Class+Notes+2017+Bateson-Toupin

= Wednesday, September 6, 2017 =

Focus: Status of reading comprehension in U.S., review 5 //__core__// areas, important definitions, 5 //__factors__// that affect comprehension

 * 1. Welcome: Review of course and syllabus**

http://www.childrenofthecode.org/Tour/c1/readingcrisis.htm
 * 2. Reading Crisis**


 * 3. DATA: **

A. **Mapping NAEP onto state assessments**
== B. The Nation's Report Card (National Assessment of Educational Progress (NAEP): Look at the statistics: ==

NAEP state results
[]

C. RI PARCC Results 2017
[]

Disaggregated Data: []
4. The Critical Components of Reading Instruction (and reading comprehension in the United States)

5. Group Work on definitions (in class reading): explain literacy, reading, comprehension, text, big ideas, important questions, and inquiry: use both images, diagrams, and only a few words to depict meanings

6. Common Core State Standards []



7. Word Clouds: What is reading comprehension? Wordle Word it Out: https://worditout.com/word-cloud/make-a-new-one

3. Read Klinger, Vaughn, & Boardman: Ch 1 (Overview of Reading Comprehension pp 8-12) [[file:Overview of Reading Comprehension Klingner, Vaughn, & Boardman.pdf]]




**www.rand.org**
2. Helping R.I. Students with Dyslexia http://www.providencejournal.com/opinion/20160913/susan-brady-and-alison-bateson-toupin-helping-ri-students-with-dyslexia

3. The Common Core Standards [|The Common Core State Standards]
 * [|Details]
 * [[file:uriedc423deeney/Common Core.pptx|Download]]
 * 787 KB

CCSS: What do the standards suggest about reading comprehension?

4. The Comprehension Problem Solving Process and B, D, and A Reading

-- Before (prereading) /Launching a Text: Mrs. Katz and Tush
https://www.bing.com/videos/search?q=Reading+Rainbow+Mrs.+Katz+and+Tush&&view=detail&mid=7339790259D1A479097C7339790259D1A479097C&FORM=VRDGAR

---Reading Comprehension Strategies
https://www.youtube.com/watch?v=ZUDigw4LCYE


 * -Practice launch of a text**


 * 5. Comprehension Processes (Irwin, 2007)**


 * Due September 20**

1. Read Cornett Chapter 3

2. Percy Jackson Ch 1-7: What comprehension strategies are you using B,D,A reading?

3. Finish the Van den Broek/Kremmer article

September 20



 * 1. Van den Broek/Kremer in class text-based discussion**; how to use text-based discussion to understand and teach reading comprehension [[file:excerpts from van den Broek & Kremer.doc]]


 * 2. CCSS [[file:ccss (2) (1).pptx]]**


 * 3. Big and Main Ideas:**


 * A. Discussion of big versus main ideas**


 * B. Practice with Frederick; Basketball article**

September 27

 * 1. Recap of van den Broek/ Kremer; big versus main ideas in narrative vs expository text;** **Cornett pp 72-73**


 * 2. Brainstorm: If big ideas and the comprehension problem solving process are critical to comprehension, what are some implications for your teaching B,D, and A reading?**


 * 3. Review of Comprehension (Sub) Processes** [[file:Reading Comprehension (Sub) Processes.ppt]]

--diagram the relationship of (sub) processes


 * 4. Class generated definition of reading comprehension**


 * 5. Self Evaluation of Reading Comprehension/ Percy Jackson project**


 * A. home practice with graphic organizers:**


 * --K, W, L** **Chart;** **Characterization;** **Visualization; Story Map; 2 Semantic and 2 Questioning organizers**


 * B. My Simple Show; summarization**

https://www.mysimpleshow.com/
 * ---My Simpleshow: video explainer**

https://website.mysimpleshow.com/#/dashboard
 * --Becoming Naomi Leon**

// The Giving Tree //, [|Screencast] Example


 * 3. Read Percy Jackson Ch 8-15; Practice with graphic organizers; begin the Reading Comprehension Self Assessment Project (due October 11)**

Fall, 2015: Class generated definition of reading comprehension:
==="Reading comprehension is having a goal for reading and using strategies, having knowledge of language, and using analysis to create meaning (such as finding big ideas, coming to conclusions, and answering questions)".===

October 4 Focus: Syntax; Comprehension Strategies and Explicit Teaching (the teacher); Explicit Teaching of Story Elements

 * Sub-Processes of Comprehension:**




 * 1. Comprehension Strategies and Explicit Teaching [[file:Comprehension Strategies and Explicit Teaching EDC 423 (3).ppt]]**


 * 2. Using your text (p 70) and information from the ppt on comprehension strategies and explicit teaching, formulate important guidelines you will remember for teaching reading comprehension (use text and diagramming to communicate to the class).**

3. Syntax [[file:Syntax and Explicit Instruction 424 (6).ppt]]

 * --Diagram Percy Jackson sentences** [[file:Syntax diagramming sentences (1) (1).docx]]

Due October 11

 * 1. Comprehension Self Assessment Projec**t is due; hand in your hard copy


 * 2. Read Cornett Ch 7** Using Questioning to Promote Discussion and Conversation


 * 3. Read Moats:** Syntax [[file:Moats,L. Syntax.pdf]]


 * 4. Quiz #1:** October 19: Five core reading areas (NRP); the status of reading comprehension in the US; five factors that impact comprehension; the Simple View of Reading; language components that support reading; the CPS process and B,D,A reading; text based discussions including big and main ideas, comprehension strategies including explicit teaching and questioning; syntax and connecting sentences

** 1. Dyslexia Basics (IDA) **
[]

2. Dyslexia definition

> //“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”// Adopted by the IDA Board of Directors, Nov. 12, 2002. Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition. Learn more about how consensus was reached on this definition: // [|Definition Consensus Project] // .


 * 2. Comprehension presentations:**








 * 3. Understanding and Connecting Sentences [[file:Understanding and Connecting Sentences (2) (1).ppt]]**

--Complex Syntax (Big Bang Theory) []


 * --Practice chunking, connecting important nodes, paraphrasing, and connecting sentences**

4. **Story Form Comprehension (Project Read):** Teaching story grammar with explicit instruction; demonstration
--Questioning; narrative text

1. Outline Chapter 3 from Irwin (Understanding and Connecting Sentences) in type-written form; submit by email
 * Make-up Work**


 * Due October 18**

1. **Quiz #1:** October 19: Five core reading areas (NRP); the status of reading comprehension in the US; five factors that impact comprehension (text); the Simple View of Reading; language components that support reading; the CPS process and B,D,A reading; text based discussions including big and main ideas, comprehension strategies including explicit teaching and questioning; syntax and connecting sentences

2. Read Irwin Chapter 3: Understanding and Connecting Sentences

 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png caption="Irwin Understanding and Connecting Sentences.pdf" link="file:uriedc423deeney/Irwin Understanding and Connecting Sentences.pdf"]] ||
 * Irwin Understanding and Connecting Sentences.pdf ||
 * [|Details]
 * [[file:uriedc423deeney/Irwin Understanding and Connecting Sentences.pdf|Download]]
 * 4 MB

= = = October 18 Focus: Text Based Discussion and the Use of Questioning =

1. Text Based Discussion and the Use of Questioning [[file:Text Based Discussion and The Use of Questioning (1) (1) (5).ppt]]

 * --Bloom's Taxonomy and questioning**


 * --Project Read and questioning (Story Form)**


 * --Text Talk and Questioning/Analyzing**

[]
--[|Question-Answer Relationships] -- another site

**Due October 25**

 * 1. Read over the Backward Design Assignment on the wiki.**

= October 25 = = Focus: Questioning and Text Based Discussion; The Text; Narrative and Expository Text =



1. Questioning; Text-Based Discussion [[file:Questioning and Text Based Discussions 3.pptx]]
== [] ==
 * --Text Talk and Questioning/Analyzing **

Text Analysis: Factors to Consider

 * **Macro Features** || **Micro Features** || **Additional Features of Cohesion/Coherence to Consider** ||

--[|Question-Answer Relationships] -- another site
 * Resources:**


 * 3. Expository Text: Big and Main Ideas and Text Based Discussion with Questioning to Support Comprehension (Panda)**

**1. Cornett Chapter 9 Teaching Diverse Response Options**
= November 1 Focus: Backward Design; Text Structure and Text Readability; Text-Based Discussion = = =
 * Text Analysis: Factors to Consider**
 * **Macro Features** || **Micro Features** || **Additional Features of Cohesion/Coherence to Consider** ||
 * * Text Structure: Narrative, Expository; Hybrid
 * Photos, diagrams, charts, maps
 * Captions
 * Type face (bold, italics)
 * Glossary/TOC
 * Headings
 * Subheadings || * Transitions between sentences and paragraphs
 * Referents
 * Connective words
 * Syntax complexity || * Inferences needed; clear/ unclear connectives
 * Cause-effect relationships clear/ unclear
 * Topic sentences clear/ unclear
 * Paragraphs are organized and sequential or not
 * Ideas fully explained/not explained
 * Background knowledge/ concepts known/ unknown
 * Overall organizational problems: Are ideas logically ordered? Are ‘nodes’ connected?
 * Point of view ||

**2. Resource:**
Example Discussion Plan, // PandaMania // !
 * [|Details]
 * [[file:uriedc423deeney/Discussion plan Panda Mania Deeney 2016.docx|Download]]
 * 114 KB

**3. Backward Design Unit**




https://www.tes.com/lessons/MGiHbfpXITHAgw/tonight-on-the-titanic
 * 1. Example of MTH unit: Julianne**

https://www.tes.com/lessons/zCCZc54lM20GOw/earthquake-in-the-early-morning
 * Example 2: Sam**

**2. Comprehension Factors: Text Structure**

 * --Narrative and Expository Text** [[file:Narrative and Expository Text.ppt]]




 * For November 8**

**1. Backward Design Unit Part One**

 * 2. Read Cornett Ch 9 (Teaching Diverse Response Options to Show Comprehension)**

= November 8 Focus: Expository Text; Text Analysis; The Reader; Lexile Framework =

A. Review Scarborough's Rope Model

 * B. Scarborough's Rope Model:** [[file:Scarborough's Rope Model.ppt]]

D. Practice text analysis with Caves

 * 3. Independent practice with Caves**
 * ||  || Planning Guide: Caves examples ||


 * [|Details]
 * [[file:uriedc423deeney/Caves text analysis and planning.doc|Download]]
 * 35 KB


 * Text Analysis: Factors to Consider**
 * **Macro Features** || **Micro Features** || **Additional Features of Cohesion/Coherence to Consider** ||
 * * Text Structure: Narrative, Expository; Hybrid
 * Photos, diagrams, charts, maps
 * Captions
 * Type face (bold, italics)
 * Glossary/TOC
 * Headings
 * Subheadings || * Transitions between sentences and paragraphs
 * Referents
 * Connective words
 * Syntax complexity || * Inferences needed; clear/ unclear connectives
 * Cause-effect relationships clear/ unclear
 * Topic sentences clear/ unclear
 * Paragraphs are organized and sequential or not
 * Ideas fully explained/not explained
 * Background knowledge/ concepts known/ unknown
 * Overall organizational problems: Are ideas logically ordered? Are ‘nodes’ connected?
 * Point of view ||

Lexile Framework for Reading: Matching Reader Ability to Text Difficulty


https://lexile.com/educators/understanding-lexile-measures/
 * Understanding Lexile levels**

Matching Lexile Level to Grade Ranges
https://lexile.com/educators/measuring-growth-with-lexile/lexile-measures-grade-equivalents/

Resource:

 * Analysis of Pandas**

= November 29 Focus: Text Readability; Reader Factors =

1. Informational Text Plan
**2. Text Analysis**

== Computing Text Difficulty Traditional readability formulas use sentence length and word length to estimate the difficulty of a text. To calculate the readability using this kind of formula, take three random 100 word samples from a text. Count the number of sentences in each of the three samples, average them. Count the number of syllables in the 100 words, average across the three samples. Using the Fry Readability Graph, plot the intersection of average sentences (on the side) and average syllables (on the top). That is the approximate grade level of the text.==


 * [[image:uriedc423deeney/frygraph.png caption="frygraph.png"]] ||


 * frygraph.png ||

[[file:uriedc423deeney/Number the Stars Readability.pdf|Number the Stars Readability.pdf]]

 * [|Details]
 * [[file:uriedc423deeney/Number the Stars Readability.pdf|Download]]
 * 124 KB

Fry Graph and Calculation sheet



 * [|Details]
 * [[file:uriedc423deeney/Fry graph and calc sheet.pdf|Download]]
 * 106 KB
 * Fry readability []

Resource: Use a sample of your writing:
[|http://www.readabilityformulas.com/free-readability-formula-tests.ph]

[[file:Reader to Text Problems.doc]]
=Resources:= = =

...[|Lexile grade ranges]
= =

Cross Referencing Leveling Systems (Cornett p. 366)
= = ===....[|Guided Reading/Reading Recovery/Reading A-Z levels and grades]=== = =

....[|Scholastic]
= =

[|....A-Z leveling]
= =

C. Read:

 * Beck, I., McKeown, M., & Kucan, L. (2002). Bringing Words to Life. New York: Guilford.**
 * [|Details]
 * [[file:uriedc423deeney/Bringing Words to Life Ch 2.pdf|Download]]
 * 983 KB

**3. Quiz 2: Take Home that will be posted after class on December 6**
==**Topics: The Reader and The Text (including narrative and expository text, text based analysis, and readability); Text Based Discussion and the Use of Questioning; Understanding and Connecting Sentences; Assessment and Differentiation; Other Language Features including Inferences and Vocabulary; Responding to Show Comprehension**==

**Download the quiz, complete it, and email back to me by December 8, 6:00 pm.**
= = = =

= December 6 Focus: Inferences; Vocabulary; Assessment and Differentiation; Responding to Show Comprehension =

Shrek: Ogres have Layers
https://www.google.com/search?q=shrek+onions+have+layers&oq=shrek+onions+have+&aqs=chrome.0.0j69i57j0l4.7226j0j8&sourceid=chrome&ie=UTF-8

Hart and Risley The Early Catastrophe [[file:The Early Catastrophe.pdf]]

 * Vocabulary Paint Chips** https://www.teachingchannel.org/videos/build-student-vocabulary

=
===
 * ===[|Details]===
 * ===[[file:uriedc423deeney/Be Prepared.ppt|Download]]===

Challenges:

 * ===Being 11 is being 10, 9, 8, etc.===
 * ===Metaphorical language as examples (onion, nesting dolls, tree rings)===
 * ===Why is the girl upset? Why does she want to be 102?===

A. Reflection on Differentiation: Video by ABT
https://drive.google.com/drive/my-drive

C. Take the 4th grade ELA PARCC Assessment
https://parcctrng.testnav.com/client/index.html#login?username=17EL04PTOE01010100&password=PCPRACTICE

D. STAR Reading
http://www.renaissance.com/products/assessment/star-360/star-reading-skills/

E. Create a Rubic with Rubistar
http://rubistar.4teachers.org/index.php?screen=NewRubric

Resources:
https://www.teachingchannel.org/videos/developing-better-questions
 * Writing Higher Order Questions**

https://www.teachingchannel.org/videos/improving-student-vocabulary
 * College Talk**

Video:
https://www.youtube.com/watch?v=UWtoZNRstSE
 * Anita Archer: All Instruction should be Interactive**

==**Topics: The Reader and The Text (including narrative and expository text, text based analysis, and readability); Text Based Discussion and the Use of Questioning; Understanding and Connecting Sentences; Assessment and Differentiation; Other Language Features including Inferences and Vocabulary; Responding to Show Comprehension**==

**Download the quiz, complete it, and email back to me by December 8, 6:00 pm.**
= = = Have a wonderful break! =

What is Wrong with Literature Circles and How Can We Fix Them?
Clark & Holwadel:
 * [|Details]
 * [[file:uriedc423deeney/Clarke Halwadel Article.pdf|Download]]
 * 138 KB
 * Typical Roles: Discussion Director, Connector, Illustrator, Summarizer, and Wordsmith**
 * Typical Roles: Discussion Director, Connector, Illustrator, Summarizer, and Wordsmith**
 * Typical Roles: Discussion Director, Connector, Illustrator, Summarizer, and Wordsmith**