Grades 6-8 Leadership

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 Introduction to the ELA/Literacy Shifts of the Common Core State Standards Grades 6-8 Leadership

2. Grades 6-8 Leadership Introduction: Who I am

3. “I tell my students, 'When you get these jobs that you have been so brilliantly trained for, just remember that your real job is that if you are free, you need to free somebody else. If you have some power, then your job is to empower somebody else. This is not just a grab-bag candy game.” -Toni Morrison

4. Grades 6-8 Leadership The Current Situation For every 100 ninth graders… 65 graduate from high school… 37 enter college… 24 are still enrolled sophomore year… and only 12 graduate with a degree in 6 years.

5. Grades 6-8 Leadership College Remediation • More than 33% of students entering two-year colleges are placed in at least one remedial classes • Nearly 4 in 10 remedial students in community colleges never complete their remedial courses • After remediation, fewer than 25% of remedial community college students complete college-level English and math courses • Graduation rates for students who started in remediation are deplorable: Fewer than 10% graduate from community colleges within three years and little more than a 33% complete bachelor’s degrees in six years

6. Grades 6-8 Leadership Common Core • Previously standards, assessments and instruction were not: • Rigorous enough to prepare students for success in college and careers • Aligned to the skills professors and employers say are needed to thrive in a global economy • Common Core standards are fewer, clearer, and more rigorous. • Aligned to requirements for college and career preparedness • Based on evidence

7. Strand Grades 6-8 Leadership ELA/Literacy Structure RL: Reading Literature R.2: Determine central ideas and themes; Summarize key details RL.9-10.2 Anchor Standard • Strands: Reading, Writing, Speaking and Listening, Language • K-5 have a Foundational Skills Section for the Reading Standards • 6-12 have Reading and Writing strands for History/Social Studies and Science & Technical Subjects • Text complexity standards are listed by grade “bands”: K-1, 2-3, 4-5, 6-8, 9-10, 11-12/CCR (College and Career Ready) Grade-Specific Standard

8. Grades 6-8 Leadership What we know about Standards Curriculum Instructional Planning InstructionalDelivery Standards

9. Grades 6-8 Leadership Knowing what you’re seeing Beowolf Standards: RL.7.2 RL.7.3W.7.3a https://www.teachingchannel.org/videos/descriptive-details-sensory-language

10. Grades 9-12 Leadership In what ways is this task designed for students to meet the entirety of each Standard? Think about your “look-fors” and cite evidence from the video. RL 7.2 Determine a theme or central idea of a text and analyze 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 characters 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.

11. Common Core State Standards for ELA/Literacy Key Shifts

12. Grades 6-8 Leadership The CCSS Requires Three Shifts in ELA/Literacy • Regular practice with complex text and its academic language • Reading, writing and speaking grounded in evidence from text, both literary and informational • Building knowledge through content-rich nonfiction

13. Shift #1: Regular practice with complex text and its academic language

14. Grades 6-8 Leadership • Read p. 3-5 independently and consider the following: • What is Marilyn Adams main claim in this section of the article? • What evidence does she use to support her claim?

15. Grades 6-8 Leadership Regular Practice With Complex Text and its Academic Language: Why? • Gap between complexity of college and high school texts • What students can read, in terms of complexity is the greatest predictor of success in college (ACT study) • Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts) Solutions: • Standards include a staircase of increasing text complexity from elementary through high school backwards-mapped from requirements for college texts • Standards also focus on building general academic vocabulary, which is so critical to comprehension

16. Grades 6-8 Leadership What are the Features of Complex Text? • Subtle and/or frequent transitions • Multiple and/or subtle themes and purposes • Density of information • Unfamiliar settings, topics or events • Lack of repetition, overlap or similarity in words and sentences • Complex sentences • Uncommon vocabulary • Lack of words, sentences or paragraphs that review or pull things together for the student • Longer paragraphs • Any text structure which is less narrative and/or mixes structures

17. Grades 6-8 LeadershipComplexity at the Sentence Level Example 2 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. gardenofpraise.com/ibdlinco.htm • Example 1 • 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 change. Math was also a favorite subject for Abe. • Score.rims.k12.ca.us/activity/presidentsday/pages/linc6.htm

18. Grades 6-8 Leadership And at the sentence level….. 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.

19. Grades 6-8 Leadership What it is Not • Regular practice with complex text and its academic language • IT IS NOT: • Inserting “x” amount of “Close Read Lessons” into the quarter/month/year • Close reading an entire novel • Just a word wall • Just a vocabulary program • Expecting kids who struggle with reading to understand text that they cannot decode

20. Grades 6-8 Leadership A Note on Questions MonitoringComprehension EnsuringAnalysis • Establishingmeaning • Summarization • Paraphrasing • Explaining FOR • Completetexts • Chapters • Paragraphs • Sentences • words • Inferences • Drawingconclusions • Interpreting • Analyzing • Developing WITH • Validity • Rhetoric • Imagery • Style • Connotation FOR • More than one (type of) text • Complete texts • Chapters • Paragraphs • Sentences • words

21. Grades 6-8 Leadership Executing shifts through the standards CCRA.2: Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas. GOINGDEEPER: Transferring from literal to figurative What analysis looks like Linking relevant supporting details back to a central idea Picking evidence and explaining how that supports one’s point Tracing the development of a theme and being able to articulate it KNOWLEDGEANDSKILLDEMANDS: • Consistency in use and meaning of vocabulary across content (central idea, theme, main idea) • It’s possible to have more than one central idea in a text • What analyze means • What it means for a theme to develop • How to summarize • How to pick out a relevant supporting detail or idea

22. Shift #2: Reading, Writing, and Speaking Grounded in Evidence From Text, Both Literary and Informational

23. Grades 6-8 Leadership Reading, Writing and Speaking Grounded in Evidence from Text: Why? • Most college and workplace writing requires evidence • Being able to locate and deploy evidence are hallmarks of strong readers and writers Solution: • Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3, and 4, all focus on the gathering, evaluating and presenting of evidence from text

24. Grades 6-8 Leadership What it is Not • Reading, Writing, and Speaking Grounded in Evidence From Text, Both Literary and Informational • IT IS NOT: • Close reading every page of every text that is read in class • The “evidence”/”text” drinking game: i.e., the notion that the more these words are used in a lesson, the more “common core” my lesson is • Sharing out the answers to questions in a discussion format when the right answer is clearly obvious and needs no discussion

25. Grades 6-8 Leadership It is ALSO Not • Being able to answer the questions on the “Gotcha” quiz the day after a reading assignment - even though the name of the sister of the main character may be loosely characterized as “text based” • Penalizing students when they bring knowledge gained from outside the text into the answering of a question. (one shift does not cancel out the others) • Limiting student opportunities to use speaking to convey evidence, because only writing is assessed

26. According to the author, what main factor explains declining and plateauing SAT scores? How does paragraph 3 show what the author believes the problem is and how she feels about it? Based on the context in paragraph 6, what is the meaning of “jarring”? Describe what is effective about the author’s reasoning and how she structures her argument. Grades 6-8 Leadership Not Text-Dependent Text-Dependent • What do you remember about taking the SAT? What was difficult? • What headline did the author say she would use for a newspaper story on the SATs? • (Before reading the text) What does “jarring” mean? • How would you structure an argument about why textbooks are or are not difficult enough?

27. Grades 6-8 Leadership A Note about “SPEAKING grounded in evidence from text…” • Ability to work in a team structure • Ability to make decisions and solve problems • Ability to communicate verbally with people inside and outside an organization • Ability to plan, organize, and prioritize work • Ability to obtain and process information • Ability to analyze quantitative data… • Ability to sell and influence others. • Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively • Integrate and evaluate information presented in diverse formats, including visually, quantitatively, and orally • Evaluate a speaker’s point of view, reasoning, and use of evidence. • Present information, findings and supporting evidence such that listeners can follow… • Make strategic use of digital media...to express information and enhance understanding of presentation • Adapt speech to a variety of contexts…

28. Grades 6-8 Leadership Beowolf What evidence did you see of shift 1 or 2? 1. Regular practice with complex text and its academic language 2. Reading, writing and speaking grounded in evidence from text What evidence did you capture of missed opportunities?

29. Grades 6-8 Leadership SHIFT 2 • Teacher asks questions that can only be answered by referring to the text, rather than from students’ personal experience • Teacher expects evidence and precision from students and probes responses accordingly • Students cite specific evidence from text(s) to support analysis, inferences, and claims in orally and in writing • Students use evidence to build on each other’s observations or insights during discussion or collaboration SHIFT 1 • Instruction focuses on reading texts closely, discerning deep meaning • Questions and tasks address the text and help build knowledge by attending to its particular structures, concepts, ideas, and details • Instruction focuses on building students’ academic vocabulary in context throughout instruction • Questions and tasks attend to the words, phrases and sentences within the text

30. Grades 6-8 Leadership Reflect and Write: • What would be your long-term development work with Ms. Novak? • Short-term? • Post-observation feedback?

31. Shift #3: Building knowledge through content-rich nonfiction

32. Grades 6-8 Leadership Nonfiction What is your favorite work of nonfiction?

33. Grades 6-8 Leadership Content Shift #3 • Content-Rich Nonfiction • 50/50 balance K-5 • 55/45 split in 6-8 • 70/30 in grades 9-12, across all courses (not just in ELA)

34. Grades 6-8 Leadership Building Knowledge Through Content-Rich Nonfiction: Why? • Students have been required to read little informational text in elementary and middle school • Builds the vocabulary and knowledge that students are going to need for success in school • Non-fiction makes up the vast majority of required reading in college/workplace • Informational text often has to be read differently than narrative text

35. Grades 6-8 Leadership What it is not • Research assignments, as in “research (animal, place, etc) and write a paper, due on XXX (with no direct instruction/connection to topic/explicit process) • Random/unconnected reading about a lot of different topics • Social Studies class (only) • Science class (only) • Only happening through complex text and close reading • Performing” a favorite text

36. Grades 6-8 Leadership Content Shift #3 • Sequencing Texts and Topics to Build Knowledge • Not random reading • Literacy in social studies/history, science, technical subjects, and the arts is embedded

37. “Black bears rarely attack. But here's the thing. Sometimes they do. All bears are agile, cunning and immensely strong, and they are always hungry. If they want to kill you and eat you, they can, and pretty much whenever they want. That doesn't happen often, but - and here is the absolutely salient point - once would be enough.” ― Bill Bryson

38. Grades 6-8 Leadership References

39. 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 IPG’s and Text Complexity Grades 6-8 Leadership

40. Grades 6-8 Leadership Today’s Sessions • Session 1: ELA/Literacy Standards and Shifts: Knowing What You're Seeing • Session 2: IPGs and Text Complexity • Session 3: Knowledge Building and Text Sets

41. Grades 6-8 Leadership Agenda • Use the Instructional Practice Guide: Coaching tool to observe a lesson using multiple complex texts • What is text complexity and why is it important? • Quantitative Measures • Qualitative Measures • Reader and Task • What are the characteristics of complex text? 4. Ways to determine if a text is sufficiently complex 5. Group examination of texts and determination of complexity 6. What to do about text complexity

42. Grades 6-8 Leadership Introduction & Session objectives • Participants will learn how to use the Instructional Practice Guide as an observation and coaching tool • Participants will understand the three components of text complexity • Participants will understand the characteristics of complex text? • Participants will learn about Ways to determine if a text is sufficiently complex

43. Teaching the Core: The ELA & Literacy Instructional Practice Guides: Coaching Tools www.achievethecore.org

44. Grades 6-8 Leadership CCSS Instructional Practice Guides– Design & Structure • CCSS Instructional Practice Guides: Coaching • ELA/literacy (K-2 and 3 – 12) • Mathematics (K-8, HS) • Each CCSS Instructional Practice Guide: Coaching • is a tool for a single lesson • describes 3 – 4 Core Actions • each Core Action includes 3-6 indicators The focus today will primarily be on the Daily Lesson Guide.

45. Grades 6-8 Leadership CCSS Instructional Practice Guides - Design • Instructional Practice Guides Daily Lessons for Grades K – 2 and 3 – 12 • Core Actions Key Practices (numbered sections) • Indicators Observable (lettered details under each Core Action) Support ideas with evidence

46. Grades 6-8 Leadership ACTIVITY #1: Core Actions Scavenger Hunt: On a B&W working copy: FIRST – Answer the questions individually, then talk to your colleagues. NEXT – Color the shifts! Regular practice with complex text and its academic language Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content rich nonfiction.

47. Grades 6-8 Leadership Productive Engagement – How Will I Know? • Are the students doing the work of reading, writing, speaking or listening? • Were students able to successfully respond to the text dependent questions and tasks with precision? • What strategies did the teacher utilize to encourage collaboration among students? • What supports are available for student reading below grade level? • What extension are provided for students reading above grade level? • How does the teacher provide opportunities for students to persist through challenges?

48. Grades 6-8 Leadership Precise Responses, Precise Feedback Student Responses: • Text-based • Employ evidence • Build on the ideas of others Precise Feedback • Do the teacher and students know what responses are expected? • Do praise and corrective feedback teach students how to respond?

49. Grades 6-8 Leadership Practice with the IPG Coaching Tool RL 7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. https://www.engageny.org/resource/grade-7-ela-power-words

50. Grades 6-8 Leadership What Makes a Text Complex? “Although it was winter, the nearest ocean four hundred miles away, and the Tribal Weatherman asleep because of boredom, a hurricane dropped from the sky in 1976 and fell so hard on the Spokane Indian Reservation that it knocked Victor from bed and his latest nightmare.” “Every Little Hurricane” from The Lone Ranger and Tonto Fistfight in Heaven by Sherman Alexie