Winter 2016

1. Day 2 ELA Diving into Curriculum, Instruction, and Practice Prekindergarten – Grade 3 Winter 2016

2. Welcome Back: Today’s Sessions Session 1:Complex Text in the Classroom Session 2: The Juicy Language of Complex Text Session 3: Planning to the Core

3. Session 1: Complex Text in the Classroom

4. Session 1 Objectives • Examine an aligned approach to teaching texts through “Nasreen’s Secret School” • Develop, revise, and assess text dependent questions

5. Agenda • Reading for the Gist • Reading for Key Details • Questions from the Text • Features of Complexity

6. Questions for Reflection • To what extent do my students interact with grade-level appropriate complex text as dictated by the CCSS? How much nonfiction? • To what extent do I reference the standards as I plan a lesson? • How well do I strike a balance between working with fiction and nonfiction text in the classroom • How important is this?

7. Setting up the Day Student Profile • Where this student excels • First language • Reading/literacy level • Interests • Interaction with peers • Writing • Additional background information • Concerns

8. CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-LITERACY.RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. Close Reading“Nasreen’s Secret School”: How do People Access Books in Afghanistan? “I can discuss how the main message of “Nasreen’s Secret School” is conveyed through key details.”

9. Recording our Ideas

10. Recording Form

11. Close Reading“Nasreen’s Secret School”: How do People Access Books in Afghanistan? • I can answer questions using details from “Nasreen’s Secret School”. • I can explain why I chose specific details I found to answer questions. • I can determine the meaning of new vocabulary using clues in the text around it.

12. Questions from the Text • According to the story, how did the city of Herat change for the worse? Why did it change? • According to the story, why did Nasreen stop speaking and smiling? • In what way did the boys of the village help the girls of Nasreen’s school? • What event or events in the story made Nasreen change back to being a happy child? • What does the author mean when she writes, “Now she can see blue sky beyond those dark clouds”?

13. 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?

14. Masterful Reading (choral, partner reading) Building fluency and confidence through modeling Accessing the text with confidence Understanding the text at a basic level Approaches to Reading • Close Reading • Collaborative reading • Examining the ideas, structures, and layers of meaning, creating a common and solid understanding • Independent Reading • Surface reading/ Review/ Gist • Building fluency • Projecting automaticity • Access core understanding

15. Features of Complex Text Which of these features are identified in the grade level standards as a target for “mastery” at the end of grade 3? Which of these features make “Nasreen’sSecret School” complex?

16. Text-Dependent Questions • Scaffold learning • Guide students to identify key ideas and details • Build vocabulary • Build knowledge of syntax and structure • Help students grapple with themes and central ideas • synthesize 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? • 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

17. When Creating Text Dependent Questions • Identify the standards that are being addressed • Identify the core understandings and key ideas of the text • Target small but critical-to-understand passages • Target vocabulary and text structure • Tackle tough sections head-on: notice things that are confusing and ask questions about them • Create coherent sequences of text-dependent questions • Create the assessment

18. Text Dependent Questions for Close Reading Demand that students: • Focus on specific excerpts of a text • Notice and work through things that are confusing • Collaborate with peers when possible • Work with questions that may have more than one answer derived or inferred from text

19. “Nasreen’sSecret School” Using the guidelines for Text Dependent Questions: • Develop 3-5 text dependent questions to be used with excerpts from “Nasreen’s Secret School” • Ensure that they are aligned to a standard, working toward the entiretyof a standard • Make sure they can be answered using evidence from the text • Place them on your group’s post-it sheet CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events How does Nasreen feel when she begins attending the secret school? Describe how Nasreen’s feelings change as she attends the secret school.

20. Close Out Tweet What are the benefits toteaching a complex text? What are the advantages to designing reading experiences aligned to specific standards?

21. Session 2: Juicy Sentences

22. Session 2 Objectives • Determine the role of syntax in complex text • Close read and dissect text at the sentence level with “Juicy Sentences” • Identify how we can use CCSS aligned resources to teach syntax and build familiarity with CCSS language standards and grammar • Ensure that my instruction addresses syntax in my elementary readers

23. Session 2 Agenda • Deconstructing Juicy Sentences • Syntax & Grammar • Scaffolding Student Work with Juicy Sentences

24. The “Juicy” Language of Complex 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

25. What Makes This Sentence Difficult? “The women of Montgomery, both young and older, would come in with their fancy holiday dresses that needed adjustments or their Sunday suits and blouses that needed just a touch – a flower or some velvet trimming or something to make the ladies look festive.” --Nikki Giovanni (Rosa)

26. Syntax and Juicy Sentences Syntax • Read the text. • Craft your own definition of syntax based on what you read. Juicy Sentences • Read and annotate the article. • What makes a sentence juicy? • What instructional opportunities does the juicy sentence provide?

27. How’s Your Grammar? • Pronouns • Adjectives • Irregular plural noun • Abstract noun • Irregular verb • Simple verb tenses • Pronoun-antecedent agreement • Comparative and superlative adjectives • Comparative and superlative adverbs • Possessives • Suffixes

28. Language and Reading Standards Look through the Language and Reading Craft and Structure standards for Grade 3, thinking about the complexity and opportunity with “Nasreen’s Secret School”. • What are the intersections between the Language Standards and the Reading Craft and Structure Standards?

29. Debrief Identify specific understandings that students must have around written language and grammar (even if they do not know the terms), and how “Nasreen’s Secret School” provides an opportunity to explore them.

30. Language Withthosewords, thefirst sincehermamawentsearching,NasreenopenedherhearttoMina. • 1. Copy the sentence. • 2. Write, “I think this sentence means ___________________.” • 3. Write other things that you notice. • 4. Write a new sentence mimicking the author’s structure.

31. With those words the first since her mama went searching Nasreen opened her heart to Mina. With those words, the first since her mama went searching, Nasreen opened her heart to Mina. With those words, Nasreen opened her heart to Mina. the first since her mama went searching, With those words, the first since her mama went searching, Nasreen opened her heart to Mina. Deconstructing the Juicy Sentence Withthosewords, thefirst sincehermamawentsearching,NasreenopenedherhearttoMina. Nasreen opened her heart to Mina.

32. Example of Grade 2 Juicy Sentence Work An old, slow tortoise like Mzee can never protect Owen the way a fierce mother hippo could. “I think this sentence means that Mzee can never protect Owen but they will always stay together.” I notice that there are: commas, adjectives, _____ My young, hungry, playful dogs are at my medem house.

33. Another Juicy Sentence • I heard whispers about a school – a secret school for girls – behind a green gate in a nearby lane.

34. Find a Juicy Sentence With your table, read through “Nasreen’s Secret School” to find a juicy sentence, keeping the Language and Reading Craft and Structure Standards in mind. • DISCUSS: • Why did you choose this sentence? • What teaching opportunities could it provide? • What language standards does it lend to? WRITE • two TDQs, aligned to specific standard(s) that involve work with this sentence. • Add them to your group’s TDQs on the chart paper.

35. A Kindergarten Juicy Sentence Example

36. Scaffolding Student Interpretation of “Juicy” Sentences Read Shanahan’s blog and then write/annotate: 3 ideas clarified 2 questions 1 “a-ha”

37. Timothy Shanahan on Text Complexity • As you watch, think about what Shanahan says about the way we handled complex text in the past and the way it should be handled now. Dr. Timothy Shanahan, Distinguished Professor Emeritus of Urban Education at the University of Illinois, Chicago

38. Revisiting the Reflection • To what extent do my students interact with grade-level appropriate complex text as dictated by the CCSS? How much nonfiction? • To what extent do I reference the standards as I plan a lesson? • How well do I strike a balance between working with fiction and nonfiction text in the classroom? • How important is this?

39. Session 3: Planning to the Core

40. Session 3 Objectives • Identify how standards are assessed and addressed throughout a module • Determine opportunities for scaffolding to prepare students for assessment with grade appropriate text • Design a learning experience for struggling students within the module

41. Session 3 Agenda • Assessment to Inform Instruction • Planning to the Core

42. Standards Aligned Approach Texts Read the Module 1 Overview for: “My Librarian is Camel: How Books are Brought to Children Around the World” GRADE 3 MODULE 1: MODULE OVERVIEW In your table groups, discuss the following: • How does the module approach differ from traditional approaches to teaching texts? • To what extent do the learning targets capture the entirety of the standards they represent?

43. Grade 3, Module 1Assessment Review • Annotate how these assessments build skill and practice. • What knowledge and vocabulary should students come to this module with? • Identify the shifts that these assessments provide evidence of • What is missing?

44. Strategies to Improve Student Learning Dylan Wiliam, Deputy Director and Professor of Educational Assessment at the Institute of Education, University of London

45. Scaffolding Student Learning • Read through Grade 3 Module 1 Unit 1 Lesson 8: Paragraph Writing Instruction. (This is the lesson that follows “Nasreen’s Secret School”) • Keeping in mind the lessons we lived as students, the Unit Plan, the assessments, our juicy sentence work and your student profile consider and note: • How does this lesson scaffold learning well? • Where does this lesson fall short for students?

46. Targeted Instruction Tool • Target Areas of Focus • Where is the target area addressed in the curriculum • What scaffolds will each group need to be successful • Re-Assessment of Focus Area (which assessment will you use to measure progress?) • Reevaluation and next steps

47. Targeted Instruction Activity Select two or three student profiles from your table, and outline a lesson focusing on the section for which you wrote your TDQs that can move these students toward meeting the standards in this unit, with the End of Unit Assignment in mind. • What standard is the specific focus? • How will you go about teaching this lesson? • How is this time spent for students performing at grade level? • Record your notes on chart paper.

48. Day 2 Reflection x

49. Data Collection at Standards Institute Data Collection Analysis Pre-survey (10-15m) Knowledge Facilitators Immediate adjustment: Content Facilitation Operation Daily survey (5-10m) Feedback Knowledge Institute team

50. Please fill out the daily Survey!