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Tracy Watanabe

Creating Cross-Curricular Text Sets for the Middle Grades | MiddleWeb - 0 views

www.middleweb.com/...text-sets-middle-grades

text set commoncore intertextual

shared by Tracy Watanabe on 21 Apr 14 - No Cached
  • To design the text set, each person thought about a theme in the anchor text to explore. In this way, different people designed different text sets around a common anchor text. Next, each preservice teacher began to put a text set together. These requirements framed the assignment: The text set needed to include 6-8 texts, including the anchor text. The text set had to include both narrative and informational genres. The text set had to include both print and digital texts. The text set needed to include texts of varying complexity.
  • The authors inspired us to include both narrative and informational texts. The goals of this assignment were to help preservice teachers (1) understand what a text set is and (2) experience putting a text set together. Although the task seemed daunting at first, most preservice teachers were satisfied with their outcomes. The challenges we ran into included: Selecting an anchor text; Deciding on a theme in the anchor text to explore through the text set; Making informed choices about other texts to include.
  • These standards can seem daunting to preservice teachers. A text set assignment like the one described here is one way  teacher educators can help prepare our university students to plan curriculum and instruction that helps students make deeper connections.
  • Tracy Watanabe on 21 Apr 14
     
    Great ideas for text sets (intertextual lessons/units) -- with specific resources & ideas
Tracy Watanabe

Common Core: Fact vs. Fiction | Scholastic.com - 0 views

www.scholastic.com/...common-core-fact-vs-fiction

commoncore Informational text nonfiction instruction scholastic vocabulary

shared by Tracy Watanabe on 04 Dec 12 - No Cached
  • What is informational text? Common Core uses “informational text” as another term for “nonfiction text.”  This category includes historical, scientific, and technical texts that provide students with factual information about the world. Typically, they employ structures such as cause and effect, compare and contrast, and problem and solution. They also contain text features like headlines and boldface vocabulary words.  Because of their narrative structures, biographies and autobiographies do not look like other nonfiction texts. In fact, they are often classified as literary nonfiction. But the Common Core considers them to be informational text as well.  Another category of informational texts includes directions, forms, and information contained in charts, graphs, maps, and digital resources. Simply put, if students are reading it for the information it contains, it’s informational text. 
  • Putting It Into Practice  With an understanding of what the standards are calling for, it’s time to start thinking about what instruction in informational text could look like in your classroom. Here are a few ideas.
  • . The phrase “academic and domain-specific vocabulary,” which appears several times, refers to words readers often encounter in textbooks across all subject areas.
  • ...1 more annotation...
  • Domain-specific vocabulary words, on the other hand, are likely to be encountered only in a particular content area.
  • Tracy Watanabe on 04 Dec 12
     
    Some examples here of what Common Core could look like in the classroom for various grade levels.
Tracy Watanabe

Grounded in evidence. Part 2: Informational text | The Common Core Classroom by Emily S... - 1 views

www.readingrockets.org/...55532

commoncore Informational text text-based answers text-dependent questions

shared by Tracy Watanabe on 26 Jan 13 - No Cached
  • Creating Text-Dependent Questions for Close Reading Step One: Identify the core understandings and key ideas of the text Step Two: Start small to build confidence Step Three: Target vocabulary and text structure Step Four: Tackle tough sections head‐on Step Five: Create coherent sequences of text-dependent questions Step Six: Identify the standards that are being addressed Question Stems for Close Reading of Informational Texts (Adapted from Race to the Top/Strategies for Close Reading) What clues show you … Point to the evidence … How does the author describe X in paragraph X? What are the exact words? What reasons does the book give for X? Where are they? Share a sentence that (tells you what the text is about, or describes X, or gives a different point of view) What is the purpose of paragraph X? What are the clues that tell you this? What does the author think about X? Why do you think so — what is your evidence? What do you predict will happen next? What are the clues that make you think so?
  • Examples of Text-Dependent Questions Could people live on Earth if there were no Sun? Why or why not? Use evidence from the text to support your answer. Explain why conditions on a distant planet like Neptune are so different than those on Earth. In the end, our task is unwavering: create questions that provide opportunities to teach strategies to our kids so they feel successful when they search for evidence and key words to answer text-dependent questions. Don't allow our students to answer a question without evidence and proof. Hold our students to high expectations, and constantly use those magic words, "Tell me more.""
Tracy Watanabe

achievethecore.org :: Text-Dependent Questions - 1 views

www.achievethecore.org/...text-dependent-questions

close-reading commoncore text-dependent questions

shared by Tracy Watanabe on 06 May 13 - No Cached
  • Tracy Watanabe on 06 May 13
     
    The Common Core State Standards expect students to use evidence from texts to present careful analyses, well-defended claims, and clear information. A central tool to help students develop these skills is text-dependent questions: questions that can only be answered by referring back to the text. On this page teachers can find tools to help write and evaluate text-dependent questions, as well as a link to lesson materials with examples of text-dependent questions included.
Tracy Watanabe

debrennersmith: Writing and Reading Lessons: Getting to the heart of the common core st... - 2 views

debrennersmith.blogspot.fr/...eart-of-common-core-state.html

commoncore text complexity information literacy shift scaffolding standards task ELA

shared by Tracy Watanabe on 08 May 12 - No Cached
  • *Standards - what we teach *Text Complexity - what we teach with *Focus on comprehension Scaffolds - how we teach *The Task - how we measure what we teach Comprehension Standards - What's new? NOT the same cake with different frosting
  • Key ideas and details - what is author saying Standard 1Standard 2Standard 3 Craft and Structure - How is the author saying itStandard 4Standard 5Standard 6 Integration of Knowledge and Ideas - Why is the author saying itStandard 7Standard 8Standard 9 Text Complexity and RangeStandard 10
  • NEW ADDITIONS to think about when thinking about the CCSS 1. More on character development (characters who change from beginning to end) 2. Summary includes theme 3. Paraphrasing 4. Vocabulary: tier2, tier3, figurative language (simile, personification, idioms), TONE (where did the character have a bad attitude,  a good attitude, change attitude) 5. Genre, text structure 6. Text to text connections 7. Broader definition of text (digital, live, video) 8.Illustrations part of message (picture shows mood of character) 9. Point of view / perspectives (values and belief systems) NO LONGER TEACHING in CCSS: text to self connections because it takes students away from the texts Creative thinking
Tracy Watanabe

Lexile Analyzer® - 1 views

www.lexile.com/analyzer

lexile commoncore

shared by Tracy Watanabe on 10 Jul 12 - No Cached
  • The Lexile® measure of text is determined using the Lexile Analyzer®, a software program that evaluates the reading demand—or readability—of books, articles and other materials. The Lexile Analyzer measures the complexity of the text by breaking down the entire piece and studying its characteristics, such as sentence length and word frequency, which represent the syntactic and semantic challenges that the text presents to a reader. The outcome is the text complexity, expressed as a Lexile measure, along with information on the word count, mean sentence length and mean log frequency.
  • Tracy Watanabe on 10 Jul 12
     
    You can scan your text (or type it in) to see the complexity of what you've written (or text in any website).
Tracy Watanabe

Newsela | Nonfiction Literacy and Current Events - 1 views

newsela.com

nonfiction Informational text information literacy current events news

shared by Tracy Watanabe on 04 Nov 13 - No Cached
  • Tracy Watanabe on 04 Nov 13
     
    Informational Text at our fingertips -- and relevant to today's world
Tracy Watanabe

AIMS to PARCC Transition - 2 views

www.azed.gov/...aimsparcctransition

PARCC

shared by Tracy Watanabe on 30 Jul 12 - No Cached
  • Tracy Watanabe on 30 Jul 12
     
    "Dear Arizona Educator,   In an effort to foster the successful transition to Arizona's Common Core Standards and the PARCC assessment, the Arizona Department of Education is providing the following information regarding the Spring 2013 and 2014 AIMS assessments and the changes that are necessary to effectively transition to the PARCC assessment.   Changes to the Spring 2013 and 2014 AIMS Assessments Although the AIMS assessment will remain the same concerning the blueprints and format, the passages and items will have several changes as outlined below.  The focus of the AIMS test will be to move closer to the expectations of the PARCC assessment. --------------------- Passages In order to prepare for the expected rigor of the PARCC passages, the AIMS passages will contain an increase in text complexity as well as higher Lexile levels.  The language used will have sophisticated text, both qualitatively and quantitatively. Items Many of the AIMS items are written at the Concept level, allowing for multiple Performance Objectives within a Concept to be addressed in a single item.  The item's complexity will be raised through selecting items at the Depth of Knowledge (DOK) levels of 2 and 3. Please note the attachment - Webb's Depth of Knowledge Levels (Table 1) and Hess' Cognitive Rigor Matrix (Table 2). To further support the transition from the AIMS assessment to the PARCC assessment, the test items have been aligned to the 2003 (Reading), 2004 (Writing), and 2008 (Mathematics) Standards as well as to Arizona's Common Core Standards for Mathematics and Language Arts. -----------------------   Transitioning to Arizona's Common Core Standards and the PARCC Assessment Since Arizona's Common Core Standards are the building blocks of the PARCC assessment, the following documents are provided to help make the transition a little smoother from the old standards/AIMS assessment to the new Common Core Standards/PARCC assessment.  The English Languag
Tracy Watanabe

Late Elementary (Grades 3-5): English Language Arts: Reading Standards for Informationa... - 1 views

www.sharemylesson.com/taxonomysearchResults.aspx

ELA english resources lesson standards informational_expository

shared by Tracy Watanabe on 02 Jul 12 - No Cached
  • Tracy Watanabe on 02 Jul 12
     
    "As you work to integrate Common Core standards into your classroom, it may help to look at sample lessons. In this set, you can see lessons, presentations, and assessments working with informational text (grades 3-5). Remember that you can search the site by grade level and common core standard and that other subject areas besides Common Core are included on the site." --Vicki Davis
Tracy Watanabe

3 Digital Tools to Encourage Close Reading - 0 views

www.teachhub.com/-tools-encourage-close-reading

close-reading

shared by Tracy Watanabe on 07 Apr 15 - No Cached
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  • Dr. Doug Fischer defines close reading this way: “Close reading is a careful and purposeful re-reading of the text.”
  • (PARCC) defines it this way:
  • ... and explains its importance:
  • ...3 more annotations...
  • Close reading is a great approach to turning “complex” into “simple” by providing concrete steps to decode material.
  • Here are three approaches to evaluating whether students have closely-read the complex text: Ask questions that are open-ended and require evidence. Ask questions that require students to think and understand what they're reading. Ask questions that plumb the depths of the text being read .while considering only information contained there, not from outside sources
  • Three digital tools make close reading happen: iAnnotate Snap! Learning Reading A-Z
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