Welcome to the Educator Enhancement Academy

1. Welcome to the Educator Enhancement Academy English Language Arts and Literacy Grades 6-12 We are glad you are here! Day 2

2. Discussion – Day 1 Exit SlipsFacilitating Day 1

3. Shift 2Reading, Writing and Speaking Grounded in Evidence from Text, Both Literary and Informational

4. Recommended Percentages for Reading throughout the Day

5. Recommended Percentages for Reading during English Language Arts Class

6. Recommended Percentage of Each Type of Writing

7. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Non-Examples and Examples Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

8. Example? James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.

9. Activity Each participant will review a grade-appropriate unit aligned to the Next Generation ELA and Literacy Standards on the Teach 21 site and focus on how reading, writing and speaking are grounded in evidence from the text.

10. Table Discussion What are the implications for classroom practices at your grade level?

11. Text-Dependent Questions

12. Shift # 2: Text-Dependent Questions Building knowledge through content-richnonfiction Reading, writing,and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

13. Time – In and Out of the Text • More instructional time spent outside the text means less time inside the text. • Departing from the text in classroom discussion privileges only those who already have experience with the topic. • It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading. • The CCSS are College and Career Readiness Standards.

14. Text-Dependent Questions are not… • Low-level, literal, or recall questions • Focused on comprehension strategies • Just questions…

15. Text-Dependent Questions... • Can only be answered with evidence from the text. • Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. • Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. • Focus on difficult portions of text in order to enhance reading proficiency. • Can also include prompts for writing and discussion questions.

16. Three Types of Text-Dependent Questions When you're writing or reviewing a set of questions, consider the following three categories: • Questions that assess themes and central ideas • Questions that assess knowledge of vocabulary • Questions that assess syntax and structure

17. Creating Text-Dependent Questions

18. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Non-Examples and Examples Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

19. They were a couple in their late thirties, and they looked unmistakably married. They sat on the banquette opposite us in a little narrow restaurant, having dinner. The man had a round, self-satisfied face, with glasses on it; the woman was fadingly pretty, in a big hat. There was nothing conspicuous about them, nothing particularly noticeable, until the end of their meal, when it suddenly became obvious that this was an Occasion—in fact, the husband’s birthday, and the wife had planned a little surprise for him. It arrived, in the form of a small but glossy birthday cake, with one pink candle burning in the center. The headwaiter brought it in and placed it before the husband, and meanwhile the violin-and-piano orchestra played “Happy Birthday to You,” and the wife beamed with shy pride over her little surprise, and such few people as there were in the restaurant tried to help out with a pattering of applause. It became clear at once that help was needed, because the husband was not pleased. Instead, he was hotly embarrassed, and indignant at his wife for embarrassing him. You looked at him and you saw this and you thought, “Oh, now, don’t be like that!” But he was like that, and as soon as the little cake had been deposited on the table, and the orchestra had finished the birthday piece, and the general attention had shifted from the man and the woman, I saw him say something to her under his breath—some punishing thing, quick and curt and unkind. I couldn’t bear to look at the woman then, so I stared at my plate and waited for quite a long time. Not long enough, though. She was still crying when I finally glanced over there again. Crying quietly and heartbrokenly and hopelessly, all to herself, under the gay big brim of her best hat. The Surprise Party by Katharine Brush

20. Large Group Discussion What are the implications for classroom practices across classrooms in your school?

21. BREAK

22. Appendix C Read a narrative writing sample. Read an informative writing sample. Read an argumentative writing sample.

23. Activity Participants will review the WVDE Instructional Writing Rubrics for their respective grades.

24. http://wvde.state.wv.us/teach21 >Assessment, >Rubrics, >WVDE Instructional Writing Rubrics

25. http://wvde.state.wv.us/teach21 >Assessment, >Rubrics, >WVDE Instructional Writing Rubrics

26. Table Discussion Participants will discuss the implications for classroom practice with their grade level table teams.

27. Large Group Discussion

28. Shift 2 – Reading, Writing and Speaking Grounded in Evidence from Text, Both Literary and Informational Debrief and Planning

29. Quick Write What classroom practices promote reading, writing and speaking grounded in evidence from text?

30. LUNCH

31. Shift 3 Regular Practice with Complex Text and its Academic Language

32. Activity Participants will review Appendix A – Text Complexity, pages 1-16, focusing on text complexity and note the implications for classroom practice.

33. http://wvde.state.wv.us/teach21 >Curriculum, >Content Areas, >English Language Arts

34. http://wvde.state.wv.us/teach21 >Curriculum, >Content Areas, >English Language Arts>Common Core State Standards Information

35. http://wvde.state.wv.us/teach21 >Curriculum, >Content Areas, >English Language Arts>Common Core State Standards Information, >Appendices to the Common Core State Standards

36. http://wvde.state.wv.us/teach21 >Curriculum, >Content Areas, >English Language Arts>Common Core State Standards Information, >Appendices to the Common Core State Standards, > Appendix A (CCSS)

37. Table Discussion • Participants will discuss the classroom practices that must take place with their grade level teams

38. Large Group Discussion What are the classroom practices that must take place across classrooms within a school?

39. Activity Participants will read Appendix A – Writing, pages 23-25, and note the implications for classroom practices.

40. Activity Participants will read Appendix A – Speaking and Listening, Pages 26-27, and note the implications for classroom practices.

41. Activity Participants will read Appendix A – Language, pages 28-31, and note the implications for classroom practices.

42. Activity Participants will read Appendix A –Glossary, pages 42-43, and note the implications for classroom practices.

43. Large Group Discussion You just completed the review of Appendix A sections focused on text complexity, writing, speaking and listening, language and glossary. What key points will you take away with you?

44. BREAK

45. Shift 3Regular Practice with Complex Text and its Academic Language Vocabulary

46. Activity Participants will read Appendix A – Vocabulary, pages 32-35, and note implications for classroom practices.

47. Vocabulary Which words should be taught? • Essential to understanding text • Likely to appear in future reading Which words should get more time and attention? • More abstract words (as opposed to concrete words) persistvs. checkpoint noticed vs. accident • Words which are part of semantic word family secure, securely, security, secured

48. Vocabulary and Text Dependent Questions From “Hot and Cold Summer” - 5th grade fictional text • “To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23) • Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?

49. Syntax and Text Dependent Questions • Syntax can predict student performance as much as vocabulary does. • Questions and tasks addressing syntax are powerful. Example: Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack.

50. Structure and Text-Dependent Questions • Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text, or how illustrations add to a narrative).