implementing the instructional - the syracuse city school ...€¦ · implementing the...

Implementing the Instructional Shifts in ELA/Literacy –

engaging with complex text

Syracuse City School District

August 15, 2013

Presentation Title runs here l 00/00/00 2

Today’s Outcomes


• Support comprehension of complex text by conducting instructional conversations that are focused on the content and language within a complex text

• Explain how using a Read-Aloud/Think-Aloud routine supports reading comprehension and meets Universal Design for Learning principles

• Determine how to use a Socratic Seminar to support text-dependent, student-centered discussion

keep positive

respect the schedule

use the parking lot

help one another

minimize distractions

listen actively

have fun

Instructional Conversations about Complex Text

Performance-Based Assessment for Mathematics l 00/00/00 6

Increase in nonfiction

Content area literacy in

science, social studies, and

technical subjects

Increased complexity of

texts

Focus on text-

dependent questions

Writing with text-based

support

Focus on academic

vocabulary from complex

texts

Authentic and Complex Text

Authentic:

• Meaningful and therefore worthy of

reading outside the assessment context

• Emotionally charged; may use language

outside a particular cultural experience

Complex:

• Information/concept density, and…


What makes a text complex? 5 minutes

Select a passage from the text and

explain what makes the text complex


Qualitative Dimensions of Text 15 minutes

Levels of Purpose/Meaning: Multiple and/or subtle themes and purposes

Structure: Any text structure that is less narrative and/or mixes structure

Language Conventionality and Clarity

Lack of repetition, overlap, or similarity in words and sentences

Complex sentences (and Density of information)

Subtle and/or frequent transitions

Uncommon vocabulary

Lack of words, sentences, or paragraphs that review or pull things together for

the student

Use of passive voice

Knowledge: Unfamiliar settings, topics, or events unexplained by the text


Conversations about linguistically complex, information-dense texts

• interacting with such [complex] texts allows them to discover how

academic language works

• labels can give EL and LM students a sense of purchase on the

complexity that confronts them

• The instructional conversations focus on sentences drawn, each

day, from the part of the text the class is working on.

• These conversations require planning and thought

Lily Wong Fillmore, What Does Text Complexity Mean for English

Learners and Language Minority Students?


“Juicy Sentence”


A March night, cloudy and foggy, envelopes the earth, and it seems to the watchman that the earth, the sky, and he himself with his thoughts are all merged together into something vast and impenetrably black.


Let’s pause at each comma and each “and” (which breaks apart the sentence) and explain that part of the text in our own words.



A clause includes a thing (noun/noun phrase) and something that is happening to that thing (verb/verb phrase); complex sentences can include more than one of these clauses; let’s reread the sentence to find the clauses and put into our own words the information we learn from the clauses.

A March night, cloudy and foggy, envelopes the earth, and it seems to the watchman that the earth, the sky, and he himself with his thoughts are all merged together into something vast and impenetrably black


Words such as “the” “a” and “an” tell the reader that a thing (noun/noun phrase) or subject, rather than an action, is about to be written.


Now, we can read the sentence and take a longer pause at the second “and” (which sits in between each of the clauses). Let’s reread it with this longer pause and put in our own words the clause before and after the second “and.”




How would the effect be different if Chekhov had not used the phrase, “envelopes the earth”?





What does Chekhov mean when he writes, “and he himself with his thoughts”?



A March night, cloudy and foggy, envelopes the earth, and it seems to the that the are .

Dissecting the Complex Language of a Text


1. Working with group members read the

text and identify a “juicy sentence.”

and post your selection, with the text

title and author, on Padlet:

http://padlet.com/wall/scsd_ccls

2. Select one of the posts to discuss with

your group members. Consider the

following in your discussion:

• How do each of the words in the sentence/phrase relate

to one another/work together?

• How would you paraphrase each part of the sentence?

• What words/phrases cue a reader to the structure of the sentence (e.g., cause and effect, claim and support, etc.)

Danielson Framework, Competency 3B 10 minutes

Read Competency 3b (Framework for Teaching). In

the left column, write descriptions of the degree to

which we evidenced this criteria during our

discussion. In the right column, write next steps

that we could take to more effectively meet this

criteria and strengthen our discussion skills.


Evidenced in Discussion Next Steps

Assessing our Work





technical subjects


texts

Focus on text-dependent questions


support

Focus on academic

vocabulary from complex texts

•They demonstrate independence.

•They build strong content knowledge.

•They respond to the varying demands of audience, task, purpose, and discipline.

•They comprehend as well as critique.

•They value evidence.

•They use technology and digital media strategically and capably.

•They come to understand other perspectives and cultures.

Reread the Instructional Shifts, Learner Competencies, and Competency 3b, and explain the degree to which

we exemplified each during our task.

Supporting Universal Design for Learning Principles

Universal Design for Learning: The Three Brain Networks


When you view an image, all three brain networks are at work.

• Your recognition network rapidly identifies objects and discerns the overall context.

• Your strategic network determines how you examine the image and what information you will gain from it.

• And your affective network determines how long and how carefully you look.

All three networks together determine what you actually see.

“you” are not the same as “she,” or “he”

Universal Design for Learning Principles


How does the learner pick up information? (Multiple Means of Representation)

How do they express and act on that information? (Multiple Means of Action and Expression)

How are they engaged by the learning situation? (Multiple Means of Engagement)

We Universally Design:

1. Goals

2. Materials

3. Methods

4. Assessment

UDL video - http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines


Supporting Universal Design for Learning 5 minutes


Consider the tasks in which we have engaged yesterday and today. What are some examples of Universal Design for Learning principles within our tasks?

o Text graffiti

o Text talk – with roles

o “Juicy” sentences

Universal Design for Learning 5 minutes


Read “Provide options for comprehension” (3.1-3.4) from principle one of the UDL Considerations.

What implications does this have for instruction?

Read-Aloud/Think-Aloud: Make Thought Visible

Getting Started 15 minutes

1. Read about the Read-Aloud/Think-Aloud routine and underline/highlight specific words, phrases, or sentences that support UDL principles.

2. Share with a table partner at least one highlighted/underlined example from the text, restate this information in your own words, and explain why you selected it:

I selected the word/phrase/sentence, ‘____________,’ because ____________________.

Read-Aloud/Think-Aloud

IS

Reading aloud for student; briefly pausing to think out loud, modeling one of the habits of a good reader in order to demonstrate how you make meaning from text. The goal is to provide students with a model of what you want them to do independently as readers.

IS NOT

Reading aloud to students and telling them what is going on, or explaining to them key points you the teacher want them to know.

Read-Aloud/Think-Alouds…

• help readers see and hear

thinking, and learn more about

the internal voice of a reader.

• allow students to hear text read

fluently and expressively.

• give students the “expert’s keys”

(reading habits and strategies) to

unlock meaning from any text.

Why Engage in a Read-Aloud/Think-Aloud

During Reading

What, Why, and How

Today’s Focus: Noticing the author’s choices – language

use and details included or those excluded

Purpose: Questioning the author’s use of language and

inclusion of particular details helps us think deeply

about the text; doing so may also make us more

deliberate and informed writers!

Sentence Frame: “It’s interesting that the author wrote,

“__________,” because it makes me

understand/wonder ______________________.”


“Thank You, Ma’am” by Langston Hughes

The water dripping from his face, the boy looked at her. There was a long

pause. A very long pause. After he had dried his face and not knowing what

else to do dried it again, the boy turned around, wondering what next. The

door was open. He could make a dash for it down the hall. He could run,

run, run, run, run!

The woman was sitting on the day-bed. After a while she said, “I were

young once and I wanted things I could not get.”

There was another long pause. The boy’s mouth opened. Then he frowned,

but not knowing he frowned.

The woman said, “Um-hum! You thought I was going to say but, didn’t

you? You thought I was going to say, but I didn’t snatch people’s

pocketbooks. Well, I wasn’t going to say that.” Pause.


The water dripping from his face, the boy looked at her. There was a long

pause. A very long pause. After he had dried his face and not knowing what

else to do dried it again, the boy turned around, wondering what next. The

door was open. He could make a dash for it down the hall. He could run,

run, run, run, run!

The woman was sitting on the day-bed. After a while she said, “I were

young once and I wanted things I could not get.”

There was another long pause. The boy’s mouth opened. Then he frowned,

but not knowing he frowned.

The woman said, “Um-hum! You thought I was going to say but, didn’t

you? You thought I was going to say, but I didn’t snatch people’s

pocketbooks. Well, I wasn’t going to say that.” Pause.

The water dripping from his face, the boy looked at her. There was a long pause. A very long pause. After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what next. The door was open. He could make a dash for it down the hall. He could run, run, run, run, run!

The woman was sitting on the day-bed. After a while she said, “I were young once and I wanted things I could not get.”

There was another long pause. The boy’s mouth opened. Then he frowned, but not knowing he frowned.

The woman said, “Um-hum! You thought I was going to say but, didn’t you? You thought I was going to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t going to say that.” Pause.









Universal Design for Learning

UDL Examples


Multiple Means of Representation

- Text is color coded and enlarged on a Smartboard, and

- on paper in front of each student, and

- read aloud by a teacher/fluent-reading peer

Multiple Means of Action and Expression

- annotate the text (highlight, underline, and code), and

- orally explain the response to a peer using a sentence frame, and

- use a sticky-note to mark thinking while reading

Multiple Means of Engagement

- use a specific, focused purpose for reading, and

- choose sentences/phrases that are of interest, and

- assess how understanding was shaped by the RA/TA

Practice 30 minutes

Work with a partner to prepare a Read-Aloud/Think-Aloud using the

selected text.

Consider:

• What you want students to learn about close reading

• Where in the text students may lose comprehension

• How to word the think-aloud so the thinking is explicit and clear

• Meeting the criteria from the RA/TA rubric


Feedback

Glow: You met the rubric criteria, “__________” when you ________________. This is important to the Read-Aloud/Think-Aloud routine because ______.

Grow: ___________ was missing from today’s Read-

Aloud/Think-Aloud routine. It’s important that this is included in the routine because ________________. For tomorrow, consider ____________________.

Text-dependent, Student-centered, Open-ended Discussion





technical subjects


texts

Focus on text-

dependent questions


support

Focus on academic


texts

Speaking and Listening Standard 1 Guess the grade!

Participate in collaborative conversations with diverse partners

about grade __ topics and texts with peers and adults in small

and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the

floor in respectful ways, listening to others with care, speaking

one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their

comments to the remarks of others.

c. Ask for clarification and further explanation as needed about

the topics and texts under discussion.


Video - https://www.teachingchannel.org/videos/teaching-higher-order-thinking-skills?fd=1

Higher order questions


Speaking and Listening Standard 1

Initiate and participate effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and

issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly

draw on that preparation by referring to evidence from texts and other research on the

topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal

consensus, taking votes on key issues, presentation of alternate views), clear goals and

deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current

discussion to broader themes or larger ideas; actively incorporate others into the

discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and

disagreement, and, when warranted, qualify or justify their own views and understanding

and make new connections in light of the evidence and reasoning presented.


Classroom Conversation

• Is not an interrogation --the teacher asking students questions about the content of the text that was read.

• Is more like volleyball--students talking to each other, not just responding to the teacher. Not raising their hands and waiting to be called on but listening to each other and responding to what each other says.

• Is dependent on the text; used as a vehicle for students to develop, share, and challenge their comprehension.

Identifying the challenges

• English Learners are typically passive observers during lesson discussions, and neither prepared linguistically or held accountable for contributing.

• Only 4% of English Learners’ school day is spent engaging in student talk.

• Only 2% of English Learners’ day is spent discussing focal lesson content (but not necessarily using relevant academic language).

Arreaga-Mayer & Perdomo-Rivera

Discussion Supports

1. Opportunities to engage

in and reflect on

discussion

2. Distinct group member

roles and responsibilities

3. Tasks that require

discussion


Conversation/Discussion Roles


1. Read and explain your role description to a partner

(My role is _____ and I will _________; In my

role, I might say, “_____________________.”).

2. Independently read and annotate the text based on

your role or in order to make sense of the text in

any helpful way.

1. Read aloud and explain your role to the group so

that you know what each group member will

contribute to the group discussion.

2. Choose ONE EXCERPT of the text to discuss with

group members, anchoring comments and

questions in your specific role and in the text.

Selecting and Debating Lines, part I

1. Work with your partner to determine one

phrase or sentence that the text could not

do without (you may consider this the most

important phrase or sentence in the text).

2. Prepare a clear, evidence-based

explanation for how essential this line is to

the text and how altered the text would be

without it.

3. Consider other phrases or sentences that

your peers may select and prepare to

explain why those phrases or sentences are

not as essential as the one you chose.


Selecting and Debating Lines, part II

4. Share phrase/sentence and explanation of importance.

5. Confer with your partner to explain why peer-selected

phrases/sentences are less essential (counterargument)

6. As the discussion recommences, present your

counterargument.

7. Reflect: identify and explain one argument technique

used effectively by a peer. Describe how the discussion

developed your understanding of the text.


Assessing our Work





technical subjects


texts

Focus on text-

dependent questions


support

Focus on academic


texts



•They respond to the varying demands of audience, task, purpose, and discipline.

•They comprehend as well as critique.

•They value evidence.

•They use technology and digital media strategically and capably.

•They come to understand other perspectives and cultures.

Reread the Instructional Shifts and the Learner Competencies and explain the degree to which

we exemplified each during our task.

Socratic Seminar

• Outer circle, choose a partner on the inner-circle – someone whose eyes you can see. Write their name at the top of your observation tool. In a brief go-round, announce the name of your partner so we can ensure everyone has an observer. During the discussion, chronicle what your partner says and does (avoid inferences)

• Inner circle, review the protocol and prepare to use the sentence frames to engage in discussion.

• After the designated discussion time expires inner circle members will engage in a go-round, each member sharing one success and one challenge from the discussion; outer circle will then have a go-round as each person shares one constructive observation to their partner.


Assessing our Work





technical subjects


texts

Focus on text-

dependent questions


support

Focus on academic


texts



Reread the Instructional Shifts, Learner Competencies, Competency 3b, and UDL principles, and explain the degree to which we exemplified each during our task.

What would you do? 10 minutes

• Students are talking more about personal experience than the text

• Only some students participate in the discussion

• Students look to the teacher to direct the discussion

• Students share a (their) comment but do not respond to peers’ comments nor do they extend or propel discussion

• Discussion is about surface textual information Presentation Title runs here l 00/00/00 50

Closing

What are some successes and challenges from our learning today?

What next steps will you take as a result of today’s work?

• Please complete the reflection sheet and leave it in the designated

spot


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