Summer 2016 Leadership Pathway The Juicy Language of Text in High School Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 ID: 798515
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Slide1
Welcome Back to
The Juicy Language of Text!
Slide2Summer 2016
Leadership Pathway
The Juicy Language of Text
in High School
Global Neutral 01001aGlobal Warm Neutrald3d1c8Global Accent On Darkffbf00Global Accent on Lightff9800Global Accent Alt97c410ELA - Coralff5147Math009f93Leadership7872bf
Slide3THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Juicy Language Session
Objectives
Participants will be able to:
Determine the
role of syntax in complex textClose-read and dissect text at the sentence level with Juicy SentencesObserve and analyze instruction for evidence of standards and shifts‹#›Agenda OpeningNaming the ChallengeDeconstructing
Juicy Sentences
Instructional Video Observation
Coaching Practice
Slide4THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Norms 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 learningStrive for equity of voiceContribute to a learning environment in which it is “safe to not know”
Slide5The “Juicy” Language of Text
Dr. Lily Wong Fillmore
Watch the video and note…What challenges does complex text present for educators? What does she recommend to address the challenges?What resonates most with you about her message? THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Slide6THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Putting it Together
Read the text.
Craft your own definition of
syntax based on what you read.
Read and annotate the article.What makes a sentence juicy? What instructional opportunities does the juicy sentence provide?SyntaxJuicy Sentence
Slide7How’s Your Grammar?
pronouns
adjectives
irregular plural noun
abstract noun
irregular verbsimple verb tensespronoun-antecedent agreementcomparative and superlative adjectives comparative and superlative adverbspossessives suffixesTHE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Slide8THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Automaticity and Complex Texts
Francis Macomber had, half an hour before, been carried to his tent from the edge of the camp in
tr
ium
ph on the arms and shoulders of the cook, the personal boys, the skinner, and the porters.triumphpersonal boysskinnerportershad been carried to his tent (half an hour before)carried to his tent from the edge of camp (half an hour before)
Slide9Practice
…
They are, he thought, the hardest in the world; the hardest, the cruelest, the most predatory and the most attractive, and their men have softened or gone to pieces nervously as they have hardened.
1. Copy the sentence.
2. What do you think this sentence means?3. Write other things that you notice.4. Write a new sentence mimicking the author’s structure.THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Slide10They are, he thought, the hardest in the world; the hardest, the cruelest, the most predatory and the most attractive and their men have softened or gone to pieces nervously as they have hardened. (1)
They are he thought the hardest in the world the hardest the cruelest the most predatory and the most attractive and their men have softened or gone to pieces nervously as they have hardened. (2)
They are
,
he thought,
the hardest in the world; the hardest, the cruelest the most predatory and the most attractive and their men have softened or gone to pieces nervously as they have hardened. (3)They are, he thought, the hardest in the world; (4)“I’ve dropped the whole thing,” she said, sitting down at the table. “What importance is there to whether Francis is good at killing lions? That’s not his trade. Mr. Wilson is really impressive killing anything. You do kill anything, don’t you?” “Oh, anything,” said Wilson. “Simply anything.”They are he thought the hardest in the world; (5) “I’ve dropped the whole thing,” she
said, sitting down at the table. “What importance is there to whether Francis is good at killing lions? That’s not his trade. Mr. Wilson is really impressive killing anything. You do kill anything, don’t you?” “Oh, anything,” said Wilson. “Simply anything.”
They
are,
he
thought, the hardest in the world; (6)
They are, he thought, the
hardest
in the world; the
hardest
, the cruelest, the most predatory and the most attractive and their men have softened or gone to pieces nervously as they have
hardened
.
(7)
the hardest, the cruelest, the most predatory and the most attractive and their men have softened or gone to pieces nervously as they have hardened. (8)
They (women) are
the hardest, the cruelest, the most predatory and the most attractive and their men have softened or gone to pieces nervously as they have hardened.
(9)
They are, he thought,
the
hardest
, the
cruelest
, the most
predatory
and the most
attractive
and their men have softened or gone to pieces nervously as they have hardened.
(10)
They are, he thought,
the
hardest
, the
cruelest, the most predatory and the most attractive and their men have softened or gone to pieces nervously as they have hardened. (11)
They are, he thought, the hardest in the world; the hardest, the cruelest, the most predatory and the most attractive and their men have softened or gone to pieces nervously as they have hardened. (12)
They are, he thought, the hardest in the world; the hardest, the cruelest, the most predatory and the most attractive and their men have softened or gone to pieces nervously as they have hardened. (13)
Macomber Juicy Sentence Deconstruction
THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Slide11Slide12Observing for Standards and Shifts
‹#›
Slide13Standard(s):
RL.9-10.1, RL.9-10.6
Prepare:
Look up the standard(s)
Capture Evidence:What standards are being taught?Is the instruction addressing the intended standards?Where do you see evidence of each of the shifts? What questions are used?Where do you see students struggling?THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOLObserving for Standards and Shifts
Slide14Step One
Start with the standards.
What standards are being taught?
Is the instruction addressing the intended standards?
THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOLAfter the Observation
Slide15THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
After the Observation
Step Two – The Shifts and Questioning
Review evidence.
Where do you see evidence of each of the shifts?
What questions are used?Where do you see students struggling?Did you see opportunities for Juicy Sentence work?What are the highest-leverage areas of development for this teacher?
Slide16Coaching Role Play
‹#›
Slide17THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Coaching Role Play: Purpose and Process
The objective of this activity is to give leaders practice coaching a teacher on standards- and shifts-alignment in the context of an authentic classroom situation.
Get Ready (4 min)
Pair Up (2 min)Role Play & Feedback #1 (11 min)Role Play & Feedback #2 (11 min)
Slide184 minutes – Everybody Gets Ready
Identify your goals for this coaching session.
What do you want the teacher to know and be able to try as a result of this interaction?
Draft entry question(s), clarifying questions and probing questions.
Draft key learning and next steps you want the teacher to walk away ready to try.2 minutes – Pair Up Choose a partner. Identify who will go first. Role Play #1 shares goals and the level of “heat” you’d like to practice coaching.THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOLCoaching Role PlayThe objective of this activity is to give leaders a chance to practice coaching a teacheron standards- and shifts-alignment in the context of an authentic classroom situation.
Slide19THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Role Play #1 – 5 Minutes
Slide201 minute
– Each role writes reflections of effectiveness of coaching conversation from their point of view
2 minutes – identify what worked
Coach first
Start with stating your goal(s) for the discussion and 1–2 moves you made that supported that goalShare 1–2 other pluses that you can identify
Teacher1–2 moves that the coach made that deepened your understanding 2 minutes – identify suggestions for improvementCoach first1–2 things you’d like to do differently or improveTeacher1–2 things the coach should consider to strengthen practiceTHE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Role Play #1 – Reflect and Feedback
Slide21‹#›
Review preparation notes.
Share coaching goals and the level of “heat” you’d like to practice coaching.THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOLTransition to Role Play #2
Slide22THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Role Play #2 – 5 Minutes
Slide23THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Role Play #2 – Reflect and Feedback
1 minute
– Each role writes reflections of effectiveness of coaching conversation from their point of view
2 minutes – identify what workedCoach firstStart with stating your goal(s) for the discussion and 1–2 moves you made that supported that goalShare 1–2 other pluses that you can identifyTeacher1–2 moves that the coach made that deepened your understanding of Focus2 minutes – identify suggestions for improvementCoach first1–2 things you’d like to do differently or improveTeacher1–2 things the coach should consider to strengthen practice
Slide24THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Quiet Reflection
Think about your ability to coach others on the standards and the shifts in ELA.
Based on your learning in this session and on your role, what do you now intend to do?
For example: Your own learning and skill developmentProfessional development for othersInstructional planningObservation, feedback and supervision practices
Slide25THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Mini-Team Time
Download your key learning with one another.
Based on this session’s learning, come to a consensus on what must be true for an ideal literacy program that develops college- and career-ready students.
Slide26‹#›
Slide27Daily Participant Feedback and
Knowledge Survey Post-Test
Please check your inbox for an email from research@standardsintitutes.org
.
Slide28Slide
Source
6
https://www.youtube.com/watch?v=STFTX7UiBz0
7William Cobbett, A Grammar of the English Language in a Series of Letters: Intended for the Use of Schools and of Young Persons in General, but More Especially for the Use of Soldiers, Sailors, Apprentices, and Plough-Boys, 1818 9-10http://odelleducation.com/making-ebc-lesson/grade-9-hemingway14-16http://commoncore.americaachieves.org/module/14THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOLReference List
Slide29THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL
Image Credits
Slide 1: Shutterstock/ 70473535
Slide 6:
https://www.youtube.com/watch?v=STFTX7UiBz0
Slide 8: https://pixabay.com/en/grammar-magnifier-magnifying-glass-389907/Slide 10: https://en.wikipedia.org/wiki/The_Snows_of_Kilimanjaro_(short_story)Slide 12: https://pixabay.com/en/coffee-cup-coffee-break-holiday-393836/Slide 27: https://pixabay.com/en/be-behold-being-hands-holding-1362324/Slide 28: https://www.flickr.com/photos/danielvoyager/3514492637/