WELCOME

1. ELA TEACHERS WELCOME

2. Judy Dotson • Linda Holbrook • Carole Mullins TODAY’S FACILITATORS • Marianne Johnson • Sue Davis • Tiffany Looney

3. agenda WHOLE GROUP • Targets • Leadership • LDC Planning • Text Complexity SMALL GROUP • Task Development and Review LUNCH SMALL GROUP • Instructional Ladder WHOLE GROUP • TPGES • Closing and Extensions

4. GROUP NORMS • Be an ambassador of “lifelong learning” • Show your enthusiasm for the work, support • the learning of others, be willing to take risks, • participate fully in discussions • Come to meetings prepared • On time, any preparations/ readings • completed, with necessary materials • Be focused during meetings • Stick to network goals/ targets, use • technology to enhance work at hand, • limit sidebar conversations • Work collaboratively • All members’ contributions are valued and honored, seek first to understand, then be understood

5. Our Target for Today I can use careful planning to improve instruction in order to be a more effective teacher. • Text Complexity • TPGES/CHETL Connections • Use the Jurying Tool • Pre-assessment

6. Overview • 2 Modules (Argumentative and Informative) • 4 Pillars – embedded • TPGES • Planning AEF –Domain 1 • Instruction – Domain 3 • Teacher Presentations

7. A Lone Nut Creating a Movement

8. Scaling the Work • What task will you choose? • Who will be included in your target group? • What will be your timeline? • How will you share the information with the new group? • How will your network teachers be involved?

9. What’s Goin’ On?Plan Do Review Guiding Questions • What information did you share? • How did you share the information? • What worked? • What concerns do you still have? • What assistance have you provided for your DLT/PLC?

10. PLANNING

11. Planning Directions • Answer the three questions. • Record answers in the appropriate column in the chart. • Review and highlight connections in the CHETL document. • Identify your strengths and areas for growth related to effective planning. What are your initial thoughts on how you can address your areas for growth?

12. The LDC Framework

13. Module Section 1: What Task? What task sets clear, measurable goals for learning? • YOU select template • YOUR CCSS standards are “hard-wired” in • YOU add your state/local content standards • YOU “plug and play” to build teaching task • YOU score results using LDC common rubric Task 2 Template (Argumentation/Analysis L1, L2, L3): [Insert essential question] After reading _____ (literature or informational texts), write an _________(essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

14. The LDC Framework

15. Module Section 2: What Skills? What skills do students need to succeed on the teaching task? YOU identify, define, cluster, and order the skills students need to complete the task.

16. The LDC Framework

17. Module Section 3: What Instruction? How will students be taught to succeed on the teaching task? • YOU establish the instructional plan – or instructional ladder – to teach students the skills necessary to succeed on the task • YOU create plan includes mini-tasks w/ scoring guide, instructional strategies, pacing guide • Skills Cluster 2: Reading Process (Skill: Essential Vocabulary) • Mini-Task: In your notebook, identify key words or phrases as you read and define them denotatively and connotatively in context of the passage you are reading. Add terms we identified as the “language of the discipline.” • Scoring Guide: • Selects appropriate text(s) for task • Creates a first draft of a bibliography (if applicable). • Writes in readable prose. • Instruction: Lesson plans, pacing guides to teach skill via mini-task(s)

18. The LDC Framework

19. Module Section 4: What Results? How good is good enough? • YOU score and share sample student work • YOU can opt to create classroom assessment tasks by using the same template task– a “dipstick” to see how well students do on their own • Benchmark papers are being produced by SCALE (Stanford), Measured Progress. • You can also produce your own as a state (Pennsylvania did a first round). • You can also produce your own locally.

20. The LDC Framework

21. Video LITERACY MATTERS

22. FINDINGS FROM THE LDC JURYING PROCESSTask and Text Findings include work from the integrated districts, ELA content networks, the SREB middle school initiative and also work from content areas. • Poor alignment was found between the task and instruction. Teachers need to be very deliberate in the selection of content and reading/ writing standards. Some tried to cover too many standards in one module. • Some tasks led to “cookie-cutter” writing. The tasks were too narrow and/or gave limited choices. • Many of the writing tasks and instructional supports were weak. • Text analysis was weak. All modules should include a text complexity analysis.

23. Text Complexity and The KY Core Academic Standards for ELA and Literacy in History/Social Studies, Science & Technical Subjects

24. Shift in Instruction “. . . it is important to recognize that scaffolding often is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards’ grade-by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffoldingand increasing independenceboth within and across the text complexity bands defined in the standards.” Appendix A

25. Text Complexity: Raising Rigor in Reading By Douglas Fisher, Nancy Frey, Diane Lapp ISBN: 978-0-87207-478-1

26. The Crisis of Text Complexity • Complexity of texts students are expected to read is way below what is required to achieve college and career readiness: • High school textbooks have declined in all subject areas over several decades • Average length of sentences in K-8 textbooks has declined from 20 to 14 words • Vocabulary demands have declined, e.g., 8th grade textbooks = former 5th grade texts; 12th grade anthologies = former 7th grade texts • Complexity of college and careers texts has remained steady or increased, resulting in a huge gap (350L)

27. Text Complexity: What does it mean to you? Specifically, reading standard #10: Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently. Example Grade-level Standard (6th grade): RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

28. Ripe Figs by Kate Chopin As a small group, read “Ripe Figs” and answer the three questions provided….

29. Discussion • On a scale of 1 to 10, how would you rate the overall complexity of this text? • What features of this text support your rating of its complexity? •  At what grade level might this text be appropriate for instruction? Why?

30. Quantitative Measures Ranges for Text Complexity Grade Bands Stretch Texts are needed

31. Determining Text Complexity Page 31, Elementary Page 57, Secondary Determine the quantitative measures of the text. Analyze the qualitative measures of the text. Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band. Quantitative Qualitative Reader and Task

32. Step 1: Quantitative Measures Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Qualitative Quantitative Reader and Task

33. Step 1: Quantitative Measures The Quantitative Measures Ranges for Text Complexity: This document outlines the suggested ranges for each of the text complexity bands using: Lexile Text Measures Accelerated Reader (ATOS Book Levels) Frye DRA Other readability measures

34. Common Scale

35. Step 2: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Quantitative Qualitative Reader and Task

36. Qualitative Measures Resources The Qualitative Measures Rubrics for Literary and Informational Text: http://www.ksde.org/Default.aspx?tabid=4778#TextRes The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

37. Another Qualitative Measures Resource

38. Step 3: Reader and Task Considerations Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Quantitative Qualitative Reader and Task

39. Step 3: Reader and Task Considerations Questions for Professional Reflection on Reader and Task Considerations: The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text.

40. Step 4: Recommended Placement After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference. Quantitative Qualitative Reader and Task

41. Additional Resource:Recommended Placement Form Template for Text Complexity Analysis and Recommended Placement Form: http://www.ksde.org/Default.aspx?tabid=4778#TextRes The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band. Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future.

42. Evaluate Your Text Complete the three legs of the Text Complexity Process on a piece of text brought with you today. Questions to Consider when finished: • Is your text at the appropriate level for challenging student thinking related to your LDC Module content? • Does your text help students complete the requirements of your LDC task?

43. Grade Level Groups

44. Lunch

45. Grade Level Groups

46. BREAK

47. What do you think of (perception, images, associations) when you hear the term Evaluation? What do you think of (perception, images, associations) when you hear the term Growth and Effectiveness?

48. Teaching is complex… “Teaching is a profession more complex than medicine.” Lee Shulman, “The Wisdom of Practice”

49. Kentucky Framework for Teaching Teacher Professional Growth and Effectiveness System Domain 1: Planning and Preparation

50. DRAFT Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth