Core Content Coaching ELA Grade 6

1. Core Content CoachingELA Grade 6 Components of Effective Planning 4th6 WeeksInformation, Argument, and Persuasion Middle School Austin Independent School District CRM TEKS Differentiation Text Selection Best Practice and Assessment

2. What you may need: • School Calendar/Yearly Itinerary (YI) • Curriculum Road Map (CRM)/Street View • TEKS/ELPS/CCRS • STAAR Released Sample Items • Adopted Text Book • A resource for quality texts • A resource for higher order question stems • Lesson plan template • AISD Gradual Release Model • Planning for Rigor Document • …and most especially, EACH OTHER!

3. Truly Beginning with the End In Mind…. Grading Period 4 Desired Results: Gathering Information to Make a Good Argument Writing is the most important tool ever created for sharing information, ideas, and opinions. But just like any tool, some people wield it more effectively than others. Some authors learn how to organize information effectively for their audience, choose words carefully to form a convincing argument, and persuade their readers to change their opinions, beliefs, or behavior. Students will learn the art of research and informational and persuasive writing. Students will develop an intellectual curiosity about issues relevant to their lives. They will learn how to delve deeply into those topics, researching information from a variety of sources. They will practice synthesizing information and presenting it to an audience. And they will learn tools of persuasion to convince others to change beliefs or behaviors.

4. Before we look at the focus TEKS for this grading period…. Please remember that although the focus has shifted from story elements, to literary nonfiction, to writing personal narratives, author’s craft, and now to research and persuasion there are several things which should be incorporated EVERY class period in order for students to internalize these skills, daily practice of: Teacher Modeling and Student Practice EVERY DAY! 1) Drawing Conclusions 2) Making Inferences 3) Creating Summaries 4) Independent Reading 5) Fluency Practice *Daily Practice can be as simples as informal verbal discussions or exit tickets to more formal written open responses to explicit questioning of these standards.

5. Focus Reading TEK for 4th Grading Period

6. Focus Reading TEKS for1st week:

7. Focus Writing TEK for 4thGrading Period: Teacher Note about Writing Focus In the 3rd grading period, the writing focus was on author’s craft (metaphors, sensory and figurative language, style, tone, voice). This is an excellent perspective from which to begin the transition to expository writing and persuasive writing in this 4th grading period. These elements of author’s craft are an excellent foundation for writing informational and adding effective persuasive techniques to persuasive writing.

8. Vertical Alignment of Focus Reading TEK… Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to…… Recurring TEKS In EVERY text, ALL the time! Readiness for all grades in Fiction and Expository Supporting for Literary Nonfiction: Fig 19D make inferences about text and use textual evidence to support understanding Fig 19E summarize, paraphrase, and synthesize (new starting in 6th) in ways that maintain meaning and logical order a text and across texts.

9. 6th Grade Week 1 6.10 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to…… (C) explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and the author's viewpoint Let’s deconstruct…..

10. Deconstruct the TEKS

11. Distinguishing between Fiction and Expository

12. Guiding Questions…. • Guiding Questions are: derived from Enduring Understandings and Essential Questions in CRM, include language of the TEK, are narrowed to address specific lesson objectives, and are open ended and conceptual. For example:

13. Text Selection for Expository Organizational Structures • Nonfiction and Persuasive Texts (leveled by grade level) • SERP Word Generation-High Interest Nonfiction texts • National Geographic Kids • Time for Kids • Scholastic News • Exploring Cause and Effect Using Expository Texts About Natural Disasters (Lesson from ReadWriteThink.org) • Exploring Compare and Contrast Structure in Expository Texts (Lesson from ReadWriteThink.org) In addition to the rich collection of expository texts in the HM textbook, there are some other very useful and effective resources for teaching expository text structure:

14. Building Teacher Background Knowledge • Here are some resources which you can use to build your own knowledge base or perhaps choose to share with students as you explore expository text structures. • PowerPoint on Common Text Structures • Exploring Cause and Effect Using Expository Texts About Natural Disasters (Lesson from ReadWriteThink.org) • Exploring Compare and Contrast Structure in Expository Texts (Lesson from ReadWriteThink.org)

15. Instruction and Assessment have a reciprocal relationship… • Our goal this grading period is that: • Students will develop an intellectual curiosity about issues relevant to their lives. They will learn how to delve deeply into those topics, researching information from a variety of sources. They will practice synthesizing information and presenting it to an audience. And they will learn tools of persuasion to convince others to change beliefs or behaviors. • This is the END we have in mind…..

16. How are we going to TEACH it and how are we going to ASSESS it?

17. Anchor Charts created with students confirm baseline background knowledge for unit of study Expository Text Structures:Ideas for Anchor Charts • Descriptive Text Structures: Focus on the attributes of something • Sequence-organize events in a chronological way. • Listing-Organize actions, events, or specific points with bullets, commas, or numbers. • Classification-Organize a subject into categories or explain the category into which an item falls. • Compare/Contrast-Organize information by highlighting similarities and differences. • Sequential Text Structures: present a series of events from first to last • Procedural-organize a process so another may follow and either do or understand the process. • Cause and Effect-Trace the results of an event or the reasons an event happened. • Problem/Solution-Organize information by defining a problem and then suggesting possible solutions. • Graphics-use graphs, charts, diagrams, photos, and icons to aid readers’ understanding. Titles and captions when necessary • Argument/Persuasion-Make a claim and then provide arguments to support or oppose the claim.

18. Descriptive Text Organizers Web for information about one thing Matrix For comparing and contrasting multiple things List Simple series of items

19. Sequential Text Organizers Procedural Similar to list except that elements are linked by time Cause-Effect: Falling Dominoes A chain of cause and effect episodes Cause-Effect: Branching Tree When one event has several consequences

20. Problem Solution and Persuasive Text Organizers Problem-Solution Describe a problem and suggest one or more possible solutions. May also offer possible outcomes to the solved problems. Solution Problem Problem 1. 2. 3. Solution 1. 2. 3. Outcomes 1. 2. 3. Argument/Persuasion Make a claim and then provide arguments to support or oppose

21. Arc 1 Sample lesson Cycle for Studying Text Structures I do…..

22. Click on title to read article Example: This article lends itself nicely also to when you get to persuasive text structure. Have students re-read to complete a FOR/AGAINST organizer. Some schools and districts are considering alternatives to physical punishment U.S. Supreme Court Rules YES Corporal Punishment Parents claim violation of privacy Some states have banned it while others have not-parents have lawsuits

23. Sample Anchor Charts for this Grading Period to create with your students…..

24. Text Structures We do….

25. TextStructures You do… Here is an article students can use for independent practice Click on graphic

26. As a culminating activity each day or block….. • Consider providing students with a stack of expository texts of all different structures and have them work in pairs to sort according to structure. • Then have pairs choose one for which to complete and organizer.

27. You will repeat this process each day or block… • Compare/Contrast text and organizer • Cause/Effect text and organizer • Problem/Solution text and organizer • Procedural text and organizer • Argument/persuasion text and organizer This will take you beyond Arc 1 but should be an ongoing conversation throughout the grading period where you continually add to your anchor charts about text structures.

28. Let’s check: • By the end of this grading period….we should be able to answer YES to the following questions: 1) Are students able to identifythe organizational pattern that an author has used to present information in expository text. 2) Are students able to makeinferences and draw conclusions about expository text and provide evidence to support their understanding? 3) Purposefully and effectively use organizational patterns in their own writing to achieve their goals as writers.

29. Clear Expectations • Knowledge and Skill Statement and Student Expectations posted and referenced in the classroom. • What models or anchors of support will we use? • How will students be held accountable for their learning and make their thinking public? • How will discussion and collaboration be encouraged and expected? • How will students be grouped for rigorous thinking and problem solving? Gradual Release I Do: Teacher begins with a question, problem to solve, or hook. • Read Aloud/Think Aloud/Questioning/Text Evidence • Teacher models performance task (Charted Characteristics of each subgenre/Venn Diagram) We Do: Shared Reading/Partner Reading • Shared construction of task Develop criteria/rubric for task (Venn Diagram) You Do: Students complete task independently • Judge task based on criteria or rubric (Venn Diagram) Includes: Small group instruction (literature circles, targeted intervention)

30. Student Engagement/Formative Assessment • Shared Reading of Texts with focus on Author’s Craft • Teacher High-Level Questioning • Turn and Talk at pre-planned stopping points to discuss literary elements and devices, figurative language, meaning of phrases, theme, mood, tone. • Expectation for Justification of Thinking • Students Provide/Locate Text Evidence Student Performance Tasks • Respond to texts with questions regarding various aspects of author’s craft as prompt. • Write and revise own writing based on literary devices and elements analyzed in mentor texts. • Students create summary frames for each text they read (nonfiction frame works best for nonfiction/biography and fiction frame works best for fiction and memoir.) • Student complete writing response to higher order STAAR aligned and critical thinking open-ended questions related to content of the texts.

31. Reader Response Journals Students might: • Identify literary language and literary devices • Summarize the significance/meaning of the piece. • Explain the influence of historical or cultural setting on piece being analyzed. • Analyze and compare structural patterns of each poem, narrative, or expository text and provide text evidence samples to support ideas. Use Guiding Questions from earlier slide to make them specific to the text that students are reading!

32. Vocabulary Routine Six Steps for Explicit Vocabulary Instruction: • Have students say the word. • Provide a definition of the word using student-friendly explanations and visuals. • Have students discuss what is known about the word. • Provide examples and nonexamples of the word. • *Engage in deep-processing activities by asking questions, using graphic organizers, or having students act out the word. • Scaffold students to create powerful sentences with the new word. *Teacher Tip: Choose a deep-processing word from this list and plan questions and/or activities that incorporate the word: (compare, contrast, categorize, design, rate, recommend, decide, justify, create, verify, imagine, predict) –TEA/University of Texas 2010

33. Vocabulary Instruction • Find Tier 2 Words • Is this word related to a critical concept in the text? • Will this word come up repeatedly in this text? • Will this word come up again in other texts? • Will this word have high utility in the students’ lives? • Can include academic vocabulary and rich vocabulary from the stories read. Now I have the Tier 2 words, what do I do with them? Four Components of High-Quality Vocabulary Instruction

34. 1) Definition The teacher helps the student to find a definition each student understands. NOTE: Dictionary definitions are rarely useful: *Provide student friendly definition in the context of the text first. And later, use the words in other contexts. 2) Elaboration The teacher uses a system to help the students to make connections between the new vocabulary and their prior knowledge.

35. 2) Elaboration (continued)

36. 2) Elaboration (continued) 3) Repetition • The teacher ensures that the new vocabulary comes up many, many, many, many times. • Partner Practice/Quizzes • Games • Tier 2 Activities

37. 4) Active Use • The teacher finds ways to encourage the students to actively use the new vocabulary. • Correct the Teacher • “Give” the word to the student • Use vocabulary in writing tasks • Praise • Rewards • Expect – use in speaking and writing • Word Walls/Banks

38. Don’t Forget Independent Reading and Fluency • By the end of this week, students should have selected a book to read (literary nonfiction), and should have created a calendar of milestones to ensure they finish the book by the 5th week of class) e.g., there are 260 pages in the book; I will be on page 60 by this Friday, page 120 by next Friday, etc. • Fry Sight Words and Phrases (for students who do not read most common sight words with automaticity). • Repeated readings for fluency

39. Reading/Writing Connection 6.25B develops a topic sentence, summarizes findings, and uses evidence to support conclusions 6.18A write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives. Be sure to provide ample mentor expository and persuasive texts and to MODEL how to dissect texts into their appropriate structure. Students can refer to these models when they begin their own writing of expository and persuasive pieces during the grading period.

40. Next Steps • This concludes your planning overview for ELA for TEKS/SE for Grading Period 4. Now, you can begin flushing out the specific lessons differentiated for your students based on these considerations. • Please also refer to The AISD Comprehensive Literacy Handbook for planning instruction.