Grades 68 ELA I Day 1 We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards We are dedicated to empowering teachers by providing free highquality standardsaligned resources for the classroom the ID: 784146
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Slide1
The Foundation For Success
Grades 6-8 ELA I
Day 1
Slide2We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards.
We are dedicated to empowering teachers by providing free, high-quality standards-aligned resources for the classroom, the opportunity for immersive training through our Institute, and the option of support through our website offerings.We are a team of current and former classroom teachers, curriculum writers, school leaders and education experts who have worked in the public, private and nonprofit sectors.
2
Slide3Introduction
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Slide4Opening and Community Builder
Using the App in ELA
CommonCore
POWERED BY MasteryConnect
IF YOUR STATE HAS A DIFFERENT APP….
4
Slide5We Take Data Seriously
3-minute online Daily Survey. Facilitators will address feedback the following day.
Thursday – 10-minute online Knowledge Survey Post-Test
. Answer key will be available.
5
Opening and Community Builder
Slide6Participants will be able to
Describe how the shifts support instruction using higher standardsDevelop learning experiences around close reading and a volume of reading
Scaffold student learning through text selection and instruction
Recognize the components of a curriculum aligned to high standardsDescribe equitable instructional practices that occur with implementation of standards- and shifts-aligned instruction
Identify opportunities to incorporate equity moves that amplify language and learning for all students
Objectives and Agenda for Week
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1: The Foundation for Success
2: Close Reading and Complex Text
3. Building Knowledge and Fluency
4. Language, Craft, and Structure
5: Bringing it All Together: Writing
Slide7Opening
A Focus on EquityThe Standards TrajectoryLunch
Shift 1 and Complex Text
Shift 2 and EvidenceClassroom Observation
Summary and Reflection
Objectives and Agenda: Day 1
7
PARTICIPANTS WILL BE ABLE TO:
describe educationally equitable environments
recognize that the shifts change the focus of teaching with the standards
analyze how the standards create a trajectory of learning
recognize the importance of academic language
recognize the components of text complexity
identify instruction that incorporates the first two shifts and standards
Slide8Norms that Support Our Learning
Take responsibility for yourself as a learner
Honor timeframes (start, end, activity)
Be an active and hands-on learner
Use technology to enhance learning
Strive for equity of voice
Contribute to a learning environment in which it is “safe to not know”
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Slide99
Where You Might Be During the Week Inspired by Jennifer Abrams
Moments of Validation
Moments of Reminding
Moments of New Information
Notice where you are at any given time and support yourself and others by:
Asking Questions Taking Notes Stretching Yourself
Slide1010
Reflection and Transition
Our conversations invent us.
Through our speech and our silence, we become our smaller or larger selves.Through our speech and our silence, we diminish or enhance the other person, and we narrow or expand the possibilities between us.
How we use our voice determines the quality of our relationships, who we are in the world, and what the world can be and might become.
Clearly, a lot is at stake here.
Harriet Lerner,
The Dance of Connection
Slide11At UnboundEd, we ground our learning in the intersection of the standards, content, aligned curriculum and the equitable instructional practices that are essential for closing the opportunity gap caused by systemic racism and bias.
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Slide12Ability to recognize biases and inequities, including those that are subtle first in ourselves [
and then in the systems we serve]
Ability to respond to biases, discrimination and inequities in a thoughtful and equitable manner
Ability to redress biases, discrimination and inequalities not only by responding to interpersonal bias, but also studying the ways in which bigger social change happens
Ability to cultivate and sustain bias-free, discrimination-free communities [in doing so creating equitable environments],which requires an understanding that doing so is a basic responsibility for everyone in a civil society
We are Equity Literate when we have the
…
Slide1313
Defining Equity
Equity is engaging in practices that meet students where they are and advances their learning by giving them what they need. It’s about fairness,
not
sameness.
Equity ensures that all children – regardless of circumstances – are receiving high-quality and Standards-aligned instruction with access to high-quality materials and resources.
We want to ensure that Standards-aligned instruction is a pathway to the equitable practices needed to close the gaps caused by systemic and systematic racism, bias, and poverty.
All week, we will explore our learning through an equity lens, and we will capture those moments visibly here in our room.
Slide14What makes something equitable or inequitable?
What inequities exist?
What individual responsibilities do we have to address them?
Slide1515
Equity – Envision It So You Can See It
For all educators, it is important to have a clear vision of what educationally equitable environments.
Gorksi and Salwell
provide 5 Principles to guide you.
4 min – jot down concrete examples of what an equitable education environment would look like, sound like, and feel like to students, families, and staff.
4
min – share in pairs at your tables, looking for commonalities and new ideas to expand your thinking
4
min – whole group sharing of ideas you heard that will help all of us
Looks Like
Sounds Like
Feels Like
Slide16This lack of equity in our systemic collective thinking has provided fertile ground for misinformed and hegemony-convenient narratives regarding the creation of high standards that best serve ALL students.
Higher standards do NOT mean we are no longer teaching our students to LOVE reading. Development of the LOVE of reading — which is so clearly learned and inspired by many elementary teachers — is absolutely critical. Perhaps more important than it ever was.
BUT
No one can learn to LOVE reading without first learning how to read.
AND
Historically, we haven’t always done a great job of teaching students how to read.
Myth Busting
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Slide1717
What does it mean to be “College and Career Ready”?
The level of preparation students need in order to be ready to enroll and succeed without remediation in credit-bearing entrylevel coursework at a two- or four-year institution, trade school, or technical school.
Reading Between the Lines: What the ACT Reveals About College Readiness in Reading
ACT (2006)
Slide1818
Performance on ACT by Comprehension
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Slide1919
Performance on ACT by Textual Element
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Slide2020
Performance on the ACT Reading Test by Degree of Text Complexity
ACT Reading Benchmark
ACT Reading Test Score
Average Percentage of Questions Correct
Slide2121
Performance on the ACT Reading Test by Degree of Text Complexity
ACT Reading Test Score
ACT Reading Benchmark
Average Percentage of Questions Correct
Slide2222
Performance on the ACT Reading Test by Degree of Text Complexity
ACT Reading Test Score
ACT Reading Benchmark
Average Percentage of Questions Correct
Slide2364%
of U.S. fourth-graders fail to meet the proficient benchmark.
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2015
1992
Slide24Career and Literacy
Take the next five minutes to:Independently read and answer the questions on the Literacy handoutWith an elbow partner, identify the skills required to answer each of the questions.
Slide25That’s Where Higher Standards Come In
What do we do with those complex texts?
HIGHER STANDARDS
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Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational texts independently and proficiently (at grade level).
Slide26Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Let’s take a look at Standard CCR.1
Read closely to
determine what the text says explicitly
and to make logical inferences
from it;
cite specific textual evidence when writing
or
speaking
to
support conclusions drawn from the text.
Ask and answer questions about key details in a text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
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Slide27How does the language of the standard change?
How do the student outcomes change? What students must be able to or know do in order to meet the demands of this standard?
Collaborative Practice
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Slide28Morning Take-Aways
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Slide29Lunch
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Slide30Revisiting Agenda and Objectives
Opening A Focus on EquityThe Standards Trajectory
LunchShift 1 and Complex TextShift 2 and Evidence
Classroom ObservationSummary and Reflection
PARTICIPANTS WILL BE ABLE TO:
describe educationally equitable environments
recognize that the shifts change the focus of teaching with the standards
analyze how the standards create a trajectory of learning
recognize the importance of academic language
recognize the components of text complexity
identify instruction that incorporates the first two shifts and standards
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Slide31Define Literary Terms: onomatopoeia, alliteration, assonance, character traits, foreshadowing, pathos, personification,
Define: rhyme scheme, couplet, acrostic, sonnetRead: Novels, novella, allegory, historical fictionDefine Plot: rising action, exposition, climax, resolution, plot diagramsVocabulary ListsConnections: text to self, text to nature, text to world, text to textKinds of conflict: person v person, person v nature, person v self
Please locate the following in the Reading Standards
Slide32In Service to the Standards
Grade 6Grade 7Identify personification in the paragraph.What is the simile in the sentence? What is it comparing?
What emotion is the author trying to create in the description of the landscape? How does he do this? (student answer) Teacher follow-up: “That is called personification - giving non-living things human characteristics.”
What is the impact of the author’s description of the clear-cut? How does the author accomplish this in the language that she uses?
Slide33Draw a plot diagram for
Dragonwings by Laurence Yep, identifying the exposition, rising action, climax, falling action, and resolution. State the theme.Name the central conflict and who is involved.What does Moonshadow decide to do about the conflict? What is the difference in rigor?
What key episode in Chapter 3 of Dragonwings by Laurence Yep moves the plot forward? How does this episode build on your understanding of a previous episode in Chapter 2?How does Moonshadow change as a result of the episode?
What language does the author use to show us, instead of tell us, this change?What conflict does Moonshadow feel in this section of the novel? How does Moonshadow’s decision about following father begin to suggest a theme? What theme?
Slide34The Standards and Shifts
What do we do with those harder texts?
THE SHIFTS
HIGHER STANDARDS
How do we do it?
Digging into Standards
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Slide3535
The Shifts
Regular practice with
complex text
and its
academic language
Reading, writing, and speaking grounded in
evidence from text
, both literary and informational
Intentionally
building knowledge
through
content-rich nonfiction
Digging into Standards
35
Slide36Shift 1: Regular Practice with Complex Text and its Academic Language
Slide37Shift 1: Regular Practice with Complex Text and its Academic Language
Read the first three pages (p. 3-5) independently and consider the following:What is Marilyn Adams’ main claim in this section of the article?
What evidence does she use to support her claim?
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online
Slide38Text Complexity
Levels of meaning, structure, language conventionality and clarity, and knowledge demands
Reader variables
(such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Readability measures
and other scores of text complexity
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Shift 1 and Complex Text
Slide39Subtle and/or frequent transitions
Multiple and/or subtle themes and purposesDensity of informationUnfamiliar settings, topics, or events
Lack of repetition, overlap, or similarity in words and sentences
Complex sentencesUncommon vocabulary
Lack of words, sentences, or paragraphs that review or pull things together for the student
Longer paragraphs
Any text structure that is less narrative and/or mixes structures
Features of Complex Text
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39
Shift 1 and Complex Text
Slide40Information that is not obviously presented in a text, but is important for students to understand
Anticipated misunderstandings that students may developNecessary background knowledge students need to have in order to understand the complexities of a textKnowledge that may and may not reflect student’s interests, motivations, experiences, and worldview
Knowledge Demands and Text Complexity: What to Look Out For
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Shift 1 and Complex Text
Slide41Quantitative Measures
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Word Difficulty (frequency and length)
Sentence Length and syntax
Text Cohesion
Shift 1 and Complex Text
Slide42Literature Text Complexity and Information Text Complexity Rubrics and Tool
Meaning StructureKnowledge demands
Language
Qualitative Measures
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Shift 1 and Complex Text
Slide43Reader Task Considerations
How does this get weighted with regard to text selection for class instruction?
What does this mean for students’ independent reading?
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Shift 1 and Complex Text
Slide44…and Academic Vocabulary
With table partners, discuss:
How often do you pre-read class texts with tier 2, or “academic vocabulary,” in mind?
How much time in class do you intentionally carve out to address academic vocabulary?
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Shift 1 and Complex Text
Slide45Let’s Learn a New Word
Excrescence
Excrescence
noun
ex·cres·cence
\ik-ˈskre-s
ə
n(t)s, ek-\
a projection or outgrowth, especially when abnormal
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Shift 1 and Complex Text
Slide46Most vocabulary is
learned implicitly.Word learning is most efficient when the reader (listener) already understands the context well.
Tiny gains on a dozen words is more efficient than large gains on just one word at a time.
What makes vocabulary valuable and important is not the words themselves so much as the understandings
they afford.
What We Know
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Shift 1 and Complex Text
Slide47Strategic selection of vocabulary words to teach explicitly
Embedding vocabulary instruction in grade-appropriate textMultiple and varied encounters with vocabulary words
Efficient Vocabulary Instruction:
Three Strategies Leveraged for Time
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Shift 1 and Complex Text
Slide48Pre-teach Example
Imply
Indicate
Insinuate
He said he wasn’t afraid, but his shaking
implied
that he was.
Her fast reflexes
imply
that she has been practicing.
If computer hackers can get into almost any system, the
implications
for national security are terrifying.
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Shift 1 and Complex Text
Slide49Shift 2: Reading, Writing and Speaking Grounded in
Evidence from Text, both Literary and Informational
Slide50Executing Shifts Through the Standards
KNOWLEDGE AND SKILL DEMANDS
Understanding:Meaning
of vocabulary That it’s possible to have
more than one central idea in a text
Meaning of
analyze
What it means for a theme to
develop
How to
summarize
How to pick out a
relevant detail
or supporting idea
CCRA.2: Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
Shift 2 and Getting into Close Reading
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Slide51Executing Shifts Through the Standards
GOING DEEPERWhat analysis looks like:
Linking relevant supporting details back to a central idea
Picking evidence and explaining how that supports one’s pointTracing the development of a theme and being able to articulate it
CCRA.2: Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
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Shift 2 and Getting into Close Reading
Slide52Which of the following questions most strongly reflects Shift 2?
Using evidence from Advancing Our Students’ Language and Literacy,
by Marilyn Jager Adams, describe what happened with the SATs in 1977.
How do the findings from the College Board support Marilyn
Jager
Adam’s conclusion “...a great benefit of the common core curriculum is that it would drive a thorough overhaul of the texts we give students to read, and the kinds of learning and thought we expect our reading to support.”
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Slide53Executing Shifts Through the Standards
KNOWLEDGE AND SKILL DEMANDSUnderstanding of:
Meaning of vocabulary
That it’s possible to have more than one central idea in a text
Meaning of
analyze
What it means for a theme to
develop
How to
summarize
How to pick out a
relevant detail
or supporting idea
GOING DEEPER
What analysis looks like:
Linking relevant supporting details back to a central idea
Picking evidence and explaining how that supports one’s point
Tracing the development of a theme and being able to articulate it
53
CCRA.2: Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
Slide54Reading Targets
Traditional goal: Students leave the lesson knowing the details of the narrative.
Higher Standards goal: Students leave the lesson having read, analyzed, and understood what they have READ.
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Slide5555
The Hunger Games
The Lottery
Practice: Assessing Text Complexity
Slide56Setting up the Video:
Knowing What You Are SeeingWhat standards are at the center of this lesson?
Is a majority of the lesson spent listening, reading, writing, or speaking about text(s)? Identify evidence.
Are the text(s) above the complexity level expected for the grade and time in the school year? Do the text(s) exhibit exceptional craft and thought and/or provide useful information? Where appropriate, are the texts richly illustrated?
Do the questions and tasks address the text by attending to its particular structure, concepts, ideas, events, and details? Provide evidence.
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Slide57Break
1
57
Slide5858
Knowing What You’re Seeing
Slide59Processing Video 2:
Knowing What You Are Seeing59
Slide60Whip Around Your Table
60
Select a time keeper.
Beginning with question 1, each person has 15 seconds to share their findings with no feedback, and this moves around the table.Repeat process with questions 2-5
Slide61Write First: Focus on Equity
61
Equity is engaging in practices that meet students where they are and advances their learning by giving them what they need. It’s about fairness,
not
sameness.
Equity ensures that all children – regardless of circumstances – are receiving high-quality and standards-aligned instruction with access to high-quality materials and resources.
We want to ensure that Standards-aligned instruction is a pathway to the equitable practices needed to close the gaps caused by systemic and systematic racism, bias, and poverty.
Slide62Stronger Every Turn
62
Each time you talk to a partner, you build from and borrow the ideas and language of previous partners. Try to make your answer stronger each time
with better and better evidence, examples, and explanations.
6 minutes
Bring your notes.
Form triads with people you have not yet spent time with.
Share and discuss your written reflection with your partners.
Jot down ideas that they share that improve your own discussion or you think are important that you did not consider
6 minutes
Find a new triad with two new partners. Repeat the process, incorporating your previous partners’ feedback into the conversation where appropriate
2 minutes
Revise your notes or reconsider your positions based on the conversations. Be prepared to share out.
Slide63Closing — Revisiting Objectives
describe educationally equitable environments?recognize that the Shifts change the focus of teaching with the standards?analyze how the standards create a trajectory of learning?recognize the importance of academic language?recognize the components of text complexity?
identify instruction that incorporates the first two Shifts and standards?Are we better prepared to:
63
Slide64Feedback
Please fill out the survey located here: www.standardsinstitutes.org•Click “Winter 2018” on the top of the page.•Click “Details” on the center of the page.
Slide65Slide 1: Nick Lue
Slide 5: UnboundEd.orgSlide 14: Shutterstock/Digital Media Pro; Michael Jung; Andreser; Pressmaster; Bike Rider London; Cristina Maruca; Michael JungSlide 23:
Shutterstock/Monkey Business ImagesSlide 25: Amy Rudat
Slide 39: Shutterstock/Corepics; Nerthuz; DC_Aperture; Izabel Miszczak
Slide 43: Amy Rudat
Slide 61: Flickr – Michael Crane Speed Dating Jelly Babies
Image Credits
Slide66Slide
Source13
http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=4http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=8
http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=12
15
Ferguson, R. L. (2006). Reading between the lines: What the ACT reveals about college readiness in reading: http://www.nationsreportcard.gov/reading_2013/
27,30, 34, 37 46
Sherman Alexie:
Lone Ranger and Tonto Fistfight in Heaven
32-33
Text complexity measure
56
https://www.teachingchannel.org/videos/analyze-text-with-storyboards
24
Cultivating Wonder
: David Coleman
References