Fluency and Complex Text Grades 6-8 ELA I Day 2 9/3/2018 (1 min) Image: Unbounded.org/Nick Lue Fluency and Complex Text Grades 6-8 ELA I Day 2  

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. Speaker Notes: We are a team of former classroom teachers, curriculum writers, school leaders, and education experts who have worked in the private, public, and non-profit sectors. We are dedicated to teacher learning and teacher growth. We know that teaching is hard work and requires excellent training, high quality materials, and meaningful support for practitioners who are continuously striving to better serve their students. We provide educators with high-quality materials and hands-on professional development to help their students achieve the learning goals set by higher standards. We empower educators to make strong instructional decisions through immersive training and access to free standards-aligned resources to adapt for their classrooms, schools, and districts.

Plusses/Deltas and Next Steps: Highlights of Yesterday’s Feedback 5 min As you review the feedback from the previous day, select some of the key +/deltas that you can (and can’t) do something about – the point is to make the participants feel heard. Take NO MORE than 5 minutes to review them and highlight any changes that we are making. It’s good to be able to call out at least one change you can make in response to legitimate needs.

Norms that Support Our Learning 9/3/2018 Norms that Support Our Learning Take responsibility for yourself as a learner Honor time frames (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” 1 min Review the norms and ask for additional recommendations regarding norms from the audience NOTE TO PRESENTER: Norms only appear in Day 1 Session 1 Deck. If norms are an issue in your sessions, please add this slide to afternoon and day 2 decks.

Objectives Participants will be able to 9/3/2018 Objectives Participants will be able to Understand how the elements of text complexity determine the instructional utility of a text, specifically with close reading Develop a sequence of text dependent questions that focus on specific analysis called for by identified standards Recognize the role of fluency in reading comprehension Identify instructional practices for increasing fluency (1 min.) Today we are going to be jumping into a unit both as teachers and students. As we go through it, be cognizent of the instructional moves that can support struggling readers. Click for agenda Discuss how this is fluid – bio breaks when you need them, but we do have a scheduled break around the 1030 mark

Agenda Setting Up the Day A Close Read 9/3/2018 Agenda Setting Up the Day A Close Read Diving Into Student Text: “California Commonwealth Club Address” The Juicy Language of Text Syntax Juicy Sentences Text Dependent Questions: Development and Evaluation 1 Focus for today: Fluency, Syntax, and Sentences Text Dependent Questions

Student Profile Develop a Student Profile 2 minutes: Share Question 9/3/2018 Student Profile Student Profile Develop a Student Profile 2 minutes: Share Question Answer (1 hour mark) 10 minutes. Describe that as we move through our work today, we are going to be thinking about our students - write a brief narrative about a student and be prepared to share. 5 minutes student profile 2 minutes – two changes 1 minute: Add additional thoughts to your profile Goal: get people up and talking about students and asking and answering questions for clarification : Flickr/MichaelCrane blip_4 Speed Dating Jelly Babies

Thinking About My Practice 9/3/2018 Thinking About My Practice Reflection What does close reading complex text mean to me? What does “close reading” do for students? What does close reading look like in my classroom? How do I preview texts that I am teaching with before I teach them? What do I want to change? 5 minutes for the Questions for Reflection. Note that we will be revisiting at the end of the day

Framing the Day Part 1: A Close Read 9/3/2018 Framing the Day Part 1: A Close Read The Progression of Reading Comprehension, P. David Pearson and David Liben Directions for Reading Independently Summarize each paragraph in the space provided as you read. 15 minutes Part of the purpose of reading this here and now is for teachers to experience the complexity of the reading Directions for Step Back: - What am I doing as I read? Pay attention to whether you back up and re-read portions, how many times for a better understanding, whether you refer back to paragraphs, what you do before you summarize, etc., and note them as well

Framing the Day Part 2: Partnering Up 9/3/2018 Framing the Day Part 2: Partnering Up Partner up with someone you don’t know: Share summaries with partners and clarify paragraph meanings. Answer the questions for each paragraph with a partner. 15 minutes STEP BACK: how did you synthesize your independent summaries as a pair? What speaking and listening skills did you use?

Framing the Day Part 3: Sitting With Synthesis 9/3/2018 Framing the Day Part 3: Sitting With Synthesis Taking into consideration “The Progression of Reading Comprehension,” the Shifts for ELA, “Cultivating Wonder,” the CCSS for Reading and Language, take 10 minutes to craft a written answer to the following question: How does each text contribute to a shared idea? Identify an idea common to all texts 10 minutes Share outs – select one from each table

Part 3: Text Complexity Diagram Layers of meaning Purpose Concept complexity Text features Genre Organization Meaning Structure Knowledge Language Explain this diagram – this is one way of assessing text complexity to create the starting points for questions that you can ask to move student understanding. Explain each quadrant. Subtle and frequent transitions Multiple/subtle themes and purposes Density of information Unfamiliar settings, topics, events Lack of repetition, overlap, or similarity of words and sentences Longer paragraphs and complex sentences Uncommon vocabulary Lack of words, sentences or paragraphs that pull the meaning together Any text structure that is less narrative A mix of text structures NOW: Find the worksheet in your packet (page...) Use the worksheet to map on understandings from the “great questions article, the standards, and the “progression of reading comprehension” article – what knowledge from these articles can help you make better sense of this diagram and help you when you craft questions that address these areas? With all this in mind, let’s look at a new text. Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Background Prior curriculum and instruction

Questions Address Complexity of Text 9/3/2018 Questions Address Complexity of Text 10 minutes Use the worksheet to map on understandings from the “great questions article, the standards, and the “progression of reading comprehension” article – what knowledge from these articles can help you make better sense of this diagram and help you when you craft questions that address these areas? Give participants 5 minutes to do the work, and then a 5 minute debrief Image credit: Amy Rudat

Step Back: Strategies and Protocols 9/3/2018 Step Back: Strategies and Protocols What Strategies or Protocols have we moved through so far that can be used to scaffold learning for struggling readers? 3 mins. Objectives Reflection on process Summaries Chunking Pairs working on questions Building on texts: Identifying an idea and thinking about how each text builds on it – a conversation through curriculum Graphic organizers

Setting the Context to Apply the Learning: Working Conditions 9/3/2018 Setting the Context to Apply the Learning: Working Conditions In this module, students explore the issue of working conditions, both historical and modern day. As they read and discuss both literary and informational text, students analyze how people, settings, and events interact in a text and how an author develops a central claim.... 1 minute – set context https://www.unbounded.org/ela/grade-7/module-2a We are going to begin working with a text from a Grade 7 unit from Odell Education’s Core Proficiencies Units, also adapted in engageny’s grade 7 curriculum/   The Chavez unit is an interesting and important one. Standing alone however, it would be hard to orient students to all the knowledge they would need to deeply understand this A Version of this unit is also embedded in a larger module from Expeditionary Learning Grade 7 (module 2A), which uses texts that support multiple read and work with specific standards. When we plan a unit, we are constantly struggling between what we know the students can do and what work the grade level calls for. Our job becomes to scaffold students as necessary to ensure that they CAN do the work the grade calls for, even if it takes a little longer. We can see the standards really do take center stage in EL’s description of the module. It’s fair to ask whether a text like Chavez’s would have been used in tandem with a text like Lyddie pre-common core. Flickr/KellyShort/Child Labor; Flickr/JohnSchulze/Token Reminder of Where Our Food Comes from

“California Commonwealth Club Address:” What Makes This Text Complex? Layers of meaning Purpose Concept complexity Text features Genre Organization Meaning Structure Knowledge Language 20 minutes Instruct participants to read and annotate for complexity. Instruct tables to review and discuss the aspects of text complexity in this text. (5 minutes) Ask for high level summaries from tables and particular standards that lend themselves to this text Subtle and frequent transitions Multiple/subtle themes and purposes Density of information Unfamiliar settings, topics, events Lack of repetition, overlap, or similarity of words and sentences Longer paragraphs and complex sentences Uncommon vocabulary Lack of words, sentences or paragraphs that pull the meaning together Any text structure that is less narrative A mix of text structures Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Background Prior curriculum and instruction

Assess on the Rubric 5 minutes. 9/3/2018 Assess on the Rubric 5 minutes. Have participants do this independently and then compare at tables (next slide moves them around)

Four Corners Calibration 9/3/2018 Four Corners Calibration Meaning Structure Language Knowledge Overall Extremely Very 10 minutes Identify the 4 corners of the room as you see in the slide above. Using their evaluations, ask participants to move to an appropriate corner for how complex they found “Meaning.” Ask for a brief explanation in each corner. (If people want to change based on explanations, fine, but move this along quickly) Do the same for the remaining 3, and then overall. Participants may not be in the same quadrant, but they should be close. This gives you an idea of where participants thoughts are regarding complexity. Odds are they will think it’s very complex, and if so, the question will become “so how do we scaffold” – and that is a question we address today. Moderately Slightly

Approaches to Reading Masterful Reading 9/3/2018 Approaches to Reading Masterful Reading Building fluency and confidence through modeling Accessing the text with confidence Understanding the text at a basic level Re-Reading Going back into text for different purposes Increased cognitive capacity for going deeper into text Building fluency Accessing the text with confidence Close Reading Collaborative reading Examining the ideas, structures, and layers of meaning, creating a common and solid understanding Independent Reading Surface Reading/ Review/Gist Building fluency Projecting automaticity Accessing core understanding 5 min So understanding the text complexity helps to see also where students would struggle. Modeling reading and cognitive, or fix-up strategies as they were referenced in the article, can be important. This is where we have to think about how we would roll out this reading to 7th graders. . Click so the first two - Independent reading Masterful Reading - show up. Re-reading. In the first several reads, students may be reading for different purposes, they can answer some basic text dependent questions to move them to a basic comprehension of the text and utilize tools to elaborate the meanings of key details. There is more that you can do with this text, however, which hit (click) the close reading column. To begin thinking about that, it is important to consider the development of text-dependent questions that can be instrumental to students’ grasp of the standards, especially those who struggle.

Why pay attention to Standards when writing or asking TDQs? 9/3/2018 Why pay attention to Standards when writing or asking TDQs? 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. 3 minutes Remember it begins with comprehension of text, but It’s about being purposeful, with a vision about skill building and critical thinking that exists inclusive of the text, but not exclusive to the text. The better you understand this, the better you’re able to see the understanding you’re trying to help students develop. It’s to make sure students go beyond understanding the details of a narrative – and expanding into skills that transfer

Creating Text Dependent Questions 9/3/2018 Creating Text Dependent Questions Think about what you think is the most important learning to be drawn from the text. Create a series of questions structured to bring the reader to an understanding of the key ideas of the text. Integrate questions and discussions that explore the role of the most powerful academic words. Develop questions that address additional standards as necessary.   Build discussion planning or additional questions for any other academic words that students would profit from focusing on.   Find the sections of the text that will present the greatest difficulty and craft questions that support students in mastering these sections.  Develop a culminating activity around the the most important learnings of the text. (4 min.) refer to article Know your text: Explain the aspects of using the qualitative and quantitative measures to guide the creation of text-dependant questions. While there is no set process for generating a complete and coherent body of text-dependent questions for a text, the following process is a good guide that can serve to generate a core series of questions for close reading of any given text. Know your text and the big understandings you would want students to grapple with through multiple reads. Identify the Core Understandings and Key Ideas of the Text As in any good reverse engineering or “backwards design” process, teachers should start by reading and annotating the text, identifying the key insights they want students to understand from the text. Keeping one eye on the major points being made is crucial for fashioning an overarching set of successful questions and critical for creating an appropriate culminating assignment. Identify the Standards That Are Being Addressed Take stock of what standards are being addressed in the series of questions and decide if any other standards are suited to being a focus for this text (forming additional questions that exercise those standards). Start Small to Build Confidence The opening questions should be ones that help orient students to the text. They should also be specific enough so that students gain confidence to tackle more difficult questions later on. Target Vocabulary and Text Structure Locate key text structures and the most powerful words in the text that are connected to the key ideas and understandings, and craft questions that draw students’ attention to these specifics so they can become aware of these connections. Vocabulary selected for focus should be academic words (“Tier Two”) that are abstract and likely to be encountered in future reading and studies. Tackle Tough Sections Head-on Find the sections of the text that will present the greatest difficulty and craft questions that support students in mastering these sections (these could be sections with difficult syntax, particularly dense information, and tricky transitions or places that offer a variety of possible inferences). Create Coherent Sequences of Text-dependent Questions Text-dependent questions should follow a coherent sequence to ensure that students stay focused on the text, so that they come to a gradual understanding of its meaning. Create some sort of Assessment Develop a culminating activity around the key ideas or understandings identified earlier that (a) reflects mastery of one or more of the standards (b) involves writing, and (c) is structured to be completed by students independently.

Making Foundational Decisions Texts Standards 1 min It’s not a HEIRARCHY – it’s a RELATIONSHIP. Discuss how the “starting point” for building TDQs is recursive – sometimes you are starting from rigorous texts that have been selected – in that case, the first job to it read the text deeply and determine which standards the texts can help you teach. Sometimes you are starting from a bundled set of standards – you know that in the sequence of the year’s worth of curriculum you are working toward a bundle of reading, writing, listening, speaking and other standards. In that case, your first work is to identify texts that provide opportunities to teach and assess those standards through a rich and relevant text. This work is often “murky” and involves careful discarding of previously made decisions.

Various Entry Points to the Next Steps Following a deep and thoughtful reading of the text, and after ensuring it is worthy of the standards-aligned work, you’re going to ask them to: Design the summative assessment Look for the small and critical to understand sections of text Identify high-value words/phrases to “work” Think about structure and its impact 1 min Sometimes it’s your analysis of structure, vocabulary, key sections that leads you to understand what the summative task should be. Sometimes you’re clear on the summative task, and so that guides your reading and analysis. It depends!

Designing a Sequence of Questions Layers of meaning Purpose Concept complexity Text features Genre Organization Meaning Structure Knowledge Language When developing questions, it’s helpful to look at this model. If the goal of your question is to assess understanding of meaning, odds are you are going to need to craft questions from other quadrants (like vocabulary). Sometimes if the question is about structure, you will have to ask specific questions about meaning to get there. This is a guideline, not a rule. These are sequences that you can follow if you need models Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Background Prior curriculum and instruction

Building Up to a Complex Question 9/3/2018 Building Up to a Complex Question How does organizing play a role in the farm workers’ response to exploitation? What information do students need to have to answer this question? What organizing is – in this context What exploitation is How the farm workers were exploited (taken advantage of) What happens when they organize together How do we turn this information into questions students can answer using evidence from the text? 30 minutes This is part of a “we do – you do” exercise. Participants will identify and share a sequence of questions. Begin with asking participants to assess WHICH standard this addresses (RI.7.3) Move on to asking participants what a student would need to know to even answer the question. What organizing is – in this context What exploitation is How the farm workers were exploited (taken advantage of) What happens when they organize together Note that it’s possible that even the knowledge they need to know may not be evident – some of this knowledge may need targeted questions in order for students to find and understand it. Once participants have these “knowledge points”, have them craft examples of questions that lead up to this understanding, and then have them answer them. Doing this on chart paper as a group allows everyone to see the work afterward. Debrief by having groups present, and having participants ask questions where necessary. This is where you must be honest but merciful with questions that are not aligned, are not rigorous, or don’t go anywhere.

Now You Try: TDQ Directions: 30 min 9/3/2018 Now You Try: TDQ Directions: 30 min Using Creating Questions for Close Analytic Reading Exemplars: A Brief Guide, craft a series of TDQs for a specific excerpt from the text Post on chart paper 40 minutes. At the 40 minute mark, they move on regardless. They have these directions in their packet, so move to next slide for examples Inform participants that now they are going to practice this in groups, from beginning to end. The directions for this exercise: Select a passage from Commonwealth Address – not the entire text. They can copy or cut it out. Identify the standard that you are addressing (the ones outlined in blue are interchangeable - if the question comes first, they just need to make sure it’s aligned) Create three TDQs based on the text and the specific reading standard(s) and write them on poster paper. Allow time for reading and development of questions, and move among tables. Debrief the activity. Post Passage Standard Evaluated: TDQ: TDQ

Designing a Sequence of Questions Layers of meaning Purpose Concept complexity Text features Genre Organization Meaning Structure Knowledge Language This slide is for support. Take a look at the text you are using and a close look at the standard you are assessing, and develop a sequence of questions that build up to a question that aligns to the entirety of a standard (remember these are informational) These are sequences that you can follow if you need models Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Background Prior curriculum and instruction

Meet with One Other Team: 30 min 9/3/2018 Meet with One Other Team: 30 min Answer each other’s questions independently, thinking about: Was it clear what you were supposed to do or think about in order to answer the text? Did you have to go back to the text? Did you have to use specifics from the text to answer? Did you see a sequence? Record your thinking on the handout, and after answering the questions, share your thinking with the other team. Revise questions based on feedback – directly on the chart paper. Revising on the chart gives others insight to your work and revisions, which is helpful for teachers to see. ( hour 5) Direct groups to find another group to SIT with.

Reviewing the Questions 9/3/2018 Reviewing the Questions ADD THE COMPONENTS OF QUALITATIVE – TOUCH ON EACH COMPONENT

Galley Walk: Strong and Even Better If 9/3/2018 Galley Walk: Strong and Even Better If Review the charts from other tables, keeping in mind the graphic and the qualities of great questions from Coleman’s article: Strong Even Better If 10 minutes Feedback: This gallery walk is about feedback in the form of “Strong and Even Better If” Think about everything we have learned about TDQs, take a look at the revisions. Write what stands out to you as really strong, capturing the essence of the work of past two days, and one “Even better if” 5 minutes: Groups reconvene around their questions DEBRIEF POINTS: Scratch surface v getting deep Flickr/MarylandGovPics/First Lady’s Art Exhibition

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Digging Deeper Into Comprehension 9/3/2018 Digging Deeper Into Comprehension What happens when students struggle with making sense of sentences that are critical to reaching an overall comprehension? We are going to zoom in down to the sentence level to take a look at some of the work we can do to support struggling readers with text that is more complex than they can read independently. But first we need to reflect on some things we generally take for granted with our own ability to move through sentences fluently. Let’s take a look at grammar.

A Propensity for Density 9/3/2018 A Propensity for Density The language used in complex texts differs enough from the English familiar to most students that it constitutes a barrier to understanding when they first encounter it in the texts they read in school. This becomes critical in the fourth grade and beyond when the texts children read take on a different pedagogical function… ...To communicate complex ideas and information calls for the lexical and grammatical resources of mature discourse – students must master these if they are to succeed in school and career. From “Understanding Language: What does text complexity mean for English Language Learners and Language Minority Students” Lily Wong Filmore, Charles Filmore 3 minutes Ask participants to paraphrase and share out instead of you having to read and narrate the slide.  This transitions into the grammar that precedes juicy sentence conversation http://ell.stanford.edu/sites/default/files/pdf/academic-papers/06-LWF%20CJF%20Text%20Complexity%20FINAL_0.pdf  

Grammatical and Rhetorical Features of Complex Text 9/3/2018 Grammatical and Rhetorical Features of Complex Text A subjective pronoun example: She, he, they, it Information density Dependent clauses Phrases within sentences The use of subjective pronouns The use of adverbial clauses and phrases to situate events 2 min Let’s take a look at the language demands for a moment – we recognize these as readers without always being able to identify them with the language of grammar, but paying attention to them, regardless of whether you remember their names, is important because they are some of the things that trip kids up – and that we don’t even notice. Review them. Before you let them loose, ask for a show of hands for who can define a subjective pronoun, then call on someone. Click for definition Ask for a show of hands for someone to define an adverbial clause – call – click for definition. Same for abstract noun – call – click for definition Go back into the text and find a sentence that uses at least two of these items. (2 minutes) Ask for a volunteer to read it How many had already flagged it? This is where we get into what comprises – and compromises – student fluency and comprehension with the text. Adverbial Clause: Group of words that 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)

Grammatical and Rhetorical Features of Complex Text (continued) Ellipses The use of abstract nouns The use of devices for backgrounding and foregrounding information Passive voice A combination of complex and simple sentences An abstract noun is a word that names something that you cannot see, hear, touch, smell or taste. For example: Consideration Parenthood Belief

When the Cognitive Demands of Reading Interrupt Comprehension 9/3/2018 When the Cognitive Demands of Reading Interrupt Comprehension Like the other immigrant groups, the day will come when we win the economic and political rewards which are in keeping with our numbers in society. The day will come when politicians do the right thing by our people out of political necessity and not out of charity or idealism. 1 Consider how difficult the meaning making is when the cognitive capacity is employed sounding out words that are not recognized on sight. Much of the reader’s attention will be spent sounding out words, leaving little cognitive capacity for meaning making. This is something we see in almost all complex text. When we start dissecting at the sentence level for students who are reading at grade level, this is hard enough. But for students who struggle, sometimes we have to take apart the sentence, both the meaning and the structure, to better be able to understand and track understanding whenever they are reading. This is where syntax and the idea of deconstructing these “juicy sentences” come in (next slide) Economic Political Rewards that are economic and political “in keeping with our numbers in society” Use of “by” Political necessity Idealism That political necessity and charity or idealism are different motivations for action

9/3/2018 Fluent Reading Fluent reading is basically reading at a sensible rate and making meaning from the words as you read. Fluent reading does not ensure comprehension. Lack of fluent reading ensures lack of comprehension. Each of those elements of complexity make the text challenging for a student reading within the grade’s targeted lexile. Students reading behind are going to get stuck longer on some of these, to the extent that while they may be able to decode the words individually, and even know some of their relationships to each other, there is not enough fluency or knowledge to build meaning and understanding as they read.

9/3/2018 Fluency and Syntax Take a look a the “Syntax Definition (1818)” in your packet. Turn that into a “student-friendly” definition. How would you (or do you) convey the idea of syntax to your students? (about 2 hour mark) 10 minutes Hand out or direct participants to the 1818 Paragraph. Hand out definition, have participants work out their own definitions and share out. (click for Juicy Sentence)

Putting it Together: Juicy Sentences 9/3/2018 Putting it Together: Juicy Sentences Read and annotate the article. What makes a sentence juicy? What instructional opportunities does the juicy sentence provide? 10 minutes Participants read, annotate, then discuss questions from Chris Hayes Blog posed using a discussion protocol of your choice. The questions to consider are provided in the handout. (You can mention that Chris is a presenter here with us)

A Juicy Sentence Deconstruction 9/3/2018 A Juicy Sentence Deconstruction The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa. The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa. The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa. The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa. The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa. The growers only have themselves to blame for an increasing demand by consumers for higher quality food food that isn't tainted by toxics food that doesn't result from plant mutations or chemicals which produce red luscious looking tomatoes that taste like alfalfa. The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa. The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa. The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa. The growers only have themselves to blame for an increasing demand by consumers for higher quality food--food that isn't tainted by toxics; food that doesn't result from plant mutations or chemicals which produce red, luscious-looking tomatoes--that taste like alfalfa. 5 minutes Let’s take this sentence apart. Ist slide - whole sentence, read as a group. Click: no punctuation. Ask - do any of us have students who read without attention to punctuation? It really confuses the meaning. Click: emphasized punctuation. Pointing out the punctuation and the way independent clauses are separated helps students break a larger sentence down to make meaning easier. Click: just the first independent clause. First, what is the subject and predicate of this sentence? students will get tripped up by the adverb “only” before the verb, “have”. Because “blame” is not the verb, but “blame” is very important. Who is to “blame” here? “themselves.” Who is themselves? “the growers.” Who is to blame? (the growers). This is why chunking this sentence up even further would be helpful to struggling students, because it feels less intimidating when you just see this Click: just the very first piece - it’s easier to work with the sentence in chunks - just looking at this, most students will be able to call out the relationships. Click: so what are the growers to blame for? A: an increasing demand by consumers for high-quality food. There is actually a lot going on in this section of the sentence that can trip students up - there are no commas, but a bunch of prepositions: Can anyone here name them? Click: (for, by) you have got several prepositional phrases here. The important part isn’t that students understand what a prepositional phrase is by name, but for students to break down complex sentences, they have to understand where to make the breaks. And it creates a rhythm to reading and helps them break it down further. Can anyone call out the objects of the prepositions? (demand, consumers, food). And then of course we have the adjectives that describe them. So what is the situation that exists? (there is an increasing demand for good food). Who is to blame? The growers. The question that relates to the rest of the text is WHY that is true? Click: let’s take a look at how the dash works: the question here to ask is what does this part of the sentence explain? (the food that the growers produce). And of course, there is the comprehension part of this sentence and vocabulary - what does “tainted” mean. Click: and then you have the rest of the sentence, which isn’t critical to understanding the idea, but drives the idea home. Once you have deconstructed the first part of the sentence, this is going to be easier for students to understand - the general idea here is that vegetables that are treated with pesticides taste bad. Click: but you still have to deal with academic and domain specific vocabulary that in some cases they may not know at all (alfalfa) and in some cases they may have heard before but the pronunciation isn’t clear (luscious, chemicals).

Let’s Practice Together 9/3/2018 Let’s Practice Together Tens of thousands of the children and grandchildren of farm workers and the children and grandchildren of poor Hispanics are moving out of the fields and out of the barrios–and into the professions and into business and into politics. Consider as a teacher what kind of structure in the text that you would want to identify in a grammar or language mini-lesson, so that students would use this and their new sentence to practice the skill. 20 minutes with next two slides So let’s this knowledge to work. Applying this work back to CWAddress: Participants are asked to try the work that is asked of the students. In this way, participants can take a deep dive into the structure of the lesson as well as start thinking about knowledge required for teachers about grammar and the standards. Debrief the process - why do we recopy the sentence? (it demands us to slow down and get intimate with it) Directions on their handouts: 1. Copy the sentence. 2. What does this sentence mean? 3. Write other things that you notice. 4. Write a new sentence mimicking the author’s structure.

9/3/2018 Let’s Try it Ourselves Identify what makes this sentence important to Chavez’s message. (Why focus on this one?) Identify what makes this sentence complex, with attention to language, grammar, and vocabulary. Identify the specific skills you want students to model in their own sentence construction. What mini-lesson would support this kind of modeling? Go through the process independently. And Hispanics across California and the nation who don't work in agriculture are better off today because of what the farm workers taught people about organization, about pride and strength, about seizing control over their own lives. (hour 3) 10 minutes Refer participants to the handout, give them 10 minutes to answer these questions and do the Juicy Sentence work (following handout) Call on tables to answer specific questions listed above, then move on to the student sample

Example of Juicy Sentence Work from The Commonwealth Club Address 9/3/2018 Example of Juicy Sentence Work from The Commonwealth Club Address And Hispanics across California and the nation who don't work in agriculture are better off today because of what the farm workers taught people about organization, about pride and strength, about seizing control over their own lives. Hispanics are better off today because of what the farm workers taught them about taking control over their own lives. [There] is repetition of the word about and it is separated by commas. 2 min A student sample of juicy sentence work grade 7 What they noticed and the structure – this was supporting a mini-lesson on parallel structure and subject-verb agreement THEN Look at student work. Why would this make a good formative assessment? Why is this important prework to do? Image Credit: Amy Rudat

Comparing the Structure 9/3/2018 Comparing the Structure And Hispanics across California and the nation who don't work in agriculture are better off today because of what the farm workers taught people about organization, about pride and strength, about seizing control over their own lives. People throughout the school get tired sometimes and should deserve a break of approximately three minutes during-in the middle of each period to stretch out, to read or draw, to munch on something appropriate for a school snack. 5 min (3) The student went back to identify subject-verb agreement and parallel structure, and then created a sentence using them appropriately. In terms of “what do we notice” about the sentence - getting them to notice what you want them to notice may involve some mini-lessons addressing specifically how sentences are created. Note that both begin with identifying a group and a place (across/throughout) The predicate Purple- parallel structure – Chavez uses “about” and student uses “to-followed by verb” Ending with a preposition (not part of instruction, but there was a nod to the cadence/length)

Scaffolding “Juicy” Sentences 9/3/2018 Scaffolding “Juicy” Sentences 3 Ideas Clarified 2 Questions 1 “Ah-ha” 15-20 minutes Timothy Shanahan is a professor emeritus at University of Chicago, Illinois, former president of the IRA, first grade teacher. This blog drives home the importance of direct instruction in complex sentences. Flikr/DerekBruff Grammar and Comprehension Scaffolding Student Interpretation of Complex Text Dr. Timothy Shanahan, retrieved from shanahanonliteracy.com, June 17, 2015

Sharing Thinking About Juicy Sentences 9/3/2018 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? 15 minutes Instruct your table, read through “California Commonwealth Address” to find a juicy sentence A juicy sentence does not need to be long – it can be shorter too. In fact, shorter is where you want to start with this work, because it takes a long time. Fill out the chart. Flikr/DerekBruff

Five Minute Feedback: Gallery Walk 9/3/2018 Five Minute Feedback: Gallery Walk Post: Comments Questions Recommendations 5 minutes Flickr: JogiBaer2 “Post-It”

Juicy Sentences and The Progression of Reading Comprehension 9/3/2018 Juicy Sentences and The Progression of Reading Comprehension Question for Table Discussion and Share-out: How does the Juicy Sentence work address the components in The Progression of Reading Comprehension? Review your text-dependent questions from the morning; where would the Juicy Sentence Protocol fit into these questions? 15 mins

Think about your student 9/3/2018 Think about your student How would the work we’ve looked at together today support the student you thought about this morning? 5 minutes Remind participants to return to the beginning and revisit the student of concern – how would today’s work support that student? Call out and discuss : Flickr/MichaelCrane blip_4 Speed Dating Jelly Babies

Close Reading: Text-Dependent Questions and Juicy Sentences 9/3/2018 Mapping the Week Standards and Shifts Review where we have been and where we are going tomorrow. Close Reading: Text-Dependent Questions and Juicy Sentences Volume of Reading to Build Knowledge and Vocabulary with a Closer Investigation of the Role of Fluency

MON – TUE – WED – FRI end of day http://www.standardsinstitutes.org/institute/summer-2017#vertical-panel--101

Image credits Slide 1: Unbounded.org / Nick Lue 9/3/2018 Image credits Slide 1: Unbounded.org / Nick Lue Slide 7: Flickr/MichaelCrane blip_4 Speed Dating Jelly Babies Slide 13: Amy Rudat Slide 15: Flickr/KellyShort/Child Labor; Flickr/JohnSchulze/Token Reminder of Where Our Food Comes From Slide 30: Flickr/MarylandGovPics/First Lady’s Art Exhibition Slide 36: NEEDS image credit Slide 44: Amy Rudat Slide 46: Flikr/DerekBruff Slide 47: Flikr/DerekBruff Slide 48: JogiBaer2 “Post-It” Slide 50: Flickr/MichaelCrane blip_4 Speed Dating Jelly Babies Slide 52: http://www.standardsinstitutes.org/institute/summer-2017#vertical-panel--101

Reference List 9/3/2018 Side(s) Source 9 The Progression of Reading Comprehension P. David Pearson and David Liben 33 From “Understanding Language: What does text complexity mean for English Language Learners and Language Minority Students” Lily Wong Filmore, Charles Filmore http://ell.stanford.edu/sites/default/files/pdf/academic-papers/06-LWF%20CJF%20Text%20Complexity%20FINAL_0.pdf 39 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 40 Chris Hayes blog 42-45 Chavez “California Commonwealth Address” 46 Dr. Timothy Shanahan, retrieved from shanahanonliteracy.com, June 17, 2015