CIF - Reading to Learn and Literacy Circles

• English
• 10th Grade

The Common 

Instructional Framework

The Common 

Instructional Framework

Common Instructional Strategies

Learning by Collaborating

Learning by Writing

Learning by Reading

Learning by Discussing

Learning by Questioning

Learning by 

Scaffolding

Student

Engagement

for

Learning

Adapted from Bridgewood's Common Instructional Strategies, 2018

Adapted from NC New Schools, Common Instructional Framework

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CIF Strategies

• Questioning
• Writing to Learn
• Reading to Learn
• Classroom Talk 
• Collaboration
• Scaffolding

RATE YOUR COMFORT LEVEL WITH IMPLEMENTING READING STRATEGIES IN YOUR COURSE.

05

From: TeachThought.com

6 Cognitive levels of learning

Use the action verbs to create learning objectives/outcomes

QUESTIONING

READING TO LEARN

Everything begins with a question.

KNOW

UNDERSTAND

BE ABLE TO DO

Identify reading-to-learn strategies.

Evaluate which reading-to-learn strategy is best for your lessons.

Implement engaging reading-to-learn strategies.

What is Close Reading?

CLOSE READING

Close reading involves the following:

• Understanding your purpose for reading
• Understanding the author’s purpose for writing
• Seeing ideas in a text as being interconnected
• Looking for and understanding systems of meaning
• Engaging a text while reading
• Getting beyond impressionist reading
• Formulating questions and seeking answers to those questions while reading

From The Art of Close Reading, Richard Paul and Linda Elder 

Before You Read

While You Read

After You Read

Before You
Read Strategies

Anticipation Guide

Charting the Text

K-W-L

Pre-Reading T-Chart

Theme Spotlight

Web Quest/Web Search

Good

Better

From Changes in (L)Attitude, Mark Stanford

Enter the KLEW method. Think proof and never-ending cycle of learning.

K – What do we know? (A similar start to the KWL method.)

L – What have we learned? (Why am I reading about this new acronym again?)

E – What evidence do we have? (Ah! I see now!)

W – What do we still want to know? (Wow. I see why you brought this to my attention.)

Charting the Text

Several Strategies

From Avid Weekly

During Reading

Tex

Support, Refute, Organize

from The Core Six: Essential Strategies for Achieving Excellence with the Common Core by Harvey Silver

Reading informational text can be challenging. In order to read for meaning, gather evidence, and then write about what is seen, students need to know what is important, relevant, and true. To support this type of fact finding, the organizer below can be used. 1. Identify a short text that you want students to "read for meaning." Any kind of text is fine—a poem, an article, a blog post, a primary document, a fable, or a scene from a play. Mathematical word problems, data charts, and visual sources like paintings and photographs also work well. 2. Generate a list of statements about the text. Students will ultimately search the text for evidence that supports or refutes each statement. Statements can be objectively true or false, or they can be open to interpretation and designed to provoke discussion and debate. They can be customized to fit whichever skills, standards, or objectives you're working on—for example, identifying main ideas or analyzing characters and ideas. 3. Introduce the topic of the text and have students preview the statements before they begin reading. Encourage students to think about what they already know about the topic and to use the statements to make some predictions about the text. 4. Have students record evidence for and against each statement while (or after) they read. 5. Have students discuss their evidence in pairs or small groups. Encourage groups to reach consensus about which statements are supported and which are refuted by the text. If they are stuck, have them rewrite any problematic statements in a way that enables them to reach consensus. 6. Conduct a whole-class discussion in which students share and justify their positions. If necessary, help students clarify their thinking and call their attention to evidence that they might have missed or misinterpreted. 7. Use students' responses to evaluate their understanding of the reading and their ability to support a position with evidence.

After Reading

4 A's Text Protocol

Step 1: Students read the text silently, highlighting it, writing notes, using post-its to elaborate, etc. Each will consider: 

• What Assumptions does the author of the text hold? (modification – use attitude) 
• What do you Agree with in the text? 
• What do you want to Argue with in the text? 
• What parts of the text do you want to Aspire to? (modification – use achieve, act upon) 

Step 2: In a round, have each person identify one assumption in the text, citing the text with page numbers, etc. as evidence. 
Step 3: Either continue in rounds or facilitate a conversation in which the group talks about the text in light of each of the remaining As, taking them one at a time. Try to move seamlessly from one A to the next, giving each A enough time for full exploration. 
Step 4: End the session with an open discussion around a question such as: What does this mean for our work in understanding the situation? 
Step 5: Debrief the process.

From National School Reform Faculty

Opinion / Proof

Opinion-Proof is a particular application of column notes. It's designed to take the power of students' own opinions about their content and harness them as tools of learning. The basic idea is that an opinion can be put forward, but it should be a supported opinion, based on ideas, facts, or concepts found within the material being studied (or based on research that a student has done). Ask students to read, form an opinion, and then find appropriate support in the text.

You could combine this protocol with 4 corners or other discussion protocol.

Reading Protocols for Word Problems

Reading Protocol for Word Problems

Problem: A train containing cars and trucks is en route to an auto dealership in Raleigh. Before they arrive, the owner of the group of dealerships receives an invoice showing that a total of 160 vehicles will be delivered to his four locations. Unfortunately, the portion of the invoice detailing how many of each kind of vehicle is missing. The owner is asking you for help. The invoice states that the total mass of vehicles is 182,800 kilograms. Each truck weighs 1,400 kg, while each car weighs 1,000 kg. How many cars and how many trucks will be delivered?

The Facts of the Problem • Statement 1: Trucks have a greater mass than cars. • Statement 2: We already know the total number of vehicles to be delivered. The Process for Solving the Problem • Statement 3: The best way to solve this problem is to set up an equation with a single variable. The Hidden Questions Embedded in the Problem • Statement 4: The fact that there are four dealerships is irrelevant to finding a solution. The Answer to the Problem • Statement 5: The solution will require two different answers.

The teacher then has the class decide whether they agree or disagree with each statement, but does not correct them if they are wrong. Next, the teacher moves students into small groups to discuss their responses, resolve their differences, and develop a plan for solving the problem. Students then solve the problem on their own, noting how their pre-solution plan worked or needed to be revised. Afterwards, the teacher holds a discussion in which students talk about their difficulties, explore their various problem-solving strategies, and look for ideas and techniques the can apply to future word problems. They go back to the reading statements to assess how well they read and explain what they overlooked or misinterpreted.

Literacy Circles - Not Just for English!

Group 1 Article

Group 2 Article

Group 3 Article

Connector - Make connections between the text and your classroom / experiences.

Questioner - Ask questions for clarity and to question the argument.

Summarizer - Summarize the main idea and key points of the article.

Charrette Protocol

Literacy Circle - The Great Gatsby

How can the roles/components be made more engaging?

Other activities, etc. to make it less monotonous?

Questions?