Initial Implementation of the Missouri Learning Standards Day

Initial Implementation of the Missouri Learning Standards Day 4 Missouri Department of Elementary and Secondary Education 2013

• • • Create lessons using text-dependent analysis. Trace integration of text-dependent skills in the strands. Understand strategic instructional methods for vocabulary and integration of vocabulary skills. Today’s GOALS

Review: Text Complexity and Selection What are several quantitative measures? What are several qualitative factors to consider? How can a teacher develop Explain how to determine a range of difficulty? range of support. What is significant about having a range of genre/text types? media? What is significant about providing a range of support for students?

Review: Text Complexity and Selection What are several quantitative measures? What are several qualitative factors to consider? How can a teacher develop a range of difficulty? What are some range of support structures we discussed yesterday? What is significant about having a range of genre, text types, and/or media? Comment on the following quote from CCSS: Lexile, Coh-Metrix, Flesh-Kincaid, ATOS Text structure, purpose, language features, knowledge demands, levels of meaning comfort texts, at-level texts, stretch texts Teacher: full-class read aloud, full-class close reading, small groups, teacher modeling, student-teacher conferencing • • “Students need opportunities to stretch Prepares students for types of text for their reading abilities, but also to experience the satisfaction and pleasure college and career Integration of genre/text type/media of easy, fluent reading…”

Background As students read complex texts, other standards require that they fully comprehend the texts and convey their insights with support from these texts.

Background Teachers must pose questions and write tasks that require students to cite evidence for their insights. With practice, students begin to learn to rely on the text for answers.

80 -90% of (CCSS) reading standards require textdependent analysis, yet over 30% of questions in major textbooks do not. Sue Pimentel, Lead Author of CCSS

Adjusting the questions we ask students • Some Text to text, text to self, and text to world questions guide students away from the text. • Simple questions are answered too quickly.

Non-Examples and Examples Not Text-Dependent • In “Casey at the Bat, ” Casey strikes out. Describe a time when you failed at something. • In “Letter from a Birmingham Jail, ” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. • In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? 9 Text-Dependent What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Evidence-based Questions Write or ask questions that require… • Rich and rigorous evidence-based conversations about text amongst students and with teachers. • Discussions that stay deeply connected to the text so that students make evidentiary arguments/opinions.

Evidence-based Questions Write or ask questions that require… • students to revisit text for evidence to support their argument/opinion in a thoughtful, careful, and precise way. • students to slow down to explore and make inferences from the text.

“Letter From Birmingham Jail” • http: //www. youtube. com/watch? v=Ho_nta. Yb L 7 o&feature=player_embedded

Teaching Channel Higher Order Thinking • https: //www. teachingchannel. org/videos/tea ching-higher-order-thinking-skills

Exemplar Models What do you notice about the exemplary models? Where do you see it?

Review Guide for Text-Dependent Questions

Final Tips for Close Reading • • Select short, worthy passages. Require re-reading. Ask students to annotate as they read. Ask students to note confusions. Model the text. (Look at physics example. ) Discuss the text. Ask text-dependent questions.

Practice Writing Questions

Practice Writing Questions Focus Questions 1. Which questions were hardest to write? Why? 2. Are there any types of questions that you didn’t use? Why? 3. How does this process compare to what you usually use or is used in your school?

Review Activity: Align questions to the reading standards

• • • Basal Alignment Project • Ed. Modo • F 4 Q 6 NM Basal Readers for which BAP offers free lesson revisions: HMH Collections HMH Journeys HMH Medallion/Reading HMH Nation’s Choice HMH Story. Town HMH Trophies MH Imagine It! MH Open Court MH Treasures (CA) Pearson Reading Street 2013

• Ed. Modo • pkx 4 sp

INTEGRATION OF STANDARDS The CCSS are highly integrated, connecting targets across strands. Your task is to review the anchor standards in all four strands and mark or highlight which of the standards require evidence as support.

INTEGRATION OF SKILLS: READING

INTEGRATION OF SKILLS: WRITING

INTEGRATION OF SKILLS: SPEAKING AND LISTENING

INTEGRATION OF SKILLS: LANGUAGE

SHIFTS IN INSTRUCTION: LANGUAGE Engage New York video: Shift 6—Academic Vocabulary--http: //www. engageny. org/resource/common-core-in-ela-literacy-shift 6 -academic-vocabulary Guiding questions for focus after the video: 1. What is academic vocabulary? Domain-specific vocabulary? 2. What will this mean we have to change about our current practices? 3. What challenges will we face?

SHIFTS IN INSTRUCTION: LANGUAGE Using lessons and texts from the morning session: • Highlight vocabulary words in the first few pages of the exemplar texts. (academic and domain-specific)

SHIFTS IN INSTRUCTION: LANGUAGE Place post its under the appropriate column on the chart for the text you read. Ignore Target Infer

Wrap it Up! How could this process guide the selection of texts? What is the connection to text complexity?

SCAVENGER HUNT FOR INTEGRATION OF VOCABULARY

3 2 1 VOCABULARY • R Standard 4, Gr. 2 (11) • W Standard 2, Gr. 8 (42) • SL Standard 6, Gr. 9/10 (50) • L Standard 6, K -11/12 (55) • Writing Standard 3. b, Gr. 4 (20) • Speaking and Listening Standard 4, Gr. 5, 8 (24, 49) Reading/Writing/Speaking and Listening/Language INTEGRATED MODEL OF LITERACY

“Shanahan on Literacy” • Time to review your text, annotations, and/or question. • Small-group discussion • Whole-group discussion

Discussion Questions on Shanahan article • What is the current problem with pre-reading lessons? • Summarize the guidelines for pre-reading. • What is the main idea of this article? • Do you agree with the writer? Why or why not?

T o o L B o x

REFLECTION