Implementing Common Core: A Focus on Early Literacy Module- 4 Book Study: Rigorous Reading, Ch. 6 Presenters: LaRae Blomquist, Susie Lapachet, Christina McColley, Jenny Smith and Patty Tong March 5, 2015

Debrief Module 3 As a result of the book study on Chapter 4 on collaborative conversations and review of ELD data in January/February, what steps (if any) did you take or did you plan to take at your site?

Outcomes Participants will: Understand what it means to connect reading to writing Connect high-quality, first-time instruction to ELD modes of communication Explore key areas from administrative lens of The Synced Solution

Connecting the Dots: Give One Get One Think about the three previous sessions: 1.ELA/ELD Connection 2.Text Complexity 3.Structuring Collaborative Conversations Consider any personal AH HAs or salient points. Record thinking in provided space. Be prepared to Give One/Get One… even if it is a question about a session.

Connecting the Dots: Give One Get One 1.ELA/ELD Connection Navigating the ELD/ELA matrix Expanding, emerging, bridging Language frames (ELD #3: offering/supporting opinions) Banks of TDQs ELD walk-through form

Relevance to Administrative Role Closing the achievement gap – # of significant sub-groups who do not have literacy proficiency—specifically served with ELD standards/instructional approach Integrated ELD instruction in all content areas LCAP goals/site plan

Connecting the Dots: Give One Get One 2.Text Complexity Anchor standards to grade-specific Text complexity: quantitative, qualitative, reader & task Banks of TDQs

Relevance to Administrative Role Knowing the “right” questions to ask regarding supplemental text purchases and site use – How does your novel request/use fulfill grade- level expectations of text complexity? What are the key teaching points? – Which unit in Synced Solution do you see this text being used in an integrated manner?

Connecting the Dots: Give One Get One 3. Collaborative Conversations Structures that can support collaborative learning Connectivity between ELA Speaking/Listening and ELD standards Walk-Through data

Relevance to Administrative Role Teacher observation/evaluation EL Walk-Through form High-quality, first-time instruction using consistent protocols for structured student interaction Quality/complexity of student tasks (“planned failure”) Reinforcing protocols during staff PD or meetings

Connecting Writing Instruction to Reading Instruction

More Than Personal Connections How do these pages represent shifts in reading and writing instruction? What are the implications for a site leader? (e.g. school-wide writing plan) Reread pp

Accessing Complex Texts Requires More Than Personal Connections Model before you expect. Pose questions that require students to return to the text. Ask students to provide evidence to support their opinions and ideas. Require students to write rhetorically.

Shared Understanding of Terminology Rhetorical Writing – Academic writing that interprets information for a clear purpose, organization, and intended audience in a logical and persuasive manner (Not to be confused with a particular CCSS writing standard).

Determining Where to Start When Accessing Complex Text Before modeling, TDQs, supporting evidence, and writing rhetorically, we need to ask ourselves: What text will I use? How will I connect reading to writing?” ANSWER: Analyze for text complexity

NOTE: Text Complexity and Reading Aloud K/1 st – high-quality, complex text for oral reading comprehension 2 nd /3 rd – high-quality, complex text for all students to access with their own copies

The Day the Crayons Quit

Text Complexity Quantitative: (e.g., lexile) Sentence length Frequency of words Multi-syllabic 730 LEXILE Lexile Band for 2 nd /3 rd Grade: 450 – 790

Analyze Text Complexity: Quantitative Think Aloud (2 nd Grade) Quantitative: (e.g., lexile) Sentence length Frequency of words Multi-syllabic Lexile Band for 2 nd /3 rd Grade: 730 within 450 – 790

Analyze Text Complexity: Qualitative Think Aloud (2 nd Grade)

Organization: RL-5 (text structure) Narration: RL – 6 (point of view) Text Features: capitalized & underlined words Graphics: RL – 7 (illustrations & text)

Analyze Text Complexity: Reader & Task Think Aloud (2 nd Grade) Reader & Task Complexity of task compared to complexity of quantitative and qualitative demands

Transitioning from Analysis to Instructional Planning Read the Analyzing Text Complexity handout. Notice the connection between the analysis of the 3 components of Text Complexity to text dependent questions.

Transitioning from Analysis to Instructional Planning How does the instruction represent Fisher & Frey’s Accessing Complex Text bullets? Model before you expect. Pose questions that require students to return to the text. Ask students to provide evidence to support their opinions and ideas. Require students to write rhetorically.

Table/Whole Group Debrief What AH-HAs or salient points resonated with you? What clarifying questions do you have? How might these resources/info be relevant to you as a site administrator?

Setting the Purpose for Upcoming Activities Connection to CCSS Collaborative Learning that teachers received “Concrete-ify” integrated ELA Common Core instruction for observations, walk-throughs, assessing staff development needs, communicating/correcting writing resource use (e.g., SUTW), and creating school-wide writing plans

Require students to write rhetorically.

From Reading to Writing Instruction RL 7 – Focus of writing

K-3, 6 Prompt Progression…Tied to Reading AND Writing Standards 1.Read just the reading standards in each dotted box. 2.Underline the key shifts from grade-to-grade. 3.Note the connections with the interpretive ELD standard.

K-3, 6 Prompt Progression…Tied to Reading AND Writing Standards How would you summarize the shifts between K- 3 rd grades? Examine the connection to the prompt verbiage at each grade level.

Whole Group Debrief If you were planning a school-wide writing event and/or year-long writing plan, how might you use a resource like this with your staff? What else would you need to support your school- wide writing efforts?

Deconstructing 2 nd Grade Prompt – “I Do” Materials Needed: Prompt Handout 3 Different Colors of Highlighters 2 nd gr.

Deconstruction of the Prompt Directions: Write a paragraph that tells Pink Crayon’s point of view. Use evidence from the letter and the illustrations to support your description of Pink Crayon’s point of view. Explain how the text and illustrations you used support your idea about Pink Crayon. (bullets not included)

Deconstruction of the Prompt Directions: Write a paragraph that tells Pink Crayon’s point of view. Use evidence from the letter and the illustrations to support your description of Pink Crayon’s point of view. Explain how the text and illustrations you used support your idea about Pink Crayon. GREEN = Sentence telling the main topic to address (topic sentence/thesis statement)

Deconstruction of the Prompt Directions: Write a paragraph that tells Pink Crayon’s point of view. Use evidence from the letter and the illustrations to support your description of Pink Crayon’s point of view. Explain how the text and illustrations you used support your idea about Pink Crayon. YELLOW = Sentence asking students for text evidence (“found” in text/source)

Deconstruction of the Prompt Directions: Write a paragraph that tells Pink Crayon’s point of view. Use evidence from the letter and the illustrations to support your description of Pink Crayon’s point of view. Explain how the text and illustrations you used support your idea about Pink Crayon. PINK = Sentence asking student to explain connection between evidence and topic sentence/thesis (student inference/ thinking)

Application

Connecting Prompt with Graphic Organizer Directions: Write a paragraph that tells Pink Crayon’s point of view. Use evidence from the letter and the illustrations to support your description of Pink Crayon’s point of view. Explain how the text and illustrations you used support your idea about Pink Crayon.

Teacher Modeling Note Text structure of The Day the Crayons Quit allows for repeated modeling of writing task using different crayons (“I do,” “We do together,” “You do together”). In other writing situations, clone the prompt, use with different texts previously read in order to model and practice before “releasing” students to independently write.

Identifying Topic/Topic Sentence The topic sentence introduces the main idea of the paragraph. can often be crafted using prompt language. can have the same structure as a thesis statement.

Topic/Topic Sentence – Pink Crayon PROMPT: Write a paragraph that tells Pink Crayon’s point of view… Pink Crayon’s point of view is that he is not used enough because Duncan thinks he is a girls’ color.

Reading/Writing Connection Consider how the sample TDQs listed on the Analyzing Text Complexity handout prepared students to be able to write a topic sentence like this— especially looking at the RL 2 and RL 6 example questions.

Gathering Text/Illustration Evidence Evidence is “found” (e.g., put your finger on it; show me where…). can be text, illustrations, multi- media, and/or text features.

Looking for Text Evidence – “I do” Pink Crayon capitalized the words LISTEN HERE, KID, ONCE, GIRLS’, and PLEASE

Looking for Text Evidence – “You do together” Pink Crayon capitalized the words LISTEN HERE, KID, ONCE, GIRLS’, and PLEASE

Looking for Illustration Evidence – “I do” There is a pink dinosaur with sharp teeth.

Looking for Illustration Evidence – “You do together” There is a pink dinosaur with sharp teeth.

Rigorous Reading p. 130 In addition, when students respond to a specific writing prompt that requires that they use evidence from the text, the task becomes text dependent. However, it’s not sufficient for student to simply include quotes from the text. They need to explain the quotes and integrate them in a thoughtful way. As Graff and Birkenstein (2006) note, “[T]he main problem with quotation arises when writers assume that the quotations speak for themselves” (p. 40).

Explaining Evidence Explanations Connect evidence to main idea, topic sentence, or opinion Are NOT restatements or paraphrases of evidence. Come from student inference and critical thinking.

Explaining Evidence Importance for “explanation” is to connect the evidence to the topic sentence/main idea or opinion. Pink Crayon’s point of view is that he is not used enough because Duncan thinks he is a girls’ color.

Explaining Evidence – “I do” Pink Crayon’s point of view is that he is not used enough because Duncan thinks he is a girls’ color. Pink Crayon capitalized the words LISTEN HERE, KID, ONCE, GIRLS’, and PLEASE Capitalized words are important. Pink Crayon wants Duncan to listen and not think of him as a girls’ crayon.

Explaining Evidence – “I do” Pink Crayon’s point of view is that he is not used enough because Duncan thinks he is a girls’ color. There is a pink dinosaur with sharp teeth. Pink dinosaurs can be scary. Pink is not just for princess dresses.

Explaining Evidence – “You do together” Pink Crayon’s point of view is that he is not used enough because Duncan thinks he is a girls’ color. Pink Crayon drew a pink dinosaur, monster, and cowboy. ?

Table/Whole Group Debrief of G.O. How did the activity and information presented validate, revise, or add to your understanding of writing instruction? How might you use anything learned today about instructing writing and the contents of CCSS Collaborative Learning workshops to determine your next steps as a site leader?

Graphic Organizer  Rhetorical Writing

Sample Paragraph – Identifying “Jobs” of Sentences Which number sentence(s) does the job of a topic sentence? #1

Sample Paragraph – Identifying “Jobs” of Sentences Which number sentence(s) does the job of showing evidence? #2, #5

Sample Paragraph – Identifying “Jobs” of Sentences Which number sentence(s) does the job of giving an explanation of the evidence? #3, #4, #6

Using Rubrics for/of Learning

Additional Possible Resources Modeling Writing Terminology SUTW

Table Debrief How did the activities and information presented connect to the ELD modes of communication? High- quality, first time instruction? What are your next steps as a site leader? 1 Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics. 3 Offering and supporting opinions and negotiating with others in communicative exchanges. 5 Listening actively to spoken English in a range of social and academic contexts. 6 Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language 9 Expressing information and ideas in formal oral presentations on academic topics. 11 Supporting own opinions and evaluating others’ opinions in speaking and writing.

Miscellaneous Admin Info RE K/1 st Writing Benchmarks NEXT TIME: Explain holistic score for K/1 st benchmark writing assessments (how to use and how not to use) Holistic vs. analytic; how to end up with a score Please BRING WRITING SAMPLES (preferably K/1 st benchmark)

CYCLE 1 Reading Language Writing Speaking and Listening Foundational Skills CYCLE 3 Reading Language Writing Speaking and Listening Foundational Skills CYCLE 2 Reading Language Writing Speaking and Listening Foundational Skills Each Unit has a: Reading Focus: Literature or Informational Text Writing Focus: Narrative, Inform/Explanatory, or Opinion/Argument Organization: 1 Unit, 3 Cycles, 5 Lessons

Login to Site Enter district username Enter district password URL: egusd.thesyncedsolution.com

Adding a Class Before being provided access to the resource, teachers must add a class. Follow the directions on the following screen. (They are also on the yellow, tutorial handout.)

How to add classes in The Synced Solution 1) Click add/edit classes 2) Click add class 3) Select Subject Area (ELA/Math) 4) Select Grade Level from drop down menu 5) Select Course Plan from drop down menu 6) Decide what you want to name the class and type in the Class field 7) Click save and that will add the course, if you want to add another follow 1-6 Note: Users can place classes in any order they wish by using the arrows on the left side of the page. When done with adding classes, click save and close to see classes on the Home page

Support to Find Key Resources

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