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BUILDING KNOWLEDGE IN GRADES 6–8

BUILDING KNOWLEDGE IN GRADES 6–8 Do Now: Share your favorite work of nonfiction and why you enjoyed it. 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

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BUILDING KNOWLEDGE IN GRADES 6–8

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  1. BUILDING KNOWLEDGE IN GRADES 6–8 Do Now: Share your favorite work of nonfiction and why you enjoyed it.

  2. 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 6–8 Summer 2017

  3. 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 6–8Norms That Support Our Learning

  4. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8 Feedback on Feedback

  5. Parking Lot BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8 Let’s go back and see if questions were addressed . . .

  6. Equity BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8 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.

  7. Share Your Learning BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8 Don’t forget to jot down ideas for Light bulb moments Why I teach/lead

  8. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8 The Week at a Glance

  9. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Objectives and Agenda Objectives Participants will be able to: • Describe Shift 3 and its importance • Describe effective curricular approaches to building knowledge and vocabulary and making evidence-based claims • Develop and evaluate text-dependent questions Agenda • Opening and Activator • Shift 3 Overview • Volume of Reading on a Topic • One Module’s Methods • TDQs that Build Knowledge and Vocabulary • Role Teams

  10. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Mini-Teams: Carousel Summarizer Team Poster Topics: 1. Shift 1: What & Why? 2. Shift 1: How? 3. Shift 2: What & Why? 4. Shift 2: How? 5. Connections across Shifts 1 & 2 Round 1: Meet your Mini-Team at the numbered poster. Discuss and chart your answer to the question on the poster. What – What is the shift? Why – Why is it important? What is the rationale behind it? How – What does it look like in classrooms, curriculum, or planning? Connections – How are they related?

  11. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Mini-Teams: Carousel Summarizer Round 2: Rotate to the poster(s) for Round 2 based on the table below. Read the draft. Add to and revise the ideas as a team. (4 min.) Round 3: Rotate to the poster for Round 3 based on the table below. Read the draft. Add to and revise the ideas as a team. (4 min.)

  12. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Objectives and Agenda Objectives Participants will be able to: • Describe Shift 3 and its importance • Describe effective curricular approaches to building knowledge and vocabulary and making evidence-based claims • Develop and evaluate text-dependent questions Agenda • Opening and Activator • Shift 3 Overview • Volume of Reading on a Topic • One Module’s Methods • TDQs that Build Knowledge and Vocabulary • Role Teams

  13. Shift 3: Intentionally Building Knowledge Through Content-rich Nonfiction Shift 3: Intentionally Building Knowledge through Content-Rich Nonfiction

  14. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8 What Is Your Favorite Work of Nonfiction?

  15. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Why? • Secondary school, college,andthe workforce require interaction with informational text. • Nonfiction makes up the vast majority of required reading in college and the workplace. • Interaction with informational text builds the type of vocabulary and knowledge deemed necessary for success. • Informational text often has to be read differently from narrative text. • There has historically been little interaction with informational texts in elementary and middle school. 15

  16. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Objectives and Agenda Objectives Participants will be able to: • Describe Shift 3 and its importance • Describe effective curricular approaches to building knowledge and vocabulary and making evidence-based claims • Develop and evaluate text-dependent questions Agenda • Opening and Activator • Shift 3 Overview • Volume of Reading on a Topic • One Module’s Methods • TDQs that Build Knowledge and Vocabulary • Role Teams

  17. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Volume of Reading on a Topic

  18. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Setting 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: • should not be fished, • should be fished “with caution,” • or can be widely harvested.

  19. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Initial Read Locate the article “Pacific Cod Species Report.” Read the article, and then self-assess using a rating between 1 and 5: 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 6–8Continuing to Build Knowledge Locate the article “Bycatch.” • Read and discuss with a partner: • What is bycatch? • What kinds of animals are affected by bycatch?

  21. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8And Building . . . Now, locate the article “Sudden Death on the High Seas.” • Read p. 19–30 • Discuss: • What is longline fishing? • What bycatch is created by longline methods? • What are some ways to limit bycatch?

  22. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6-8 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?

  23. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6-8 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 subsections: 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.

  24. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6-8 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.

  25. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Reread 1. Reread “Pacific Cod Species Report”p. 3 (Summary) , then p. 9–12 (Management, Bycatch) • Think about what you’ve 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.

  26. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Discuss 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?

  27. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8One 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?

  28. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Debrief – • 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?

  29. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Make Sure You Have Both . . .

  30. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Both/And Literacy K-5 (Liben & Liben) • CCR Standards-aligned literacy instruction must have EACH of several elements: solid foundational reading skills, development of academic language (vocab/syntax), growth of knowledge, application of comprehension strategies, clear speaking and writing, capacity/motivation for volume of reading. • Article discusses many practices for “how,” but emphasizes shared, close reading of appropriately complex grade-level texts with sequenced, rich questions that demand textual evidence. • Suggests GRAIR for volume of reading but (1) should be only a PORTION, not majority of instructional time, and (2) students should have wider reading choices ACROSS LEVELS (not as strict as traditional guided/independent reading). Guided Reading & Accountable Independent Reading

  31. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Processing & 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

  32. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Objectives and Agenda Objectives Participants will be able to: • Describe Shift 3 and its importance • Describe effective curricular approaches to building knowledge and vocabulary and making evidence-based claims • Develop and evaluate text-dependent questions Agenda • Opening and Activator • Shift 3 Overview • Volume of Reading on a Topic • One Module’s Methods • TDQs that Build Knowledge and Vocabulary • Role Teams

  33. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Module Overview 1. Skim the Unit Outline on page 34 What do you notice about the progression of the unit? 2. Read Part 1 on page 35 What is the purpose of Part 1? 3. Read Part 2 on page 49 How do the activities lead to the objective? 4. Preview the Tools on pages 55 and 56 How do the tools support learning?

  34. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Part 1: Making Evidence-Based Claims Targeted Standard RI.7.1 • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Supporting Standard(s): • RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).SL.7.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

  35. ACTIVITY 1: Independent Reading and Finding Supporting Evidence CLAIM: Migrant farm workers led very difficult lives. Read paragraphs6–19 and annotate or fill in evidence to support that claim.

  36. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Activity 2: Read-Aloud and Class Discussion • 1. Beginning in paragraph 6, Chavez describes how to overcome the unfair treatment of farm workers. What solution does Chavez discover to the problem the farm workers faced? • 2. Chavez introduces the United Farm Workers Union in paragraph 9. What are some of the things the union did and how did it affect the Chicano society in general? • 3. After a long description of the success of the UFW, Chavez discusses Governor George Deukmejian. What effect does Chavez say that Governor George Deukmejian had on the farm worker’s movement? (paragraph 18-19) RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). SL.7.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. • Beginning in paragraph 6, Chavez describes how to overcome the unfair treatment of farm workers. What solution does Chavez discover to the problem the farm workers faced? • Chavez introduces the United Farm Workers Union in paragraph 9. What are some of the things the union did and how did it affect the Chicano society in general? • After a long description of the successes of the UFW, Chavez discusses Governor George Deukmejian. What effect does Chavez say that the governor had on the farm worker’s movement?

  37. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Activity 3: Find Supporting EvidenceActivity 4: Class Discussion of EBCs In pairs, use the Making EBC Tool to look for evidence to support the following claim: Claim: Chavez argues union organization is critical to the advancement of farm workers and the Chicano People. (paragraphs 6–19)

  38. Claim: Chavez argues union organization is critical to the advancement of farm workers and the Chicano People. We attacked that historical source of shame and infamy that our people in this country lived with. We attacked that injustice, not by complaining, not by seeking handouts, not by becoming soldiers in the war on poverty; we organized! (line 65, par. 9) The union survival, its very existence, sent out a signal to all Hispanics that we were fighting for our dignity, that we were challenging and overcoming injustice, that we were empowering the least educated among us, the poorest among us. (line 70, par. 10)

  39. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Activity 5: Forming EBCs in Pairs In pairs, use the Forming EBC Tool to make an evidence-based claim of your own and present it to the class. Focus your claim on paragraphs 6–19 1. Find 3 interesting and related details. 2. Connect the details. How do they connect? What do they mean? 3. Develop a claim. Based on the evidence, what conclusions might you draw?

  40. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8 Debrief 1. As a learner, what activities were most impactful to you, why? 2. Revisit the Standards, to what extent were they addressed through this activity? 3. How does this lesson speak to Shifts 1, 2, & 3?

  41. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Revisiting Text Complexity: Vocabulary Review paragraphs 1–5 of the “California Commonwealth Club Address” and answer/annotate in your materials: Where in the text you predict students would struggle to comprehend, including: Meaning or Purpose Structure Language & Vocabulary Knowledge Demands

  42. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Objectives and Agenda Objectives Participants will be able to: • Describe Shift 3 and its importance. • Describe effective curricular approaches to building knowledge and vocabulary and making evidence-based claims. • Develop and evaluate text-dependent questions. Agenda • Opening and Activator • Shift 3 Overview • Volume of Reading on a Topic • One Module’s Methods • TDQs that Build Knowledge and Vocabulary • Role Teams

  43. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Text-Dependent Questions 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) Purposes for TDQs: • Support learning with scaffolding. • Guide students to identify key ideas and details. • Build vocabulary. • Build knowledge of syntax and structure. • Help students grapple with themes and central ideas. • Foster the synthesis and analysis of information. What are the key details andideas? • How can I support students in seeing and understanding important details and ideas?

  44. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Text-Dependent Questions for RI.7.2 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.

  45. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8When Creating Text-Dependent Questions… • Identify the Standards that are being addressed. • Identify the core understandings and key ideas of the text. • Target small but with 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. Know the Text Well Know the Standard(s) Know the Desired Student Response

  46. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8“Commonwealth Club Address” TDQs RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). • Develop 1 text-dependentquestion to be used with excerpts from “The Commonwealth Club Address.” • Ensure it is aligned to the Standard(s), working toward the entiretyof the Standard. • Make sure it can be answered using evidence from the text. • Place your final draft on 2 duplicate index cards. Write the Standard(s) at the top.

  47. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8Mid-Workshop Guidance 1. What are the central ideas present throughout the speech and how do they develop? 2. How did ideas, events or individuals influence each other in the text? 3. In paragraph 9, why could the union be considered “something dangerous”? To whom? Support your answer with evidence from the text. 4. (RI.7.3, RI.7.2, RI.7.1) How did the union’s survival influence Mexican-Americans to take action? Support your answer with evidence from the text. Revision: (RI.7.3, RI.7.2, RI.7.1) How did the formation and effectiveness of the union influence other events? Support your answer with evidence from the text.

  48. BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8 Triad-to-Triad Feedback In pairs of triads, provide constructive feedback. Is the question: 3: Standards-based and advances core understanding of the text 2: Almost there 1: Not Standards-based/not likely to advance core understanding Share a comment with how the TDQ is effective, or what needs to change. Help your partner triad revise if needed.

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