W EL come B A ck!

1. WELcome BAck! Kick Off – Thursday-- ELA Vision

2. Let’s catch up! • What highlights or questions do you remember from ELA discussions at Induction? • What questions did you grapple with during Institute: teaching, planning, executing? • If you WEREN’T sitting here getting to talk to TFA people these next 3 days, what would you already want for your Ss over the course of the year, academically in ELA? What would you want for them as people, as leaders of your class? • Given that we DO actually get to be together all of today & all of Wednesday, what questions do you have about what you want for your future students by EOY? What are you hoping to gain clarity about? Questions that we WILL be TACKLING (not answering…) vs. Questions that we won’t be tackling… 8:10- 8:25

3. Here are the topic-themes and agendas for our 2.5 days together. Sarah Franzen 662.380.3206 sarah.franzen@teachforamerica.org Marissa Cumbers Mike Bienkowski Katie McGriff Jeremiah Smith Jenny Thomas

4. ELA Opportunities Fair!

5. Vision, vision, viiiision, vissssssion? [what you passionately, desperately want for your students by the end of the school year.] [and some initial techniques for how to make sure you’re on track to get there] 8:25- 8:30

6. Agenda • Throughout the day, while we dig into each question, you should be seeking to figure out… • How will we measure this QUANTITATIVELY and QUALITATIVELY at the end of the year & at the end of each 9 weeks? • What do I want my students to be doing, saying, believing, achieving as readers, writers, speakers, & leaders? Writers Readers Speakers & Leaders in your Class & in the World! By the end of TODAY: you will draft your year-long vision! 8:25- 8:30

7. You don’t HAVE to fill out the template, but it may help you keep yourself organized. 8:30- 8:35

8. 8:30- 8:35

9. When we talk about developing students as READERS, we mean two types of reading… • Readers who are developing their Independent Reading Personalities. Readers who are developing as complex-text analyzers.

10. What was hard about IR in your summer school classes? What was GREAT about IR in your summer school classes?

11. IR: Artifacts A & B Read & discuss artifact A. Quick Student-Stories. Read & consider the questions for artifact B.

12. IR: Artifacts C- E (the how) “Reading should not be presented to a child as a chore, a duty. It should be offered as a gift.” Kate DiCamillo What is the role of WRITING & TALKING in IR? How do we balance LOVE of reading and ACCOUNTABILITY?

13. Whole Group Debrief • What MORE do we now want for our Ss as independent readers? BE SPECIFIC- GROUP GENIUS! • What sort of class culture will we have to develop to achieve this for our Ss in the first days? • DO, SAY, BELIEVE, ACHIEVE at the end of the year? • DO, SAY, BELIEVE, ACHIEVE by the end of the 1st 9 weeks? Quantitative Big Goals: • Ss will grow 2 years in reading on a reading level test. • Students have read at least 20 books/ equivalent pages per week/etc. EOY Vision ACHIEVED! Discuss: Given your understanding of what you want for your Ss as Independent Readers, why should we assess students in these ways? Any concerns?

14. What does it look like? Silent reflection time- capture your thinking!

15. Lunch Break, But First… There is only one book for every 300 kids living in poverty in the U.S. (Reading Is Fundamental.) • Take ACTION so this is not your students’ experience! • Modify the sample letter to family and friends located here. • Steal all the book lists located HERE and put them into your Amazon Wish List. • Set up your own in-class-library check out system from Classroom Organizer, and prepare to guide your new librarians.

16. When we talk about developing students as READERS, we mean two types of reading… • Readers who are developing their Independent Reading Personalities. Readers who are developing as complex-text analyzers.

17. What was hard about text analysis in your summer school classes? What was GREAT about text analysis in your summer school classes?

18. What Makes a Text Complex? Quantitative Factors: • Word length & Frequency • Sentence Length • Qualitative Factors: • Layers of Meaning • Structure • Language Conventionality & Clarity • Knowledge Demands • Factors Related to Reader & Task: • A reader’s motivation, prior knowledge, & experiences • The purpose & complexity of the task and questions posed • The amount of reading & thinking the TEACHER is doing for the reader

19. Whole-Class Text Complexity Across Grade Bands Review “The Circuit” and “Letter from a Birmingham Jail” and consider : • Why did we choose these texts for 6th grade & 10th Grade? • Compare the two texts: How are these texts both complex and appropriate for these grade-levels? • Could “The Circuit” be used with high school students? Could “Letter from Birmingham Jail” be used with middle school students? If so, what factors might you need to consider to ensure students could successfully engage with these texts? • We knew your students would likely be behind as readers. Why would we want to make this choice (why will you want to make these choices in the fall)? • Why is this complex-text-level reading not enough? Why do your students also need independent reading? Analysis Time: 8 minutes

20. Complex Text-Analysis is PROPELLED by Talk

21. Comparing CFQs & Literary Analysis Essays What is the difference between CFQ-Writing & Text-Analysis Essay Writing? Why should students do both?

22. Comparing the Rubrics

24. Whole Group Debrief • What MORE do we now want for our Ss as readers of complex text? BE SPECIFIC- GROUP GENIUS! • What sort of class culture will we have to develop to achieve this for our Ss in the first days? • DO, SAY, BELIEVE, ACHIEVE at the end of the year? • DO, SAY, BELIEVE, ACHIEVE by the end of the 1st 9 weeks? Quantitative Big Goals: • Students will achieve, on average, a 3 / 4 on the CFQ/ Response to Literature Rubric by the end of the year. • Students will write as least 4 longer essays (in high school, students should engage in research at least once), and students will achieve, on average, a 3 / 4 on the lengthier essay rubric. EOY Vision ACHIEVED! Discuss: Given your understanding of what you want for your Ss as text analyzers, why should we assess students in these ways? Any concerns?

25. BREAK! • Snacks: Grapes! • Music! • cELebrAte each other! • View & steal ideas from other classrooms! • Continue jotting your vision down.

26. When we talk about developing students as WRITERS, we mean all different kinds of writing… Writers who are complex-text analyzers in their writing & talking. Writers who emulate their favorite styles of poetry, short stories, songs in order to express their own stories. Writers who research inequalities & injustices in order to craft & propose solutions in written & spoken argument.

27. What was hard about teaching/ reading your students’ writing in your summer school classes? What was GREAT about teaching/ reading your students’ writing in summer school classes?

28. ACKNOWLEDGEMENT: Writing Progress is SLOW. • As you’re exiting Institute… • GREAT, LIFE-ALTERING writing growth is possible.

29. Camp & College Applications How did these two students use their voice and their identities to grasp opportunities? How can our English classes help our students do the same?

30. Our students deserve to write for AUTHENTIC REASONS. This is THE HIGHEST BAR. • For these students, what is the relationship between reading & writing?

31. Whole Group Debrief • What MORE do we now want for our Ss as WRITERS? BE SPECIFIC: GROUP GENIUS! • What sort of class culture will we have to develop for Ss to achieve our writing vision? • DO, SAY, BELIEVE, ACHIEVE? Quantitative Big Goals: • Students will achieve, on average, a 3 / 4 on the CFQ/ Response to Literature Rubric by the end of the year. • Students will write as least 4 longer essays (in high school, students should engage in research at least once), and students will achieve, on average, a 3 / 4 on the lengthier essay rubric. • Students will have opportunities to write creatively to apply to colleges, camps, and other experiences. Students will have opportunities to emulate the style of other authors. EOY Vision ACHIEVED! Discuss: Given your understanding of what you want for your Ss as Writers, why should we assess students in these ways? Any concerns?

32. What does it look like? Silent reflection time- capture your thinking!

33. BREAK! • Snacks! COOKIES! • Music! • cELebrAte each other! • Read & Comment on Student-Work! • View & steal ideas from other classrooms!

34. What are our students’ past experiences with the MCT2 & the SATP? Dear Mr. G., Um... yea, I usually don't write notes to guys or teachers ... so yea. Well I am doing ok. The work you are giving is ok. It's not too hard. There are a couple of things I do need help with in your class though. Last year I think I got advanced or proficient in English, but that was by the skin of my teeth. To the point I am getting at is I need help in your class. Don't make this a big deal or bring it to the class, because if you do it will make me feel dumb and like I am a loser. So is there any way you could help me without the class knowing? Sincerely, Cody B. What does this mean about their relationship with the Common Core?

35. What and Why this Matters

36. HOW? • Tomorrow: We’re going to look at the Common Core Standards • This evening, take the test & talk about it! Where? When? Who? If you are teaching high school, we HIGHLY recommend you take this test. It is going to help you build better relationships with your Ss and your school.

37. Vision is NOT a static document. • Consider what you wanted for your students when you left INDUCTION. • Consider what you wanted for your students ½ way through INSTITUTE. • Consider what you wanted for your students now. • Consider what you’ll want for students by the end of Saturday. • Consider what you’ll want for students after your first unit.

38. Goals for WORK TIME: Get CLEAR on paper your most CONCRETE thoughts pertaining to your Ss as readers, writers, speakers, & leaders. How will you operate as a leader to achieve this vision? • We’ve done MUCH of our thinking today collaboratively, so if you prefer to continue the conversation that you’ve been having with your table or your person, please continue working together- here or elsewhere! • If you prefer to work solo, that’s fine, too! Again, here or elsewhere. • If you’re feeling stuck, please find a staff member or volunteer to help you prioritize and think out loud. Options for WORK TIME:

39. Send your AMAZON WISH LIST! Tonight… • WHAT? Learning Team Office Hours! • WHY? • If you just didn’t get to a portion of your vision & you’d like to talk it over with your team. • If you’re feeling less clarity about one or some portions of your vision (if you’re feeling paralyzed) & you’d like to talk it over with an LTL or a staff member. • You want to take a sample test (we can also give you directions on this). • HOW? • We will stick around here until ____. DEADLINE to send 1st draft of vision to your MTLD: 8 am tomorrow. TIP! Dropbox!

40. Good luck!