designing lessons that foster deep understanding of...

PRESENTED BY

Kathy Glass Glass Educational Consulting

www.kathyglassconsulting.com [email protected]

Designing Lessons That Foster Deep Understanding of Complex Text

1 ASCD Webinar| September 29, 2015

[email protected] | www.kathyglassconsulting.com

Agenda •  Components for Teaching

Complex Text!•  Traditional and Nontraditional

Complex Text!•  Strategies/Assessments!•  Resources!

  Vocabulary!  Writing Prompt Frames!

© Kathy Glass | [email protected] | www.kathyglassconsul6ng.com

Teacher Preparation

Initial Student Exposure

Rereading for Different Purposes

Assessments and Evidence

Unit Connection

Teaching Complex Text

Teacher Preparation

 Determine complexity level

 Identify core ideas of text

 Flag words  Develop TDQs*  Plan lessons and assessments around text including prereading

Return

* text-‐‑dependent questions

 Annotation  Journals  Peer discussions

Return


Return

 Use TDQs*  Plan wriEen and oral individual and collaborative activities for deeper meaning

* Text-‐‑dependent questions


Assessments and

Evidence

Return

 Collect evidence of learning and mastery

 Check for understanding via formative and self-‐‑assessments

 Issue summative assessment

 Make expectations clear


Return

 Connect complex text to unit of study and learner outcomes (standards-‐‑based)



Key Takeaways: Components for Teaching

•  Prepare for teaching text

•  Expose students initially

•  Plan to reread for different purposes

• Assess and find evidence of learning

•  Incorporate text into unit


What are examples of traditional and

nontraditional complex text?


biography journal blueprint

lab report essay document

soufflé interview video

bar graph novel short story

speech DNA test results storyboard

Type in what many would consider traditional from this list:


1. clip art 2. artifact 3. blue-‐‑print

4. dissected organism

5. soufflé

6. bar graph

7. DNA test results

8. engine diagram

9. demon-‐‑stration

Type in possible subject areas for these nontraditional text:


Key Takeaways: Types of Complex Text

• Consider traditional and nontraditional types

• Align text to support subject maEer

• Determine appropriate complexity levels

ANNOTATION OPTIONS


Mark words or phrases that lead you to make one or more of these entries

in the Notes column:

•  Write the main idea.

•  Make an inference.

•  Connect to another text.

•  Create an analogy (or metaphor).


Annotation TEXT

Underline, circle, or highlight salient text.

NOTES

It’s been over 60 years since George Orwell published 1984, said Andy Kessler, and “Big Brother is finally watching.” There are around 30 million commercial surveillance cameras in the U.S., and thousands of government cameras, recording your image at banks, tollbooths, grocery stores, and public places. Police patrol cars in many cities are being equipped with automatic license-‐‑plate readers that check 1,000 plates an hour against databases of scofflaws. (Andy Kessler)

Each of us is a victim of privacy invasion.


Other Annotation Options Readers can mark words/phrases that

indicate... Margin Notes

Historical era the time period and/or event

Tone or mood tone the author conveys or mood the reader feels (e.g., sarcastic, joyful, melancholy)

Repetition intended effect on readers

Reasons in an argumentation opposite viewpoints

Steps in a process # each step; provide a brief restatement of each

Excerpt of Fig. 3.1 from Complex Text Decode by K. Glass (ASCD, 2015)


Annotation TEXT

Underline examples of descriptive language.

IMPRESS ION What impression does it give?

The sky was a ragged blaze of red and pink and orange, and its double trembled on the surface of the pond like color spilled from a paintbox. The sun was dropping fast now, a soft red sliding egg yolk, and already… (Tuck, BabbiE)

Example: The author wants the reader to picture the sun se7ing and the sky filled with vibrant, vivid color.


Ideas that agree with your thinking

Ideas that disagree with your thinking

Something important you want to remember

Underline words or phrases. Then enter a code in the margin: Codes


Most important points

Confusing parts

Evokes a strong reaction



Next to words/phrases that show evidence of personality traits

Confusing parts

Something important you want to remember



Key Takeaways: Annotations

• Match type of annotations to text and points of exposure

• Consider # of annotations

•  Provide individual and collaborative opportunities

COLLECTIVE IMPRESSIONS

[email protected] | www.kathyglassconsulting.com [email protected] | www.kathyglassconsulting.com Complex Text Decoded by Kathy Glass (ASCD, 2015)

DIAMANTE

* Boiling water, jumping bean, celebrated man

Diamante Poem Write one topic; skip to line 7 and write an opposite topic Line 1

Write two adjectives describing topic in Line 1 Line 2

Write three participles (verb form ending with –ed or –ing) relating to topic in Line 1* Line 3

Write four nouns; the first two nouns will relate to Line 1; the last two nouns will relate to Line 7 Line 4

Write three participles relating to topic in Line 7 Line 5

Write two adjectives describing topic in Line 7 Line 6

Opposite topic of Line 1 Line 7

Diamante Poem

Diamante Poem

CINDERELLA

shy gentle

caring sacrificing humbled

victim daughter monster

determined demanding hated

ugly

mother

cruel

STEPMOTHER

Diamante Poem

BEOWULF

courageous reckless

celebrated sacrificing victimized

hero warrior monster

resented condemned exiled

heinous

ambiguous

diabolical

GRENDEL

Complex Text Decoded by Kathy Glass (ASCD, 2015), p. 140

Diamante Poem

ARTICULATE

understandable coherent

verbalizing well-expressed well-spoken

lawyer teacher toddler

stammering hesitating mumbling

incomprehensible

unprepared speaker

uncommunicative

INARTICULATE

Complex Text Decoded by Kathy Glass (ASCD, 2015)

How about other opposites?

Angiosperms gymnosperms

Grilling Cooking

Ancient China Ancient India

Capulets Montagues

Magna Carta Bill of Rights

Jazz Rap music

ATTRIBUTE POEM


Attribute Poem

•  Select a topic (individual, character, idea).

•  Determine a personality trait.

•  Create stanzas for a poem using evidence from text.

•  Include verbs besides forms of “to be” (e.g., is, are, was). Instead use action verbs.


Analyzes Appreciates Aspires Behaves Builds Changes Compares Craves

Creates Cringes Discriminates Dreads Dreams Examines Exploits Helps

Justifies Predicts Reaches Realizes Requires Responds Thinks Yearns

Partial Verb List


He instilled fear and hatred in many. He dreamed of a world free of non-‐‑Aryans: Jews, Gypsies, and homosexuals. He hungered for fame, aEention, and domination.

TITLE: _________________



TITLE: _________________

She cringes at the sound of her stepmother’s voice.

She sheepishly responds to her stepsisters’ demands.

She flees at midnight to escape unjustified consequences.

She yearns for happiness.



TITLE: _________________

It is not suited for small-‐‑boned individuals.

It creates a surge of physical and emotional energy in dedicated players.

It requires endurance and stamina. It sometimes turns mild-‐‑mannered male television views into aggressors.



Other topic choices:

•  Mathematician •  Inventor •  Literary character •  Scientist •  Historical figure or events •  Concepts: percent, fractions, electricity, immigration, diversity, character development, motion, color

39

VOCABULARY RESOURCES


www.collinsdictionary.com

“English for Learners” tab

Vocabulary Resource #1


www.vocabulary.com

“Vocabulary Lists” tab

Vocabulary Resource #2

WRITING TASK RESOURCE: LDC PROMPTS

[email protected] | www.kathyglassconsulting.com [email protected] | www.kathyglassconsulting.com

[Insert optional question] After reading ____________ (literature or informational texts), write _____________

(essay or substitute) in which you address the

question and argue ____ (content). Support your position with evidence from the text(s). Demand

(D) 1 Be sure to acknowledge competing views. D2

Give ___ (one; #) examples from past or current ___

(events; issues) to illustrate and clarify your position.

TEMPLATE #2: ARGUMENTATION/ANALYSIS

Literacy Design Collaborative ♦ www.literacydesigncollaborative.org


Would you recommend living forever? After reading Tuck Everlasting, write an essay in

which you address the question and argue

why immortality is a benefit or liability.

Support your position with evidence from the text. D1: Be sure to acknowledge competing

views.

ARGUMENTATION/ANALYSIS Example (ELA)


If Malcolm X were alive today, what message would he impart to today’s social justice activists? Read “What Would Malcolm X Think?” by Malcolm X’s daughter Ilyasah Shabazz and an excerpt from one of his final speeches. Then write a leEer from Malcolm X’s point of view to a social justice activist today in which you address the question and argue his perspective. Support your position with evidence from both texts.

ARGUMENTATION/ANALYSIS Example (SS)


Do artists have free reign to produce anything they deem appropriate or should there be sanctions? After studying various forms of socially or politically controversial artwork and reading commentaries about both sides of this issue, write an argumentation that addresses the question and argues for a particular side. Support your position with evidence from the texts. D1: Be sure to acknowledge competing views. D2: Give one example from past or current events to illustrate and clarify your position.

ARGUMENTATION/ANALYSIS Example (Art)


Task 26: [Insert optional question] After researching ________ (informational texts) on _____ (content), write ________ (a narrative or substitute) that describes ________ (content). Source: Literacy Design Collaborative

What was it like witnessing the Boston Massacre? After researching informational texts on the American Revolution, write a personal narrative that describes the Boston Massacre from the point of view of someone who saw the event. Source: Kathy Glass

Narrative/Description


Download Word versions from the home page of my website: www.kathyglassconsulting.com

Literacy Design Collaborative Template Tasks


TOC

•  Components for Teaching Complex Text!

•  Traditional and Nontraditional Text!•  Strategies/Assessments!

  Annotation Options!  Collective Impressions !  Diamante!  Attribute Poem!

•  Resources!  Vocabulary!  Writing Prompt Frames!


Kathy Glass, Glass Educational Consulting 469 Eleanor Drive Woodside, CA 94062 Phone: 650-‐‑366-‐‑8122 E-‐‑mail: [email protected] Website: www.kathyglassconsulting.com

Website: •  Webinar links •  PowerPoint presentations and downloadable

resources •  PD topics/partial client list •  PD 360 Group – JOIN for free resources!

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