1. One has to accept the idea that literacy
involves having conversations about text.
Float the learning on a sea of talk.
Who does most of the talking in your classroom?
Whoever it is, they’re also doing most of the
1. One has to accept the idea that literacy is
about having conversations about text.
2. Regardless of the level of language,
acquisition takes place in listening to talk and
in viewing pictures.
1. Start with a story
2. Then show the picture
3. What do you think
happened to this horse?
Turn to your partner and
tell them what
4. Ask a couple of children
to share out what they
5. Let students know that
they just created their
6. On a large sticky note,
craft a bit of a story
while the children add
In using this method, you have used
the element of:
1. Auditory experience with language
2. Visual representation
3. Imagination and creative abilities
4. Listening and Speaking skills
5. Vocabulary development
6. Elements of story
7. Transference to writing
This is what CCSS is about!
While it is important that students
hear language, it is even more
valuable that they engage with
• Readers Theatre
• Living Museums
• Dramatic Reads
These can be done in conjunction
with metacognitive instruction.
Abraham Lincoln Comes Home
What I Know About Lincoln What I Learned Questions?
1. He was President
3. President during Civil War
4. From Illinois
5. Had a beard
John Wilkes Booth
He was an actor and
7. Buried in Springfield, Il.
1. 16th President of
2. President During
3. Assassinated by
Booth who was a
1. How Did he come
to be President?
2. Why did Booth Kill
3. Where did this
Concept from Harvey and Goudvis, Comprehension Toolkit
Now instead of reading
this story to you, I’m
going to step into
character and tell you
the story of Luke
Players and fans were keeping cool with soft drinks and ice cream on the
hottest day of July and the first day of the Little League tournament. Brett, an
outfielder, was watching the game from the bench. Crack! Fans erupted in a chorus of
“Cheers for someone other than me,” came a small voice from beside Brett.
Brett was surprised to see that the speaker was Omar, one of the younger boys on the
team. The few times Omar had spoken at all, his words usually consisted of yes, no,
coach, or some combination of the three.
What time of
year is it?
What is a
From Journeys, Grade 4, page %12,T13 Sideline Support
“Excuse me?” said Brett, still not positive the words had come from Omar.
“I’ve had it.” Frustration was obvious from the peculiar strain in Omar’s voice.
“Just being here now puts me in a bad mood. I show up to every practice. I do
whatever Coach asks. And where am I during the games? On the bench! Why is that?
Does Coach think the other players try harder or have more talent than I have? Are
they simply more advanced than I am?”
“Don’t be silly!” laughed Brett. “I played less than you during my first year,
and I didn’t even know how to hold a bat properly! And you know what? I had a blast.
It’s just a matter of looking at the situation differently. My Dad would call it an attitude
Why does Brett tell Omar about having an
“attitude tune-up”? Turn to your elbow partner.
Old Structure versus Common Core
Here is the conversation of
Comprehension as traditionally taught
Here is the Conversation of
Comprehension based on Common Core
• Who were the main
characters in Charlotte’s
• Where did they live?
• When animals are given
human characteristics it is
• Can you think of a time
when animals influenced
how you felt about
• What descriptions are used
by the author to indicate
that Wilbur is growing
lonelier at the Zuckerman
• What is the main point of
the friendship of Charlotte
• How does the author let us
know that Fern has grown
disinterested in Wilbur?
1. Read through lenses.
• What characters/people: say/do/think
• Setting descriptions
• Time Period
2. Use Lenses to find
• What details fit together?
• How do they fit together?
3. Use the patterns to
develop a new
understanding of the
• Looking at a specific aspect of characters,
p. 12, Falling In Love With Close Reading
How to Know When Students Are
1. They refer often to
the text when
discussing their ideas
2. They double-check
and revise their ideas
by looking back at
the evidence in the
--p. 13, Falling in Love with Close Reading
How does Jessie Oliver Aaron’s
character change during the
So excite becomes
A Word Tree Starts with Base Word
In this way, you are laying the foundation for
further understanding by giving the students a
vast array of words with which to work.
I know there are voices who say do not tell
students what words mean or to not pre-teach
words. I’m telling you that isn’t sound pedagogy!
“Just let them figure it out” is not a sound strategy
for students and especially not English Language
In this workshop we have looked at
five strategies that are tested and tried
with students and that have been used
successfully with ELL students.
I hope you will take them for a spin in
It becomes about Teaching children how to learn
Keith Pruitt, Ed.S
Words of Wisdom