Day 2 - EngageNY

Shared Interactive Reading
Core Knowledge Language Arts:
New York Edition
Day 2
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We Heard You!
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2
The Three Pillar Model of Instruction
Foundational Skills
and Guided
Reading
Shared Interactive
Reading
Guided
Accountable
Independent
Reading
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3
Shared Interactive Reading
• Read-aloud with
opportunity to question,
discuss, and share ideas
• Academic language focus
• Background knowledge
focus
• Diverse text
• Builds a community of
readers and learners
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Addressing the Common Core Standards
What do we
need to be
intentional
about during
shared
interactive
reading to
address the
standards?
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Debrief
1. How many of the standards can be addressed
through shared interactive reading?
2. What elements of intentionality do we need to
consider in planning and presenting shared
interactive reading to address the standards?
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Letter vs. Intent
The letter of the law versus the intent of the
law is an idiomatic antithesis.
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The Letter of the Standards
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The Intent of the Standards
Balance
Informational
Students of
hear
a balance of informational and fictional
textsLiterary
READ ALOUD
and
Texts
Students build
domain-specific knowledge
Knowledge
incoherent
the
through texts READ ALOUD
Disciplines
Students gain exposure to complex language and
Staircase
of Complexity
ideas through texts READ ALOUD
Oral conversations around a common text that has
Text
Based Answers
been READ ALOUD
Drawing and dictating, and short written works with
Writing
from Sources
increasing details based on texts READ ALOUD
Oral exposure to academic and domain-specific
Academic
Vocabulary
vocabulary through texts READ ALOUD
PLUS Foundational Skills and Guided Reading
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Making Shared Interactive Reading Intentional
Balance
Informational
Students of
hear
a balance of informational and fictional
textsLiterary
READ ALOUD
and
Texts
Knowledge
Students build
domain-specific knowledge
Knowledge
incoherent
the
through texts READ ALOUD
Disciplines
Students gain exposure to complex language and
Staircase
of Complexity
ideas through texts READ ALOUD
Oral conversations around a common text that has
Text
Based Answers
Language
been READ ALOUD
Drawing and dictating, and short written works with
Writing
from Sources
increasing details based on texts READ ALOUD
Oral exposure to academic and domain-specific
Academic
Vocabulary
vocabulary through texts READ ALOUD
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Choosing Texts: Complexity
Knowledge/Content
Language
Knowledge/Content
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Staircase of Complexity
More
Complex
Less Complex
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The Wolf in Sheep’s Clothing
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Take a Closer Look!
Knowledge Demands of the Text:
•
•
•
Levels of Meaning
Life Experiences
Cultural Knowledge
Language Demands of the Text:
•
•
Structure
Conventionality and Clarity
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How Do We Build Knowledge?
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Shared Reading Builds Knowledge
Background knowledge, vocabulary’s close first
cousin, is also best grown through read-alouds
designed—as the standards clearly call for (CCSS
for ELA, 33)—to develop wide and deep content
knowledge.
– David & Meredith Liben,
Student Achievement Partners
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Building Knowledge
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Range and Content of Student Reading
To build a foundation for college and career readiness, students
must read [HEAR] widely and deeply from among a broad range
of high-quality, increasingly challenging literary and informational
texts. Through extensive reading [LISTENING to] of stories,
dramas, poems, and myths from diverse cultures and different
time periods, students gain literary and cultural knowledge as
well as familiarity with various text structures and elements. By
reading [HEARING] texts in history/social studies, science, and
other disciplines, students build a foundation of knowledge in
these fields that will also give them the background to be better
readers in all content areas. Students can only gain this
foundation when the curriculum is intentionally and coherently
structured to develop rich content knowledge within and across
grades.
(NY Common Core Learning Standards, 2011, p.16)
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Coherence Supports Equity
Jumping from topic to topic and landing briefly on
each privileges children who know something
about those topics from elsewhere.
– David & Meredith Liben,
Student Achievement Partners
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Building Knowledge with Coherence
The knowledge children
have learned about
particular topics in early
grade levels should
then be expanded and
developed in
subsequent grade
levels to ensure an
increasingly deeper
understanding of these
topics.
(NY Common Core Learning Standards, 2011, p.43)
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Consider Your Practice
How would you organize your shared interactive
reading practice to build:
•
wide and deep knowledge?
Breadth and depth on topics.
•
systematic knowledge?
“Pieces of the puzzle” provided
over time.
•
coherence of knowledge?
In a meaningful order.
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How It Might Look: Deep and Wide
Kindergarten
Grade 1
Grade 2
Nursery Rhymes and Fables Different Lands, Similar
Stories
The Human Body: Five
Fables and Stories
Senses
Stories
The Human Body: Body
Systems, Germs, Diseases,
and Preventing Illness
Plants
Early World Civilizations
Fighting for a Cause
Farms
Early American Civilizations
Ancient Greek Civilizations
Kings and Queens
Astronomy
Greek Myths
Seasons and Weather
Animals and Habitats
Early Asian Civilizations
Colonial Towns and
Townspeople
Taking Care of the Earth
Fairy Tales
Charlotte’s Web I & II
History of the Earth
Immigration
Fairy Tales and Tall Tales
Cycles in Nature
Insects
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How It Might Look: Systematic
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How It Might Look: Systematic
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How It Might Look—Coherent
Kindergarten
Nursery Rhymes and
Fables
The Human Body: Five
Senses
Stories
Grade 1
Grade 2
Different Lands, Similar
Stories
Fables and Stories
Fighting for a Cause
The Human Body: Body
Systems, Germs, Diseases,
and Preventing Illness
Early World Civilizations
Cycles in Nature
Ancient Greek Civilizations
Kings and Queens
Early American
Civilizations
Astronomy
Seasons and Weather
Animals and Habitats
Early Asian Civilizations
Colonial Towns and
Townspeople
Taking Care of the Earth
Fairy Tales
Charlotte’s Web I & II
History of the Earth
Immigration
Plants
Farms
Fairy Tales and Tall Tales
Insects
Greek Myths
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Questions?
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The Language Shifts
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Language Development
Oral
Written
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Range and Content of Student Language Use
The inclusion of language standards in their own
strand should not be taken as an indication that skills
related to conventions, knowledge of language, and
vocabulary are unimportant to reading, writing,
speaking, and listening; indeed, they are inseparable
from such contexts.
(NY Common Core Learning Standards, 2011, p.65)
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Exposure
Exposure to varied and sophisticated syntax—the
other ingredient of academic language—must also
come from excellent works heard read aloud until
students can access them for themselves.
– David & Meredith Liben,
Student Achievement Partners
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How does staying on
topic support language
acquisition?
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Opportunities for Use
Though both syntax and word work can and
should also be addressed in other ways, highquality and diverse texts, read aloud, enjoyed,
discussed and analyzed, are the richest pathway
to develop robust language capacity in all
students.
– David & Meredith Liben,
Student Achievement Partners
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Spiraling Content Supports Complexity
One of the key requirements of the Common Core State
Standards for Reading is that all students must be able to
comprehend texts of steadily increasing complexity as they
progress through school.
+
Exposure to varied and sophisticated syntax…must also
come from excellent works heard read aloud until students
can access them for themselves.
=
Increasingly complex language heard through read-alouds.
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Consider Your Practice
Addressing the intent of practices related to
language (text-based conversations,
writing/dictating, and vocabulary)
requires thinking about:
•
•
•
providing children systematic,
repeated exposure to complex
language and vocabulary;
ensuring children have opportunity
to engage in discussion (and later,
writing); and
insuring increasing complexity in
opportunities for both exposure and
use of the vocabulary and language.
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Key Takeaway
We need to be intentional about building
knowledge:
•
•
•
systematically,
coherently, and
deeply.
We need to be intentional about building
language through:
•
•
•
repeated exposure,
opportunities for use, and
increasing complexity.
Both require careful, time-consuming consideration of
texts.
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Listening and Learning
Let’s Check-In with Implementers
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How Is It Going?
• Who is using Listening and Learning?
•
•
•
•
How far along are you in the program?
What challenges have you encountered?
What benefits have you noticed?
What is your most critical question?
• For those who haven’t used the materials, what
questions do you have for those who have used
them?
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Break
Back at 10:15a.m.
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Planning and Design
Considerations
Leveraging Knowledge and Language in
Shared Interactive Reading
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Selection of Topics
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Selection of Texts
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Planning Considerations
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What Do You Need to Consider?
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What It Might Look Like…
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What Do You Need to Consider?
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What It Might Look Like…
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What Do You Need to Consider?
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What It Might Look Like…
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Selecting Vocabulary
Select words that are:
• domain-specific,
• might not be encountered in conversational
language (speech),
• have high-utility (multiple contexts),
these are connected to other word webs / families,
• vital to understanding the lesson(s),
• have multiple meanings, or
• span multiple grade-levels and content areas.
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Vocabulary Charts
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You Try!
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What Do You Need to Consider?
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What It Might Look Like…
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Supplemental Guide
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Modified Read-Alouds
• Same core content as the Tell It Again! ReadAloud Anthologies
• More accessible vocabulary
• Shorter in length
• Less dense in peripheral information
• Spread over 2 days
•
•
Day 1: Scaffolded Presentation of Core Content
Day 2: Dialogic and Interactive Presentation
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Vocabulary Charts
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Activities
• Multiple Meaning Word Activities
• Syntactic Awareness Activities
• Vocabulary Instructional Activities
appears in the Tell It Again! Read-Aloud
Anthology to indicate that there is a Multiple
Meaning Word Activity, Syntactic Awareness
Activity, or Vocabulary Instructional Activity from
the Supplemental Guide.
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Reinforcing and Extending
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Your Turn!
Use the anthologies available and your planning
sheet to plan one of the domains listed below.
Kindergarten Domain: Plants
First Grade Domain: Astronomy
Second Grade Domain: Insects
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Debrief
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Questions/Comments
Who is willing to share some of their observations
about planning?
What questions do you have?
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