EngageNY.org Structures and Systems Homework, Annotation, and Accountable Independent Reading

Purpose of this Session Participants will be able to:  Understand the features and intent of homework, annotation,and accountable independent reading systems  Identify ways in which these structures and systems support instruction and the instructional shifts and standards EngageNY.org

Structures and Systems Designed to Support Curriculum and Instruction EngageNY.org3 Curriculum Structures and Systems Instruction

Purposes of Homework Research-informed, consistent, and scaffolded Prepare students for college and careers  Address volume of reading  Build students’ familiarity with CCSS  Build students’ analytical and processing skills EngageNY.org

Homework Design Features Assigned everyday Students are expected to do 45 minutes/night Types of homework:  Reflective Writing Assignments  Accountable Independent Reading (AIR)  Assignments that extend the day’s learning or prepare students for the following day’s lesson EngageNY.org

Homework and Homework Accountability Investigation Each pair reads one set of homework and homework accountability, focusing on its purpose, design features, and connections to lesson instruction:  Set 1: 9.1, Unit 2, Lesson 5 and Lesson 6 (p. 3)  Set 2: 9.1, Unit 3, Lesson 2 and Lesson 3 (pp. 4–5)  Set 3: 9.1, Unit 3, Lesson 5 and Lesson 6 (p. 4) In pairs, discuss the following questions:  What connections do you notice between the homework assignment and the lesson instruction and assessment?  What do you notice about the ways in which students are held accountable for doing homework?  What impact does this have on the lesson you just read?  What do you notice about the effect of homework structures on teacher time? EngageNY.org6

Reflecting on NY Curriculum Modules’ Approach to Homework In your table groups, discuss:  What’s different about the NY Curriculum Modules’ approach to homework?  Which pieces of this system currently exist in your school or district? Which pieces push your thinking?  What challenges do you anticipate? What ideas do you have to meet those challenges? EngageNY.org7

Accountable Independent Reading Purpose and Design Review the prefatory material focusing on Part 2 “Our Approach to Homework” (pages 4–6) In pairs, discuss:  What are some key design considerations for Accountable Independent Reading?  What is the purpose behind the NY Curriculum Modules’ approach to Independent Reading? EngageNY.org

Focus Standards and Accountable Independent Reading Read the following lesson excerpts, focusing on the Independent Reading assignment and accountability:  9.1 Unit 1, Lesson 5 (pp. 9–10)  9.1 Unit 1, Lesson 6 (p. 4) In your table groups, discuss:  What do you notice about the AIR assignment?  What purpose do focus standards serve to: Build students’ reading skills? Promote a culture of accountability? EngageNY.org9

Reflecting on Accountable Independent Reading In your table groups, discuss:  What current Accountable Independent Reading systems exist in your school or district?  Which components seem easiest to implement? Which seem more challenging?  What ideas do you have to meet those challenges? EngageNY.org10

Purposes of Annotation Helps students achieve deeper textual understanding Supports students towards independence as readers Scaffolds students towards independent dialogue with text Annotation is more difficult than simply answering questions because it requires independent thinking! EngageNY.org

Annotation Design Features Consistent codes Codes are introduced gradually and strategically throughout lessons and units Students should have consistent practice with annotation to hone their skills and build independence as readers EngageNY.org12

Annotation Investigation Read the following lesson excerpts:  Unit 1 Lesson 3 (pp. 5–7)  Unit 1 Lesson 5 (pp. 3–8)  Unit 2 Lesson 7 (p. 4) As you read, focus on how annotation:  Is introduced  Builds in cognitive complexity throughout units EngageNY.org13

Annotation Purpose and Design What are the cognitive tasks that the annotation codes are asking students to do? What do you notice about how these tasks progress cognitively over time? Which tasks might be most challenging for your students? What scaffolds might your students need? EngageNY.org

Reflecting on Annotation In your table groups, discuss:  Is annotation something you might consider using?  What about annotation seems easiest to implement? What seem more challenging?  What ideas do you have to meet those challenges? EngageNY.org15

Session Reflection How do these structures support student learning? What supports might teachers need to implement these structures and systems effectively? What next steps can you identify? EngageNY.org16

Q & A EngageNY.org

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