FEA/NJPSA Fall Conference October 17, 2013 Elaine Bakke and Jenny Wnuk

1. INSPIRING CONVERSATION Using Informational Texts to Address the Rigors of the Common Core State Standards FEA/NJPSA Fall Conference October 17, 2013 Elaine Bakke and Jenny Wnuk

2. Inspiring Conversation Afternoon Objectives: • Gain tangible examples of student engagement • Interpret the Speaking and Listening Standards • Understand how/why inspired student conversation is embedded in the progressions of the ELA CCSS • Set expectations to support the S&L CCSS.

3. CCSS Keeping the Balance

4. “A reader is a navigator of texts/information.” Frank Serafini • NAVIGATE MATERIALS • & • COMMUNICATE IDEAS

5. Keeping a BalanceCCSS SHIFTS • Balance of literature and nonfiction • Analysis based on text evidence • Immersion in more complex texts

6. Phrases repeated throughout the CCSS: • demonstrate understanding of text • referring explicitly to the text • refer to details &examples in the text • quote accurately from the text • summarize, hypothesize, determine, describe, explain, compare and contrast, analyze

7. I N S P I R e EXPECTATIONS FOR 21ST CENTURY READERS AND WRITERS Independently comprehend and evaluate. Navigate diverse perspectives. Support with text evidence. Precisely understand and critique. Integrate technology and digital media. Respond to varying demands. Establish strong content knowledge.

8. LEVELS OF RIGOR:

9. LEVELS OF RIGOR:

10. RIGOR: Rigor is not an attribute of a text but rather a characteristic of our behavior with a text. Rigor resides in the energy and attention given to a text.

11. The CCSS promotes a “thinking curriculum”. The national standards place a strong emphasis on students reading more complex texts with higher levels of comprehension and greater independence. They are NOT about taking a personal stance.

12. CCSS: Speaking & Listening To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.

13. COMPREHENSION AND COLLABORATION SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

14. PRESENTATION OF KNOWLEDGE AND IDEAS SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

15. TURN AND TALK WHAT ARE THE IMPLICATIONS OF THE S & L STANDARDS

16. The Power of Talk Oral Rehearsal Builds the Foundation for: Oral Proficiency Reading Proficiency Writing Proficiency

17. INSPIRE: CONVERSATION:

18. CRITICAL THINKING SKILLS CONSTRUCT MEANING confidence COMMUNICATION SKILLS LITERACY SKILLS TALK PERSPECTIVES AND EMPATHY ACADEMICLANGUAGE VOCABULARY VOICE Academic Conversations By Zwiers & Crawford

19. ANCHOR CHARTS TO PROMOTE CONVERSATION • WHAT’S THE GOAL? • WHAT’S THE LANGUAGE? • WHAT ARE THE RULES?

28. What does this mean for administrators and leadership teams? • Professional Development Opportunities • Observations • Walkthroughs • Evaluations

29. Instructional Models & Evaluation Systems MARZANO DANIELSON DOMAIN 1: PLANNING DOMAIN 2: ENVIRONMENT DOMAIN 3: INSTRUCTION DOMAIN 4: PROFESSIONAL RESPONSIBILITIES CONTENT SPECIFIC SEGMENTS: • Interacting with New Knowledge • Practicing and Deepening Knowledge • Generating and Testing Hypotheses SEGMENTS ENACTED ON THE SPOT • Student Engagement • High Expectations

30. TURN AND TEACH Share how you see yourself bringing this to your school culture.

31. USING TALK TO MAKE SENSE OF NONFICTION TEXTS MOVING BEYOND TEXT FEATURES

32. Gradual Release of Responsibility Zone of Proximal Development

33. FOUR CORNERS OF THE TEXT HOW DOES THE TEXT SAY IT? WHAT DOES THE TEXT SAY? WHAT DOES THE TEXT MEAN? WHAT DOES THE TEXT MEAN TO ME?

34. 1. LITERAL ~ Restatement WHAT DOES THE TEXT SAY? • Knowing: Identifying and recalling information. RECALL

35. 1. LITERAL ~ Restatement RECALL

36. 2. LITERAL ~ Description HOW DOES THE TEXT SAY IT? • Organizing: Arranging information to be used effectively. CONCEPT

37. 2. LITERAL ~ Description CONCEPT

38. 3. INFERENTIAL ~ Application WHAT DOES THE TEXT MEAN? • Applying: Using information for practical purposes. • Analyzing: Clarifying information by examining parts and relationships. STRATEGIC THINKING

39. 3. INFERENTIAL ~ Application STRATEGIC THINKING

40. WHAT DOES THE TEXT MEAN TO ME? • Generating: Producing new information, meaning, or ideas. • Integrating: Connecting and combining information. • Evaluating: Assessing the reasonableness and quality of ideas. EXTENDEDTHINKING

41. 4. INFERENTIAL ~ Interpretation EXTENDEDTHINKING

42. ANCHOR CHARTS TO SUPPORT NON-FICTION • WHAT’S THE GOAL? • WHAT’S THE LANGUAGE?