Building Knowledge Fluency through a Volume of Texts

Building Knowledge & Fluency through a Volume of Texts Grades 4 – 5 ELA Winter 2017

Today’s Session • We will be experiencing and building on ideas about knowledge, comprehension, and fluency. • Some reading of complex text and learning new ideas (feeling what students might feel), some thinking like teachers (what does it look like in the classroom? how do I plan for this)?

Session Objectives PARTICIPANTS WILL BE ABLE TO • Identify the knowledge, vocabulary and fluency demands presented by combinations of texts in order to select/create/leverage texts to facilitate student acquisition of knowledge. • Describe the rational for having students interact with a sequence of texts on the same topic • Identify the knowledge and vocabulary demands of a given text • Create an effective sequence of texts/modify an existing sequence to become more effective.

Session Agenda I. Experience the “Baseball Experiment. ” II. Read and discuss more about the role of knowledge in reading comprehension. III. Practice sequencing a set of texts based on complexity. IV. Analyze a model curriculum for the way a text set is incorporated; OR V. Build an intentional text set for your own work with students.

Norms that Support Our Learning Today’s session is going to involve some challenge that might make you uncomfortable… • Don’t check out! Use technology to enhance learning. • Strive for equity of voice…listen to understand. • Contribute to a learning environment in which it is “safe to not know. ”

Setting the Stage: Practice the Norms • How do YOU feel about this whole idea of “grapple” and kids reading challenging texts? • How does this fit your paradigm as an ELA teacher? As a reader? 6

A Simulation “…kids have many reading levels. ” David Liben, Student Achievement Partners 7

Mystery Letter Give this text a whirl! • See if you can make this text “make sense. ” • Pay attention to what you’re doing (both with your pens/pencils and your minds) to try and comprehend this text. • What if you read it more closely?

What makes this mystery letter complex? • You don’t know many of the key words. • The sentences are long and it take concentration to hold the meaning from beginning to end. • There’s no reason to read it other than you are being good sports. • You’re having a hard time connecting/little background knowledge (and maybe you really don’t care!)

What if this was really important? • What if it was essential for students to read this text? What things have you been trying?

Another Idea • Let’s see if we can back up and learn what we need to know to tackle this complex text without lots of teacher support. • Read the text “Davy Crockett on the Removal of the Cherokees, 1834. ”. Read it once through, then we pause to be clear about some new, clarifying information. • Questions: • Who’s name should you sign in the closing of this mystery letter? • When was it written? • What did Crockett fear? • Hmm. . . why would he hold such fears? Let’s read more…

Keep Building! • Read, “Excerpts from Andrew Jackson’s Speech to Congress in Indian Removal” once through for the central ideas (get as far as you can in 5 minutes), then we will go back in to take on some key sections. • Questions: • What is Jackson proposing? • In paragraph 2, according to Jackson, who will benefit from this proposal? In what ways will these groups benefit? • In paragraph 3, Jackson compares the Native Americans to what other groups who have been uprooted? • Reread the last line in paragraph 3, according to Jackson, how should the Native Americans feel about his proposal? • Finally, in the last paragraph, pick out some words Jackson uses to describe his policy.

How about another key player? • “Martin Van Buren” • Read this document once through for the central ideas. Take about 2 minutes to read, then we will go back in to take on some key sections. • Questions: • What is the relationship between Jackson and Van Buren? • What was Van Buren’s role in the Indian Removal Policy?

On the Record… • Read: “Excerpted Remarks of the Honorable David Crockett” • Read this document once through for the central ideas (get as far as you can in 5 minutes), then we will go back in to take on some key sections. • Questions: • What was Crockett’s position on Jackson’s policy? • In paragraph 2, what concerns did Crockett have about the Executive Branch? • Who are “the poor remnants of a once powerful people” Crockett is referring to in paragraph 3? • Who is the only source of help for these people? • Reread paragraph 5. What are some important words or phrases Crockett uses to convey his opinion about the bill? • In his closing remarks, what personal remarks does Crockett provide that help you gain insight into his character?

A little bio… • Read “David Crockett. ” • Read this document once through for the central ideas (get as far as you can in 2 minutes), then we will go back in to take on some key sections. • Questions: • What experiences did Crocket have with… • Jackson? • Native Americans? • Oppression?

Mystery letter • Read this text again, through once, highlighting areas where you now have clarity. • Questions (please answer in writing): • What is “the Ship” Crockett is referring to? • Describe the concerns Crockett holds regarding the power of the Executive Branch. Be sure to use specific details from the text to support your claim.

Make an Inference Davy Crockett Takes a Stand • Each person take one sentence strip from the envelope on the table. • Read the Davy Crockett quote to yourself and think about this: • Based on your knowledge of Davy Crockett and the historical event on which he took a stand, what can you infer about the quote? • Go ‘Round: • One at a time, read aloud the quote and share your inference

What have you learned? Based on what you have learned so far, write a paragraph describing the qualities of someone who takes a stand. Be sure to use the texts we have read this morning when you write.

You’re Meeting the Standards! Standard 10 -- “Read and comprehend complex literary and informational texts independently and proficiently. ”

Debrief • What just happened? Did your “reading level” change? • Why were you able to make such a strong inference from the quotes? Why is this significant? • What did you notice about the rate of your reading of the Mystery Letter the second time? Why did that happen? • What were the specific “teacher moves” that allowed you to make such rapid progress in your comprehension of the most challenging text? • What did you notice about the texts themselves? About the questions? • What other notices and wonders do you have a this point?

Key Take-Aways • Sets of texts, arranged in a careful sequence and supported by strategic text-dependent questions, can rapidly build the knowledge students need to more independently experience success with a more complex text. • Building knowledge impacts comprehension and fluency.

What Do Reading Comprehension Tests Measure? Mainly Knowledge

Journal, last page • What’s important to remember about strategically sequenced (some use the term “gradated”) sets of texts? • To what extent does your current ELA curriculum help students intentionally build knowledge as a scaffold toward comprehension and fluency? • In what ways does (or doesn’t) your current curriculum incorporate strategically sequenced sets of texts?

LUNCH

Session Objectives: At the end of today we will have a better understanding of: • PWBAT Describe the rational for having students interact with a sequence of texts on the same topic • PWBAT Identify the knowledge and vocabulary demands of a given text • PWBAT Create an effective sequence of texts/modify an existing sequence to become more effective.

Session Agenda I. Experience the “Baseball Experiment. ” II. Read and discuss more about the role of knowledge in reading comprehension. III. Practice sequencing a set of texts based on complexity. IV. Analyze a model curriculum for the way a text set is incorporated; OR V. Build an intentional text set for your own work with students.

Remember: Complexity is Complex! Levels of meaning, structure, language conventionality and clarity, and knowledge demands Readability measures and other scores of text complexity Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

Quantitative Measures • Word Difficulty - Frequency - Length • Sentence Length • Other Features of Words • Sentence Syntax • Text Cohesion Common Core. Band ATOS Degrees of Reading Power Flesch. Kincaid The Lexile Reading Source. Rater Framework Maturity 2 nd-3 rd 2. 75 – 5. 14 42 – 54 1. 98 – 5. 34 420 – 820 3. 53 – 6. 13 0. 05 – 2. 48 4 th-5 th 4. 97 – 7. 03 52 – 60 4. 51 – 7. 73 740 – 1010 5. 42 – 7. 92 0. 84 – 5. 75 6 th-8 th 7. 00 – 9. 98 57 – 67 6. 51 – 10. 34 925 – 1185 7. 04 – 9. 57 4. 11 – 10. 66 9 th-10 th 9. 67 – 12. 01 62 – 72 8. 32 – 12. 12 1050 – 1335 8. 41 – 10. 81 9. 02 – 13. 93 11 th-CR 11. 20 – 14. 10 67 – 74 10. 34 – 14. 2 1185 – 1385 9. 57 – 12. 00 12. 30 – 14. 50

Qualitative Measures • Literature Text Complexity And Information Text Complexity Rubrics and Tool

Sequence a Set of Texts • Imagine you were creating a curricular module/extended unit (incorporating fiction and non-fiction) designed to help Grade 4 students appreciate and understand a historical event where someone took a stand. • In the envelope on your table, there are several texts that your library media specialist has provided for you. • Work with a partner to start building your unit by considering how to sequence the texts.

Things to Think About • You might: – Strictly order them from least complex to most complex. – Think about if this should be all one set, or a couple of smaller sets? – Make other decisions based on the questions students might be asking. If they know X, does that lead logically to Y? –Use a challenging text early on to create a sense of wonder or intrigue. • IF TIME: Write TDQs for a simpler text that will strategically build the knowledge students need to tackle a more challenging text (you’ll do this for sure tomorrow so don’t’ panic).

Did You Get Something Like This? • Reveal – yes, these are all loosely about a historical event in which someone took a stand , but there are two different through-lines really. • Should be two sets…like this – –Taking a Stand: Susan B. Anthony and the Women’s Suffrage Movement –Taking a Stand: Chief Standing Bear and the Trail of Tears

What else are you learning? • Based on what you have read today about Susan B. Anthony and the Women’s Suffrage movement as well as Chief Standing Bear and the Trail of Tears, are there other qualities you might add to your paragraph about someone who takes a stand? –Jot down your thinking on the page where you wrote your paragraph.

Journal • What are you discovering about ELA curriculum design by doing this work? • What are the implications of what you are learning for the use of your current curriculum or the design or selection of future curriculum?

BREAK • During the break, consider which would best meet your needs for the next 90 minutes: – Would you like to analyze how the free curriculum that Unbound. ED has available on its website incorporates text sets? – Would you rather learn more about and actually start building your own text set to create or enhance your own curriculum? – School teams are encouraged to split up on take advantage of both sessions. – Use a sticky note to cast your vote so we can figure out rooms and whatnot in order to provide this differentiation for you.

Analyzing a Text Set

The 4 Ts

The 4 Ts

Features of Text Sets Strong text sets Weak text sets Build student knowledge about a topic; meaningful connection to the anchor text Texts are authentic, rich, and worthy of study Range of text types (literary and informational) and formats Texts are not related or connected across sets or they are only superficially connected Only commissioned texts or textbook passages Focused exclusively on one genre or format (unless the set is a genre study) Text complexity levels support student achievement of the gradelevel complexity demands of the CCSS* Text complexity levels are erratic and do not support the staircase of text complexity in the CCSS Council of Chief State School Officers, 2012

Grade 4: Gathering Evidence and Speaking to Others: Suffrage and the Leadership of Susan B. Anthony

About this Module

One Important Note

The Texts

Features of Text Sets Strong text sets Weak text sets Build student knowledge about a topic; meaningful connection to the anchor text Texts are authentic, rich, and worthy of study Range of text types (literary and informational) and formats Texts are not related or connected across sets or they are only superficially connected Only commissioned texts or textbook passages Focused exclusively on one genre or format (unless the set is a genre study) Text complexity levels support student achievement of the gradelevel complexity demands of the CCSS* Text complexity levels are erratic and do not support the staircase of text complexity in the CCSS Council of Chief State School Officers, 2012

Creating a Text Set First? Then? And?

Creating a Text Set

Accessing this Curriculum

Explore Anchor Text: Things you found:

Gallery: Best Ideas Anchor Text: Things you found:

Analyzing SHARE Creating

Closing I used to think ____________, but now I think____________. 51

http: //www. standardsinstitutes. org/institute/winter-2017 -standards-institute#tab--details 52

References Slide Source 10 Mystery Letter Excerpted from https: //www. gilderlehrman. org/sites/default/files/inline-pdfs/t-01162. pdf 13 “Davy Crockett on the Removal of the Cherokees, 1834” Excerpted from http: //www. gilderlehrman. org/historyby-era/jackson-lincoln/resources/davy-crockettremovalcherokees-1834 14 “Excerpts from Andrew Jackson’s Speech to Congress in Indian Removal” President Jackson's Message to Congress "On Indian Removal", December 6, 1830; Records of the United States Senate, 1789 -1990; Record Group 46; Records of the United States Senate, 17891990; National Archives and Records Administration (NARA] 15 “Martin Van Buren” http: //americanhistory. si. edu/presidency/timeline/pres_era/3_669. html 16 “Excerpted Remarks of the Honorable David Crockett” Excerpted from: http: //capitolwords. org/date/2012/01/24/E 63 -3_remarks-of-the-honorable-david-crockett/ 17 “David Crockett” Angel Price, University of Virginia, http: //twain. lib. virginia. edu/projects/price/acrocket. htm 19 Davy Crockett Quotes http: //www. inspiringquotes. us/author/8141 -davy-crockett 23 http: //www. aft. org/periodical/american-educator/spring-2006/what-do-reading-comprehension-tests-mainly 36 Screenshot of EL Education website. www. eleducation. org, 38 4 T’s Video: https: //vimeo. com/116564458