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Summer 2017

Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf. Leadership Pathway The Foundation in Grades 6–8. Summer 2017. THE FOUNDATION IN GRADES 6–8.

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Summer 2017

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  1. Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf Leadership Pathway The Foundation in Grades 6–8 Summer 2017

  2. THE FOUNDATION IN GRADES 6–8 Introduction: Who I Am Name 1

  3. THE FOUNDATION IN GRADES 6–8 Who Is In the Room Raise your hand if… • You are a school leader. • You are a district leader. • You work for a nonprofit. • You support schools. • You coach and develop others. • You consider yourself a “math person.” • You consider yourself a “literacy person.”

  4. 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.” THE FOUNDATION IN GRADES 6–8Norms That Support Our Learning

  5. THE FOUNDATION IN GRADES 6–8 Feedback on Feedback

  6. THE FOUNDATION IN GRADES 6–8 Parking Lot Let’s go back and see if questions were addressed…

  7. THE FOUNDATION IN GRADES 6–8 Share Your Learning Don’t forget to jot down ideas for • Light bulb moments • Why I teach/lead

  8. THE FOUNDATION IN GRADES 6–8 The Week at a Glance

  9. THE FOUNDATION IN GRADES 6–8We Will . . . • Go deeperon standards and shifts but also see how they play out in classrooms for deeper literacy learning and equitable practices • Examine standards-aligned resources • Do a lot of reading, writing, and thinking • Practice standards-based observations, including: • How to best prepare before going into classrooms • What to look for when in a classroom • Questions to ask when following up with a teacher or leader • Think about how what we are learning impacts what we will do in school Design the ideal literacy program.

  10. THE FOUNDATION IN GRADES 6–8 Objectives and Agenda Objectives: Participants will be able to • Describe how shifts 1 and 2 in ELA frame rigorous and equitable instruction in the middle school grades • Describe how the standards enrich the activities and exploration of text in the middle school grades • Identify what strong instruction looks like in the middle school classroom Agenda: • Opening and Activator • ELA Standards & Structure • Opening Observation • Shift 1 • Shift 2 • Observing for Shifts 1 and 2 • Role Teams

  11. THE FOUNDATION IN GRADES 6–8 Synectics Activator How is Mathematics like English Language Arts and Literacy? (Si-nek-tiks) a method of identifying and solving problems that depends on creative thinking, the use of analogy, and informal conversation among a small group of individuals with diverse experience and expertise Pair/Share: How might you explain the relationship between math and literacy? 11

  12. THE FOUNDATION IN GRADES 6–8 Equity • Equity is engaging in practices that meet students where they are and advances their learning by giving them what they need. It’s about fairness, not sameness. • Equity ensures that all children – regardless of circumstances – are receiving high-quality and standards-aligned instruction with access to high-quality materials and resources. • We want to ensure that standards-aligned instruction is a pathway to the equitable practices needed to close the gaps caused by systemic and systematic racism, bias, and poverty. • All week, we will explore our learning through an equity lens, and we will capture those moments visibly here in our room.

  13. THE FOUNDATION IN GRADES 6–8 Background: Structure of the Standards Strand Four Strands • Reading (Literature & Informational) • Writing • Speaking and Listening • Language Plus, K–5 Reading Foundational Skills In 6-12, specific Reading and Writing Standards in: History/Social Studies Science and Technical Subjects

  14. THE FOUNDATION IN GRADES 6–8 Background: Structure of the Standards Strand RL: Reading Literature R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Anchor Standard

  15. THE FOUNDATION IN GRADES 6–8 Background: Structure of the Standards Strand RL: Reading Literature R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Anchor Standard Grade-Specific Standard RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

  16. THE FOUNDATION IN GRADES 6–8 What We Know about Standards Instructional Delivery Curriculum Instructional Planning Standards SHIFTS

  17. THE FOUNDATION IN GRADES 6–8 Before We Start . . . Using the App in ELA CommonCore POWERED BY MasteryConnect

  18. Before We Start . . . Using the App in ELA THE FOUNDATION IN GRADES 6–8

  19. Before We Start . . . Using the App in ELA Two ways to find standards: 1. Scroll and Swipe 2. Type key words or the standard code in the Search Bar THE FOUNDATION IN GRADES 6–8 Find RL.7.2

  20. Before We Start . . . Using the App in ELA Find the Appendices in RESOURCES: THE FOUNDATION IN GRADES 6–8

  21. Classroom Observation

  22. Time for a Classroom Visit Think about how you normally prepare: What do you check in advance? What are the go-to tools you use? Watch the video: Treat the video as instruction in one of your classrooms. WRITE the evidence that you observe so that you can provide low-inference feedback later. Consider feedback: What points of feedback would help this teacher grow in terms of literacy instruction? What would help them grow in terms of equitable instruction? THE FOUNDATION IN GRADES 6–8

  23. THE FOUNDATION IN GRADES 6–8 Knowing What You’re Seeing Ms. Novak, 7th Grade Standards RL.7.2, RL.7.3, W.7.3.a What are the specific “look-fors” that show these standards are being addressed by the students?

  24. THE FOUNDATION IN GRADES 6–8 What should we see in this classroom? RL.7.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g. how setting shapes the character or plot) W.7.3a  Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  25. THE FOUNDATION IN GRADES 6–8

  26. Turn & Talk Discuss: 1. What you noticed 2. One area of positive feedback with supporting evidence. 3. One probing question for Ms. Novak. 4. One area for improvement with supporting evidence. THE FOUNDATION IN GRADES 6–8

  27. THE FOUNDATION IN GRADES 6–8 Table Discussion • In what ways is this task designed for students to address each standard? • In what instances did you see students engaging with these standards? Think about your “look fors,” and cite your evidence. RL.7.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the character or plot). W.7.3.a Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  28. Seeing the Forest for the Trees State Standards for ELA/Literacy: Key Shifts

  29. THE FOUNDATION IN GRADES 6–8The Shifts • Regular practice with complex text and its academic language • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Intentionally building knowledge through content-rich nonfiction 29

  30. Shift 1: Regular Practice with Complex Text and Its Academic Language

  31. THE FOUNDATION IN GRADES 6–8Shift 1: Regular Practice with Complex Text and Its Academic Language Read the first three pages (3–5) independently, and consider the following: • What is Marilyn Adams’s main claim in this section of the article? • What evidence does she use to support her claim? • BONUS: Which evidence was most compelling for you? Why?

  32. THE FOUNDATION IN GRADES 6–8Shift 1: Regular Practice with Complex Text and Its Academic Language High school students’ literacy has suffered over the past 50 years because during that time schools and teachers have been using easier and easier texts. Using less complex, below grade-level texts denies students the - information and knowledge, - language and vocabulary, and - modes of thought needed to become college and career ready.

  33. THE FOUNDATION IN GRADES 6–8Why Does EVERY Student Need More Practice with Complex Texts? • The gap between complexity of college and high school texts • ACT (2006) shows text complexity is a strong predictor of college success • Too many students not reading proficiently • <50% of graduates can read sufficiently complex texts • 37% of the nation’s 12th graders met the NAEP proficiency level (2013)

  34. THE FOUNDATION IN GRADES 6–8Performance on the ACT Reading Test by Comprehension Level (Averaged across Seven Forms)

  35. THE FOUNDATION IN GRADES 6–8Performance on the ACT Reading Test by Textual Element (Averaged across Seven Forms)

  36. THE FOUNDATION IN GRADES 6–8Performance on the ACT Reading Test by Degree of Text Complexity This graph shows performance on questions associated with uncomplicated, more challenging, and complex texts in relation to the ACT Reading Benchmark.

  37. Solutions IncludetheStandards G6: Scaffolded… G5: Independent… G4: Scaffolded… G3: Independent G2–G3 texts G2: Scaffolded G2–G3 texts G1: Supported Grade-Level Texts K: Actively Engage

  38. THE FOUNDATION IN GRADES 6–8 Four Factors of Qualitative Complexity Appendix A, Page 6 (CC App) • Levels of Meaning (RL) or Purpose (RI) • Structure • Language Conventionality and Clarity • Knowledge Demands: • Life Experiences • Cultural/Literary Knowledge • Content/Discipline Knowledge

  39. THE FOUNDATION IN GRADES 6–8 Qualitative Text Features

  40. THE FOUNDATION IN GRADES 6–8 Complex Text & Equity Any and all of these features may be present: Meaning Text Structure Language Features Knowledge Demands Too often, less proficient students are given texts at their level, where they do not see these features, and the demands of vocabulary and sentence structure are lowered. 40

  41. THE FOUNDATION IN GRADES 6–8 Zoom in on Complexity at the Sentence Level . . . . . . Grammatical and Rhetorical Features of Complex Text • Adjective phrase: less than a year • Last sentence has two clauses • Each clause containing several phrases • Past tense: could use it again • Scarcity of books and paper is a foreground to next sentence • Relationship between board and knife. • Two uses of the word “so” • So-adverb to paper • So-linking of “cleaning” to “so” Abe had to work and did not get to go to school very often. But he loved to read books and would read whenever he got the chance. Math was also a favorite subject for Abe. • Lincoln hadless than a year of schooling. Books werescarce and sowas paper. He worked / his arithmetic problems/ on a board / and cleaned the board / with a knife / so he could use it again. Lincoln had less than a year of schooling. Books were scarce and so was paper. He worked his arithmetic problems on a board and cleaned the board with a knife so he could use it again

  42. THE FOUNDATION IN GRADES 6–8 From “Every Little Hurricane”by Sherman Alexie

  43. THE FOUNDATION IN GRADES 6–8Discuss with Your Table • What weather words and phrases does the author use? • Which character do you most resemble? Why? • How does the author use the storm metaphor? • What about the silence frightens Victor?

  44. THE FOUNDATION IN GRADES 6–8Discuss with Your Table • Where and when does the story take place? • What happens in the first sentence? What do we learn in the first sentence? What can we infer in the first sentence? • What do we know with certainty about the argument? What can we infer about the argument? • What is the effect of lines 22–23? ("He could . . . hurt each other that badly.”)

  45. State Standards goal: Students leave the lesson having read, analyzed, and understood what they have READ. THE FOUNDATION IN GRADES 6–8One Final Point Status Quo goal: Students leave the lesson knowing the details of the narrative.

  46. THE FOUNDATION IN GRADES 6–8Processing & Application STOP AND JOT • What important understanding do you want to take away from our discussion about Shift 1so far? • What implications does the importance of complex text have for your work? Consider: Professional development Planning Curriculum Systems/Structures

  47. Welcome Back!

  48. THE FOUNDATION IN GRADES 6–8 Objectives and Agenda Objectives: Participants will be able to • Describe how shifts 1 and 2 in ELA frame rigorous and equitable instruction in the middle school grades • Describe how the standards enrich the activities and exploration of text in the middle school grades • Identify what strong instruction looks like in the middle school classroom Agenda: • Opening and Activator • ELA Standards & Structure • Opening Observation • Shift 1 • Shift 2 • Observing for Shifts 1 and 2 • Role Teams

  49. THE FOUNDATION IN GRADES 6–8The Shifts • Regular practice with complex text and its academic language • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Intentionally building knowledge through content-rich nonfiction 50

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