Complex Text, Rigorous Instruction and Authentic Engagement in the Choral Classroom

1. Complex Text, Rigorous Instruction and Authentic Engagement in the Choral Classroom FMEA Pre-Conference January 8, 2014 Beth Cummings bethcummings@flmusiced.org Jeanne Reynolds reynoldsj@pcsb.org

2. This session will address the Florida Common Core processes relating to selection of literature and the use of complex text in the choral classroom. Instruction will also include ways to increase the level of instructional rigor and ensure high-level, authentic student engagement as an integral part of every choral rehearsal.

3. Common Core Resourcehttp://nccas.wikispaces.com/Common+Core+Alignment

4. Reading Comprehension is ... the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.” (RAND, 2002) Comprehension Instructional Sequence Lesson (CIS) In order for Florida secondary students to be college and career-ready for lifelong learning, they need supportive challenges in interacting with complex content-area information. The Comprehension Instructional Sequence is such an approach. It is a complex form of multiple-strategy instruction that promotes student development in reading comprehension, vocabulary, content-area knowledge, and critical thinking about complex texts.

5. How can this CCS be taught in a Choral classroom while keeping the integrity of the course as the focus? LACC.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

6. text/tɛkst/ noun themain body of matter in a manuscript, book, newspaper, etc., as distinguished from notes,appendixes,headings, illustrations, etc. the original words of an author or speaker, as opposed to translation, paraphrase, commentary, or the likethe actualwording of anything written or printed any of the various forms in which a writing exists

7. Common Core Complex texts: • contain more implicit meaning and use unconventional structures. Literary texts make use of flashbacks, flash forwards, and/or multiple points of view. Informational texts may incorporate complex graphics and/or deviate from the traditional conventions and norms for that type of writing. • use figurative language, ambiguity, archaic or unfamiliar language (academic or domain specific).

8. Common Core Complex texts: • assume the reader has life experience (cultural, literary and content knowledge) that will contribute to his/her understanding of the information in the text. • have literal meaning that is intentionally at odds with the underlying meaning. The purpose of informational texts may be implicit, hidden or obscure.

9. Complex Text • Not just a reading passage • Music is a good example of figurative language, unfamiliar language (academic or domain specific). AND • Informational texts may incorporate complex graphics and/or deviate from the traditional conventions and norms for that type of writing.

10. Comprehension Instructional Sequence Lesson (CIS) • A CIS lesson is delivered in three steps with integrated and sustained text-based discussions and writing used throughout. Multiple readings of the same text facilitate deeper thinking. • Step One of a CIS lesson contains explicit instruction in vocabulary and close reading through text-marking and directed note-taking. • In Step Two, students generate questions that launch them into collaborative inquiry, supporting the practice of lifelong learning. • Step Three challenges students to use text evidence to validate positions they have formed over the course of the lesson.

11. Vocabulary

12. Text Coding- To generate questions and discussion P- Positive, N- Negative, F- Fore-shadowing P/N F Don’t’ breathe Directed Note taking- Marking score- marking problem spots

13. Demonstrate understanding of text Using the text as evidence for decisions- via performance/ writing

14. Vocabulary Text Coding Directed Note Taking Demonstrate understanding of text.

15. Shifts – ELA Literacy Shift 1 Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argum Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts

16. Shifts – Math Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. Shift 4 Deep Understanding Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

17. Mathematical Practices Florida Department of Education Bureau of Curriculum and Instruction MACC.K12.MP Mathematical Practices • MACC.K12.MP.1 Make sense of problems and persevere in solving them. • MACC.K12.MP.2 Reason abstractly and quantitatively. • MACC.K12.MP.3 Construct viable arguments and critique the reasoning of others. • MACC.K12.MP.4 Model with Mathematics. • MACC.K12.MP.5 Use appropriate tools strategically. • MACC.K12.MP.6 Attend to precision. • MACC.K12.MP.7 Look for and make use of structure. • MACC.K12.MP.8 Look for and express regularity in repeated reasoning.

18. Student Engagement • Off Task • Compliance • Active Engagement • Authentic Engagement

19. Student Engagement • Compliance – Students passively participating in the lesson, without evidence that most students are mentally wrestling with content • Active Engagement – Students actively engaged with content- you can observe students performing. • Authentic Engagement – There is evidence that students are not simply “doing a task.” They are mentally wrestling with content and making meaning for themselves. • Students are processing, connecting to what they already know, and questioning how the new content is similar and different. • They are creating analyzing, evaluating, synthesizing, extending beyond what the teacher has “told” them. • They are in the process of owning the content/learning. What does this look like in a choral classroom?

20. Learning Goals – Instructional Rigor Learning Goals -­ A learning goal identifies what students will learn or be able to do as a result of instruction, separate from what they do to demonstrate the learning. -­ Learning activities and assignments help students reach learning goals.

21. Planning for MPA Success Small Group Discussion Activity

22. Questions and Next Steps Beth Cummings bethcummings@flmusiced.org Jeanne Reynolds reynoldsj@pcsb.org