Transcript Elementary A and B Professional Development

Elementary A and B
Professional Development
Thursday, February 16, 2012
Literacy Homework Follow-up
 Have you met with your literacy leader? If so,
when did you carve out time to meet?
 Has you staff been exposed to the 6-shifts and
Text Complexity? If so, in what structure was the
information presented (GLTs, After-school PD, LLT,
etc.)?
 Have you met with you literacy leader since their
last meeting on February 2nd? If not, have you
set up a time to meet?
Goals for the 2011-12
School Year:
•
Collaboratively reflect on our understanding of
effective instruction and how we support
teachers.
•
Deepen our understanding of the curriculum
content in elementary grades as presented in
the Massachusetts Curriculum Frameworks 2011
(MCF 2011).
•
Discuss the changing role of administrators.
Objectives for today:
 Preview the rubric for effective leadership, engage in
self-assessment and begin to craft one SMART goal.
 Review the key shifts in the new MA Curriculum
Framework for ELA & Literacy.
 Deepen our understanding of determining text
complexity and how it connects to text-based questions.
 Distinguish between text-based and non-text based
questions and their role in constructing meaning.
 Understand that text-discussions require careful planning
to create effective question sequences, which keep
students focused on making meaning of a text.
 Identify ways to explore this work of cultivating student
interest and engagement in reading complex text
carefully.
Agenda- 8:00-12:00pm
 Welcome
8:00
 Reflective Leadership
8:30
 BREAK
9:30
 Instructional Leadership
9:45
 Lunch: Operational Leadership
12:00

wordlebright1
Reflective Leadership
 Teacher Evaluation: Ross Wilson
Plan for Professional
Development for Literacy
Date of
Professional
Development
Focus
November 17
Text Complexity
December 15
Cancelled
January 19
Cancelled
February 16
Responding to Literature: textbased questions
March 15
Follow up on Responding to
Literature: text-based questions
April 26
Text Types and Purpose (Writing)
May 24 and June
Pulling it All Together
Instructional Leadership
Literacy
 3 Shifts of the Common Core
Standards
 Text-based Questions and Text
Discussions
 Implication for Instruction
Consolidation of the Shifts in
Literacy
1.
Balance of literary and
informational text
2.
Extension of literacy to the
content areas
3.
Focus on text complexity
4.
Focus on text-based questions
5.
Emphasis on argument and
informative writing
6.
Stress on academic and
content-specific vocabulary
1. Building knowledge
through content-rich
nonfiction and
informational texts
2. Reading and writing
grounded in evidence
from text
3. Regular practice with
complex text and its
academic vocabulary
Building Knowledge Through
Content-Rich Informational
Texts
•
Much of our knowledge base comes from informational
texts
•
Informational texts make up 80% of required reading in
college and the workplace
•
Informational text is harder for students to comprehend
than narrative text
•
Students are asked to read only 7% to 15% in
elementary and middle school
Reading, Writing, and Speaking
Grounded in Evidence
 Most college and workplace writing is evidence-
based and expository in nature (not narrative)
 Reading standards require students to respond
to text-dependent questions with evidencebased claims
 Writing standards ask students to respond to
evidence-based writing prompts
 Speaking and listening standards require
students to cite evidence in discussions
Regular Practice with
Complex Texts
 There is a gap between the complexity of texts students
are required to read in high school and in college
 What students can read in terms of complexity is the
greatest predictor of success in college
 The standards include a staircase of increasing text
complexity from elementary school through high school
 The standards focus on building the academic
vocabulary that is critical for comprehension
A Three-Part Model for
Measuring Text Complexity
Qualitative Dimensions
Quantitative Dimensions
Reader and Task Considerations
Determining Text Complexity
Aspect of Text
Levels of Meaning or Purpose
Structure
Language Conventionality &
Clarity
Knowledge Demands: Life
Experiences
Knowledge Demands:
Cultural/literary
Knowledge Demands:
Content/disciplinary
Degree of Complexity
Let’s Start with
Complexity!
Read Gonzalo from
Paul Fleischman’s book
Seedfolks and
highlight, mark or note
the places in the text
where it is complex.
Use the Text
Complexity Tool as a
guide.
Determining Text Complexity
Aspect of Text
Degree of Complexity
Levels of Meaning or Purpose
-Multiple levels of meaning
(Ex: The older you are, the younger
you get when you move to the
United States.)
Structure
Knowledge Demands: Life
Experiences
-Complex organization with use of
flashback
-Flashback occurs in chronological
order
-Figurative language
(Ex: He seemed to recognize them like
old friends.)
-Alternating short and complex
sentences
-Complex theme
-Single perspective
Knowledge Demands:
Cultural/literary
-Realistic fiction genre with familiar
plot structure
Language Conventionality & Clarity
Knowledge Demands:
Text-Dependent Questions
II. Questions and Tasks
1. High-Quality Text-Dependent Questions and Tasks:
2. Among the highest priorities of the Common Core State
Standards is that students be able to read closely and
gain knowledge from texts.
3. 1. Form into groups of 3 and jigsaw sections a, b
and c.
4. 2. Read and give the “gist” in 15 words or less
5.
6.
Text-based vs. Non-text-based
Questions
a. What strategy did you use to figure out how Tio
Juan changed from a baby back into a man?
b. Explain how Tio Juan changed from a baby back
into a man?
c. In the chapter Gonzalo, Tio Juan gets so wrapped
up in his work that he doesn’t notice others. Describe
something that you enjoy doing so much that you get
wrapped up in it.
Questioning
Making Meaning
 What have we learned so
far?
 What have we learned
about Gonzalo’s father?
 What has the author
shared with us now?
Superfluous
 Why hasn’t Mr. Smoltz
heard of the Garcia
Equation?
 What is a bodega?
 What does it mean when it
says, “some gang driving
by might use you for target
practice”?
 What did the author mean
when he said, “I was
watching TV getting smart
on The Brady Bunch?
Criteria for Creating Text-dependent
Questions for Close Analytic Reading of Texts
 Identify core understandings of the text
 Start with questions that orientate students to the text
 Target text structures and academic words
 Craft questions that support students with difficult
sections of the text
 Create a sequence of questions that build
understanding
 Create a culminating assessment/open response
Close Analytic Reading of a
Text Planning Process

As Liz explains the process of planning a text
discussion with Gonzalo jot down things that
you notice, question or wonder.
Close Analytic Reading of a
Text in Action

As you view Ruben engage in a text discussion
with Caddie Woodlawn jot down things that you
notice, question or wonder.
Grade 5: Caddie Woodlawn
Grade 5: Caddie Woodlawn
An Evolution of Thinking
around Comprehension
 However, the scaffolding should not preempt or
replace the text by translating its contents for
students or telling students what they are going to
learn in advance of reading the text; that is, the
scaffolding should not become an alternate, simpler
source of information that diminishes the need for
students to read the text itself carefully. (Publisher’s
Criteria, 2011)
 Reading strategies must take their rightful place in
service of reading comprehension, and building skills
should not replace building knowledge and insight
from specific texts.. As much as possible, this training
should be embedded in the activity of reading the
text rather than being taught as a separate body of
material. (Publisher’s Criteria, 2011)
During Text Discussions
Role of the Teacher
 Ask questions that help
students make meaning of
the text
 Stay neutral when hearing
responses from students
 Allow sufficient wait time
 Direct students to the text
for clarification or evidence
 Embrace struggle and
realize the difference
between frustration and
challenge
Role of the Students
 Make meaning of the text
 Listen and think about the
responses of other students
 Go back to the text for
clarification and evidence
 Embrace struggle and
realize the difference
between frustration and
challenge
Close Analytic Reading of a
Text
•
Short texts
•
Excerpts
•
Picture Books
•
Chapter Books
•
Main Selection from Reading Street
Reaction
 A question circling in your mind
 Something that squares with your beliefs
 A point that you will take away
Implication for Instruction
 Identify ways to explore this work of cultivating
student interest and engagement in reading
complex text carefully
 Principal Perspective
 Teacher Perspective
Homework
Assignment
 Set up a time to
meet with your
Literacy Leader (3045 minutes).
 Identify how and
when you will share
an overview of Textbased Questions
with your staff
Tools for Support
 Publisher’s Criteria
 Examples of Text-based
and Non Text-based
Questions
 Criteria for Creating Text-
Dependent Questions for
Close Analytic Reading of
Texts
 Transcriptions of Reading
Street Questions
Operational Leadership
 LUNCH
Plan for Professional
Development for Literacy
Date of
Professional
Development
Focus
November 17
Text Complexity
February 16
Text Dependent Questions
March 15
Follow up on Text Dependent
Questions
April 26
Text Types and Purpose (Writing)
May 24 and June
21
Pulling it All Together