The Foundation For Success - PowerPoint Presentation

Slide1

The Foundation For

SuccessGrades 6-8 ELA

Winter

2017Slide2

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, 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.

2Slide3

Introduction: Who We AreSlide4

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We Take Data Seriously3-minute online Daily Survey. Facilitators will address feedback the following day. Thursday – 10 minute online Knowledge Survey Post-Test

. Answer key will be available.Slide5

Introduction: Who You AreRaise your hand if…

you are an ELA teacheryou are an ELA teacher coachyou hold a different roleyou teach in a district schoolyou teach in a charter schoolyou teach or work in a different type of school or organizationSlide6

Standards Review and RelevanceShift 1 and Text ComplexityShift 2 and EvidenceShift 3 and Knowledge

Today’s SessionSlide7

Opening and Community BuilderFraming our Work for the Week

Digging into Standards Shift 1 and Complex TextShift 2 and Getting into Close ReadingObserving Shifts 1 and 2 Shift 3 ObservationSummary and Reflection

Session 1: AgendaSlide8

PARTICIPANTS WILL BE ABLE TO identify the relationships between the skills described in the standards, text complexity, and background knowledge in order to recognize instruction that facilitates

literacy distinguish between qualitative and quantitative text complexityidentify the characteristics of academic language/tier II wordsidentify the role of knowledge in reading comprehension

describe the characteristics of text dependent questionsidentify the the connection between building knowledge and accessing complex text

Session ObjectivesSlide9

Norms that Support Our Learning

Take responsibility for yourself as a learnerHonor timeframes (start, end, activity)Be an active and hands-on learnerUse technology to enhance learning

Strive for equity of voiceContribute to a learning environment in which it is “safe to not know”Slide10

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Setting the Stage: Ice-Breaker

At your table:

Introduce yourself

Where you are from and who you teachOne of your favorite novels or collections

Why you love it

Slide11

As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a monstrous vermin.

Call me Ishmael.Many years later, as he faced the firing squad, Colonel Aureliano Buendia was to remember that distant afternoon when his father took him to discover ice.

Mother died today. Or, maybe, yesterday; I can’t be sure.

Ships at a distance have every man’s wish on board.

It is a truth universally acknowledged, that a single man in possession of good fortune must be in want of a wife.

124 was spiteful. Full of a baby’s venom.

It was a bright cold day in April, and the clocks were striking thirteen.

Who Wrote It? Famous First LinesSlide12

Background: Structure of the Standards

Four Strands – Also apply to

History/Social Studies, Science and Technical Subjects

Reading

Writing

Speaking and Listening

Language

Plus, K-5 Reading

Foundational Skills

Strand

Anchor Standard

Grade-Specific Standard

RL

: Reading Literature

R.

4

: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RL.

5

.4

: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.Slide13

of U.S. fourth graders fail to

meet the proficient benchmark.

64%

2015

1992Slide14

What we know about Standards

Instructional Planning

Curriculum

ShiftsSlide15

A Reading Standard Trajectory Read your assigned standard closely.

Choose your grade, the grade above, and the grade below. What is the student outcome or product for the standard at each grade?What is the action of the student at each grade as it pertains to the standard?What is the difference between “hitting” and addressing the standard across a text?What are the implications for planning instruction?With your table partner:Slide16

Find partners from the other tables who tackled the same standard that you did. Share answers to calibrate your responses with each other.Identify agreements and disagreements.Be prepared to share with the whole group:

One learning about the standard through this activityOne realization about how your instruction aligns to the standard or notOne question you have going forwardGo Along to Get AlongSlide17

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.

Range of Reading and Level of Text Complexity:Read and comprehend complex literary and informational texts independently and proficiently (at grade level).Anchor Standards 1 and 10Slide18

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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 nonfictionSlide19

Create Flip Chart for Each Shift

Shift #

WHAT:

What is this Shift?

WHY:

Why this Shift?

HOW:

What are the instructional implications of this Shift?Slide20

Shift 1: Regular Practice with Complex Text and its Academic LanguageSlide21

Explanation of the Text Complexity Factors

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 complexitySlide22

And, here and there, in groves about this grass, like wildernesses of dreams, sprang up fantastic trees, whose tall slender stems stood not upright, but slanted gracefully towards the light that peered at noon-day into the centre of the valley. Their bark was speckled with the vivid alternate splendor of ebony and silver, and was smoother than all save the cheeks of

Eleonora; so, that but for the brilliant green of the huge leaves that spread from their summits in long, tremulous lines, dallying with the Zephyrs, one might have fancied them giant serpents of Syria doing homage to their Sovereign the Sun. from Eleonora by Edgar Allen Poe

Let’s take Poe, for example…Slide23

Subtle and/or frequent transitions

Multiple and/or subtle themes and purposesDensity of informationUnfamiliar settings, topics or eventsLack 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 studentLonger paragraphs

Any text structure which is less narrative and/or mixes structures

Features of Complex Text

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Quantitative Measures

Word DifficultyFrequency

LengthSentence Length

Other Features of

Words

Sentence Syntax

Text Cohesion

Common CoreBand

ATOS

Degrees of

Reading

Power

Flesch-

Kincaid

The Lexile

Framework

Reading

Maturity

SourceRater

2

nd

-3rd

2.75 – 5.14

42 – 54

1.98 – 5.34

420 – 820

3.53 – 6.13

0.05 – 2.48

4

th

-5th

4.97 – 7.03

52 – 60

4.51 – 7.73

740 – 1010

5.42 – 7.92

0.84 – 5.75

6

th

-8th

7.00 – 9.98

57 – 67

6.51 – 10.34

925 – 1185

7.04 – 9.57

4.11 – 10.66

9

th

-10th

9.67 – 12.01

62 – 72

8.32 – 12.12

1050 – 1335

8.41 – 10.81

9.02 – 13.93

11

th

-CR

11.20 – 14.10

67 – 74

10.34 – 14.2

1185 – 1385

9.57 – 12.00

12.30 – 14.50

Slide25

Literature Text Complexity and Information Text Complexity Rubrics and Tool

Qualitative MeasuresSlide26

In pairs or triads, read the excerpt from

A Christmas Carol and discuss where it might fit in terms of the following qualitative criteria in the text complexity rubric.MeaningText Structure

Language Features

Knowledge DemandsTHEN, using the quantitative measures provided, place it in a grade band for instruction and assessment.

Practice: Evaluation of Text ComplexitySlide27

Criteria

Very Complex

☑

Moderately Complex

☑

Readily Accessible

☑

Notes

Meaning

Multiple levels of meaning that may be difficult to identify, separate, and interpret; theme is implicit, subtle, or ambiguous and may be revealed over the entirety of the text.

Multiple levels of meaning that are relatively easy to identify; theme is clear but may be conveyed with some subtlety.

✓

One level of meaning: theme is obvious and revealed early in the text.

Moderately Complex

Multiple levels of meaning

that are

relatively easy to identify

;

theme is clear

but may be

conveyed with some subtlety

.

NOTES:

By beginning with Marley's death, the theme is arrived at in a non-linear manner and conveyed with some subtlety.

Practice Evaluation of Text Complexity: DickensSlide28

 Criteria

Very Complex

☑

Moderately Complex

☑

Readily Accessible

☑

Notes

Text

Structure

Prose or poetry includes more intricate elements such as subplots, shifts in point-of-view, shifts in time or non-standard text structures.

Prose includes two or more storylines or has a plot that is somewhat difficult to predict (e.g.: in the case of a non-linear plot); poetry has some implicit or unpredictable structural elements.

✓

Prose or poetry is organized clearly and/or chronologically; the events in a prose work are easy to predict because the plot is linear; poetry has explicit and predictable structural elements.

Moderately Complex

Prose includes two or more storylines or

has a plot that is somewhat difficult to predict

(e.g.: in the case of

a non-linear

plot); poetry has some implicit or unpredictable structural elements.

NOTES:

Again, by beginning with Marley's death, and including diversions about idioms, and given the stress on the death without revealing its import, the author includes some non-linear/discursive elements that add to the text’s structural complexity.

Practice Evaluation of Text Complexity: DickensSlide29

Criteria

Very Complex

☑

Moderately Complex

☑

Readily Accessible

☑

Notes

Language

Features

Language is generally complex with abstract, ironic, and/or figurative language, and regularly includes archaic, unfamiliar, and academic words; text uses a variety of sentence structures including complex sentences with subordinate phrases and clauses.

✓

Language is often explicit and literal but includes academic, archaic, or other words with complex meaning (e.g.: figurative language); text uses a variety of sentence structures.

Language is explicit and literal, with mostly contemporary and

familiar vocabulary; text uses mostly simple sentences.

Very Complex

Language is generally complex with abstract,

ironic

, and/or

figurative language

, and regularly includes

archaic, unfamiliar

, and academic words; text uses a

variety of sentence structures

including

complex sentences with subordinate phrases and clauses.

NOTES:

Text includes some ironic, figurative language and discussion of figurative language, archaic language and references, and a variety of sentence structures.

Practice Evaluation of Text Complexity: DickensSlide30

Criteria

Very Complex

☑

Moderately Complex

☑

Readily Accessible

☑

Notes

Knowledge Demands

The text explores complex sophisticated or abstract themes; text is dependent on allusions to other texts or cultural elements; allusions or references have context and require inference and evaluation.

✓

The text explores several themes; text makes few references or allusions to other texts or cultural elements; the meaning of references or allusions may be partially explained in context.

✓

The text explores a single theme; if there are any references or allusions, they

are fully explained in the text.

Very Complex

Moderately Complex

The text explores complex sophisticated or abstract themes;

text is dependent on allusions to other texts

or

cultural elements

;

allusions or references have context and require inference and evaluation.

The text explores several themes; text makes few references or allusions to other texts or cultural elements;

the meaning of references or allusions may be partially explained in context.

NOTES:

The text makes multiple allusions to other texts/cultural elements, including

The Country, Hamlet, Nature lived hard by

; some of these references can be partially explained in context.

Practice Evaluation of Text Complexity: DickensSlide31

OVERALL QUANTITATIVE COMPLEXITY RATINGS

OVERALL QUALITATIVE COMPLEXITY RATING AND PLACEMENT

Very Complex/Moderately Complex

Appropriate for 9-10 instruction/ 11-12 assessment

Practice Evaluation of Text Complexity: Dickens

Metrics

Measures

Grade Band

Lexile

1020

6-8

Flesch-Kincaid

6.1

4-5

Reading Maturity Metric

8.6

6-8Slide32

Reader Task ConsiderationsHow does this get weighted with regard to text selection for class instruction?

What does this mean for students’ independent reading?Slide33

Shift 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?

33Slide34

The

gap between complexity of college and high school textsACT (2006) shows text complexity is a strong predictor of college success

Too many students not reading proficiently

<50% of graduates can read sufficiently complex texts

37% of the nation’s 12th

graders met the NAEP proficient level (2013)

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Why Do Students Need More Practice with Complex Texts? Slide35

Performance on the ACT Reading Test by Degree of Text Complexity

This graph shows performance on questions associated with uncomplicated, more challenging, and complex texts in relation to the ACT Reading Benchmark

ACT Reading Benchmark

ACT Reading Text Score

Average Percentage of Questions CorrectSlide36

Performance on the ACT Reading Test by Degree of Text Complexity

This graph shows performance on questions associated with uncomplicated, more challenging, and complex texts in relation to the ACT Reading Benchmark Average Percentage of Questions Correct

ACT Reading Text Score

ACT Reading BenchmarkSlide37

Performance on the ACT Reading Test by Degree of Text Complexity

This graph shows performance on questions associated with uncomplicated, more challenging, and complex texts in relation to the ACT Reading Benchmark Average Percentage of Questions Correct

ACT Reading Text Score

ACT Reading BenchmarkSlide38

Standards require a staircase of increasing text complexity from elementary through high school backwards-mapped from requirements for college texts.Standards stress building knowledge and general academic vocabulary, which are critical to comprehension.

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Aligning Curriculum to the Standards Ensures more Practice with Complex Texts Slide39

LUNCHSlide40

ELA lesson that revolves around The Hunger Games

and its themesFocuses on Standards RL.9-10.1 and RL.9-10.2What are the specific “look fors” that show these standards are being addressed by the students?

Knowing What You Are SeeingSlide41

Table Discussion

In what ways is this task designed for students to meet the standard? In what instances did you see students engaging with these standards?Do the questions attend to specific words, phrases, and sentences within the text?

Do the questions return student to the text to build understanding?Do the students cite specific evidence from text to support their positions? Slide42

42Remember Reading Targets

Slide43

BREAKSlide44

….and Academic VocabularyWith 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?Slide45

Let’s Learn a New Word

Excrescence

Excrescence

noun  ex·cres·cence  \ik-ˈskre-sən(t)s, ek-\

a projection or outgrowth especially when abnormalSlide46

Most 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 KnowSlide47

CELL

ChamberUnitContainedHolds thingsCellulose

CellblockPhotocellCellularSlide48

Revisit Shift 1 Flip Chart

Shift 1What is Shift 1?

Why Shift 1?What are the instructional implications of Shift 1?Slide49

Shift 2: Reading, Writing and Speaking Grounded in

Evidence from Text, both Literary and InformationalSlide50

With your table, list the top five skills you think employers want when hiring. Survey Says…. Slide51

Ability to work in a team structure

Ability to make decisions and solve problemsAbility to communicate verbally with people inside and outside an organization

Ability to plan, organize, and prioritize work

Ability to obtain and process information

Ability to analyze quantitative data…

10.

Ability to sell and influence others.

Speaking Grounded in EvidenceSlide52

Reasons to Speak: Beyond the StandardsSlide53

Executing 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.Slide54

Executing 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.Slide55

From “Every Little Hurricane” by Sherman AlexieSlide56

What weather words and phrases does the author use?

Alexie uses the paradox of fighting at a party, two seemingly incompatible events that nonetheless occur. What other examples of paradox appear in the excerpt, and why might that be?Which character do you most resemble? Why?How does the author use

the storm metaphor?What about the silence frightens Victor?

Summarize the excerpt and its use of symbolism and paradox to illustrate a theme.

56Discuss with your Table: PART 1

Slide57

Where and when does the story take place?What happens in the first sentence? What do we learn in the first sentence? What can we infer in the first sentence?

What do we know about the storm?What do we know with certainty about the argument? What can we infer about the argument?What is the effect of lines 22-23? ("He could … hurt each other that badly.")

Why would the author include the information about how people behave in hurricanes?57

Discuss with your Table: PART 2Slide58

58Reading Targets

Slide59

Shifts in Practice

SHIFT 2Teacher asks questions that can only be

answered by referring to the text (not personal experience)

Teacher expects evidence and precision from students and

probes responses accordingly

Students cite specific evidence from text(s) to

support analysis, inferences, and claims

orally and in writing

Students use evidence to

build on each other’s observations or insights

during discussion or collaboration

SHIFT 1

Instruction focuses on

reading

texts closely

Questions and tasks address the text and help

build knowledge

by attending to its particular

structures, concepts, ideas, and details

Instruction focuses on building students’ academic

vocabulary in context

Questions and tasks attend to the text’s

words, phrases and sentences

Slide60
Slide61

Thinking about the Videos

Compare the complexity of the texts and discourse with focus on:Student engagement Questions attending to specific words and sentences within the text

Questions returning student to the text to build understandingStudent citation of specific evidence from text to support their positions Slide62

Revisit Shift 2 Flip Chart

Shift 2What is Shift 2?

Why Shift 2?What are the instructional implications of Shift 2?Slide63

Shift 3: Intentionally

Building Knowledge through Content-Rich NonfictionSlide64

What is Your Favorite Work of Nonfiction? Why?Slide65

Students were historically required to read little informational text in elementary and middle school.

It builds the vocabulary and knowledge that students are going to need for success in school.Non-fiction makes up the vast majority of required reading in college/workplace.

Informational text often has to be read differently than narrative text.

65

Building Knowledge Through Content-Rich Nonfiction: Why?Slide66

As you watch the video, consider the text that you use in your classroom and think about your student population.How can you scaffold to ensure that students who struggle understand what they are reading?

What are the central take-aways from this video?How Background Knowledge Plays OutSlide67

Revisit Shift 3 Flip Chart

Shift 3What is Shift 3?

Why Shift 3?What are the instructional implications of Shift 3?Slide68

Galley Walk with StickersReview the charts from other tables.Use your three dots to highlight the points that resonate most strongly with you.Slide69

Pulling it all Together

Compare the complexity of the texts and discourse with focus on:Evidence of the Shifts and the StandardsStudent engagement Questions attending to specific words and sentences within the text

Questions returning student to the text to build understandingStudent citation of specific evidence from text to support their positions

What are some opportunities for improvement?Slide70

But now I . . .

On the front side of an index card, write one practice you used to do when developing a lesson.On the back side, write a related practice you will now do based on today.

70I Used to . . . But Now I . . .

I used to . . .Slide71

Speed Sharing .

Find three partners you have not interacted with today, and share your cards.Slide72

72

http://www.standardsinstitutes.org/institute/winter-2017-standards-institute#tab--detailsSlide73

Slide

Source12http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=4

http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=48

http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=12

20, 31, 42

CCSS Appendix A:http://www.corestandards.org/assets/Appendix_A.pdf

21

Poe, E.A. (1903). The Works of Edgar Allan Poe, The Raven Edition, Volume 2. New York: P. F. Collier and

26-30

Text complexity measure

32

Adams, Marilyn Jager. "Advancing Our Students' Language and Literacy: The Challenge of Complex Texts." American Educator 34.4 (2011): 3.

33-36

Ferguson, R. L. (2006). Reading between the lines: What the ACT reveals about college readiness in reading.; http://www.nationsreportcard.gov/reading_2013/

39

https://www.teachingchannel.org/videos/analyze-text-with-storyboards

44

E. Hiebert and M. Kamil, eds., Teaching and Learning Vocabulary: Bringing Research to Practice. Mahwah, NJ: Lawrence Erlbaum Associates, 2005.; W. E. Nagy, P. A. Herman and R. C. Anderson, “Learning Words from Context.” Reading Research Quarterly, 20 (1985), 233-253; W. Nagy and J. Scott, “Vocabulary Processes,” in M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr, eds., Handbook of Reading Research, Volume III. Mahwah, NJ: Erlbaum, 2000.

49

http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/#ae098f519f6f

50

http://www.migrationpolicy.org/sites/default/files/language_portal/ELLlargeststates2012-13.pdf

ReferencesSlide74

Reference List

Image credits : Slide 1: Nick Lue. Slide 12: Shutterstock/Digital Media Pro 193718072. Shutterstock/michaeljung 130753907. Shutterstock/Andreser 120103876. Shutterstock/Pressmaster 67609366. Shutterstock/bikeriderlondon 143878207. Shutterstock/CristinaMaruca 243980383. Shutterstock/michaeljung 141892777. Slide 17: Flikr/DerekBruff

. Slide 18: Shutterstock/Monkey Business Images 12040246, 12040252 , 12045781. Slide 19: Image credit: Amy Rudat. Slide 43: Shutterstock/Corepics VOF 110880770. Shutterstock/Nerthuz 193286861. Shutterstock/DC_Aperture

244465417. Shutterstock/Izabel Miszczak 355877927. This slide is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported

License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Slide 45: Flickr: Project 128 Padded Cell (cotton cell) Tony Alter: Wasp Gila national Forest: Incident Command Post June 14 Marion Doss 080812-N-2959L-206 John Paavelka

: Nun’s Cells at Las

Capuchinas

, Antigua, Guatemala. Slide 46:

Flikr

/Tim

Reckmann

. Slide 47: Image credit: Amy

Rudat

. Slide 60:

Flikr

/

DerekBruff

. Slide 61: Nick Lue. Slide 65:

Flikr

/

DerekBruff

. Slide 67: Nick Lue. Slide 69: flicker – Michael Crane Speed Dating Jelly Babies.