Session-at-a-Glance Time Session & Learning Targets Purpose of this Session Key Instructional Practices & Protocols Core Documents/ Resources Section 1 5 mins Opening and Framing Introduce targets and connect to other sessions. PPT Participant’s Notebook PPT Section 2 10 mins The Importance of a Volume of Reading Help participants understand the importance of students reading a lot about any given topic. What/So What/Now What Notetaking EL Document -- Importance of Volume of Reading. Samples of additional texts lists from modules. Section 3 30 mins The “Fish” Experiment Simulate the experience of being a better reader because you have knowledge. End this chunk of the agenda by sharing the “Baseball Experiment” research. Simulation Fish Texts Section 4 35 mins Making Decisions about Texts During this time participants discuss a hypothetical “text set” and discuss how they sequence the texts to increase students’ motivation and knowledge. Simulation Fish texts Section 5 10 mins Check for Understanding Participants discuss various scenarios of teachers implementing the “volume of reading” principles. They discuss which scenarios most fit the recommendations of the Common Core. Rank Ordering Case Studies Volume of Reading case studies Detailed Agenda
10 mins I can describe the importance of a volume of reading. Introduce participants to the research behind the importance of a volume of reading. What/So What/Now What notetaking Participant’s Notebook PPT Importance of a Volume of Reading What/So What/Now What notecatcher Time Slides Detailed Agenda Materials 3 mins Introduce participants to background about why students don’t read well (SAP slides). Slide 4: Which question was easier? If it’s not critical thinking, strategies or standards…what is the cause? 5: Vocabulary, knowledge, fluency. This session focuses on knowledge. PPT Importance of a Volume of Reading What/So What/Now What notecatcher 7 mins Participants read the document The Importance of a Volume of Reading and capture thinking – What/So What/Now What notecatcher. Share one key idea with your shoulder partner. The Importance of a Volume of Reading What/So What Notecatcher Section 3: The “Fish” Experiment Time Session & Learning Targets High-Level Purpose of this Session Key Instructional Practices & Protocols Core Documents/ Resources 30 mins I can describe the importance of a Simulate the experience of a better reader because you have knowledge. End this chunk of the agenda by Simulation Assorted fish texts (Bycatch, Bycatch background, Longline).
Ask participants to share their rankings at their tables. If there are any 5’s at the table, they should talk at their tables about why they think they were able to read the passage so successfully. 5 mins Ask participants to read the “Bycatch” background information and look at the graphic. Ask them to discuss the following questions: What is bycatch? What kinds of animals are affected by bycatch? Bycatch background reading in Participant’s Notebook. 5 mins Ask participants to read “The Problem: Longline Fishing.” Ask them to discuss the following questions: What is longline fishing? What bycatch is created by longline methods? Longline background in Participant’s Notebook. 5 mins Ask participants to turn to the original bycatch reading. Tell participants that the numbers represent a scoring system and that the statements in bold are “findings” for whether or not Pacific Cod is fished in a sustainable way. Each bold statement is a score. The maximum score, indicating high sustainability, any section can receive is 4. Ask participants to read the section again, thinking about what they’ve learned about bycatch and longline fishing. Ask them to discuss the following questions: What fishing methods are used in Pacific Cod fishing? Is bycatch a problem in Pacific Cod fisheries? Why? Is it a good idea to fish for Pacific Cod? Bycatch selection 2 mins Ask participants to turn to the report “Seafood Watch” and find Pacific Cod in each column. Ask participants to discuss: Why might this pamphlet report that it’s best to “Avoid” Pacific Cod caught by other nations? Seafood Watch report 3 mins Ask participants to discuss:
What did you notice about the way you read the Bycatch report the second time? What enabled you to make a (likely) accurate inference about the way other nations fish for Pacific Cod? Can you believe how much knowledge you gained about fish and fishing in the last 20 minutes? 5 mins Review the findings of Recht & Leslie, 1988. The bottom line is that The reader’s ability level does not have to be the limiting factor of comprehension – knowledge increases all readers’ capacity to understand complex texts. By reading widely on any given topic, even “low ability readers” can understand complex texts. Reference the article How Knowledge Helps if participants would like to read more about this idea. Also show participants the Grade 5 Recommended Text lists in their notebook. This is an often overlooked resource in the modules, intended for use by teachers to “round out” students’ reading experiences and build knowledge. There is a Recommended Text list for every module, every grade. Don’t use the curriculum without paying attention to this list! What/So What Notecatcher How Knowledge Helps Recommended Text list. Section 4: Simulation: Sequencing Texts