Complex Text Juicy Sentences Grades P 3 ELA

Complex Text & Juicy Sentences Grades P – 3 ELA Winter 2017

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

About Me • PICTURE OF YOU Information about YOU 3

Introduction: Who You Are Raise your hand if… • you are an ELA teacher coach • you hold a different role • you teach in a district school • you teach in a charter school • you teach or work in a different type of school or organization

Session 1: Objectives PARTICIPANTS WILL BE ABLE TO (PWBAT): Articulate the role of syntax in understanding complex text • PWBAT Describe the role of syntax in understanding complex text • PWBAT Describe the process of deconstructing with juicy sentences • PWBAT Identify elements of a given ELA lesson that support fluency

Agenda I. Keynote Debrief II. Setting up the Day III. Productive Struggle: Mica’s Classroom IV. Complex Text: “Nasreen’s Secret School” V. Complex Text: The Juicy Language of Text VI. Complex Text: Text Dependent Questions VII. Working with Text to Build Fluency

Keynote Debriefing the Shanahan Keynote 1 -3 Key Points from Keynote What are the implications for your: Planning? Instruction? Supporting Struggling Students?

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 3 people not seated at your table: • Clarify as needed • Gather feedback 3. Update your profile with any additional thoughts.

Reflection Questions for Reflection • How do I provide my students the time and support they need to access text at a complexity level beyond their independent reading level? • How do I address reading fluency and language development through the texts I teach? • What is my process for preparing to teach texts before I teach them? • How do I use the standards for lesson planning? • How do I strike a balance between working with fiction and nonfiction text in the classroom?

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

Video: Mica’s Grade 3 Class Rethinking Our Expectations “Making mistakes and correcting them builds the bridges to advanced learning. ” — Brown, Roediger & Mc. Daniel, 2014, P. 7

2 Minute Turn and Talk • What surprised you? • What did you notice about students’ engagement in the text?

“Nasreen’s Secret School” by Jeanette Winter Clarify whether it is a read-aloud or masterful plus group/individual read. Use Post-its to attend to: • Complex passages • Standards you would target using this text • Vocabulary that would challenge students

Shanahan’s Example Consider what makes this sentence difficult. “The women of Montgomery, both young and older, would come in with their fancy holiday dresses that needed adjustments or their Sunday suits and blouses that needed just a touch – a flower or some velvet trimming or something to make the ladies look festive. ” --Nikki Giovanni (Rosa)

The Juicy Language of Text Features of Complex Text Structure Language Demands Knowledge Demands: Life Experiences Knowledge Demands: Cultural/Literary Knowledge Demands: Content/Discipline Knowledge Levels of Meaning or Purpose

How’s your Grammar? The Link Between Reading and Writing 1. Pronouns 2. Adjectives 3. Irregular plural noun 4. Abstract noun 5. Irregular verb 6. Simple verb tenses 7. Pronoun Antecedent Agreement 8. Comparative and superlative adjectives 9. Comparative and superlative adverbs 10. Possessives

Syntax Review Table Talk: What is Syntax? Syntax is the study of sentences and their structure, and the constructions within sentences. • General word order: Subject + Predicate Subject + Verb + Object • Complexity introduced to – produce rhythm – convey meaning, mood, tone

Why this Focus on Grammar & Syntax? There is a lot of evidence showing the importance of grammar in reading comprehension. Studies over the years have shown a clear relationship between syntactic or grammatical sophistication and reading comprehension; that is, as students learn to employ more complex sentences in their oral and written language, their ability to make sense of what they read increases, too. -Dr. Timothy Shanahan

Video: Making Sense of Challenging Text Timothy Shanahan: Tackling Complex Text As you watch, think about what Shanahan says about the way we handled complex text in the past and the way it should be handled now. Dr. Timothy Shanahan, Distinguished Professor Emeritus of Urban Education at the University of Illinois, Chicago

The “Juicy” Language of Text Watch the video and note: • What challenges does complex text present for educators? • What does she recommend to address the challenges? • What resonates most with you about her message? Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley

Lunch

Activity Putting it Together: Juicy Sentences Read annotate the blog post. What makes a sentence juicy? What instructional opportunities does the juicy sentence provide?

Language With those words, the first since her mama went searching, Nasreen opened her heart to Mina. 1. Copy the sentence. 2. Write, “I think this sentence means __________. ” 3. Write other things that you notice. 4. Write a new sentence mimicking the author’s structure.

Deconstructing the Juicy Sentence With those words, the first since her mama went searching, first since mama went searching the, the first since herher mama went searching , , With the first since her mama went searching Nasreen opened her heart to to Mina. Nasreen

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.

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

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?

Five Minute Feedback: Gallery Walk Post: • Comments • Questions • Recommendations

A Kindergarten Juicy Sentence Example

Debrief Take a look at your student profiles and discuss how this juicy sentence process would work for your profiled student. Consider what additional support they would need. How might this have to look different for non-readers?

Text Dependent Questions Comprehension, Meaning, Analysis: “Nasreen’s Secret School” Masterful Reading Re-reading Partner Reading Models Fluency and Supports less fluent Confidence readers when partnered with Supports access to Reading for layers proficient readers text of meaning, vocabulary, text Develops solid Supports basic connections understanding – students’ cognitive capacity focused on listening and processing Independent Reading Surface reading Review Gist Builds fluency Projects automaticity Accesses core understanding

Standards-Based Text-Dependent Questions • Scaffold learning • Guide students to identify key ideas and details • Build vocabulary • Build knowledge of syntax and structure • Help students grapple with themes and central ideas • Synthesize and analyze information What are thewe keyask details and Why should Central Which words should we look ideas? Idea/Theme-Based TDQs? at for TDQs? • • Guide How can I support students toward the Essential to understanding to get them to see and theme the text understand these • Encourage students to look Likely to appear indetails future andthe ideas? to text to support their reading • answers More abstract words (as • Encourage opposed tostudents concreteto examine words) the complex layers of a rigorous text • Support comprehension

Creating Text Dependent Questions 1. Identify the core understandings and key ideas of the text 2. Identify the standards that are being addressed (1 and 10 always a given - go deeper!) 3. Target small but critical-to-understand passages 4. Target vocabulary and text structure 5. Tackle tough sections head-on: notice things that are confusing and ask questions about them 6. Create coherent sequences of text-dependent questions 7. Create the assessment

Text Dependent Questions for Close Reading Demand that students: • Focus on specific excerpts of a text • Notice and work through things that are confusing • Collaborate with peers when possible • Work with questions that may have more than one answer derived or inferred from text

Remember Reading Targets CCSS goal: Students leave the lesson having read, analyzed and understood what they have READ. Traditional goal: Students leave the lesson knowing the details of the narrative. 35

“Nasreen’s Secret School” CCSS. ELA-LITERACY. RL. 3. 3 Describe characters in a story (e. g. , their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events How does Nasreen feel when she begins attending the secret school? Describe how Nasreen’s feelings change as she attends the secret school. Using the guidelines for Text Dependent Questions: • Develop 3 -5 text dependent questions to be used with excerpts from “Nasreen’s Secret School” • Ensure that they are aligned to a standard, working toward the entirety of a standard • Make sure they can be answered using evidence from the text • Place them on your group’s postit sheet

Break 15

Activity TDQ Directions Post Passage Standard(s): TDQ:

Debrief Galley Walk Review the charts from other tables Advanced: Clear Standard link, understanding of TDQs Almost there Not standards based, answerable, or issues with relevancy

Working with Text to Build Fluency Building The good news is that fluency is an element of reading that can be improved relatively quickly with some attention and practice. https: //www. unbounded. org/enhance_instruction? subjects=ela

Activity Fluency on Steroids 1. Review grade-level lesson plan. 2. First pass, annotate all existing elements of the lesson that support fluency. 3. Second pass, add to or modify lesson to put it on “fluency steroids. ” Where and how can you add or change the work to support fluency?

Reflection Revisiting the Reflection • How do I provide my students the time and support they need to access text at a complexity level beyond their independent reading level? • How do I address reading fluency and language development through the texts I teach? • What is my process for preparing to teach texts before I teach them? • How do I use the standards for lesson planning? • How do I strike a balance between working with fiction and nonfiction text in the classroom?

Debrief Share-Outs Share with your table: Two new learnings One nagging question One ah-ha moment

http: //www. standardsinstitutes. org/institute/winter-2017 -standards-institute#tab--details 44

Reference List Side(s) 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 CREDIT: Slide 1: Shutterstock/Monkey Business Images 305457056. Slide 4, Slide 23, and Slide 34: Flikr/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: Flikr/Rennett Stowe Exhibition. Slide 37: Flikr/Rennett Stowe.