Day 2 ELA Fluency and Complex Text Grades

Day 2 ELA Fluency and Complex Text Grades 6 -8 ELA Summer 2016

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

Welcome Back: Today’s Session Fluency, Syntax, and Sentences Text Dependent Questions

Debriefing the Keynote Key Points of Presentation: Implications for: Planning: Instruction:

Session 1: Objectives • Understand leverage points for incorporating meaningful fluency work into lesson development and instruction • Determine the role of syntax in complex text • Close read and dissect text at the sentence level with “Juicy Sentences” • Develop, revise, and assess text dependent questions

Agenda I. Keynote Debrief II. Setting up the Day III. “California Commonwealth Club Address” IV. The Juicy Language of Text V. Syntax VI. Juice(y sentences and) the Standards VII. Construction VIII. Text Dependent Questions: Development and Evaluation

Setting up the Day Reflection • How do I provide my students the time they need to ensure they can access text at a complexity beyond their independent reading level? • How do I address fluency and language in the texts I teach? • How do I preview texts that I am teaching with before I teach them?

Student Profile Develop a Student Profile 2 Minutes: • Share • Question • Answer Stude nt Profil e

Working Conditions In this module, students explore the issue of working conditions, both historical and modern day. As they read and discuss both literary and informational text, students analyze how people, settings, and events interact in a text and how an author develops a central claim. .

“California Commonwealth Club Address” Cesar Chavez

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

Grammatical and Rhetorical Features of Complex Text A subjective pronoun example: She, • Information density - Dependent clauses - Phrases within sentences • The use of subjective pronouns • The use of adverbial clauses and phrases to situate events 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)

Grammatical and Rhetorical Features of Complex Text (continued) • Ellipses • The use of abstract nouns • The use of devices for backgrounding and foregrounding information • Passive voice • A combination of complex and simple sentences An abstract noun is a word which names something that you cannot see, hear, touch, smell or taste. For example: - Consideration - Parenthood - Belief

How’s your Grammar? The Link Between Reading and Writing 1. Regular and irregular plural nouns and verbs 2. Abstract nouns 3. Comparative and superlative adjectives and adverbs 4. Coordinating and subordinating conjunctions 5. Relative pronouns and relative adjectives 6. Prepositional phrases 7. Prepositions, interjections 8. Correlative conjunctions 9. Affixes and roots 10. Functions of verbals (gerunds, participles, infinitives)

Tackling Complex Text Without Fluency Like the other immigrant groups, the day will come when we win the economic and political rewards which are in keeping with our numbers in society. The day will come when politicians do the right thing by our people out of political necessity and not out of charity or idealism. • • economic political rewards that are economic and political “in keeping with our numbers in society” use of “by” political necessity idealism

Putting it Together: Syntax Read the text. Craft your own definition of syntax based on what you read.

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

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

Let’s Practice…. . Tens of thousands of the children and grandchildren of farm workers and the children and grandchildren of poor Hispanics are moving out of the fields and out of the barrios--and into the professions and into business and into politics.

Example of Juicy Sentence Work from The Commonwealth Club Address And Hispanics across California and the nation who don't work in agriculture are better off today because of what the farm workers taught people about organization, about pride and strength, about seizing control over their own lives. Hispanics are better off today because of what the farm workers taught them about taking control over their own lives. [There] is repetition of the word about and it is separated by commas.

Comparing the Structure And Hispanics across California and the nation who don't work in agriculture are better off today because of what the farm workers taught people about organization, about pride and strength, about seizing control over their own lives. People throughout the school get tired sometimes and should deserve a break of approximately three minutes during-in the middle of each period to stretch out, to read or draw, to munch on something appropriate for a school snack.

Let’s Practice (More) The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste liketaste alfalfa. produce red, luscious-looking tomatoes--that like alfalfa.

The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food thatisn'ttaintedby bytoxics; foodthat food toxics; food doesn't result from A Juicy Sentence Deconstruction plant mutations or chemicals which produce red, red lusciouslooking tomatoes--that tastelikealfalfa. tomatoes that taste alfalfa.

Scaffolding “Juicy” Sentences 3 Ideas Clarified 2 Questions 1 “A-ha”

Sharing Thinking About Juicy Sentences Juicy Sentence: Copy down yours 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

Break 15

Comprehension, Meaning, Analysis: Approaching “California Commonwealth Club Address” Masterful Reading • Collaborative Reading Building fluency and confidence through modeling • Reading and re-reading with partners for a purpose Accessing the text with confidence • Whisper reading with partners Understanding the text at a basic level • Reading in small groups Independent Reading Surface Reading/ Review/ Gist Building fluency • Examining the ideas, structures, and layers of meaning, creating a common and solid understanding Projecting automaticity Accessing 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 the key details and Why should we ask Central Which words should we look ideas? Idea/Theme-Based TDQs? at for TDQs? • • Guide How can Itosupport students toward the Essential understanding to get them to see and theme the text understand theseindetails • Encourage students to look Likely to appear 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 32

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 – let’s get 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

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. 34

Developing Text Dependent Questions CCSS ELA 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 According to the text…. What can you infer about …based on…. • Develop 3 -5 text dependent questions to be used with excerpts from “California Commonwealth Club Address” • Ensure that they are aligned to a standard, working toward the entirety of a standard. Do not use Standard 1 • If there is another standard you wish to align a question to, identify the standard with the question • Make sure they can be answered using evidence from the text • Place them on your group’s chart paper

TDQ Directions Post Passage Standard(s): TDQ:

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

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

Revisiting the Reflection

Reference List Side(s) Source 15 William Cobbett, A Grammar of the English Language in a Series of Letters: Intended for The Use of Schools and of Young Persons in General, but More Especially for the Use of Soldiers, Sailors, Apprentices, and Plough-Boys, 1818 16 Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley https: //www. youtube. com/watch? v=STFTX 7 Ui. Bz 0 18 Chris Hayes blog 24 Dr. Timothy Shanahan, retrieved from shanahanonliteracy. com, June 17, 2015 IMAGE CREDIT: Slide 1: Unbounded. org. Slide 3: Flikr/Derek. Bruff. Slide 7: Flickr/Michael. Crane blip_4 Speed Dating Jelly Babies. Slide 8: Flickr/Kelly. Short/Child Lanbor; Flickr/John. Schulze/Token Reminder of Where Our Food Comes from; Slide 9: Flickr/Jay. Galvin/Huegla ‘Strike’ Cesar Chavez. Slide 13: Flickr/Kenneth. Lu/Strunk and White, Illustrated? ; Slide 17: Lunch/Antony Cowie. Slide 24: Flikr/Derek. Bruff. Slide 26: Flickr/Jogi. Baer 2/Post-It. Slide 27: Flickr/Camila Tamara Silva Sepulveda/Coffee Lover. Slide 33: : Flikr/Derek. Bruff. Slide 34: Flickr/Maryland. Gov. Pics/First Lady’s Art Exhibition.