Introduction to the
MAISA ELA Curriculum
Designed for MiELA MAISA Network Institute - 2015
ON a Post-It note…
How familiar are you with the Workshop model of instruction? | ||
Workshop is a new concept to me at the secondary level | I have experimented with it/ I have seen it used by others | I have had success with it in my own classroom |
Please sign in on the clipboard for SCECH verification and district use
ELA Teachers:
Michelle Kemp
English Teacher at Muskegon High School
Annlyn McKenzie
English Consultant at Muskegon Career Tech Center
Welcome!
Tuesday | Independent Reading & Launching |
Wednesday | Narrative Reading/Lit Essay & Basics of Argumentation |
Thursday | Informational Reading & Argument |
The Week’s Overview
Please draw a compass rose in your notebook and find your compass points partners.
You’ll have a chance to discuss and/or work with these partners later on.
Independent Reading�READER’S CHOICE WORKSHOP �(Week 4, 3 Weeks)
Some teachers struggle with this unit
~ from the Unit Abstract�WHAT IS AN INDEPENDENT READING UNIT? p. 3�“…Students choose texts that match their interests and readability levels…"
August 30, 2009
By MOTOKO RICH
JONESBORO, Ga. — For years Lorrie McNeill loved teaching “To Kill a Mockingbird,” the Harper Lee classic that many Americans regard as a literary rite of passage.
But last fall, for the first time in 15 years, Ms. McNeill, 42, did not assign “Mockingbird” — or any novel. Instead she turned over all the decisions about which books to read to the students in her seventh- and eighth-grade English classes at Jonesboro Middle School in this south Atlanta suburb.
Among their choices: James Patterson‘s adrenaline-fueled “Maximum Ride” books, plenty of young-adult chick-lit on.
THE FUTURE OF READING
A New Assignment: Pick Books You Like
������Nancie Atwell’s response to the backlash from the NYT article:
WRite two Post-It notes
and pass them to the end
The book that hooked me on reading in my youth was… any Harlequin romance |
One of my favorite books as an adult is… Pride and Prejudice ...so many to chose from |
Penny Kittle is an important voice for student choice in high school
FIND YOUR WEST COMPASS PARTNER:
WHAT ARE SOME POINTS FROM THESE VIDEOS YOU AGREE WITH?
WHAT RESERVATIONS DO YOU HAVE ABOUT BOOK CHOICE?
Kittle quotes Ann Patchett:
“We shouldn’t teach great books; we should teach a love of reading.” B.F. Skinner
The maisa Independent Reading units offer students the chance to revisit essential reading skills each year (building stamina)
Elements and Structures
| 6th | 7th | 8th |
Developing the Identity of the Reader
| * Engage in conversations about books. * Utilize strategies to choose "just-right" books. * Read with stamina and fluency. | * Engage a community of readers through sharing, critique, analysis, and recommendations. * Select just the right book after determining reading needs, interests, purposes and goals.
| * Engage in conversations and continue to create a community of readers through sharing, critiquing, and analyzing while making recommendations to others. * Select “just-right” book based on reading needs, interests, purposes, and goals. * Apply learning from unit to make decisions about next book choice. |
Interacting with Texts and Self- Monitoring
| * Make connections with the characters. * Infer characters' attributes and motivations. * Remain focused while reading. | * Utilize selected reading tools, graphic organizers, and conversation to identify central ideas and character attributes. * Track the interacting and distracting voice, while making personal connections to the text. * Make connections about problems using character conflicts (internal/external), what characters say and do, character thoughts, and their reactions to other characters. | * Connect with the main characters by forming opinions about various characters’ points of views. * Analyze the impact of specific word choices on meaning and tone. * Analyze character conflicts by citing literal information and evaluating dialogue related to conflicts. |
Exploring Genre— Elements and Structures
| * Identify that stories are created through scenes and narration. * Identify the rising tension in the story. * Revise and refine thinking about characters. * Notice and connect recurring images or ideas that may point toward the theme.
| * Identify scenes as the building blocks of the story, depicting action and conversations. * Identify the purpose of narration throughout the story. * Track causes of rising tension across the plotline. * Reflect on the text as a whole and provide a well-thought-out critique, using the information gathered during the reading process. | * Analyze how scenes and narration contribute to the rising and falling tension of the story. * Identify the theme of the story. * Use all the information gathered during the reading process to analyze the work as a whole and provide a well-thought-out critique. |
| 9th Grade | 10th Grade | 11th Grade | 12th Grade |
Genre | Fiction | Autobiography, Biography, Memoir | Creative Nonfiction | Multi-genre |
Developing the Identity of the Reader | * Set goals for reading. * Use strategies to find a “just-right” book. * Engage in discussion with other readers. * Develop preferences for texts and authors through exploration of various fictional works. | * Set goals for reading stamina and fluency. * Use strategies to find a “just-right” book. * Engage in discussion with other readers. * Develop preferences for texts and authors through personal study and discussion with peers. | * Set goals to explore unfamiliar nonfiction genres. * Use strategies to find a “just-right” book. * Engage in discussion with other readers. * Develop preferences for texts and authors through personal study and discussion with peers. | · Set goals to read and explore unfamiliar genres. · Use strategies to find a “just-right” book and related texts. · Engage in discussion with other readers · Develop preferences for texts and authors through personal study and discussion with peers. |
Interacting with Texts and Self- Monitoring | * Develop fluency by connecting to characters and the narrative voice. * Develop theories about author’s purpose and identify central idea * Make connections to text, in order to evaluate the actions and emotions of the characters and narrator as they face conflicts. | * Develop fluency by connecting to the narrative voice * Develop theories about author’s purpose and identify central idea. * Make connections to text, in order to evaluate the author’s insights. | * Develop fluency by connecting to the style and structure of the text. * Develop theories about author’s purpose and identify central idea. * Make connections to text, in order to evaluate the insights and claims the author reveals across the text. | * Make cross-text connections. * Synthesize thinking across multiple texts and multiple genres. * Evaluate the author’s insights. |
Exploring Genre— Elements and Structures | * Analyze, through examination of internal and external events, how complex characters develop. * Analyze, through examination of conflicts and character choices, how complex characters advance the plot. * Analyze, by tracking and confirming theories about the novel’s central idea, how complex characters establish theme. * Analyze the genre via the reading experience. | * Examine conflicts and character choices, in order to analyze the implications of how complex characters advance the plot. * Analyze, by tracking and confirming theories about the novel’s central idea, how complex characters establish theme. * Analyze the genre via the reading experience
| * Analyze how different types of evidence support the central idea, claims, and insights expressed by the author. * Analyze how the author establishes and connects insights, in order to influence a reader. * Analyze the counterclaims the author introduces to influence a reader. * Analyze the genre via the reading experience | * Analyze how the same theme is expressed in multiple genres. * Analyze how different authors establish and connect insights to influence readers. * Analyze the differing claims the authors introduce to influence readers. * Analyze the genres via the reading experience.
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MAISA Unit 2: Independent Reading 4 weeks - is that enough?
Monday | Bellwork 5 Booktalk 10 Reading ML 10 READ 30 Share 5 |
Tuesday | Bellwork 5 READ 15 MAISA unit ML 10 Unit work 25 Share 5 |
Wednesday | Bellwork 5 READ 15 MAISA unit ML 10 Unit work 25 Share 5 |
We propose a year-long approach ~
Balancing Reading Workshop with the MAISA Units
Turn to the Unit Abstract for Independent Reading
����~ from the Unit Abstract�WHAT IS AN INDEPENDENT READING UNIT? p. 3�“This requires teachers keep mini-lessons and conferring to an absolute minimum (partially agree).” ����
Mini Lessons= brief, intense learning
(* See mini lesson template)
In conferences that monitor a reading life, you might ask
Types of Reading Conferences
Kittle pp 77-96
In conferences that reinforce a mini-lesson, ask
In conferences that increase complexity and challenge, ask
~ from the Unit Abstract�WHAT IS AN INDEPENDENT READING UNIT? p. 3�“The primary focus…is the growth students make as readers, which shifts focus away from content (I disagree).
Reading/Writing Notebooks are an important tool in the Workshop model
Multiple Uses --
To begin a Reader’s Notebook
~ from the Unit Abstract�WHAT IS AN INDEPENDENT READING UNIT? p. 3�“... preservation of uninterrupted reading time during class periods is essential” (I agree) 15-35 min/day
My classroom at Muskegon High School
Plus kids...
�~ from UNIT ORGANIZATION p. 4�“The primary purpose of this unit is for students to read a significant number of pages in and out of school daily.”�
Vertical alignment extends from grade 6 with the expectation that students understand the repertoire of decisions taught in previous grades
>> Refer to the
Learning Progressions
as needed.
Hold kids accountable for # of pages read!
Student name | Book Title | Mon | Tues | Wed | Thurs | Fri | Wk Total |
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READING RECORD hr:
~~ Each day, record the page number you are currently reading ~~
“We must understand that reading at grade level in big gulps of hundreds of pages makes the hard reading possible.” – Penny Kittle
<www.donorschoose.org>
�
~ from TEACHER DECISIONS FOR UNIT IMPLEMENTATION p. 4�“…Teachers are encouraged to gather their own classroom library that reflects a range of reading levels and student interests…”
Classroom Libraries - Kids LOVE them!
Here’s a dizzying look at a typical
6th grade classroom and library: https://www.youtube.com/watch?v=HUfgV-Lgc4U
Annlyn’s library
Michelle’s Library
Find your NORTH partner:
Generate interest in books by making a habit of doing book talks:
Do your own book talks...
Workshop Room Design
On a sheet of paper, sketch out a plan of how you could arrange your room to accommodate the Workshop Model of Instruction.
�Consider where you might place
The Teaching Sessions in Independent Units
Theme lessons
Day 1: What is a literary theme?
http://www.youtube.com/watch?v=p4qME64SkxM
LINK: Today as you read, think about the subject of your current book. SHARE: Round robin sharing of subjects. |
Day 2: Discerning Theme
LINK: Today as you read, try to figure out what opinion (theme) the author is expressing SHARE/Exit slip: write "I think one theme of my book is that ____ because ____" (refer to one of Mr. Sato’s 4 ways of discerning theme). |
Day 3: Practice with a Poem
LINK: Go back to one of the poems you’ve written in your Writer’s NB: next to it, jot down a possible theme. SHARE: Write your theme on a sticky and place it on the appropriate grid of the poster on your way out: life lessons, love, growing up, conflicts, misc to be sorted. |
Day 4: Theme Skits
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Day 5: Skit Presentations
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Day 6: Formative assessment:
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Day 7+: Summative Assessment
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Teaching Point 1.1: Readers acknowledge who they are as readers and as part of a reading community. They set goals for their reading.
Teaching Point 1.1 Continued…
Teaching Points 1.2 and 2.1
Teaching Points 3.1 and 3.2
Teaching Point 4
Teaching Points 5.1, 5.2, 5.3
Teaching Point 6
Summative Assessment
Write a reflective essay:
Create a Prezi:
We did independent reading all semester, so the Prezi presentation was part of the final exam
Sample topics:
This is not exam behavior!