Welcome Back to The Juicy Language of Text

Welcome Back to The Juicy Language of Text!

Leadership Pathway The Juicy Language of Text in High School Summer 2016

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Juicy Language Session Objectives Participants will be able to: • Determine the role of syntax in complex text • • Agenda • Opening • Naming the Challenge Close-read and dissect text at the sentence level with Juicy Sentences • Deconstructing Juicy Sentences Observe and analyze instruction for evidence of standards and shifts • Coaching Practice • Instructional Video Observation 3

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL 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”

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL The “Juicy” Language of Text Dr. Lily Wong Fillmore 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? ✧

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Putting it Together Syntax Juicy Sentence Read the text. Read annotate the article. Craft your own definition of syntax based on what you read. What makes a sentence juicy? What instructional opportunities does the juicy sentence provide?

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL How’s Your Grammar? 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 11. suffixes

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Automaticity and Complex Texts Francis Macomber had, half an hour before, been carried to his tent from the edge of the camp in triumph on the arms and shoulders of the cook, the personal boys, the skinner, and the porters. ▪ triumph ▪ personal boys ▪ skinner ▪ porters ▪ had been carried to his tent (half an hour before) ▪ carried to his tent from the edge of camp (half an hour before)

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Practice… They are, he thought, the hardest in the world; the hardest, the cruelest, the most predatory and the most attractive, and their men have softened or gone to pieces nervously as they have hardened. 1. Copy the sentence. 2. What do you think this sentence means? 3. Write other things that you notice. 4. Write a new sentence mimicking the author’s structure.

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL “I’ve dropped the whole thing, ” she said, sitting down at the table. “What “I’ve dropped the whole thing, ” she said, sitting down. That’s at thenot table. importance is there to whether Francis is good at killing lions? his trade. “What importance there to whether Francis is. You good lions? don’t That’s not his Mr. Wilson is reallyisimpressive killing anything. doat killing anything, you? ” trade. Mr. Wilson is really impressive killing anything. You do kill anything, don’t you? ” “Oh, anything, ” said Wilson. “Simply anything. ” Macomber Juicy Sentence Deconstruction They are, he thought, the hardest in the world; the hardest, are, he thought, the hardest in in the world; the (4) hardest They (6) are he thought the world; (5) They (women) are the hardest, the cruelest, the most They are, he thought, the hardest, the cruelest, thehardest, most the cruelest the most predatory the most attractive the cruelest, the most predatory and the most attractive and the cruelest, most the most predatory andand the and most the most attractive andand their and They are, the he thought, the hardest, the cruelest, the most predatory and the most attractive and their men have softened or gone to pieces nervously as toand pieces nervously asthey their men have menor have softened or gone ornervously gone to pieces nervously ashave they as have they predatory and the attractive men softened gone to pieces as they have hardened. softened or gone tomost pieces nervously astheir they have hardened. (3) (8) (12) (9) have hardened. (1) (13) (7)to pieces nervously as they have hardened. softened or(2) gone (11) (10)

Observing for Standards and Shifts 12

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Observing for Standards and Shifts Standard(s): RL. 9 -10. 1, RL. 9 -10. 6 Prepare: • Look up the standard(s) Capture Evidence: • What standards are being taught? • Is the instruction addressing the intended standards? • Where do you see evidence of each of the shifts? • What questions are used? • Where do you see students struggling?

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL After the Observation Step One Start with the standards. • What standards are being taught? • Is the instruction addressing the intended standards?

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL After the Observation Step Two – The Shifts and Questioning Review evidence. • Where do you see evidence of each of the shifts? • What questions are used? • Where do you see students struggling? • Did you see opportunities for Juicy Sentence work? What are the highest-leverage areas of development for this teacher?

Coaching Role Play 16

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Coaching Role Play: Purpose and Process The objective of this activity is to give leaders practice coaching a teacher on standards- and shifts-alignment in the context of an authentic classroom situation. Get Ready (4 min) Pair Up (2 min) Role Play & Feedback #1 (11 min) Role Play & Feedback #2 (11 min)

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Coaching Role Play The objective of this activity is to give leaders a chance to practice coaching a teacher on standards- and shifts-alignment in the context of an authentic classroom situation. 4 minutes – Everybody Gets Ready ➢ Identify your goals for this coaching session. ➢What do you want the teacher to know and be able to try as a result of this interaction? ➢ Draft entry question(s), clarifying questions and probing questions. ➢ Draft key learning and next steps you want the teacher to walk away ready to try. 2 minutes – Pair Up ➢ Choose a partner. ➢ Identify who will go first. ➢ Role Play #1 shares goals and the level of “heat” you’d like to practice coaching.

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Role Play #1 – 5 Minutes

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Role Play #1 – Reflect and Feedback 1 minute – Each role writes reflections of effectiveness of coaching conversation from their point of view 2 minutes – identify what worked –Coach first ➢ Start with stating your goal(s) for the discussion and 1– 2 moves you made that supported that goal ➢ Share 1– 2 other pluses that you can identify –Teacher ➢ 1– 2 moves that the coach made that deepened your understanding 2 minutes – identify suggestions for improvement –Coach first ➢ 1– 2 things you’d like to do differently or improve –Teacher ➢ 1– 2 things the coach should consider to strengthen practice

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Transition to Role Play #2 Review preparation notes. Share coaching goals and the level of “heat” you’d like to practice coaching.

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Role Play #2 – 5 Minutes

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Role Play #2 – Reflect and Feedback 1 minute – Each role writes reflections of effectiveness of coaching conversation from their point of view 2 minutes – identify what worked –Coach first ➢ Start with stating your goal(s) for the discussion and 1– 2 moves you made that supported that goal ➢ Share 1– 2 other pluses that you can identify –Teacher ➢ 1– 2 moves that the coach made that deepened your understanding of Focus 2 minutes – identify suggestions for improvement –Coach first ➢ 1– 2 things you’d like to do differently or improve –Teacher ➢ 1– 2 things the coach should consider to strengthen practice

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Quiet Reflection Think about your ability to coach others on the standards and the shifts in ELA. –Based on your learning in this session and on your role, what do you now intend to do? –For example: • Your own learning and skill development • Professional development for others • Instructional planning • Observation, feedback and supervision practices

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Mini-Team Time Download your key learning with one another. Based on this session’s learning, come to a consensus on what must be true for an ideal literacy program that develops college- and career-ready students.

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Daily Participant Feedback and Knowledge Survey Post-Test Please check your inbox for an email from research@standardsintitutes. org.

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Reference List Slide Source 6 https: //www. youtube. com/watch? v=STFTX 7 Ui. Bz 0 7 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 9 -10 http: //odelleducation. com/making-ebc-lesson/grade-9 -hemingway 14 -16 http: //commoncore. americaachieves. org/module/14

THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOL Image Credits Slide 1: Shutterstock/ 70473535 Slide 6: https: //www. youtube. com/watch? v=STFTX 7 Ui. Bz 0 Slide 8: https: //pixabay. com/en/grammar-magnifier-magnifying-glass-389907/ Slide 10: https: //en. wikipedia. org/wiki/The_Snows_of_Kilimanjaro_(short_story) Slide 12: https: //pixabay. com/en/coffee-cup-coffee-break-holiday-393836/ Slide 27: https: //pixabay. com/en/be-behold-being-hands-holding-1362324/ Slide 28: https: //www. flickr. com/photos/danielvoyager/3514492637/