Grades 6 8 Summer 2017 Welcome Back 2 Thank You for Your Feedback 3 We will be experiencing and building ideas about knowledge comprehension and fluency Some reading of complex text and learning new ideas feeling what students might feel some thinking like teachers ID: 797105
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Slide1
Building Knowledge & Fluency through Volume of Text
Grades 6 – 8Summer 2017
Slide2Welcome Back!
2
Slide3Thank You for Your Feedback!+
3
Slide4We will be experiencing and building ideas about knowledge, comprehension and fluency.
Some reading of complex text and learning new ideas (feeling what students might feel), some thinking like teachers (what does it look like in the classroom? how do I plan for this?)
Today’s Session
Slide5PARTICIPANTS WILL BE ABLE TO (PWBAT):
Identify the knowledge, vocabulary and fluency demands presented by combinations of texts in order to select/create/leverage text sets that facilitate student acquisition of knowledge
Session
Objectives
Describe the rationale for having students interact with a sequence of texts on the same topic
Identify the knowledge and vocabulary demands of a given text
Create an effective sequence of texts/modify an existing sequence to become more effective
Use
the Instructional Practice Guide (IPG) as a lesson planning tool
and
a coaching
tool.
Identify
where, in lessons and videos, teachers engage in Core Actions.
Slide6Experience what it is like to build knowledge and vocabulary through a volume of texts
Read and discuss more about the role of knowledge in reading comprehension.
Practice sequencing a set of texts based on complexity.
Build an intentional text set for your own work with students.
Session Agenda
Slide7Take responsibility for yourself as a learner
Honor timeframes (start, end, activity)Be an active and hands-on learnerUse technology to enhance learning
Strive for equity of voice
Contribute to a learning environment in which it is “safe to not know”Norms
That Support Our Learning
7
Slide88
Setting the Stage: Practice the Norms
How do YOU feel about this whole idea of “grapple” and kids reading challenging texts?
How does this fit your paradigm as an ELA teacher? As a reader?
Slide9Anostraca
See if you can make this text “make sense.”
Pay attention to what you’re doing (both with your pens/pencils and your minds) to try and comprehend this text.
What if you read it
more closely
?
Give this text a whirl!
Slide10What makes Anostraca complex?
You don’t know many of the key words.
The sentences are long and it take concentration to hold the meaning from beginning to end.There’s no reason to read it other than you are being good sports.
You’re having a hard time connecting/little background knowledge (and maybe you really don’t care!).
Slide11What if this was really important?
What if it was essential for students to read this text? What things have you been trying?
Slide12Another Idea
Let’s see if we can back up and learn what we need to know to tackle this complex text without lots of teacher support.
Read the text “Ephemeral Ponds” (pages
4-5).
Read it once through for the central ideas (get as far as you can in 5 minutes), then we will go back in together to take on some key sections.
Questions:
How long do ephemeral ponds in Florida usually last?
What lives in ephemeral ponds? What happens to those species when the pond dries up?
Why are ephemeral ponds important to the species that live there?
What are some other names for ephemeral ponds? What then, do you think “ephemeral” means?
Slide13Keep Building!
Read “Shrimpy
Shrimp” (page 6)
once through for the central ideas (2 minutes), then we will go back in to take on some key sections.
Questions:
Where do fairy shrimp live?
What happens to fairy shrimp when vernal pools dry?
Slide14But…Oh No!
“Dexteria
Floridana”
Read this document
(page 7-8) once
through for the central ideas (about 3 minutes), then we will go back in to take on some key sections.
Questions:
What is the “regular name” of
Dexteria
Floridana
?
What is happening to it? Why?
Slide15The Demise
Read “Two Florida Species Declared Extinct” on page 9.
Read this document once through for the central ideas (get as far as you can in 5 minutes), then we will go back in to take on some key sections.
Questions:
What has likely happened to
Dexteria
Floridana
?
Slide16Anostraca
Return to this first
–
once very challenging – text.
Dexteria Floridana ----------
Slide17Anostraca
Read this text again, through once, highlighting areas where you now have clarity.
Questions (please answer in writing):
Describe how the eggs of these organisms are adapted specifically to the habitat in which they are laid. Use specific details from the text to support your claim.
What is threatening these organisms?
Slide18Make an Inference
Maybe you don’t care a whole lot about tiny little crustaceans you’ve never seen. But what are the implications of the continued destruction of vernal pools?
I fly thousands of miles every year just to eat here. It’s the best.
Slide19What Have You Learned?
Based on what you’ve learned so far, write a paragraph in which you describe two reasons why it’s important to protect fresh water. Include evidence from the texts you’ve read this morning to support your claims.
Slide20Debrief
What just happened? Did your “reading level” change?
Why were you able to make such a strong inference from the cartoon? Why is this significant?
What did you notice about the rate of your reading of Anostraca the second time? Why did that happen?
What were the specific “teacher moves” that allowed you to make such rapid progress in your comprehension of the most challenging text?
What did you notice about the texts themselves? About the questions? About your claims and evidence?
What other notices and wonders do you have at this point?
Slide21Key Take-Aways
Sets of texts, arranged in a careful sequence and supported by strategic text-dependent questions, can rapidly build the knowledge students need to more independently experience success with a more complex text.
Building knowledge
impacts comprehension and fluency.
Slide2222
Slide23What Do Reading Comprehension Tests Measure?
Slide24Journal
What’s important to remember about strategically sequenced (some use the term “gradated”) sets of texts?
To what extent does your current ELA curriculum help students intentionally build knowledge as a scaffold toward comprehension and fluency?
In what ways does (or doesn’t) your current curriculum incorporate strategically sequenced sets of texts?
Slide25Building a Sequence of Texts to Improve Fluency, Knowledge, and Vocabulary
25
Slide26Keep in Mind the Purpose
26
Slide27Mapping the Topics
27
Slide28Strategically Build a Sequence
Text 1
Text 2
Text 3
Text
4…
Increasing Complexity
28
Slide29Reasons to Make an ExceptionIt’s engaging to lead with a “mystery text.”
It might be challenging or even too challenging. It might be vague, ambiguous, or even confusing, but it piques students’ interests. 29
Slide30For Effect: Build a Sequence
Text 1
Text 2
Text 3
Text
4…
Then Increase Complexity
30
Slide31Remember: Complexity is Complex!
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
31
Slide32Quantitative Measures
Word Difficulty
Frequency
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
32
Slide33Analyzing Text Complexity
Qualitative Measures
33
Slide34Imagine you were creating a curricular module/extended unit (incorporating fiction and non-fiction) designed to help Grade 7 students appreciate and understand the threats to fresh water.
In a pile on your table, there are several texts that your library media specialist has provided for you.Work with a partner to start building your unit by considering how to sequence the texts.
Sequence a Set of Texts
34
Text 1
Text 2
Text 3
Text
4…
Increasing Complexity
Slide35Handout
35
Slide36You might:
Strictly order texts from least complex to most complex.
Think about
whether this should be all one set, or a couple of smaller sets.
Make other decisions based on the questions students might be asking.
If
they know X, does that lead logically to Y?
Use
a challenging text early on to create a sense of wonder or intrigue.
Things to Think About
36
Text 1
Text 2
Text 3
Text
4…
Increasing Complexity
IF
EXTRA TIME
: Write TDQs for a simpler text that
will strategically
build
the knowledge
students need
to
tackle a more challenging
text
Slide37LUNCH
Slide38PARTICIPANTS WILL BE ABLE TO (PWBAT):
Identify the knowledge, vocabulary and fluency demands presented by combinations of texts in order to select/create/leverage text sets that facilitate student acquisition of knowledge
Revisiting the Session Objectives
Describe the rationale for having students interact with a sequence of texts on the same topic
Identify the knowledge and vocabulary demands of a given text
Create an effective sequence of texts/modify an existing sequence to become more effective
Use
the Instructional Practice Guide (IPG) as a lesson planning tool
and
a coaching
tool.
Identify
where, in lessons and videos, teachers engage in Core Actions.
Slide39These are two text sets! Yes?
Did You Get Something Like This?
39
Slide40Creating a Text Set
Slide41Strong text sets
Weak text sets
Build student knowledge about a topic; meaningful connection to the anchor textTexts are not related or connected across sets or they are only superficially connected
Texts are authentic, rich, and worthy of study
Only commissioned texts or textbook passages
Range of text types (literary and informational) and formats
Focused exclusively on one genre or format (unless the set is a genre study)
Text-complexity
levels support student achievement of the grade-level complexity demands of the
state standards
Text-complexity
levels are erratic and do not support the staircase of text complexity in the
state standards
Features of Quality Text Sets
Council of Chief State School Officers, 2012
41
Slide42First?
Then?
And?
Creating a Text Set
Slide43Creating a Text Set
Slide44www.commonlit.org
www.newsela.orgwww.readworks.org
“Expert Packs” at Achieve the Core: Contribute Yours!
http://achievethecore.org/category/411/ela-literacy-lessons?filter_cat=1112
Sources of Texts
Slide45Explore
Things you found:
Anchor Text:
Slide46Gallery: Your Best Ideas
Anchor Text:
Things you found:
Slide47What are you discovering about ELA curriculum design by doing this work?
What are the implications of what you are learning for the use of your current curriculum or the design or selection of future curriculum?
Important for tomorrow —
what are you learning about the importance of fresh water? What are you learning about ways we impact it?
Journal
47
Slide48BREAK
Slide49PARTICIPANTS WILL BE ABLE TO (PWBAT):
Identify the knowledge, vocabulary and fluency demands presented by combinations of texts in order to select/create/leverage text sets that facilitate student acquisition of knowledge
Revisiting the Session Objectives
Describe the rationale for having students interact with a sequence of texts on the same topic
Identify the knowledge and vocabulary demands of a given text
Create an effective sequence of texts/modify an existing sequence to become more effective
Use
the Instructional Practice Guide (IPG) as a lesson planning tool
and
a coaching
tool.
Identify
where, in lessons and videos, teachers engage in Core Actions.
Slide50Instructional Practice Guide (IPG)
The Instructional Practice Guide includes
coaching
and
lesson planning tools
to help teachers and those who support teachers to make the Key Shifts in instructional practice required by the Common Core State Standards (CCSS).
50
Slide51Standard Alignment
What does it mean to score standard alignment?
For instruction to fully align to the depth of the standard(s) means:
The instruction meets the full intent of the standard or is being sequenced to meet the full intent of the standard.
You would expect students to know more and demonstrate knowledge based on the instruction that you saw.
51
Slide52Core
ActionsFocus each lesson on a high quality text (or multiple texts).
Employ
questions and tasks, both oral and written, that are text specific and accurately address the analytical thinking required by the grade level standards.
Provide all students with opportunities
engage in the work of the lesson
of the lesson.
52
Slide53Core Action 1
Focus each lesson on a high-quality text (or multiple texts).Indicators A majority of the lesson is spent reading, writing, or speaking about text(s)
.
The text(s) are at or above the quantitative and qualitative complexity level expected for the grade and time in the school year and exhibit exceptional craft or build knowledge.
53
Slide54Core Action
2
Employ questions and tasks, both oral and written, that are text specific and accurately address the analytical thinking required by grade-level standards.
Indicators
Questions
and tasks address the text by attending to
its particular structure
(s), concepts, ideas, and/or
details.
Questions
and tasks require students to use
evidence from
the text to demonstrate understanding and
to support
their ideas about the
text.
These ideas
are expressed
through both written and/or oral
responses.
Questions
and tasks attend to the words (
academic vocabulary
), phrases and sentences within the
text.
Questions
are sequenced to build knowledge
by guiding
students to delve deeper into
building knowledge
from the text
.
54
Slide55Core Action 3
Indicators
A. The teacher keeps all students persevering with challenging tasks. Students habitually display persistence with challenging tasks.
B. The teacher expects evidence and precision from students and probes students’ answers accordingly. Students habitually display persistence in providing textual evidence to support answers and responses, orally and/or in writing.
C. The teacher provides challenging questions and tasks, and students engage in reasoning and problem solving to answer questions and solve tasks.
Provide all students with opportunities to engage in the
work
of the lesson
.
55
Slide56Student Mastery
Indicator
Students exhibit a strong grasp of the content of the lesson.
Students mastered or were moving towards mastery
of
the content of the lesson
.
56
Slide57Deeper Dive with the IPG
57
Small Group
Protocol
Read the indicators of the Core Action for your group (pp. 5-10).
Discuss the following with your small group:
How does this Core Action (including the indicators) support teachers and coaches in building understanding of
standards-
aligned instruction?
What are the essential teacher practices that support the indicators?
What resonates with you the most about this Core Action?
Slide58Deeper
Dive with the IPG
58
Table Discussion
Protocol
Turn and teach
.
Discuss the following with your table group:
How does this tool support teachers and coaches in building understanding of CCSSM-aligned instruction?
What are essential teacher practices that support each Core Action?
Where does each of the Standards for Mathematical Practice show up in the IPG?
Slide59Deeper
Dive with the IPG
59
Whole Group Discussion Protocol
How does this tool support teachers and coaches in building understanding of
standards-
aligned instruction?
Where does each of the
shifts
show up in the IPG?
What Core Actions are you most struck by and why?
Slide60Useful in both planning and coaching
Evidence for the indicators can come from lesson materials, teacher actions, student discussion, and student work
When using as a coaching tool, not all indicators may be evident in a single class period
Not to be used as an evaluation instrument
IPG Summary
60
Slide61What
Core Actions are visible in Mr. Sander’s instruction? Record all evidence.
Core Actions in Action!
61
Slide6262
Closing
I used to think _____________, but now I think _____________________________.
Slide63Independently Reflect…
Using your hand out as a reference reflect on one concept you saw used today. Why did it stand out to you?
How did it impact your learning?
Components of Effective Facilitation
63
Facilitation Skills
Slide64Slide65References
SlideSource
10
https://en.wikipedia.org/wiki/Anostraca
13
http://www.coastalplains.org/pdf/EP_Brochure.pdf
14
The Secret Pool,
Raye, R. (2013) Tilbury House Nature Book
15
http://www.iucnredlist.org/details/6519/0
16
http://www.biologicaldiversity.org/news/press_releases/2011/florida-extinct-species-10-05-2011.html
22
http://www.aft.org/periodical/american-educator/spring-2006/what-do-reading-comprehension-tests-mainly
Image credits
: Slide 1: Nick Lue. Slide 55:
Shutterstock/Monkey Business Images 12040246, 12040252 , 12045781 , Slide 19:
http://www.defendersblog.org/2011/07/cant-live-without-em-vernal-pool-fairy-shrimp/fairy-shrimp-cartoon/. Used with permission., Slide 35: Screenshot of EL Education website.
www.eleducation.org
,
Slide 45:
: http://rickbillings.com/water-is-life. Used with permission.