Day 4 Session 4 Grade 4 Agenda: Scaffolding Complex Text
1:00-4:20 pm
Long Term Learning Target:
Teacher Target: I can build students’ capacity to deeply and independently analyze and use complex text by implementing and ultimately
designing curriculum aligned to the common core standards.
NTI/Administrator Target: I can support educators striving to build students’ capacity deeply and independently analyze and use
complex text by building expertise in implementing, and ultimately designing, curriculum aligned to the common core standards.
Session Focus SLT:
LT 4b) I can analyze text for its complexity using both quantitative and qualitative measures.
LT 4c) I can analyze the role of specific practices and scaffolds in helping all students read and comprehend complex texts.
Time
5 min
1:00-1:05
20 min
1:05-1:25
15 min
Agenda
Framing: In teacher hat
 We are going to dive into some of the experiences that come directly from the lessons in
the modules, and specifically experiences that highlight strategies for helping students to
comprehend complex text. We’ve modified them slightly from the units to make them
relevant and clear to our work today. You’ll have a chance to dig into the lessons
themselves after this experience—we’ve also modified the lessons slightly for an adult
audience
 Review Teacher Hat Learning Targets
 Materials Needed: Note that you will need your research articles and notes from the
morning
Hook Shift to Student Hat
Facilitator Notes and Resources
Post or print session LTs in
advance
Build Background Knowledge: Video and Text from Unit 1 Lesson 1:
Tell teachers that you will help them to build background knowledge about the topic the
Iroquois Confederacy, like students did in lessons 1 and 2 of this model. Explain that the
lesson they will experience is a combination of lessons 3 and 4 from unit 1. Tell them that
it has been altered slightly to so as to be respectful of adult learners, but will give an idea
of the scaffolded steps taken to support students in reading complex text.
Need a copy of the to display or
pass out.
Need to login to Brainpop and get
video.
Need copies of
Iroquois flag (lesson 1)
The Really Great Law of Peace
(lesson 1)
Mystery Piece: http://www.brainpop.com/socialstudies/culture/iroquoisconfederacy/
and
Iroquois Flag
Common text: The Really Great Law of Peace
After showing video and allowing participant to read the text, remind them that these are
just the texts used in lesson 1, not the lesson itself. Explain that they will have an
opportunity to read lessons 1 and 2 more closely later to analyze for specific practices and
scaffolds that were used to build up to the lessons 3 and 4, which they are about to
experience in this session..
5 min
Begin by saying, We have been reading about the Iroquois Great Law of Peace. Today, we
are actually going to read sections of the Iroquois Great Law of Peace.
Tell “students” that this document is historical text that was written down many years after it
was first spoken by someone who studied the Iroquois. At the time the Constitution was
written down, the Iroquois shared everything orally; they had no written language.
Tell the students it will be exciting to read the words the people of the Iroquois Nation
believe were actually spoken by The Great Peacemaker. Ask if they think his words will
sound like fourth grade words. Why or why not? Emphasize that throughout this year, they
will have many opportunities to read challenging text.
Share the learning target. Remind students that we have had previous sessions in which we
have practiced this target. Check in on their understanding of details and examples.
I can use details and examples from the Iroquois Constitution when explaining what
specific passages say or mean.
Remind students that this learning target will help them to meet the following longterm learning targets for the unit:
I can explain what a text says using specific details from the text. (RI.4.1)
I can explain the main points in a historical text accurately. (RI.4.3)
The Iroquois Constitution (Great
Law of Peace- lesson 3)
20 min.
1:25-1:45
Modeling/Guided Practice:
Modeling and Practicing a Close Read of a Section 1 of the Iroquois Constitution (20
minutes)
Distribute a copy of the Iroquois Constitution, Great Law of Peace. Read aloud to
students the Background Information and Overview Section while students follow along
in the text.
Ask the students to “dive in!” and silently read either the original version or the
translated version of section 1. Tell students not to worry about words they do not know
during this first reading.
Ask students for a “thumbs up” if they think they can tell something about what they
read. Praise the thumbs up, and tell students, “Tell you neighbor what you think this is
about.” Then say, “we are going to read it again and see if we can learn more from this
passage.”
Re-read section 1 the first paragraph a second time, sentence by sentence. Thinkaloud during this process.
Beginning with the first sentence, underline things students know already from their
learning about The Great Peacemaker from earlier lessons (Dekanawidah, the Five
Nations, the Tree of Peace, Adodarhoh). Annotate those things.
Then re-read a third time, circling unfamiliar words or phrases such as Lords,
Firekeepers, globe thistle.
Tell students that one way to understand a text better is to ask clarifying questions as you
read, and then look to the text to try to figure out the answers. Tell them that this is a
little bit different from what they practiced yesterday, when they were given textdependent questions and then referred to the text for answers. Emphasize that both
types of questions help them understand text more fully.
Model for students how a reader asks clarifying questions for him or herself and then
digs back into the text to try to find answers.
Copies of “Anchor Chart” for each
table with Close Read Protocol
(see below):
Steps for Reading Closely.
1) Read the whole thing slowly and
think about the central message or
main idea.
2) Re-read passage one sentence at
a time. Underline things that you
know about. Circle or underline
words that you do not know.
3) Re-revisit text in order to find
answers to clarifying or textdependant questions
4) State the gist or message of the
paragraph in the margin.
For example, ask aloud “I’m confused about something. What are ‘Firekeepers’?” Model
how to return to the text and determine the meaning from context. “I underlined the
word Firekeepers. I’m not sure what Firekeepers are, but there is a word in there I
know: keepers. I think this might mean that they are in charge of keeping their tribe
safe.”
Ask participants to turn and talk briefly about what they noticed in the modeling during
this second read. Display steps of close read protocol on ELMO and check off steps
completed. Allow a short guided practice with participants completing steps 2 and 3 of
protocol on the rest of section 1. Have them share at tables something they underlined,
circled, or a clarifying question. Tell participants that after “visiting” their tables during
this share they seem ready for the final step in the protocol.
Model final step how to state the gist of the section in your own words. Write it as a
short phrase in the margin. An example might be,
The Iroquois leaders are meeting under the Great Tree of Peace.
Say, “Please re-read the section all together again and think about if my gist statement is
accurate.”
Ask students to tell you specific things from the text that they think make your gist
statement accurate.
15 min
1:45-1:55
Independent Practice
Close-read of remaining sections of the Iroquois Constitution (5 total) divide so that all
sections are covered at a single table. (20 minutes)
Review steps of close read protocol with participants and pass out copies of the printed
protocol. Tell them that now they will reading the rest of the selected sections of the
Constitution. Pass out text-dependant questions for each section and let them know that
they will need to answer these questions after they have finished their close read of the text.
Have table jigsaw the reading (note- teacher would have assigned these sections to students
based on student reading needs with shorter sections or translated sections to lower readers,
Copies of text-dependant
questions (attached below)
for adults do not provide translations). Have tables divide remaining sections and use the
close read protocol.
Share: Have participants share the gist from the section they have read at their tables
10 min
1:55-2:05
Closing and Assessment
5-10 min
2:05-2:15
20 min
2:15-2:35
BREAK (5 minute sludge time here can be used as needed)
45 min
2:35-3:20
Debrief the process of Close-read. Review learning targets and ask participants to Turn and
Talk to a partner answering the following questions as a learner. (Remind teachers that they
will have chance to talk about how this what this process might look for their students after
the break.) “How did the close read protocol support you in the main point of your section?
Debrief in Teacher Hat
Reflection and Sharing
 Return to teacher hat learning target
 Participants journal on the following reflection question: “What are the specific practices
and scaffolds you experienced in this lesson that would help all students read and
comprehend complex texts?”
 At tables, discuss the impact of these practices and scaffolds on their experience of the
lesson and how they think this would impact all students in meeting standards. For those
ready for an additional challenge, incorporate how the lesson reflects their research
reading from the morning
 Tables chart key ideas and present to whole group
Digging Into Module Lessons
Catch #1: 3 minutes
 Guide participants to lessons 1-4 in unit 1
 Ask them to browse the lessons and note how the lessons are similar and different from
their adult experience
Release: 7 minutes
 Participants browse the lessons and note how the lessons are similar and different from
their adult experience
 Pair-Share at tables
Display on ELMO of sentence
Frames—models effective practice
for ELL’s. Include if desired.
This part is lighter and designed to
be generative and set people up for
the deeper digging into the module
Catch #2: 5 minutes
Explain that with a new partner, participants will locate the specific level of requirement the
standard includes for their grade level and how the practices and scaffolds they experienced
in the lessons support the students to meet that requirement.
RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why, based on specific information in the text.
How do these lessons support students in the end of the year goal of RI. 4.10?
RI.4.10. By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Release: 10 minutes
 With a new partner, participants will locate the specific level of requirement the standard
includes for their grade level and how the practices and scaffolding experienced in the
lessons support the students to meet that requirement.
 Link the practices and scaffolding to the research from morning by addressing one of the
following questions with a partner. Be sure to use examples from the research and the
unit in your answer and be prepared to share in a discussion with your table group.
Need 3-4 text dependant questions from the morning’s reasearch
60 min
3:20-4:20
4:20-4:30
 Discussion: Share answers to the text dependent questions at tables using a modified Final
Word protocol where each pair shares (2 min) followed by table discussion (3 min).
Repeat for 5 pairs (25 minutes)
More time with the modules
Add details here on what participants need to be ready to share in their
Triads—some form here to ensure they cover all the bases
(Comparing and contrasting the modules—what you learned, similarities
and differences, level of rigor, links to research)
Transition to Closing
Section 4
Steps for Reading Closely.
1) Read the whole thing slowly and think about the central message or main idea.
2) Re-read passage one sentence at a time. Underline things that you know about. Circle or
underline words that you do not know.
3) Re-revisit text in order to find answers to clarifying or text-dependant questions.
4) State the gist or message of the paragraph in the margin.
Text Dependent Questions
1. What two items are given to the Adodarhoh and their thirteen cousin Lords?
2. Why are they given these items?
3. What is this section mostly about?
Section 7
Steps for Reading Closely.
1) Read the whole thing slowly and think about the central message or main idea.
2) Re-read passage one sentence at a time. Underline things that you know about. Circle or
underline words that you do not know.
3) Re-revisit text in order to find answers to clarifying or text-dependant questions.
4) State the gist or message of the paragraph in the margin.
Text Dependent Questions
1. What is the first thing council members do when gathering for a meeting?
2. What do council members give thanks for? List several examples from the section.
3. What is this section mostly about?
Section 24
Steps for Reading Closely.
1) Read the whole thing slowly and think about the central message or main idea.
2) Re-read passage one sentence at a time. Underline things that you know about. Circle or
underline words that you do not know.
3) Re-revisit text in order to find answers to clarifying or text-dependant questions.
4) State the gist or message of the paragraph in the margin.
Text Dependent Questions
1. Who is this section addressing?
2. What are qualities of a good leader according to this section? List several examples
from the section.
3. What is this section mostly about?
Section 93
Steps for Reading Closely.
1) Read the whole thing slowly and think about the central message or main idea.
2) Re-read passage one sentence at a time. Underline things that you know about. Circle or
underline words that you do not know.
3) Re-revisit text in order to find answers to clarifying or text-dependant questions.
4) State the gist or message of the paragraph in the margin.
Text Dependent Questions
1. According to this section, who helps the leaders make a decision during emergencies?
2. What could possibly happen to the Five Nations during a time of importance or great
emergency?
3. What is this section mostly about?
Section 107
Steps for Reading Closely.
1) Read the whole thing slowly and think about the central message or main idea.
2) Re-read passage one sentence at a time. Underline things that you know about. Circle or
underline words that you do not know.
3) Re-revisit text in order to find answers to clarifying or text-dependant questions.
4) State the gist or message of the paragraph in the margin.
Text Dependent Questions
1. According to this section, how do people know when someone has left his home?
2. What should a visitor do when they see the sign?
3. What is this section mostly about?