Complex Text and Juicy Sentences Grades P 3

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Complex Text and Juicy Sentences Grades P– 3 ELA Winter 2018 Day 3 1

Complex Text and Juicy Sentences Grades P– 3 ELA Winter 2018 Day 3 1

We know from experience the hard work teachers face every day as they strive

We know from experience the hard work teachers face every day as they strive to help all of their students meet the challenges set by higher standards. We are a diverse team of current and former classroom teachers, curriculum writers, school leaders, and education experts who have worked in the public, private, and nonprofit sectors. We are dedicated to empowering teachers by providing free, high-quality, standards-aligned resources for the classroom, the opportunity for unbiased and immersive training through our Institutes, and the option of support through our website offerings. 2

From Phonics and Fluency Feedback on Feedback Plus Delta 3

From Phonics and Fluency Feedback on Feedback Plus Delta 3

Where You Might Be During the Week Inspired by Jennifer Abrams • Moments of

Where You Might Be During the Week Inspired by Jennifer Abrams • Moments of Validation • Moments of Reminding • Moments of New Information Notice where you are at any given time, and support yourself and others by: Asking Questions Taking Notes Stretching Yourself 4

Objectives and Agenda Objectives: Participants will be able to: • Make instructional decisions based

Objectives and Agenda Objectives: Participants will be able to: • Make instructional decisions based on an understanding of text complexity. Agenda: I. Framing the Day II. Developing a Series of Standards-Based TDQs • Develop a sequence of textdependent questions that support student proficiency with specific standards. III. Lunch IV. Finish TDQs V. Complex Text Through Productive Struggle VI. Working with Juice Sentences VII. Reflection on Equity • Apply the Juicy Sentences protocol to enhance reading comprehension and support student writing. • Infuse equity into instructional moves and decision making. 5 5

Norms that Support Our Learning • Take responsibility for yourself as a learner •

Norms that Support Our Learning • Take responsibility for yourself as a learner • Honor timeframes (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” 6

Revisiting Equity • Equity is engaging in practices that meet students where they are

Revisiting Equity • Equity is engaging in practices that meet students where they are and advances their learning by giving them what they need. It’s about fairness, not sameness. • Equity ensures that all children – regardless of circumstances – are receiving high-quality and standards-aligned instruction with access to high-quality materials and resources. • We want to ensure that standards-aligned instruction is a pathway to the equitable practices needed to close the gaps caused by systemic and systematic racism, bias, and poverty. • All week, we will explore our learning through an equity lens, and we will capture those moments visibly here in our room. 7

Equity, Language, and Learners 1) Students need well-structured opportunities to practice language to learn

Equity, Language, and Learners 1) Students need well-structured opportunities to practice language to learn it. Amplify, do not simplify, language. 2) Content and language develop inseparably and in integrated ways; language development occurs over time and in a nonlinear manner. 3) Scaffold students toward independence with complex tasks; do not scaffold by simplifying text language and task complexity. 4) We are the gatekeepers of language in the classroom as teachers and leaders. 5) Acquiring the language for the masterful use of standard English in writing and speaking benefits all students. 6) All students bring valuable knowledge and culture to the classroom. 8

Setting Up the Day Create a Student Profile 1. Using the handout on page

Setting Up the Day Create a Student Profile 1. Using the handout on page 2, create a student profile. 2. Share your profile with at least three people not seated at your table: • Clarify as needed • Gather feedback 3. Update your profile with any additional thoughts. 9

Reflection Questions for Reflection • Does my pre-work for teaching a text involve text

Reflection Questions for Reflection • Does my pre-work for teaching a text involve text complexity analysis? If so, do I plan specific activities that amplify and scaffold instruction around the areas where the text complexity may present the biggest challenge? If I don’t, how would doing this benefit or challenge my students? • Do the scaffolds I use in my classroom simplify texts and tasks or support access to complex texts and tasks? • How am I a gatekeeper of language in my classroom? • How often do I provide opportunities in class for all students to orally process texts and tasks? 10

Why Do Students Need More Practice with Complex Texts? • • The gap between

Why Do Students Need More Practice with Complex Texts? • • The gap between complexity of college and high school texts • Too many students not reading proficiently ACT (2006) shows text complexity is a strong predictor of college success • • <50% of graduates can read sufficiently complex texts 37% of the nation’s 12 th graders met the NAEP proficient level (2013) 11

 Text Complexity Diagram: Where to Focus Instruction and Support Text features Genre Organization

Text Complexity Diagram: Where to Focus Instruction and Support Text features Genre Organization Layers of meaning Purpose Concept complexity Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Meaning Structure Language Knowledge Background Prior curriculum and instruction 12

Developing a Series of Standards-Based TDQs Text Complexity Factors Nasreen’s Secret School: A True

Developing a Series of Standards-Based TDQs Text Complexity Factors Nasreen’s Secret School: A True Story From Afghanistan By Jeanette Winter 1. Reread the text, and annotate the factors that make this text complex. (Lexile 630) Text features Genre Organization Layers of meaning Purpose Concept complexity Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Meaning Structure Language Knowledge Background Prior curriculum and instruction 13

Developing a Series of Standards-Based TDQs Text Complexity Evaluation 14

Developing a Series of Standards-Based TDQs Text Complexity Evaluation 14

Developing a Series of Standards-Based TDQs Text Complexity Calibration and Consensus Meaning Structure Language

Developing a Series of Standards-Based TDQs Text Complexity Calibration and Consensus Meaning Structure Language Knowledge Extremely Very Moderately Slightly Overall 15

Text Complexity Impacts Instructional Decisions about Reading Masterful Reading/Reading Aloud Building fluency and confidence

Text Complexity Impacts Instructional Decisions about Reading Masterful Reading/Reading Aloud Building fluency and confidence through modeling Accessing the text with confidence Understanding the text at a basic level Rereading Going back into the text for different purposes Increased cognitive capacity for going deeper into the text Building fluency Accessing the text with confidence Close Reading Analytic 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 16

Comprehension Why Read-Alouds in Grades K– 3? Age 17

Comprehension Why Read-Alouds in Grades K– 3? Age 17

When Students Struggle to Read: Close Analytic Reading Requires: • Prompting students • Selecting

When Students Struggle to Read: Close Analytic Reading Requires: • Prompting students • Selecting a focus for each reading of a text • Choosing a book worthy of text-dependent questions • Crafting questions that build understanding Traditional goal: Students leave the lesson knowing the details of the narrative. CCSS goal: Students leave the lesson having read, analyzed, and understood what they have READ. 18 18

Text-Dependent Questions Nasreen’s Secret School NOT Text Dependent Soldiers came and changed everything. Describe

Text-Dependent Questions Nasreen’s Secret School NOT Text Dependent Soldiers came and changed everything. Describe a time you experienced something terrible in your life. • What does the author mean when she writes, ”dark clouds hang over the city? ” Nasreen’s grandmother discusses her desire for Nasreen to attend this secret school. Why is education important ? • According to the story, what windows are opened for Nasreen in that little schoolroom? In the end, Nasreen’s grandmother states, “As for me, my mind is at ease. ” Discuss a time when you felt at ease after a difficult situation. • Based on the outcome, how might the grandmother’s feeling about Nasreen change from the beginning of the book to the end? 19

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Developing a Series of Standards-Based TDQs Setting Students Up for Success QUESTION: Why was

Developing a Series of Standards-Based TDQs Setting Students Up for Success QUESTION: Why was it a risk to enroll Nasreen in the secret school for girls? What information do students need to have to answer this question? - Who Nasreen’s champion was Context for the time before and after the Taliban arrived What “secret school” means for girls only What knowledge provides How do we turn this information into questions students can answer using evidence from the text? Layers of meaning Purpose Concept complexity Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Text features Genre Organization Meaning Structure Language Knowledge Background Prior curriculum and instruction 21

Creating Text-Dependent Questions • • • Think about. . . Create. . . Integrate

Creating Text-Dependent Questions • • • Think about. . . Create. . . Integrate … Develop. . . Build. . . Find. . . Think About: • Equity is engaging in practices that meet students where they are and advances their learning by giving them what they need. It’s about fairness, not sameness. • Equity ensures that all children— regardless of circumstances—are receiving high-quality and standards-aligned instruction with access to high-quality materials and resources. • Scaffold students toward independence with complex tasks; do not scaffold by simplifying text language and task complexity. 22

A Closer Look at Scaffolding IS: Scaffolding is NOT: • Generative (useful in a

A Closer Look at Scaffolding IS: Scaffolding is NOT: • Generative (useful in a range of lessons or contexts) • A rigid structure (inflexible or unresponsive to specific learner needs) • An amplification of accessibility (creating an on-ramp into the work so the student can engage and benefit) • Simplification of the task (which may lead to a denial of access to rigorous content) • A means to develop learner autonomy (to apprentice the student, over time, to support herself/himself) • Any/all help provided to students (which does not develop student potential, nor help the learner grow in agency and autonomy) • Support which allows a student to • Lowering expectations (which may accomplish more than they could on lead to a denial of access to their own rigorous content) 23

Making Foundational Decisions Standards Texts 24

Making Foundational Decisions Standards Texts 24

Various Entry Points to the Next Steps Following a deep and thoughtful reading of

Various Entry Points to the Next Steps Following a deep and thoughtful reading of the text and after ensuring it is worthy of the standards-aligned work you’re going to ask them to do with it: Design the summative assessment Think about structure and its impact Look for the small and critical to understand sections of text Identify high-value words/phrases to “work” 25

 Designing a Sequence of Questions Text features Genre Organization Layers of meaning Purpose

Designing a Sequence of Questions Text features Genre Organization Layers of meaning Purpose Concept complexity Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Meaning Structure Language Knowledge Background Prior curriculum and instruction 26

Developing a Series of Standards-Based TDQs Now you try as groups 1. Select a

Developing a Series of Standards-Based TDQs Now you try as groups 1. Select a rich and complex passage from Nasreen’s Secret School, and identify what makes that passage complex. 2. Identify the standard that you want to address with this except. 3. Using “Creating Questions for Close Analytic Reading Exemplars: A Brief Guide, ” craft a central TDQ that engages the entirety of the standard. 4. Identify additional knowledge points students need in order to answer the question. 5. Develop a set of scaffolded questions to set students up for success in addressing your central question. 6. Post on chart paper. Post Passag e Standard E valuated: TDQ that a dd entire stan resses the dard Supporting q scaffold stu uestions that d being able ents toward to answer t hat main quest ion • q 1 • q 2 • q 3 27

Developing a Series of Standards-Based TDQs Part 7: Feedback and Review 10 Evaluate Text

Developing a Series of Standards-Based TDQs Part 7: Feedback and Review 10 Evaluate Text -Dependent Questions individually using your rubric. 10 Process and identify highlevel trends with your group. 10 Provide constructive feedback to your partner group. Each group gets five minutes to share, ask, and answer questions. Think About: We are the gatekeepers of language in the classroom as teachers and leaders. Students need well-structured opportunities to practice language to learn it. Amplify, do not simplify, language. 28

Morning Take-Aways 29

Morning Take-Aways 29

Lunch 30

Lunch 30

Objectives and Agenda Objectives: Participants will be able to: Agenda: I. Framing the Day

Objectives and Agenda Objectives: Participants will be able to: Agenda: I. Framing the Day • Make instructional decisions based on an understanding of text complexity. II. Developing a Series of Standards-Based TDQs • Develop a sequence of text-dependent questions that support student proficiency with specific standards. III. Lunch IV. Finish TDQs • Apply the Juicy Sentences protocol to enhance reading comprehension and support student writing. V. Complex Text Through Productive Struggle VI. Working with Juice Sentences VII. Reflection on • Infuse equity into instructional moves and decision making. Equity 31

Developing a Series of Standards-Based TDQs Part 7: Feedback and Review 10 Evaluate Text

Developing a Series of Standards-Based TDQs Part 7: Feedback and Review 10 Evaluate Text -Dependent Questions individually using your rubric. 10 Process and identify highlevel trends with your group. 10 Provide constructive feedback to your partner group. Each group gets five minutes to share, ask, and answer questions. Think About: We are the gatekeepers of language in the classroom as teachers and leaders. Students need well-structured opportunities to practice language to learn it. Amplify, do not simplify, language. 32

Feedback on the Process • This activity included Moments of Validation because. . .

Feedback on the Process • This activity included Moments of Validation because. . . • This activity included Moments of Reminding when. . . • This activity included Moments of New Information such as. . . Traditional goal: Students leave the lesson knowing the details of the narrative. CCSS goal: Students leave the lesson having read, analyzed, and understood what they have READ. 33

Productive Struggle Students engaged in productive struggle are: • Expending effort to make sense

Productive Struggle Students engaged in productive struggle are: • Expending effort to make sense of content • Working to figure out something that is not immediately apparent • Grappling with problems on the path to solving them Students NOT engaged in productive struggle are: • Working on unattainable challenges • Needlessly frustrated • Simply being presented with information to be memorized • Being asked to practice only what has been demonstrated 34

Mona Lisa, Mona Lisa 35

Mona Lisa, Mona Lisa 35

Knowing What You Are Seeing A. What standards are at center of this lesson?

Knowing What You Are Seeing A. What standards are at center of this lesson? B. Is a majority of the lesson is spent listening to, reading, writing, or speaking about text(s)? Identify evidence. C. Are the text(s) above the complexity level expected for the grade and time in the school year? D. Do the text(s) exhibit exceptional craft and thought and/or provide useful information? Where appropriate, are the texts richly illustrated? E. Do the questions and tasks address the text by attending to its particular structure, concepts, ideas, events, and details? Provide evidence. 36

Whip Around Your Table 1. Select a timekeeper. 2. Beginning with question 1, each

Whip Around Your Table 1. Select a timekeeper. 2. Beginning with question 1, each person has 15 seconds to share his or her findings with no feedback, and this moves around the table. 3. Repeat process with questions 2– 5. 37

Write First: Focus on Equity • Equity is engaging in practices that meet students

Write First: Focus on Equity • Equity is engaging in practices that meet students where they are and advances their learning by giving them what they need. It’s about fairness, not sameness. • Equity ensures that all children—regardless of circumstances—are receiving high-quality and standards-aligned instruction with access to highquality materials and resources. • We want to ensure that standards-aligned instruction is a pathway to the equitable practices needed to close the gaps caused by systemic and systematic racism, bias, and poverty. 38

Stronger Every Turn Each time you talk to a partner, you build from and

Stronger Every Turn Each time you talk to a partner, you build from and borrow the ideas and language of previous partners. Try to make your answer stronger each time with better and better evidence, examples, and explanations. 6 minutes Bring your notes. Form triads with people you have not yet spent time with. Share and discuss your written reflection with your partners. Jot down ideas that they share that improve your own discussion or you think are important that you did not consider 6 minutes Find a new triad with two new partners. Repeat the process, incorporating your previous partners’ feedback into the conversation where appropriate. 3 minutes Revise your notes or reconsider your positions based on the conversations. Be prepared to share out. 39

What Makes a Text Complex? 40

What Makes a Text Complex? 40

Quantitative Measures • Word Difficulty (frequency length) • Sentence Length and Syntax • Text

Quantitative Measures • Word Difficulty (frequency length) • Sentence Length and Syntax • Text 41

Text Complexity Diagram: Qualitative Measures Where to Focus Instruction and Support Text features Genre

Text Complexity Diagram: Qualitative Measures Where to Focus Instruction and Support Text features Genre Organization Layers of meaning Purpose Concept complexity Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Meaning Structure Language Knowledge Background Prior curriculum and instruction 42

Text Complexity & Equity Any and all of these features may be present: •

Text Complexity & Equity Any and all of these features may be present: • Meaning • Text Structure • Language Features • Knowledge Demands Too often, less proficient students are given texts at their level, where they do not see these features, and the demands of vocabulary and sentence structure are lowered. 43 43

A Propensity for Density The language used in complex texts differs enough from the

A Propensity for Density The language used in complex texts differs enough from the English familiar to most students in that it constitutes a barrier to understanding when they first encounter it in the texts they read in school. This becomes critical in the fourth grade and beyond when the texts children read take on a different pedagogical function…. . . To communicate complex ideas and information calls for the lexical and grammatical resources of mature discourse— students must master these if they are to succeed in school and career. From “Understanding Language: What does text complexity mean for English Language Learners and Language Minority Students” Lily Wong Filmore, Charles Filmore 44 44

Juicy Sentences Digging Deeper into Comprehension and Complexity What happens when students struggle with

Juicy Sentences Digging Deeper into Comprehension and Complexity What happens when students struggle with making sense of sentences that are critical to reaching an overall comprehension? • Fluent reading is basically reading at a sensible rate so you can making meaning from the words as you read. • Fluent reading does not ensure comprehension. • Lack of fluent reading ensures lack of comprehension. 45

Grammatical and Rhetorical Features of Complex Text • Information density - Dependent clauses -

Grammatical and Rhetorical Features of Complex Text • Information density - Dependent clauses - Phrases within sentences • The use of subjective pronouns • Passive voice • A combination of complex and • • simple sentences The use of adverbial clauses and phrases to situate events Ellipses The use of abstract nouns The use of devices for backgrounding and foregrounding information A subjective pronoun example: she, they, it Adverbial Clause: Group of words which plays the role of an adverb (as in all clauses, an adverbial clause contains a subject and a verb. For example: - Keep hitting the gong hourly. (normal adverb) - Keep hitting the gong until I tell you to stop. (adverbial clause) An abstract noun is a word which names something that you cannot see, hear, touch, smell or taste. For example: - consideration - parenthood - belief 46

How’s Your Grammar? The Link between Reading and Writing 1. Nouns, pronouns, verbs, adjectives,

How’s Your Grammar? The Link between Reading and Writing 1. Nouns, pronouns, verbs, adjectives, adverbs 2. Regular and irregular plural nouns and verbs 3. Abstract nouns 4. Comparative and superlative adjectives and adverbs 5. Coordinating and subordinating conjunctions 6. Simple, compound, and complex sentences 7. Relative pronouns and relative adjectives 8. Prepositional phrases 9. Prepositions, interjections 10. Correlative conjunctions 47

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Juicy Sentences Syntax Read the definition of syntax. Craft your own definition of syntax

Juicy Sentences Syntax Read the definition of syntax. Craft your own definition of syntax based on what you read. 49

Linking Factors Implementing curriculum that considers these linking factors involves exposing students to grade-level

Linking Factors Implementing curriculum that considers these linking factors involves exposing students to grade-level text, with appropriate support. • Fluency allows the brain to focus on comprehension. • Breadth of vocabulary increases comprehension. • Background knowledge increases fluency, vocabulary, and comprehension. Fluency Vocabulary Background Knowledge 50

Juicy Sentences Putting It Together Using the “Juicy Sentence to Help Students Access Complex

Juicy Sentences Putting It Together Using the “Juicy Sentence to Help Students Access Complex Text” Read annotate the blog by Chris Hayes. What makes a sentence juicy? What instructional opportunities does the juicy sentence provide? (Consider the identified Language standards on the next page in the handout. ) 51

Juicy Sentences Part 3: Working with Examples As you watch, note: • How this

Juicy Sentences Part 3: Working with Examples As you watch, note: • How this process allows various entry points for students across a continuum of reading and writing proficiency • How this process addresses the language standards • How this process adheres to the Principles of Equity 52

Deconstructing the Juicy Sentence With those words, thefirstsinceher hermamawentsearching, the first since her mama

Deconstructing the Juicy Sentence With those words, thefirstsinceher hermamawentsearching, the first since her mama went searching, Nasreen opened her heart to to Mina. What kind of structure in the text would you want to identify in a grammar or language mini-lesson, so that students would use this and their new sentence to practice the skill?

Example of Grade 2 Juicy Sentence Work An old, slow tortoise like Mzee can

Example of Grade 2 Juicy Sentence Work An old, slow tortoise like Mzee can never protect Owen the way a fierce mother hippo could. “I think this sentence means that Mzee can never protect Owen but they will always stay together. ” I notice that there are: commas, adjectives, _____ My young, hungry, playful dogs are at my medem house. 54

Another Juicy Sentence I heard whispers about a school—a secret school for girls—behind a

Another Juicy Sentence I heard whispers about a school—a secret school for girls—behind a green gate in a nearby lane. 56

Activity Sharing Thinking about Juicy Sentences Write down your juicy sentence Bullet: • Why

Activity Sharing Thinking about Juicy Sentences Write down your juicy sentence Bullet: • Why did you choose this sentence? • What language and/or language standard(s) does it lend itself to? • What Reading standard does it best address? • What teaching opportunities could it provide? 57

Debrief Gallery Walk Review the charts from other tables. Advanced: clear standard link, understanding

Debrief Gallery Walk Review the charts from other tables. Advanced: clear standard link, understanding of TDQs Almost there Not standards-based, answerable, or issues with relevancy 58

Revisiting Thinking about My Practice Reflection Review the Student Profile from this morning. In

Revisiting Thinking about My Practice Reflection Review the Student Profile from this morning. In the three remaining spaces, answer the following questions: ● What are two adjustments I can make immediately in the classroom based on today’s learning? ● What are two adjustments I can make to address the Principles of Equity and/or the Equity, Language, and Learner Principles in my classroom, instruction, or planning? ● How would these adjustments help the student I described in my profile? 59

Day 3: Have We Met Our Objectives? Are we now better prepared to: •

Day 3: Have We Met Our Objectives? Are we now better prepared to: • Make instructional decisions based on an understanding of text complexity? • Develop a sequence of text-dependent questions that support student proficiency with specific standards? • Apply the Juicy Sentence protocol to enhance reading comprehension and support student writing? • Infuse equity into instructional moves and decision making? 60

Feedback Please fill out the survey located here: www. standardsinstitutes. org • Click “Winter

Feedback Please fill out the survey located here: www. standardsinstitutes. org • Click “Winter 2018” on the top of the page. • Click “Details” on the center of the page. 61

References Slide Source 13 Winter, Jeannette. “Nasreen's Secret School: A True Story from Afghanistan.

References Slide Source 13 Winter, Jeannette. “Nasreen's Secret School: A True Story from Afghanistan. ” Simon and Schuster, 2009. 18 Dr. Timothy Shanahan, retrieved from shanahanonliteracy. com, June 17, 2015. 19 Dr. Timothy Shanahan, Distinguished Professor Emeritus of Urban Education at the University of Illinois, Chicago https: //www. youtube. com/watch? v=p. BRc 3 s. PSIr. I 20 Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley https: //www. youtube. com/watch? v=STFTX 7 Ui. Bz 0 22 Chris Hayes, The Core Task Project 29 The Council of Great City Schools; http: //vimeo. com/47315992 IMAGE CREDITS: Slide 1: Shutterstock/Monkey Business Images 305457056. Slide 4, Slide 23, and Slide 34: Flickr/Derek. Bruff. Slide 5: Flickr/Michael. Crane blip_4 Speed Dating Jelly Babies. Slide 8: Shutterstock/Cristina. Maruca 243980383. Slide 9: Shutterstock/Ciro. A 180055652. Slide 10: Shutterstock/Gelpi JM 80231479. Slide 17: Flickr “Lunch” Antony Cowie. Slide 24: Shutterstock/Edward Lara 70473535. Slide 33: Flikr/Camila Tamara Silva Sepulveda “Coffee Lover”. Slide 35: Flickr/Maryland. Gov. Pics/First Lady’s Art. Slide 37: Flickr/Rennett Stowe Exhibition. Slide 37: Flickr/Rennett Stowe. 62