Fluency and Complex Text

Fluency and Complex Text
(1 min) Day 2 ELA Fluency and Complex Text Grades 6-8 ELA Summer 2016

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.

About Me PICTURE OF YOU Information about YOU 1min Speaker Notes:
I am ______ from ______. Include an interesting personal story. My experience has been… Before Common Core, I was… I was skeptical about Common Core until ______ happened.

Introduction: Who You Are
11/29/2017 Introduction: Who You Are Raise your hand if… you are an ELA teacher you are an ELA teacher coach you hold a different role you teach in a district school you teach in a charter school you teach or work in a different type of school or organization 2m Speaker Notes: Let’s see who is in the room today.

Welcome Back: Today’s Session
11/29/2017 Welcome Back: Today’s Session Fluency, Syntax, and Sentences Text Dependent Questions 1

Debriefing the Keynote
11/29/2017 Debriefing the Keynote Keynote Key Points of Presentation: Implications for: Planning: Instruction: 30 minutes Let’s take some time to talk about the implications of Paige’s keynote on our planning, instruction, and classroom culture. - Each table identify key points in speech and implications for planning, instruction, and culture –I lean to chart paper and gallery walk to get them moving. 10 minutes to talk and record as tables, 5 minutes to review, and then 10 minutes for questions and clarifications. This transitions into next slide, where we go deeper with this reflection IMAGE CREDIT: Flikr/DerekBruff

Session 1: Objectives Understand leverage points for incorporating meaningful fluency work into lesson development and instruction Determine the role of syntax in complex text Close read and dissect text at the sentence level with “Juicy Sentences” Develop, revise, and assess text dependent questions (1 min.) Today we are going to be jumping into a unit both as teachers and students. As we go through it, we are going to wear our student hats in the beginning and experience the unit as students. Then we will look at how to scaffold the reading so that students who cannot read it independently can still work with it. After that, we are going to work on some text dependent questions aligned to the standards. 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 Keynote Debrief Setting up the Day
Agenda Keynote Debrief Setting up the Day “California Commonwealth Club Address” The Juicy Language of Text Syntax Juice(y sentences and) the Standards Construction Text Dependent Questions: Development and Evaluation 1

Setting up the Day Reflection
Setting up the Day Reflection How do I provide my students the time they need to ensure they can access text at a complexity beyond their independent reading level? How do I address fluency and language in the texts I teach? How do I preview texts that I am teaching with before I teach them? 5 minutes for the Questions for Reflection. Note that we will be revisiting at the end of the day

Student Profile Develop a Student Profile 2 Minutes: Share Question
11/29/2017 Student Profile Student Profile Develop a Student Profile 2 Minutes: Share Question Answer 15 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. 10 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

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.... 10 minute Today we are going to begin working with a text from a 7th grade 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. Keeping standards in mind, read the Working Conditions Excerpt Exped. Learning Unit Descriptions in your handout and identify what standards seem prevalent in each unit, and which standards cross and build through all three. (it’s 7.1, 2, 3 primarily, with writing standards - but there are also S&L standards and Language standards not identified but present). We return really to the standards around Chavez - and the reading for literature version of them in Lyddie Share out.

“California Commonwealth Club Address” Cesar Chavez
11/29/2017 “California Commonwealth Club Address” Cesar Chavez 20 minutes (adjust length of reading if necessary We talked about what makes a text complex yesterday – refer to page xx in handout Before we get into the unit, we are going to tackle the text as teachers, with our students in mind. Note that it’s good practice to really dive into a text before you teach it, even if you are provided with a comprehensive unit around it. To this end, as you read, keep your students in mind and annotate for Additional vocabulary your profiled student would struggle with Excerpts from the text where students would struggle with comprehension of ideas and details. Opportunities for fluency work (akin to Paige’s keynote) where you see the text as complex and what standards you would address if you were teaching this text. We will come back together to discuss the text before we move on. in the next slide, you will review the complexities of the text using participants annotations.

Features of Complex Text
11/29/2017 Features of Complex Text Structure Language Demands Knowledge Demands: Life Experiences Knowledge Demands: Cultural/Literary Knowledge Knowledge Demands: Content/Discipline Knowledge Levels of Meaning or Purpose 5 min Highlight language demands and structure –because that is where we begin our focus with Juicy Sentences 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 which is less narrative A mix of text structures

Grammatical and Rhetorical Features of Complex Text
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 lose, 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 which 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 which names something that you cannot see, hear, touch, smell or taste. For example: Consideration Parenthood Belief

How’s your Grammar? The Link Between Reading and Writing
11/29/2017 How’s your Grammar? The Link Between Reading and Writing Regular and irregular plural nouns and verbs Abstract nouns Comparative and superlative adjectives and adverbs Coordinating and subordinating conjunctions Relative pronouns and relative adjectives Prepositional phrases Prepositions, interjections Correlative conjunctions Affixes and roots Functions of verbals (gerunds, participles, infinitives) 2 minutes OPTIONAL SLIDE Note grade 6-8 language standards Students don’t have to be able to identify them but they have to be able to write them. If they can read and comprehend text that includes them, they will be more likely to transfer it into their writing. And if we are going to help them, we kind of have to know – or at least know where to look – for the definitions. (depending on room, ask teachers to stand if they would be able to share what each of these are – and then tell them they are from the language standards for 3-5 grade – the first six from 3rd) – only last two from grade 7

Tackling Complex Text Without Fluency
11/29/2017 Tackling Complex Text Without Fluency 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 four 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

Putting it Together: Syntax
Putting it Together: Syntax Read the text. Craft your own definition of syntax based on what you read. 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)

The “Juicy” Language of Text
The “Juicy” Language of Text Watch the video and note: What challenges does complex text present for educators? What does she recommend to address the challenges? What resonates most with you about her message? 15-20 minutes All this is working up to the concept of getting right into the sentences to support student fluency and comprehension. We are going to get into something called “juicy sentences,” but to set the tone, we are first going to listen to a short piece from Lily Wong Fillmore, who is the Jerome A. Hutto Professor of Education at UC Berkeley. Much of her research has focused on issues related to the education of ELLs and language minority students in American schools. Her professional specializations are second language learning and teaching, the education of language minority students, and the socialization of children for learning across cultures. In this video she describes how text complexity is important to not only ELL’s, but for all student populations. Introduce Fillmore, pose the questions and watch the video. Have participants discuss questions posed. I Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley

11/29/2017 Lunch Flickr “Lunch” Antony Cowie

Putting it Together: Juicy Sentences
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 From there, With that definition and understanding in mind, click onto the Juicy Sentence Blog. This blog describes an instructional move from Fillmore’s work to help student tackle complex sentences in context. Participants read, annotate, then discuss questions posed.

Let’s Practice….. 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. 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.

Example of Juicy Sentence Work from The Commonwealth Club Address
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. A student sample of juicy sentence work 7th grade What they noticed and the structure – this was supporting a mini lesson on parallel structure and subject-verb agreement (4 hour mark)

Comparing the Structure
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. 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)

Let’s Practice (More) 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 What appears here is reminder that this sentence is decodable if students have had a solid phonics background. Click to make all the letters black. What kind of standards-based language instruction does this piece lend itself to? What features would demand explicit instruction to better understand how the structure of the sentence impacts the meaning? We can’t imitate the structure if we don’t understand it. So let’s check it out. (next slide decomposes the whole sentence)

A Juicy Sentence Deconstruction
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. 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 like crap. 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).

Scaffolding “Juicy” Sentences
Scaffolding “Juicy” Sentences 3 Ideas Clarified 2 Questions 1 “A-ha” 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. It also brings us back to the original sentence at the beginning of the presentation and identifies the complex components of that sentence – 20 min (5 hour mark)

Sharing Thinking About Juicy Sentences
11/29/2017 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 With 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.

Five Minute Feedback: Gallery Walk
11/29/2017 Five Minute Feedback: Gallery Walk Post: Comments Questions Recommendations 5 minutes Flickr: JogiBaer2 “Post-It”

11/29/2017 Break 15 Camila Tamara Silva Sepulveda “Coffee Lover”

Comprehension, Meaning, Analysis: Approaching “California Commonwealth Club Address”
Masterful Reading Building fluency and confidence through modeling Accessing the text with confidence Understanding the text at a basic level Collaborative Reading Reading and re-reading with partners for a purpose Whisper reading with partners Reading in small groups 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

Standards-Based Text-Dependent Questions
Standards-Based Text-Dependent Questions Scaffold learning Guide students to identify key ideas and details Build vocabulary Build knowledge of syntax and structure Help students grapple with themes and central ideas Synthesize and analyze information Why should we ask Central Idea/Theme-Based TDQs? Guide students toward the theme Encourage students to look to the text to support their answers Encourage students to examine the complex layers of a rigorous text Support comprehension Which words should we look at for TDQs? Essential to understanding the text Likely to appear in future reading More abstract words (as opposed to concrete words) What are the key details and ideas? How can I support students to get them to see and understand these details and ideas? 3 minutes (it can be more like 5 if you involve them in the conversation) <CLICK> Get very clear about the answer you want your question to elicit. The better you understand this, the better you’re able to see the understanding you’re trying to help students develop. If you can articulate very clearly what a great answer would be, that can help you design a great question <CLICK> Academic vocabulary and determining which words need to be provided through direct instruction, which words can be determined from context, and which words need to be elaborated on because they are essential to the understanding of a text. <CLICK> You need to understand the theme to be able to guide students to it…

Creating Text Dependent Questions
Creating Text Dependent Questions Identify the core understandings and key ideas of the text Identify the standards that are being addressed (1 and 10: always a given – let’s get deeper) Target small but critical-to-understand passages Target vocabulary and text structure Tackle tough sections head-on: notice things that are confusing and ask questions about them Create coherent sequences of text-dependent questions Create the assessment (4 min.) These numbers come up individually to give you an opportunity to discuss each as they appear. When done with one, click on to the next. 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. Step one: 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. Step two: 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). Step three: 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. Step four: 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. Step five : 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). Step 6 and 7 covered in following day PD – alert participants to that – but here, let’s go for the gold – ideally, what do you want them to know – and then work backward with scaffolding. Step Six: 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. Step Seven: Create the Culminating 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.

Remember Reading Targets
Remember Reading Targets 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. 1 minute It’s not one or the other – it’s important for them to understand the narrative, but that is not where we stop our questions.

Developing Text Dependent Questions
Developing Text Dependent Questions CCSS ELA RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Develop 3-5 text dependent questions to be used with excerpts from “California Commonwealth Club Address” Ensure that they are aligned to a standard, working toward the entirety of a standard. Do not use Standard 1 If there is another standard you wish to align a question to, identify the standard with the question Make sure they can be answered using evidence from the text Place them on your group’s chart paper 3 minutes In explaining the slide, the image and the first two bullets pop up in the beginning. the second bullet points to the entirety of the standard. (click) and the image disappears, replaced by the standard. Read the standard, discussing the fact that smaller questions may be helpful in addressing part of a standard, and quite often they are necessary to build understanding to the point where students can grapple with the asks in a standard and the ideas in a text. The point is, however, that if we are aligning our questions to the standards, we can’t just pull words out of the standards and call them aligned (click to see example). Click again for a question that more closely aligns to the standard Then click to the final two bullets. According to the text…. What can you infer about …based on….

Post Passage Standard(s): TDQ:
11/29/2017 TDQ Directions Post Passage Standard(s): TDQ: 30 minutes to work 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 Create three TDQs based on the textand 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. IMAGE CREDIT: Flikr/DerekBruff

Galley Walk Review the charts from other tables
11/29/2017 Galley Walk Review the charts from other tables Advanced: Clear Standard link, understanding of TDQs 10 minutes When participants look like they are done, give each individual green, yellow, and red dots. Ask them to do a gallery walk - either individually or with their groups, and assess the questions of the other groups - label the questions that are standard-based tdqs label green (advance understanding); questions almost there (yellow) and questions not TDQs or not standard-based and relevant (red). Take post-its along for comments or suggestions 5 minutes: Groups reconvene around their questions DEBRIEF POINTS: Scratch surface v getting deep Almost there Not standards based, answerable, or issues with relevancy

Debrief Take a look at your student profiles and discuss how this process would work for these students and what additional support they would need. How might this have to look different for non-readers? 5 Entertain a discussion – how could this be scaffolded for the success of all students without compromising rigor? Consider discussing that while “symbolism” isn’t called out directly in the standards, it is figurative language. Teaching “symbolism” isn’t bad, but it’s not necessary to spend entire lessons exclusively on it.

Revisiting the Reflection
Revisiting the Reflection 5 minutes Remind participants to return to the beginning and revisit and revise their initial reflections

Reference List 29.11.2017 Side(s) Source 15
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 16 Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley 18 Chris Hayes blog 24 Dr. Timothy Shanahan, retrieved from shanahanonliteracy.com, June 17, 2015 IMAGE CREDIT: Slide 1: Unbounded.orgSlide 3: Flikr/DerekBruff. Slide 7: Flickr/MichaelCrane blip_4 Speed Dating Jelly Babies. Slide 8: Flickr/KellyShort/Child Lanbor; Flickr/JohnSchulze/Token Reminder of Where Our Food Comes from; Slide 9: Flickr/JayGalvin/Huegla ‘Strike’ Cesar Chavez. Slide 13: Flickr/KennethLu/Strunk and White, Illustrated?; Slide 17: Lunch/Antony Cowie. Slide 24: Flikr/DerekBruff. Slide 26: Flickr/JogiBaer2/Post-It. Slide 27: Flickr/Camila Tamara Silva Sepulveda/Coffee Lover. Slide 33: : Flikr/DerekBruff. Slide 34: Flickr/MarylandGovPics/First Lady’s Art Exhibition.

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