OCTOBER

CLASS NOTES FOR OCTOBER

Assessing Texts to Plan for Explicit Comprehension Instruction

 * **CLASSWORK** || **HOMEWORK** ||
 * * **Class Discussion:** Narrative and Expository Texts and Instructional Practices to Counteract The Fourth Grade Slump
 * **Class Slideshow**:[[file:Day 8 Text Structures Explicit Teaching.ppt]]
 * **Class Activity**:[[file:423 Pompeii Text Lesson.docx]]
 * Part 1. Modeling Explicit Instruction of Expository Texts with The First Discovery
 * Part 2. Planning for Explicit Instruction of Expository Texts with Disaster: Pompeii and Herculaneum Destroyed || **Making Sense of the Common Core Standards**
 * First, view a [|15 minute video from The Teaching Channel] that overview the Common Core State Standards in English Language Arts and Literacy
 * Then, download the Common Core Standards for English Language Arts (see [|Common Core Standards]- Click on "Language Arts Standards" and keep a copy on your computer for reference in your teaching. This is an important document.
 * Read the Introduction (pages 1-8) and be prepared to discuss key points.
 * Also skim to notice the differences between the //College and Career Anchor Standards// (p. 10, 18, and 25) and the //K-5 standards// for Literature (p. 11-12), Informational Text (p. 13-14), Foundational Skills (p. 15-17), Writing (p. 19-21), Speaking & Listening (p. 23-24), Language (p. 26-29), and Complexity of Text (p. 31-32). Also notice how each set of standards changes from one grade level to the next.
 * Be prepared to discuss and apply these standards in a class activity.
 * Closely read Key Shifts in the[| Common Core Standards: English Language Arts] to get a sense of how the standards differ from the standards that states currently use. ||

Thursday October 3, 2013 Aligning Texts and Tasks to Meet Common Core Standards
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 * **CLASSWORK** || **HOMEWORK** ||
 * * Slides from Class [[file:Day 8 Standards and Objectives FA2013.pptx]]
 * Understanding Aspects of the Common Core Standards and [|Key Shifts in Instruction]
 * Activity: Aligning Learning Objectives to the Common Core Standards || * **Book Activity 2: This file includes Directions for Cinderella Activities, the Story Map to fill out, and the Prove It table to complete the left hand column - Bring to class on Tuesday to share with a small group**
 * Read Bearse (1992) The fairy tale connection in children’s stories: Cinderella meets Sleeping Beauty. [[file:Bearse 1992 Cinderella.pdf]] ||

Tuesday, October 8, 2013 Teaching Comprehension with Fairy Tales

 * **CLASSWORK** || **HOMEWORK** ||
 * * Slides from Class [[file:Day 10 Narrative Texts Bearse Ideas FA2013.ppt]]
 * Levels of Thinking/Comprehension: Literal, Inferential, Evaluative
 * Prove It Activity for studying literary genres
 * **EXTRA RESOURCE:** Chapter by Jan Richardson about Differentiating Strategy Instruction with literal, interpretive, and evaluative levels of thinking for each strategy
 * [[file:Coiro Guided Reading Strategies Overview.docx]]
 * [[file:Guided Rdg Strategies Part 1.pdf]]
 * [[file:Guided Rdg Strategies Part 2.pdf]]
 * [[file:Guided Rdg Strategies Part 3.pdf]] || **1. Question Answer Relationships:** [|Reading Rockets Resource and Video] (The video is an example of explicit instruction about how to effectively answer comprehension questions. The extra Math example helps you see how to adapt these ideas for answering math word problems)

Explore the parts of the lesson on explicitly teaching about character traits as part of narrative text comprehension (also note the great resources available from [|Read Write Think]!)
 * 2. Adjectives and Character Traits:** [|Read Write Think Lesson (Charlotte is Wise, Patient, and Caring)]

3. **Read your The Magic Treehouse boo**k and **complete a character map** for either Jack or Annie. Use the list of traits on page 2 to guide your thinking. Bring your character map to class on Thursday for a group activity. ||

Thursday, October 10, 2013 Teaching Comprehension with Narrative/Hybrid Texts
> >> || * ** Finish Student Strategy Interview (due on Tuesday, October 15) > Finish QAR worksheet (if not finished in class)
 * **CLASSWORK** || **HOMEWORK** ||
 * * Slides from Class [[file:Day 10 Narrative Texts QAR Inferring.pptx]]
 * Class Handouts
 * Inferring Character Traits
 * Making Inferences
 * Question Answer Relationship (QAR)
 * Fiction, Non-Fiction, and Fantasy
 * Extra Teaching Resources:
 * [|Magic Treehouse Website]
 * Other ideas for [|Teaching Character Traits]
 * Character Traits Alternative Activities
 * Read Cornett Chp. 5 (p. 140-151) to review narrative and expository text structures and the challenges of reading web-based texts
 * OPTIONAL: Coiro, J. (2005). [|Making sense of online text.] //Educational Leadership//. ||

Tuesday, Oct. 15 Teaching Comprehension with Expository Texts & Text-Based Discussion

 * **CLASSWORK** || **HOMEWORK** ||
 * **Class Activity:** Modeling Text Based Discussion

> > > || * **Read Cornett Ch. 7 (Questioning to Promote Discussion)**
 * Slides from class
 * Caves Text [[file:Caves Pages 4-15.pdf]]
 * Discussion Planning Guide (Pages 1-4 in class)
 * Revised Syllabus for October 15-29
 * **Apply Ideas to complete two more pages in your Caves Planning Guide - Download Caves Text from Classwork column to view pages 10-13):**[[file:Planning Guide for Caves 2012.doc]]


 * Homework Directions are on p. 5 (Your Turn)
 * If reading p. 10-11, complete p. 5-6 of planning guide
 * If reading p. 12-13, complete p. 7-8 of planning guide.
 * **Post Your Quiz Question Ideas on [|Google Docs]:** What questions would YOU put on the quiz? ||

Thursday, Oct 17 Designing Text Based Discussions (I DO/WE DO) with Caves
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 * **CLASSWORK** || **HOMEWORK** ||
 * **Class Activity:** Modeling Text Based Discussion
 * Review Discussion Guides
 * Explain Coral Reefs Lesson and Groupings
 * Work on Parts 1 and 2: Challenges
 * Quiz Questions on Google Docs || * Noticing Good Teaching Reflection 5 (on Questioning)
 * Study for Quiz
 * Plan out ideas for your section of the Coral Reefs Text ||

Tuesday, Oct 22 Designing Text Based Discussions (YOU DO) with Coral Reefs

 * **CLASSWORK** || **HOMEWORK** ||
 * **Quiz 1**

> > > || * Read and use to inform final lesson ideas and post-reading activities for your Coral Reefs Lesson
 * Class Activity:** Work in groups to continue planning how each teacher will build on the page previous to draw connections across the pages
 * One teacher in each group of three will focus on one 2-page spread of the 6-page section, but all three parts of your lesson should build on each other
 * Part 1 is Coral Reefs and Polyps (pages 4-9)
 * Part 2 is Coral Reef Creatures (pages 12-17)
 * Part 3 (skim to inform your "Big Ideas" for the whole text) pages 26-30)
 * Kleitzen & Dreher (2004) Teaching Comprehension Strategies Using Informational Text [[file:Kletzien & Dreher 2004.pdf]]
 * Read Dymock (2005) Teaching Expository Text Structure Awareness [[file:Dymock 2005 Teaching expository text structure.pdf]]
 * Complete Initial Plans for Parts 3, 4, and 5 of your Coral Reefs Discussion Guide (be prepared to contribute your ideas in class on Thursday)
 * [[file:Coral Reefs Planning Guide Directions.docx]] ||

Thursday, Oct 24 Designing Text Based Discussions (You Do) with Coral Reefs

 * **CLASSWORK** || **HOMEWORK** ||
 * Class Activity: Continue working in groups to design the launch, discussion and post-reading response; be prepared to teach your lesson next class (Tuesday)

If extra time, work on CCSS Activity: Aligning Learning Objectives to Common Core Standards || Discussion Plan 2: Finalize plans for Coral Reefs Lesson with your group - practice your part and be prepared to teach your lesson next class (Tuesday) ||

Tuesday, Oct 29 Teaching Your Text-Based Discussion
Teach Your Lessons! || * Complete Coral Reefs Lesson Reflection
 * **CLASSWORK** || **HOMEWORK** ||
 * **Class Activity:**
 * Read Cornett Ch. 10 (Organizing Comprehension Instruction)
 * Begin Reading Hollis Woods (with summary chart) ||

Thursday, Oct. 31 Putting It All Together: Organizing for Comprehension Instruction

 * **CLASSWORK** || **HOMEWORK** ||
 * **Class Slideshow:** Organizing for Comprehension Instruction


 * Class Activity:** Understanding Basal Readers and Differentiated Instruction

Theme Introduction Common Text Selection (before reading groups) || 1. Read Cornett, Ch. 8, p. 257-267 Fluency

2. Read Vasinda & McLead (2011) Reader's Theatre and Podcasting

3. Read Hollis Woods (p. 1-54), complete summary chart, and select/practice a favorite passage/paragraph to read aloud ||