Module+3-Text+Features+&+Comprehension

== **Welcome to Module 3**--- "Text Features and Comprehension"--- will focus on the role of reading comprehension in developing literate students. As educators in the field of English language arts, you likely have a good understanding of reading comprehension skills and strategies that are essential for all students. However, there are some key differences in how the Iowa Core addresses reading and literacy. We'll discuss what comprehension means in terms of the Iowa Core and take a look at an overview of the standards. By the end of this module, you should have some practical tools for improving reading comprehension in your classroom. ==

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As teachers, we must ensure that students are explicitly taught metacomprehension and metacognitive skills through graduation. Students who monitor their own learning and regulate their thinking based on the given task develop high-level thinking skills that are transferable between content areas. These skills, along with quality content instruction, will propel students to mastery learning in all content areas. Teachers of all content areas at all grades should take the time to teach students the steps to becoming strategic and reflective readers. (Lassiter, 2011) ======

** Anchor Standards **

Key Ideas and Details

 * 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 * 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
 * 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

 * 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
 * 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
 * 6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

 * 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.1
 * 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 * 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

 * 10. Read and comprehend complex literary and informational texts independently and proficiently.

By the end of this module, you will be able to:


 * Describe the connection between text comprehension and a deep understanding of various types of literary and informational texts.
 * Use literary strategies to improve literary and informational reading as expressed in the Iowa Core.

Use the graphic organizer to keep track of the learning goals and the module elements and capture key content of this module.



Academic Shift 1: K-5 Balancing Information/Literature (6-12 Literary Non-Fiction)

 * What is Shift 1? What does it demand? What are the implications for your school/ department/ district as we implement Shift 1? What will this mean we have to change about our practice? What challenges will we face as we make this shift?
 * Video: SHIFT 1: Balancing Information/Literature
 * Video: SHIFT 1: Balancing Information/Literature Hunt Video
 * Video: SHIFT 1: Literary Nonfiction in Grades 6-12

Appendix B:

 * Participants will work together to select informational texts for a single unit, ensuring that these texts both challenge students with grade level complexity as modeled in Appendix B of the CCSS, but also “teach” new ideas, concepts, or ways of making an argument.

Academic Shift 4: Text Based Answers

 * Watch this discussion about the need for educators to use questioning methods that lead students to direct analysis of text, requiring evidence based responses that consistently reference text to support arguments.
 * Video: SHIFT 4: Text-Based Answers
 * Video: SHIFT 4: Text-Dependent Analysis in Action: Examples from Dr. MLK, Jr's Letter from a Birmingham Jail
 * <span style="font-family: Cambria,serif; font-size: 12pt;">By unpacking Shift 4, our discussion will address what it takes to create opportunities for students to have deep, evidence-based conversations about text. What is shift 4? What will this mean we have to change about our practice? What challenges will we face as we make this shift? What are the implications for teacher planning and for teacher planning time in schools?

**Assignment:**

 * **Pathways to the Common Core: Accelerating Achievement**
 * **Chapter 4: Reading Literature**
 * **Chapter 5: Reading Informational Texts**
 * Processing the chapters
 * Informational Texts
 * Literature

Getting into the Standards

 * ======Sort the performance tasks into grade spans to show a progression of expectations in the ELA Standards.======
 * Performance Tasks [[file:ELA Reading Tasks (1) - performance tasks - progression over grades.docx]]
 * Answers to Performance Task [[file:Answer Key to Sample Performance Tasks progression over grades.docx]]
 * North Carolina Dept of Ed Tool

Resource: Guide to Creating Questions for Close Analytic Reading [[file:ELA Reading Tasks (1) - performance tasks - progression over grades.docx]]

 * ======Video examples of Common Core work in classrooms======
 * 5th grade book cub example
 * 5th grade Keep it or Junk it
 * 12th grade Pinwheel Discussion
 * 8th grade Text Graffiti
 * 10th grade Socratic Seminar