Leadership Pathway Building Knowledge and Vocabulary in Grades K–5

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 Building Knowledge and Vocabulary in Grades K–5 Summer 2017

2. Take responsibility for yourself as a learner. Honor time frames (start, end, 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.” BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Norms That Support Our Learning

3. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5 Feedback on Feedback

4. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5 Parking Lot Let’s go back and see if questions were addressed…

5. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5 Equity Equity isn’t giving every student the same thing; it’s giving every student what they need. It is about fairness. Ensuring all children – regardless of circumstance – are receiving high-quality and standards-aligned instruction is an equitable practice. We want to ensure standards-aligned instruction is causing the equitable practices needed to close the gaps caused by racism, bias, and poverty. All week, we will explore our learning through this lens, and we will capture those moments visibly here in our room.

6. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5 Share Your Learning Don’t forget to jot down ideas for • Light bulb moments • Why I teach/lead

7. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5The Week At a Glance

8. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Objectives and Agenda Objectives: Participants will be able to • Describe Shift 3 and its importance. • Describe effective curricular approaches to building knowledge and vocabulary • Develop and assess text-dependent questions Agenda: • Opening and Activator • Volume of Reading on a Topic • One Module’s Methods • TDQs That Build Knowledge and Vocabulary • Role Teams

9. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Gallery Walk Activator Choose one display in our “gallery” that was especially important to your learning. Discuss moments of new learning that occurred during yesterday’s keynote and learning sessions.

10. Shift 3: Intentionally Building Knowledge Through Content-rich Nonfiction

11. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Volume of Reading on a Topic

12. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Setting the Stage • Imagine you are 11th-grade students studying the sustainability of seafood. • You are working to determine which species are sustainable sources of food. • The most complex texts you will tackle in this study are authentic reports, written by scientists, that explain whether a certain species of fish: • should not be fished, • should be fished “with caution,” • or can be widely harvested.

13. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Initial Read • Locate the article “Pacific Cod Species Report.” • Read the article, and self-assess at the top of the page using a rating between 1 and 5: • 1= I don’t understand a single word of this. • 3= I understand some or even many of the words, but I really don’t understand what it means. • 5= I understand this information completely and can use it to make a decision about whether or not it’s a good idea to fish for Pacific cod.

14. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Continuing to Build Knowledge • Locate the article titled “Bycatch.” • Read and discuss with a partner: • What is bycatch? • What kinds of animals are affected by bycatch?

15. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5And Building... • Now locate the article “Sudden Death on the High Seas.” • Read and discuss: • What is longline fishing? • What bycatch is created by longline methods?

16. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5 What does it mean? Return to the first text, “Pacific Cod Species Report.” Some support with structure: • Throughout the report, what are the words in all capital letters? Headings for each section of the report • In the table on the first page, what do the numbers represent? Scores for each criterion • In the table on the first page, what are the lowest and highest scores possible? What are the score ranges for each color? 0 and 4 0 to 1.59 for Red, 1.6 to 2.39 for Yellow, 2.4 to 4 for Green • How does the table in the summary correlate to the other sections?

17. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5 What does it mean? How would you explain the structure? • 6 main sections: • Section 1: Summary with final score and subscores for 5 criteria • Sections 2-6: Detailed scoring information for each criterion • The 5 criteria categories are: • (1) Life History, (2) Abundance, (3) Habitat Quality & Fishing Gear Impacts, (4) Management, (5) Bycatch • Each criterion has 2 sub-sections: Core points, Adjustment points • Core points are a base score of 1, 2 or 3 • Adjustment points are added to or subtracted from the base score for each item, worth 0.25 points • The last line shows the total assigned points for that category

18. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5 What does it mean? Some support with structure: • How do you know how many core points a criterion received? The score and definition are in bold. A paragraph explaining the score is directly below the selected score (1.0, 2.0 or 3.0). • How do you understand the adjusted point score for a category? A statement is placed directly under each item for which points were adjusted. Add or subtract 0.25 points for each statement. Some statements are in bold but not the score. This is when no points were subtracted. • Explain how the core points and adjusted points come out to 1.75 for Life History.

19. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Reread 1. Reread “Pacific Cod Species Report”p. 3 (Summary) , then 9-12 (Management, Bycatch) • Think about what youve learned about bycatch and longline fishing. • Apply any gained understanding of the structure. 2. Self-assess again: 1 = I don’t understand much of this at all. 3 = I understand some or even many of the words, but I really don’t understand what it means. 5 = I completely understand this information and can use it to make a decision about whether or not it’s a good idea to fish for Pacific cod.

20. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Discuss Discuss with a partner: • What methods are used in Pacific cod fishing? • Is bycatch a problem in Pacific cod fisheries? Why or why not? • Is it a good idea to fish for Pacific cod? Why or why not?

21. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5One More • Find the report “Monterey Bay Aquarium: Seafood Watch.” • Locate“Cod: Pacific”in each column. • Why might this pamphlet report that it’s best to avoid Pacific cod caught by Japanese and Russian fishermen?

22. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Debrief • What did you notice about the way you read the “Pacific Cod Species Report”article the second time versus the first time? • What enabled you to make a (likely) accurate inference about the way Pacific cod are fished in Japan and Russia? • What do you think about the amount of knowledge you gained about fish and fishing during this session? • Based on your experience in this activity, what are some curricular implications for building knowledge and vocabulary using text sets? • What are the equity implications for this activity?

23. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Make Sure You Have Both...

24. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Processing & Application STOP AND JOT • What important understanding do you want to take away from our discussion about Shift 3? • What implications does the importance of Shift 3 have for your work? Consider: Professional development Planning Curriculum Systems/Structures Equity Policy & Programming

25. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Objectives and Agenda Objectives: Participants will be able to • Describe an effective curricular approach to building knowledge and vocabulary, by examining one module’s methods of teaching texts and evidence-based claims • Develop and assess text-dependent questions Agenda: • Opening and Activator • Volume of Reading on a Topic • One Module’s Methods • TDQs that Build Knowledge and Vocabulary • Role Teams

26. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Close Reading of Complex Text

27. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Module 1A Unit 1 Lesson 3: Birth of the Haudenosaunee Students begin this lesson with an overview of the objectives. CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. I can explain what a text says using specific details from the text. CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. I can engage effectively in a collaborative discussion.

28. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Then a Gallery Walk p

29. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Vocabulary and Masterful Reading: Prepping for Success

30. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5“Birth of the Haudenosaunee”Text-Based Answers

32. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5“Birth of the Haudenosaunee”Symbolism and Text-Based Answers

33. Masterful Reading (choral, partner reading) Building fluency and confidence through modeling Accessing the text with confidence Understanding the text at a basic level BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Approaches to Reading Close Reading • Collaborative reading • Examining the ideas, structures, and layers of meaning, creating a common and solid understanding Independent Reading • Surface reading/ review/gist • Building fluency • Projecting automaticity • Accessing core understanding

34. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5 Debrief • As a learner, what activities were most impactful to you, why? • Revisit the standards. To what extent were they addressed through the series of activities? • How does this instruction speak to Shifts 1, 2, & 3? • How does the connection between standards and the Shifts build an equitable educational environment?

35. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Lexile Difficulty of“Birth of the Haudenosaunee”

36. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Text-Dependent Questions for RI.4.2 Why should we ask central idea/theme-based TDQs? • Guide students toward the theme. • Encourage students to look to the text to support their answers. • Encourage students to examine the complex layers of a rigorous text. • Support comprehension. Which words should we look at for TDQs? • Essential to understanding the text • Likely to appear in future reading • More abstract words (as opposed to concrete words) • Scaffold learning. • Guide students to identify key ideas and details. • Build vocabulary. • Build knowledge of syntax and structure. • Help students grapple with themes and central ideas. • Synthesize and analyze information. What are the key details and ideas? • How can I support students to get them to see and understand these details and ideas?

37. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5When Creating Text-Dependent Questions… Know the Text Well Know the Standard(s) Know the Desired Student Response • Identify the standards being addressed. • Identify the core understandings and key ideas of the text. • Target small but critical-to-understand passages. • Target vocabulary and text structure. • Tackle tough sections head-on: notice things that are confusing and ask questions about them. • Create coherent sequences of text-dependent questions. • Create the assessment.

38. Develop three text-dependent questions to be used with excerpts from “Birth of the Haudenosaunee.” Ensure that they are aligned to a standard, working toward the entiretyof a standard. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5“Birth of the Haudenosaunee” TDQs RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawinginferencesfrom the text. According to the text, why did the Peacemaker come to the nations? • If there is another standard you wish to align a question to, identify the standard with the question. What can you infer about the nations when the author says, “These five nations had forgotten their ways?” • Make sure they can be answered using evidence from the text. • Place them on your group’s chart paper; write the standard on top.

39. Gallery Walk with Dots and Sticky Notes BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5 Green: Standards-based/advances understanding Yellow: Almost-there questions Red: Not standards-based and relevant

40. Let’s Zoom Out BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5 What knowledge does a student need to access and examine “Birth of the Haudenosaunee”? What knowledge bridges can be built between what students may know and what they need to know to access and examine “Birth of the Haudenosaunee”?

41. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Role Team Time Meet with your role team 1. Download your key learning with one another. 2. Discuss how this session is relevant to your role and what you can put into practice.

42. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Thumb Rating: Objectives Objectives • Describe Shift 3 and its importance. • Describe effective curricular approaches to building knowledge and vocabulary. • Develop and evaluate text-dependent questions.

44. Welcome Back toThe Juicy Language of Text!

45. 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 Juicy Language of Text Grades K–5 Summer 2017

46. THE JUICY LANGUAGE OF TEXT GRADES K–5The Week at a Glance

47. THE JUICY LANGUAGE OF TEXT GRADES K–5Objectives and Agenda Objectives: Participants will be able to • Determine the role of syntax in complex text • Closely read and dissect text at the sentence level with Juicy Sentences • Observe and analyze instruction for evidence of standards and shifts • Describe the ideal literacy program Agenda: • Opening • Naming the Challenge • Deconstructing Juicy Sentences • Instructional Video Observation • Mini-Team Time

48. Dr. Lily Wong Fillmore Watch the video and note… • What challenges does complex text present for educators? • What does she recommend to address the challenges? • What resonates most with you about her message?

49. THE JUICY LANGUAGE OF TEXT GRADES K–5 Language Standards Knowledge of Language: 4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: 4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a variety of strategies. 4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered, when discussing animal preservation).

50. THE JUICY LANGUAGE OF TEXT GRADES K–5 Putting It Together Syntax Juicy Sentence Read the text. Craft your own definition of syntax based on what you read. Read and annotate the article. What makes a sentence juicy? What instructional opportunities does the juicy sentence provide?