersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge introducing background knowledge

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Literary Nonfiction: NAEP’S Definition

• May include elements of narration and exposition

and is often referred to as mixed text

• Includes essays; speeches; opinion pieces,

biographies; journalism; and historical scientific

• r other documents written for a broad audience
• It uses literary techniques usually associated with

fiction or poetry and also presents information or factual material

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Writing Strand

Text Types and Purposes

Standard Statement 1 Standard Statement 2 Standard Statement 3

Production and Distribution of Writing

Standard Statement 4 Standard Statement 5 Standard Statement 6

Research and Presentation of Knowledge

Standard Statement 7 Standard Statement 8 Standard Statement 9

Range

• f

Writing

Standard Statement 10

6

Writing Shifts

• An increase in writing to

sources

• Emphasis on writing that

marshals arguments (using evidence, evidence, evidence)

• A significant increase in

the amount of research writing (short and frequent projects)

7

What does it look like in grade 3?

Text Dependent Non-Text Dependent

Ask and answer questions regarding the plot of Patricia MacLachlan’s Sarah, Plain and Tall, explicitly referring to the book to form the basis for their answers. [RL.3.1] One of the themes in the book, Sarah, Plain and Tall, is

• loss. Write about a time when

you or someone you know experienced the loss of a loved one.

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What does it look like in grade 6?

Text Dependent Non-Text Dependent

Analyze in detail how the early years

• f Harriet Tubman (as related by

author Ann Petry) contributed to her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life. [RI.6.3]

Create a story in which the main character is on the underground railroad. What would life be like for this character?

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What does it look like in grades 9-10?

Text Dependent Non-Text Dependent

Analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for specific details that show how the theme emerges and how it is shaped and refined

• ver the course of the novel. [RL.9–

10.2]

Explore the ways that both Chinese and American superstitions drive thoughts and choices. Does superstition help generations connect, or does it separate them?

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Three practices for strengthening reading through writing:

• 1. Have students write about the text they read

(taking notes, answering questions, learning logs, summaries, or extended response)

• 2. Teach students the writing skills and processes

that go into creating text

• 3. Increase the amount of time students write.

Writing to Sources: How?

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Persuasion Argument

Appeals to the credibility, character, or authority of the writer (speaker) Appeals to the audience’s self- interest and sense of identity Relies on emotional appeals Evokes emotions Convinces the audience because

• f the perceived merit and

reasonableness of the claims and proofs offered rather than evoking emotions. Requires evidence

Argument vs. Persuasion in the Common Core

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Marshaling Arguments: Why?

When students consider two or more perspectives on a topic or issue, something far beyond surface knowledge is required . They must

– Think critically and deeply – Assess the validity of their own thinking – Anticipate counterclaims in opposition to their

• wn assertions

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Marshaling Arguments: How?

• Students must be able to effectively arrange

their thoughts to support their reasoning.

• Writing must reflect evidence of close analytic

reading of complex text.

• Writing must show evidence of either

advancing an argument or explaining an idea.

14

Research: How?

• Students should have multiple opportunities

for research (short, as well as sustained projects).

• Students should utilize multiple forms of

technology to produce, publish, and collaborate with others.

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Language Strand

Conventions of Standard English Standard Statement 1 Standard Statement 2 Knowledge

• f

Language Standard Statement 3 Vocabulary Acquisition and Use Standard Statement 4 Standard Statement 5 Standard Statement 6

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