Day 2 ELA Fluency and Complex Text Grades

Day 2 ELA Fluency and Complex Text Grades 4 and 5 Grades 4 -5 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: Classroom Culture:

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. “The Birth of the Haudenosaunee” 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 • To what extent do I provide my students the time they need to ensure they can access text at a complexity beyond their independent reading level? • How often do I address fluency and language in the texts I teach? • To what extent 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

Birth of the Haudenosaunee By Dehowӓhda×dih - Bradley Powless, Eel Clan, Onondaga Nation Journey of the Peacemaker Over a thousand years ago on the shores of Onondaga Lake, in present day central New York, democracy was born. The Seneca, Cayuga, Onondaga, Oneida, and the Mohawk people had been warring against each other and there was great bloodshed. These five nations had forgotten their ways and their actions saddened the Creator…

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 • 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

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

Tackling Complex Text Without Fluency The Peacemaker showed them that one nation can be easily broken, like a single arrow; but nations bound together, like five arrows, will become strong. - Peacemaker (proper noun) - them - bound - nations bound together - Relationship with “people” - will (What will? ) - commas, semi-colons, clauses

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: 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?

Let’s Practice…. . Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.

Over a. Over thousand years agoago on theon shores of of of a thousand years ago the shores Over a thousand years on the shores Onondaga Lake, in present-day central New Onondaga Lake, in present-day central New Democracy was born. Onondaga Lake, in present-day central New York, democracy waswas born. York, democracy born. York, democracy was born.

Example of Juicy Sentence Work A long time ago on the shores of Onondaga lake in present day new york a democracy came into play. A government where everyone is free was created in central New York. There are three comas and names of locations – Central New york, Onondaga lake. Many miles away From the sun in the solar systeme of the Kari, two dwarf planets crashed together forming a huge meteorite sent hurtling to mars.

Another Juicy Sentence…. The Seneca, Cayuga, Onondaga, Oneida, and the Mohawk people had been warring against each other, and there was great bloodshed.

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 “Birth of the Haudenosaunee” 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

Quantitative Text Complexity “Birth of the Haudenosaunee”

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 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 30

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. 32

Developing Text Dependent Questions CCSS. ELA-LITERACY. RL. 4. 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. According to the text, why did the Peacemaker come to the nations? What can you infer about the nations when the author says “These five nations had forgotten their ways”? • Develop 3 -5 text dependent questions to be used with excerpts from “Birth of the Haudenosaunee” • Ensure that they are aligned to a standard, working toward the entirety of a standard • 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 8 Journey of the Peacemaker unbounded. org Grade 4 Module 1 A Unit 1 lesson 3 13 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 14 Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley https: //www. youtube. com/watch? v=STFTX 7 Ui. Bz 0 16 Chris Hayes blog 21 Dr. Timothy Shanahan, retrieved from shanahanonliteracy. com, June 17, 2015 IMAGE CREDIT: Slide 1: Unbounded. org; Slide 3, 22, 31: Flikr/Derek. Bruff; Slide 7: Flickr/Michael. Crane blip_4 Speed Dating Jelly Babies; Slide 11: Flickr/Kenneth. Lu/Strunk and White, Illustrated? ; Slide 15: Flickr/Lunch/Antony Cowie; Slide 19: Unbounded. org; Slide 21: Unbounded. org; Slide 23: Flickr/Jogi. Baer 2/Post-It; Slide 24: Flickr/Camila Tamara Silva Sepulveda/Coffee Lover; Skide 32: Flickr/Maryland. Gov. Pics/First Lady’s Art Exhibition