First we start with building the container around equity We then take a look at the standards highlighting that they are rooted in equity of access Participants deep dive into the reading standards to examine what they are really asking and how they build a staircase of complexity ID: 753052
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THE NARRATIVE ARC OF THE DAYFirst we start with building the container around equity. We then take a look at the standards, highlighting that they are rooted in equity of access. Participants deep dive into the reading standards to examine what they are really asking, and how they build a staircase of complexity.From there, we define what we mean by complexity, and clarify what equitable instruction looks like. We closely examine the first two shifts, paying special attention to grade-level text, academic language, and grounding the standards in the shifts when it comes to instruction. Weaving Adam’s article into our work with shifts 1 and 2, we revisit the data shared in the morning around the need for grade-level text and vocabulary work. We also merge our text complexity practice with the later video by analyzing the text from the video. We round out the day with a look at one video against some of the Core Actions. The Mica video lends itself well to shifts 1 and 2, specifically with vocabulary, above-grade-level text, and classroom practices. WHAT HAS CHANGEDPacing: some activities are merged to serve multiple purposes, as explained above. We have added slides to unpack what we mean by equity, and to weave the language of equity into the day’s work.A study of what a text dependent question looks like is moved to Tuesday, when we deal specifically with text dependent questions. Discussion of complexity at the sentence level is also moved to Tuesday, where it fits better with Juicy sentences.More time is provided for text complexity analysis and a deeper dive into academic vocabulary when it comes to task as well as text. We are also only showing one video; it’s no longer a comparison. We have extended the number of things for participants to look for during the video.SPEAKER NOTESBelow the time and before the actual notes, there is a summary of the purpose for the slide in italics to give a reason behind each slide. It often references what has come before and what is coming next to support the facilitator in understanding the narrative progression of the deck.
For Facilitators Only: Narrative of the Day Slide2
The Foundation For Success
ELA I Grades 6-8Day 1Slide3
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.3Slide4
STANDARDS WINTER 2019
About Us4Picture of youInformation about YOURaise your hand if…• you are an ELA teacher• you are an ELA teacher coach• you hold a different role• you teach in a district school
•
you teach in a charter school
•
you teach or work in a different type of school or organizationSlide5
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If your state has a different app, download that.ATTEND TO THE LANGUAGE OF THE STANDARDSDownload the AppSlide6
Daily – Three-minute online survey
Facilitators address feedback the following day.Thursday – 10-minute online Knowledge Survey Post-TestAnswer key will be available. 6FEEDBACKWe Take Data SeriouslySlide7
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Day 1: The FoundationEquity is the Standards and Shifts.What can it look like in instruction?Day 2: Close Reading and Complex TextThe text that we put in front of students shows them what we think about them.How do we make sure all students can access complex text?
Day 3: Building Knowledge and Fluency through Volume of Text
Knowledge begets knowledge.
How is building knowledge an equity move?
Day 4: Language, Craft, and Structure
Unpacking the structure of text.
What is the connection between being able to unpack the complex structure of a text and equitable reading and writing outcomes?
Day 5: Bringing It Together with a Focus on Equity
Writing our story.
How do we ensure equitable outcomes for all our students?
WHERE ARE WE?
The Week at a GlanceSlide8
8ADAPTING CURRICULUM FOR EQUITYShare Your Learning
Don’t forget to jot down ideas forlight bulb moments.why I teach/lead.Slide9
Participants will:
Begin to build a community.Describe educationally equitable environments.Analyze the trajectory of learning in the Reading standards.Recognize that the shifts change the focus of standards-based instruction.Identify academic language.Conduct a comprehensive text complexity analysis.Identify standards-aligned instruction that incorporates the first two shifts. Opening A Focus on EquityThe Standards TrajectoryLunchShift 1 and Complex TextShift 2 and EvidenceClassroom ObservationSummary and Reflection
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DAY 1
Objectives and AgendaSlide10
Take responsibility for yourself as a learner.
Honor time frames (start, end, and 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.”Identify and reframe deficit thinking and speaking.BUILDING THE CONTAINERNorms that Support Our Learning10Slide11
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UNBOUNDEDOur ApproachOur learning is grounded 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 bias and racism. Slide12
Equity exists when ...
Equity systematically promotes …Equity may look like … Educational Equity ensures … We become change agents for educational equity when …BUILDING THE CONTAINERUnpacking EquitySlide13
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Gorksi and Salwell provide Five Principles to guide you. Take five minutes to skim back through the reading, considering your role in education.Administration and Leadership – How can you direct resources to improve states of equity in schools and in classrooms? What building conditions must exist to support equity in schools and in classrooms?Coaches – How can you emphasize equity in coaching teachers as they revise instruction, protocols, classroom management? Teachers – Which aspects of your instructional practice provide all students with access to equity, and which aspects do not? Partners – How does our organization’s theory of action support equity? How do our activities with districts and partners support equity?BUILDING THE CONTAINERBUILDING THE CONTAINERUnpacking Educational Equity in Our RolesSlide14
Equity Literacy For All
We are Equity Literate when we are able to:14Recognize biases and inequities, including those that are subtle first in ourselves (and then in the systems we serve).Respond to biases, discrimination, and inequities in a thoughtful and equitable manner.Redress biases, discrimination, and inequalities not only by responding to interpersonal bias, but also studying the ways in which bigger social change happens.Cultivate and sustain bias-free, discrimination-free communities (and in doing so creating equitable environments), which requires an understanding that doing so is a basic responsibility for everyone in a civil society.Slide15
Moments of Validation
Moments of RemindingMoments of New InformationNotice where you are at any given time and support yourself and others by: Asking Questions15Taking Notes
Stretching Yourself
Inspired by Jennifer Abrams
Where You Might Be During the WeekSlide16
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Why are Higher Standards and Shifts Necessary?Equity and RigorSlide17
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The level of preparation students need in order to be ready to enroll and succeed without remediation in credit-bearing entry level 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)ADOPT ALIGNED CURRICULUM: What is College and Career Readiness?Slide18
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18ACT, 2006Performance by ComprehensionSlide19
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19ACT, 2006Performance by Textual ElementSlide20
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ACT Reading BenchmarkACT Reading Test ScoreAverage Percentage of Questions CorrectACT, 2006
Performance by Degree of Text ComplexitySlide21
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ACT Reading Test ScoreACT Reading BenchmarkAverage Percentage of Questions CorrectACT, 2006
Performance by Degree of Text ComplexitySlide22
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ACT Reading Test ScoreACT Reading BenchmarkAverage Percentage of Questions CorrectACT, 2006
Performance by Degree of Text ComplexitySlide23
63%
of U.S. fourth-graders fail to meet the proficient benchmark.2320171992Slide24
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Educational Equity ensures that all children – regardless of circumstances – are receiving rigorous, grade-level, standards-aligned instruction supported by access to high-quality materials and resources.Slide25
Take the next five minutes to
independently read and answer the questions on the Literacy handout.ACTIVITYEducational Equity25Slide26
Possess broad knowledge and vocabulary base
Understand how to make meaning from complex sentencesUnderstand how sentences are structured, especially when the subject and the verb are not at the beginningAnalyze methodically and in detail the structure of the text for purposes of explanation and interpretation.Summarize as a strategy to support understanding in order to answer the questionDetermine meanings of words in text, and understand what to do if we don’t know themRead closely26What are the skills required to answer these questions? Take two minutes to brainstorm a list on the handout.CHECK FOR UNDERSTANDINGEducational EquitySlide27
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We do this by:Acknowledging that we are part of an systematically racist system of education.Recognizing that we have participated in this paradigm through instruction and pedagogy.Committing to ensuring that all students, regardless of how we think they come to us, leave us having grown against grade-level standards, confident in their value and their abilities.EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNINGBecoming Equity Change-AgentsSlide28
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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 text.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 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.
ATTEND
TO THE LANGUAGE OF THE STANDARDS
Reading Standard 1Slide29
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Identify, for your group’s standard from Grades 6-8:How does the language of the standard change?How do the student outcomes change? What students must be able to know or do in order to meet the demands of this standard?COLLABORATIVE PRACTICE
A Progression of Skill BuildingSlide30
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ObjectivesBegin to build a communityDescribe educationally equitable environments Analyze the trajectory of learning in the Reading standardsChargesAttend to the Language of the StandardsExamine bias and its role in our work and our learningEquityEquity exists when the biases derived from dominant cultural norms and values no longer predict or influence how one fares in society. HOW ARE WE DOING?Morning TakeawaysSlide31
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BREAK TIME!LUNCHSlide32
Save the DateSlide33
Opening
A Focus on EquityThe Standards TrajectoryLunchShift 1 and Complex TextShift 2 and EvidenceClassroom ObservationSummary and Reflection33
Begin to build a community
D
escribe educationally equitable environments
A
nalyze the trajectory of learning
in the Reading
standards
Recognize that the shifts change the focus of standards-based instruction
Identify
academic language
Conduct a comprehensive
text complexity analysis
Identify standards-aligned instruction that incorporates the first two Shifts
WHERE ARE WE?
Revisiting the ObjectivesSlide34
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ATTEND TO THE LANGUAGE OF THE STANDARDSA Progression of Skill BuildingDebriefHow does the language of the standard change?How do the student outcomes change? What students must be able to know or do in order to meet the demands of this standard?Slide35
Please locate the following in the standards that we examined this morning:
Define literary terms such as onomatopoeia, alliteration, assonance, character traits, foreshadowing, pathos, personification.Define rhyme scheme, couplet, acrostic, sonnet.Read novels, novellas, allegories, historical fiction.Define elements of plot and draw a plot diagram.Make connections between text and self, text and nature, text and text, and text to world.Identify the type of conflict: person vs. person, person vs. nature, or person vs. self.
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ATTEND
TO THE LANGUAGE OF THE STANDARDS
Diving DeeperSlide36
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definitions of literary termsunderstanding of how authors manipulate language for effectunderstanding figurative languageunderstanding what the text saysunderstanding the author’s purpose and intent
making sense of the text or task
ATTEND
TO THE LANGUAGE OF THE STANDARDS
Standards as an Equity Move
previous instructional focus
standards based instructional focusSlide37
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COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTSThe ShiftsRegular practice with complex text and its academic languageReading, writing, and speaking grounded in evidence from text, both literary and informationalIntentionally building knowledge through
content-rich nonfiction
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Shift 1: Regular Practice with Complex Text and its Academic LanguageSlide39
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SHIFT 1: REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGEShift 1: Regular Practice with Complex Text and Its Academic LanguageOrganizing for a Jigsaw DiscussionIdentify Table Groups A-D. Assign 1 excerpt from the article to each table.Assign each person a number, 1-4, throughout the room. Note your number on your handout so you don’t forget. This will be your “corner” for the jigsaw.
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Excerpt
OnlineSlide40
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SHIFT 1: REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGEShift 1: Regular Practice with Complex Text and Its Academic LanguageTable Discussions - 10 minReview your annotations from your pre-work reading, then discuss with your tables:What is the key idea or emphasis of your section? What was new learning for you?What are the implications for you as an educator?What are the implications for all students?
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Excerpt
OnlineSlide41
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SHIFT 1: REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGEShift 1: Regular Practice with Complex Text and Its Academic LanguageCorner Discussions - 15 minShare and discuss the questions for your section with your new groups, using a timekeeper (3 min each)What is the key idea or emphasis of your section? What was new learning for you?What are the implications for you as an educator?What are the implications for all students?
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Excerpt
OnlineSlide42
What is the academic language in the task we just engaged in?
Read Independently, annotate, then discuss with your tables:What is the key idea or emphasis of your section?What was new learning for you?What are the implications for you as an educator?What are the implications for all students? Share and analyze the findings for your section with your new groups, using a timekeeper.
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ACADEMIC LANGUAGE
Text and Task
What is the academic language in the task we just engaged in?
Read Independently, annotate, then discuss with your tables:
What is the key idea or emphasis of your section?
What was new learning for you?
What are the implications for you as an educator?
What are the implications for all students?
Share and analyze the findings for your section with your new groups, using a timekeeper. Slide43
Excrescence
Excrescencenoun ex·cres·cence \ik-ˈskre-sən(t)s, ek-\a projection or outgrowth especially when abnormal
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VOCABULARY ACQUISITION
Let’s Learn a New WordSlide44
Most
language is learned implicitly.Word learning is most efficient when the reader (listener) already understands the context well. Tiny gains on a dozen words are more efficient than large gains on just one word at a time. What makes language valuable and important is not the words themselves, so much as the understandings they afford.44
LANGUAGE AND VOCABULARY ACQUISITION
What We KnowSlide45
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
45Read and comprehend (grade-level) complex literary and informational texts independently and proficiently.ATTEND TO THE LANGUAGE OF THE STANDARDSReading Standard 10Slide46
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TEXT COMPLEXITYA Close Read to Identify ComplexitySlide47
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 sentencesComplex sentencesUncommon vocabularyLack of words, sentences, or paragraphs that review or pull things together for the studentLonger paragraphsAny text structure that is less narrative and/or mixes structures
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TEXT COMPLEXITY
Features of Complex TextSlide48
Text 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.48
SHIFT 1 AND COMPLEX TEXTSlide49
Word Difficulty (frequency length)
Sentence Length and syntaxText Cohesion49TEXT COMPLEXITYQuantitative MeasuresSlide50
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TEXT COMPLEXITYQualitative MeasuresSlide51
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BREAK TIME!It’s time to move around! 15 Minute BreakSlide52
What is the difference between engagement and enjoyment?
How does an understanding of the difference between engagement and enjoyment impact how we look at the Reader-Task component?52TEXT COMPLEXITYReader and Task ConsiderationsSlide53
Teachers
How often do you closely read a text to assess the complexity factors before you teach it?How often do you pre-read class tasks with Tier 2 (or academic language) in mind?How much time in class do you intentionally carve out to address academic language?How would spending more time on this aspect of preparation target the equity in your classroom?What are two things that you can implement immediately based on what you have learned so far?53Coaches and Instructional LeadersWhat evidence do you think you would see in a teacher’s lesson plan if the teacher had independently conducted a text complexity analysis before class?What evidence do you think you would see in teacher’s classroom instruction and student work if the teacher had independently conducted a text complexity analysis before class?How could professional development about text complexity analysis benefit students?REFLECTIONComplex Text And Its Academic LanguageSlide54
Standards goal:
Students leave the lesson having read, analyzed, and understood what they have read.Traditional goal: Students leave the lesson knowing the details of the narrative. 54COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTSIn Service of Grade-level TextSlide55
Shift 2: Reading, Writing and Speaking Grounded in
Evidence from Text, both Literary and Informational Slide56
According to the text
Advancing our Students’ Language and Literacy by Marilyn Jager Adams, what happened with the SATs in 1977?How do the findings from the College Board support Marilyn Jager Adams’s conclusion that “...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”?56Which of the questions most strongly reflect Shift 2?What different kinds of thinking did you have to do to answer each question?COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTSReading, Writing, and Speaking Grounded in Evidence from Text, Both Literary and InformationalSlide57
ACTIVITY PREPARATION
Change of Perspective We’re going to shuffle to sit at tables with others who have the same or similar job description as us:TeachersCoachesAdministratorsPartners Introduce yourselves, say where you are from, and discuss what has resonated strongly with you today.57Slide58
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StandardsText ComplexityInteraction with textAligned QuestionsEvidenceCommunicationAcademic languageCOMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTS
Knowing What You Are SeeingSlide59
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VIDEO OBSERVATIONKnowing What You Are SeeingSlide60
Select a
timekeeper.Begin with question 1. Each person has 15 seconds to share her or his findings for that question with no feedback from other participants.This process moves around the table.Repeat process with questions 2–7.60WHIP AROUNDKnowing What You Are SeeingSlide61
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EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNINGRevisiting Educational EquityRevisit the “Unpacking Equity” components from the morning.Take two minutes to reflect in your notes:What did equity look like in this class?
What questions do I have about Equitable Instruction in this class?
Take
five
minutes to hear from whole table.
Select a speaker to represent your table in sharing out with the community.Slide62
Are we better prepared to:
Attend to the language of the standards?Analyze how the standards create a trajectory of learning?Recognize the importance of academic language?Recognize the components of text complexity?Examine bias and its role in our work and learning?Describe educationally equitable environments?Commit to adaptive change within the Shifts?Recognize that the Shifts change the focus of teaching with the standards?Identify instruction that incorporates the first two Shifts and standards?62
REVISITING
Wrapping Up: Our Charges and ObjectivesSlide63
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CONTINUOUS IMPROVEMENTFeedbackPlease fill out the survey located here: www.standardsinstitutes.orgClick “WINTER 2019” at the top of the page.Click “Details” in the center of the page.Slide64
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Source21-26Ferguson, R. L. (2006). Reading between the lines: What the ACT reveals about college readiness in reading: http://www.nationsreportcard.gov/reading_2013/27http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=4http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=8http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=1245Adams, Marilyn Jager. "Advancing Our Students' Language and Literacy: The Challenge of Complex Texts." American Educator 34.4 (2011): 3.73
CCSS Appendix A: http://www.corestandards.org/assets/Appendix_A.pdf
Reference ListSlide66
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