Fluency and Complex Text Grades 68 ELA Summer 2016 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 ID: 548463
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Slide1
Day 2 ELA
Fluency and Complex Text
Grades 6-8 ELA Summer 2016Slide2
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
About Me3PICTURE OF YOU
Information about YOUSlide4
Raise your hand if…you are an ELA teacher
you 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 organizationIntroduction: Who You AreSlide5
Welcome Back: Today’s Session Fluency, Syntax, and Sentences
Text Dependent Questions Slide6
Debriefing the Keynote
Keynote
Key Points of Presentation:
Implications for:
Planning:
Instruction:Slide7
Session 1:
ObjectivesUnderstand leverage points for incorporating meaningful fluency work into lesson development and instruction
Determine the role of syntax in complex text
Close read and dissect text at the sentence level with “Juicy Sentences”
Develop, revise, and assess text dependent
questions Slide8
AgendaKeynote Debrief
Setting up the Day“California Commonwealth Club Address” The Juicy Language of Text
Syntax Juice(y sentences and) the StandardsConstruction
Text Dependent Questions:
Development and EvaluationSlide9
Setting up the Day
How do I provide my students the time they need to ensure they can access text at a complexity beyond their independent reading level?How do I address fluency and language in the texts I teach?How do I preview texts that I am teaching with before I teach them?
ReflectionSlide10
Student Profile
Develop a Student Profile2 Minutes:
ShareQuestionAnswer
Student ProfileSlide11
In this module, students explore the issue of working conditions, both historical and modern day. As they read and discuss both literary and informational text, students analyze how people, settings, and events interact in a text and how an author develops a central claim....
Working ConditionsSlide12
“California Commonwealth Club Address” Cesar ChavezSlide13
Features of Complex Text
StructureLanguage Demands
Knowledge Demands: Life ExperiencesKnowledge Demands: Cultural/Literary Knowledge Knowledge Demands: Content/Discipline Knowledge
Levels of Meaning or PurposeSlide14
Grammatical and Rhetorical Features of Complex Text
Information densityD
ependent clauses P
hrases within sentences
The
use of
subjective pronouns
The
use of adverbial clauses and phrases to situate
events
Adverbial Clause: Group of words which plays the role of an adverb (as in all clauses, an adverbial clause contains a subject and a verb. For
e
xample:
Keep hitting the gong
hourly
. (normal adverb)
Keep hitting the gong
until I tell you to stop
. (adverbial clause)
A subjective pronoun example: She, he, they, itSlide15
Grammatical and Rhetorical Features of Complex Text (continued)
EllipsesThe use of abstract nounsThe use of devices for backgrounding
and foregrounding informationPassive voice
A combination of complex and simple sentences
An abstract noun is a word which names something that you cannot see, hear, touch, smell or taste. For example:
Consideration
Parenthood
B
eliefSlide16
How’s your Grammar?The Link Between Reading and Writing
Regular and irregular plural nouns and verbs Abstract nounsComparative and superlative adjectives and adverbsCoordinating and subordinating conjunctions
Relative pronouns and relative adjectivesPrepositional phrasesPrepositions, interjections
Correlative conjunctionsAffixes and rootsFunctions of
verbals (gerunds, participles, infinitives)Slide17
Tackling Complex Text Without Fluency
Like the other immigrant groups, the day will come when we win the economic and political rewards which are in keeping with our numbers in society. The day will come when politicians do the right thing by our people out of political necessity and not out of charity or idealism.economic
politicalrewards that are economic and political“in keeping with our numbers in society”
use of “by”political necessity
idealismSlide18
Putting it Together: Syntax
Read the text. Craft your own definition of syntax based on what you read. Slide19
The “Juicy” Language of Text
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?
Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley Slide20
LunchSlide21
Putting it Together: Juicy SentencesRead and annotate the article.
What makes a sentence juicy? What instructional opportunities does the juicy sentence provide?Slide22
Tens of thousands of the children and grandchildren of farm workers and the children and grandchildren of poor Hispanics are moving out of the fields and out of the barrios--and into the professions and into business and into politics.
Let’s Practice…..Slide23
Example of Juicy Sentence Work
from The Commonwealth Club Address And Hispanics across California and the nation who don't work in agriculture are better off today because of what the farm workers taught people about organization, about pride and strength, about seizing control over their own lives.
Hispanics are better off today because of what the farm workers taught them about taking control over their own lives.
[There] is repetition of the word about and it is separated by commas.Slide24
Comparing the Structure
And Hispanics across California and the nation who don't work in agriculture are better off today because of what the farm workers taught people about organization, about pride and strength, about seizing control over their own lives.
People throughout the school
get tired sometimes and should deserve a break of approximately three minutes during-in the middle of each period to stretch out, to read or draw, to munch on something appropriate for a school snack.Slide25
The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa.
Let’s Practice (More)
Th
e
gr
o
w
er
s
o
nl
y
hav
e
themselves
t
o
blame
f
o
r
an
incr
ea
sing
d
e
mand
b
y
c
o
nsumers
f
o
r
h
igh
er
qu
al
it
y
f
oo
d
--
f
oo
d
that
isn't
t
ai
nted
b
y
toxics
;
f
oo
d
that
d
oe
sn
'
t
r
e
sult fr
o
m
plant
m
u
t
a
tion
s
o
r
ch
emic
al
s
wh
ich
pr
o
du
c
e red,
lu
sc
iou
s
-
l
oo
king
t
o
m
a
t
oe
s
--
that
t
a
st
e
like
alfalfa.Slide26
The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa.
The growers only have themselves to blame for an increasing demand by consumers for higher quality food food that isn't tainted by toxics food that doesn't result from plant mutations or chemicals which produce red luscious looking tomatoes that taste like alfalfa.
The growers only have themselves to blame for an increasing demand by consumers for higher quality food
--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red
, luscious-looking tomatoes--
that taste like alfalfa.
The growers only have themselves to blame
for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa.
The growers only have themselves to blame for an increasing demand by consumers for higher quality food
--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa.
The growers only have themselves to blame
for
an increasing
demand
by
consumers
for
higher quality
food-
-food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa.
The growers only have themselves
to blame
for an increasing demand by consumers for higher quality food
--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa.
The growers only have themselves to blame for an increasing demand by consumers for higher quality food--
food that isn't tainted by toxics;
food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa.
The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics;
food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa.
The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics;
food that doesn't result from plant
mutations
or
chemicals
which produce red,
luscious
-looking tomatoes--that taste like
alfalfa
.
A Juicy Sentence DeconstructionSlide27
3 Ideas Clarified2
Questions
1 “A
-ha”
Scaffolding
“
Juicy”
SentencesSlide28
Juicy Sentence: Copy down yours
Bullet:
Why did you choose this sentence?
What language
and/or language standard
(
s
)
does it lend
itself
to?
What reading standard does it best address?
What teaching opportunities could it provide?
Sharing Thinking About Juicy SentencesSlide29
Post:
CommentsQuestionsRecommendationsFive Minute Feedback: Gallery WalkSlide30
Break 15Slide31
Comprehension, Meaning, Analysis: Approaching “California Commonwealth Club Address”
Masterful ReadingBuilding fluency and confidence through modeling
Accessing the text with confidenceUnderstanding the text at a basic level
Collaborative Reading
Reading and re-reading with partners for a purpose
Whisper reading with partners
Reading in small groups
Examining
the ideas, structures, and layers of meaning, creating a common and solid understanding
Independent Reading
Surface Reading/ Review/ Gist
Building fluency
Projecting automaticity
Accessing core understandingSlide32
Standards-Based Text-Dependent QuestionsScaffold
learningGuide students to identify key ideas and detailsBuild vocabularyBuild knowledge of syntax and structureHelp students grapple with themes and central ideasSynthesize
and analyze information
What are the key details and ideas?
How can I support students to get them to see and understand these details and ideas?
32
Which
words
should we look at for TDQs?
Essential to understanding the text
Likely to appear in future reading
More abstract words (as opposed to concrete words)
Why
should
we ask Central Idea/Theme-Based TDQs?
Guide students toward the theme
Encourage students to look to the text to support their answers
Encourage students to examine the complex layers of a rigorous text
Support comprehension Slide33
Creating Text Dependent Questions
Identify the core understandings and key ideas of the textIdentify the standards that are being addressed (1 and 10: always a given – let’s get deeper)
Target small but critical-to-understand passagesTarget vocabulary and text structureTackle tough sections head-on: notice things that are confusing and ask questions about them
Create coherent sequences of text-dependent questionsCreate the assessmentSlide34
34Remember Reading Targets
Slide35
Developing Text Dependent Questions
Develop 3-5 text dependent questions to be used with excerpts from “California Commonwealth Club Address”Ensure that they are aligned to a standard, working toward the entirety of a standard
. Do not use Standard 1If there is another standard you wish to align a question to, identify the standard with the question
Make sure they can be answered using evidence from the text
Place them on your group’s chart paper
CCSS ELA RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
According to the
text….
What can you infer about
…based on….Slide36
TDQ Directions
Post Passage
Standard(s):
TDQ:
TDQ:
TDQ:Slide37
Galley Walk
Review the charts from other tables
Advanced: Clear Standard link, understanding of TDQs
Almost there
Not standards based, answerable, or issues with relevancySlide38
Debrief
Take a look at your student profiles and discuss how this process would work for these students and what additional support they would need. How might this have to look different for non-readers?Slide39
Revisiting the ReflectionSlide40
Reference List
Side(s
)Source15
William 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, 181816
Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley
https://www.youtube.com/watch?v=STFTX7UiBz0
18
Chris
Hayes blog
24
Dr. Timothy Shanahan, retrieved from
shanahanonliteracy.com
, June 17, 2015
IMAGE CREDIT:
Slide 1:
Unbounded.orgSlide
3:
Flikr
/
DerekBruff
. Slide 7: Flickr/
MichaelCrane
blip_4 Speed Dating Jelly Babies. Slide 8: Flickr/
KellyShort
/Child
Lanbor
;
Flickr/
JohnSchulze
/Token Reminder of Where Our Food Comes from; Slide 9: Flickr/
JayGalvin
/
Huegla
‘Strike’ Cesar Chavez
.
Slide 13: Flickr/
KennethLu
/
Strunk
and White, Illustrated?; Slide 17:
Lunch
/Antony Cowie. Slide 24:
Flikr
/
DerekBruff
. Slide 26: Flickr/JogiBaer2/Post-It. Slide 27: Flickr/Camila Tamara Silva Sepulveda/Coffee Lover. Slide 33: :
Flikr
/
DerekBruff
. Slide 34: Flickr/
MarylandGovPics
/First Lady’s Art Exhibition.