1. Welcome Back to The Juicy Language of Text!
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2. The Juicy Language of Text Grades K–5
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Leadership Pathway
The Juicy Language of Text Grades K–5
186 min. as designed: 71 min for Juicy Sentences (including 15 min break); 115 for video observation, coaching role play and post- knowledge survey
Materials:
Post-its® on tables
Chart paper, markers
Index cards (to use for Exit Tickets)
Red, yellow, green dots stickers
Day 3 Handouts packets
2 videos - Be sure to have loaded the video prior to participants’ arrival by opening the link and letting it begin to run. This should then have the video ready to view without buffering.
4 min. video of Lilly Wong Fillmore-
15 min. video of 5th grade class
Winter 2017

3. THE JUICY LANGUAGE OF TEXT GRADES K–5 The Week at a Glance
Day
Ideas
Monday
8:30 a.m.–5:00 p.m.
Focus and Coherence
Tuesday
8:30 a.m.–4:30 p.m.
Rigor
Observing the Standards and Shifts
Adaptations for Struggling Learners
Wednesday
The Foundation
Components of an Effective Literacy Program
Thursday
Building Knowledge and Vocabulary
The Juicy Language of Text
Friday
8:30 a.m.–2:30 p.m.
Organizational Systems and Structures
1 min.
Speaker’s Notes:

4. THE JUICY LANGUAGE OF TEXT GRADES K–5 Objectives and Agenda
Participants will be able to
Determine the role of syntax in complex text
Closely read and dissect text at the sentence level with Juicy Sentences
Observe and analyze instruction for evidence of standards and shifts
Agenda:
Opening
Naming the Challenge
Deconstructing Juicy Sentences
Instructional Video Observation
Coaching Practice
1 min.
Speaker’s Notes:
This session takes us into the role that syntax plays in students’ ability to access complex text. We will hear from expert Lily Wong Fillmore and learn how to help struggling readers by dissecting text at the sentence level. We will close this session with a culminating video observation exercise, practicing observing for the standards, the shifts, TDQs.

5. THE JUICY LANGUAGE OF TEXT GRADES K–5 Norms That Support Our Learning
Take responsibility for yourself as a learner.
Honor timeframes (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.
Speaker’s Notes:
Review the norms and ask for additional recommendations regarding norms from the audience.

6. THE JUICY LANGUAGE OF TEXT GRADES K–5 Dr. Lily Wong Fillmore
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?
11 min.
Speaker’s Notes:
2 min. - Set purpose and context
We are going to jump back into BoH and text-dependent questions from a different angle and with a deeper purpose. We have been looking at this text using reading standards to answer questions to measure comprehension and craft. But there is a lot more to this text and ensuring that all students are able to access grade-level-appropriate text in class.
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 Dr. 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 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.
<Click> to show the guiding questions
4 min. - watch the video.
5 min. – tables discuss and then whole group discussion questions posed.

7. THE JUICY LANGUAGE OF TEXT GRADES K–5
Language Standards
Knowledge of Language: 4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vocabulary Acquisition and Use:
4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a variety of strategies.
4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered, when discussing animal preservation).
2 min.
Speaker’s Notes:
When we get into juicy sentences, we have to also look at the language standards.
The first several talk about student competencies when they are writing, with things like pronouns, prepositions, verb tenses, etc.
In order to be able to write with them, however, students have to understand how they function in sentences.
These standards are often overlooked in favor of working with reading standards, but in reality, the two sets work together to move students toward proficiency in reading, writing, and speaking.

8. Putting It Together Syntax Juicy Sentence Read the text.
THE JUICY LANGUAGE OF TEXT GRADES K–5
Putting It Together
Syntax
Juicy Sentence
Read the text.
Craft your own definition of syntax based on what you read.
Read and annotate the article.
What makes a sentence juicy?
What instructional opportunities does the juicy sentence provide?
15 min.
Speaker’s Notes:
Hand out or direct participants to the 1818 Paragraph.
4 min. - Participants read Mr. Cobbett’s definition, and then write down their own definition below
1 min. share out 1-2 definitions
<Click> for Juicy Sentence
5 min. - Turn to the Juicy Sentence Blog. With that definition and understanding in mind. This blog describes an instructional move from Fillmore’s work to help students tackle complex sentences in context. Participants read and annotate in response to the questions on the slide.
5 min. – whole group discuss

9. THE JUICY LANGUAGE OF TEXT GRADES K–5 Let’s Practice…
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.
1. Copy the sentence.
2. Write, “I think this sentence means ___________________.”
3. Write other things that you notice.
4. Write a new sentence mimicking the author’s structure.
13 min.
Speaker’s Notes:
So let’s put this knowledge to work, practicing with BOH
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.
Have them share their new sentence with a partner.
5 min. Debrief the process - why do we recopy the sentence? (It demands us to slow down and get intimate with it.)
IMAGE CREDITS

10. Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.
Democracy was born.
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.
Over a thousand years ago on the shores of Onondaga Lake in present-day central New York democracy was born.
10 min
Speaker Notes:
TONS OF CLICKING HERE
First the sentence appears in black, read this together.
Ask participants to call out words that students might struggle with off the bat
<Click> for probably all of those words to appear in red (thousand, shores, Onondaga, present-day central New York, democracy).
There’s quite a bit of work here-time, place, the use of “central”, an understanding of geography, and the concept of democracy.
<Click> Even with an understanding of these definitions, listen to me read it (read the sentence without punctuation).
Ask participants if they have students who would read like that.
<Click> So we can also address punctuation and capitalization of proper nouns, and how sentences can be divided up through use of commas and punctuation.
<Click> to see “Over a thousand years ago” Let’s take this sentence one segment at a time for meaning.
What does that tell us? (when it happened).
<Click> for “Over a thousand years ago on the shores of Onondaga Lake” and ask students what this segment (or kernel) tells us? (where).
<Click> for “in present-day central New York.” This is something that you could skip if you needed because it’s not immediately necessary to understand the sentence, or you could work through it with students, or you could tell the what “present-day” and “Central” means in this context. You could also go right to the end, skipping that section and coming back to it later with students, since it probably involves the most direct instruction.
<Click) for the last part of the sentence, “Democracy was born.” if they know what democracy is, great. if not, this is work we have to do. But the question is here, can something like democracy be “born”? what does that mean? (it began). So we come back to the sentence. Some students may not need this work at all, but for others, it’s critical. Re read it with the participants, and talk about how a teacher could review that learning with the students before moving on. Since this is the first sentence of the story, we could also ask, based on this sentence, what can we INFER that the rest of the story will be about? (how 1000 years ago democracy began in NYS).
Slide Summary - Deconstructing this sentence is important if we are going to ask them to do #4 in the juicy sentence work; if we are going to ask them to write in the style and structure, then they have to understand the structure.

11. An old, slow tortoise like Mzee can never protect Owen the way a
THE JUICY LANGUAGE OF TEXT GRADES K–5 Example of Grade 2 Juicy Sentence Work
An old, slow tortoise like Mzee
can never protect Owen the way a
fierce mother hippo could.
“I think this sentence means that Mzee can never protect Owen, but they will always stay together.”
I notice that there are:
commas, adjectives, _____
My young, hungry, playful dogs are
at my medem house.
2 min.
Speaker’s Notes:
Juicy sentence work happens at all grade levels. A student sample of juicy sentence work.
Note that here, the teacher has also done a lesson on adjectives. The student went back to identify them, and then created a sentence using them appropriately.
Transition: We’re going to move now to a break and then a final video observation.

12. 15 min.
Speaker’s Notes:
Time for a break! Reconvene at 2:50.
IMAGE CREDITS

13. Observing for Standards and Shifts
1 min.
Speaker’s Notes:
This next video observation is intended to be a culmination observation activity.
For this video, we will observe and capture evidence for the intended standards and all three shifts.
In this video of a 5th grade classroom, I think you will see opportunities for the teacher to do this Juicy Sentence kind of work with the children.
We will observe for that, yes, AND we will observe for everything we have learned so far in these 2 days: standards-aligned instruction; all three shifts, standards-aligned, and text-dependent questions.

14. Look up the standard(s). Capture Evidence:
THE JUICY LANGUAGE OF TEXT GRADES K–5 Observing for Standards and Shifts
Standards:
RI.5.1, RI.5.3, RI.5.4, W.5.9b, SL.5.1
Prepare:
Look up the standard(s).
Capture Evidence:
What standards are being taught?
Is the instruction addressing the intended standards?
Where do you see evidence of each of the shifts?
What questions are used?
Where do you see students struggling?
18 min.
Speaker’s Notes:
4 min. - Let’s start by preparing – get your app queued to find the standards and prepare a way to capture evidence of standards alignment, the shifts and TDQs. Choose at least 2 of these standards to observe.
14 min. to view video

15. THE JUICY LANGUAGE OF TEXT GRADES K–5 After the Observation
Step 1
Start with the Standards.
What standards are being taught?
Is the instruction addressing the intended standard?
12 min.
Speaker’s Notes:
8 min. –Click to show first step.
Say: First, you will deconstruct what you saw just in terms of the standard and the alignment of the instruction to that standard.
Turn & Talk w/partner.
Make your discussions evidence-based.
4 min. – Whole group share discussion: ask whether Ms. Sims is addressing the full standards as intended.
MAIN POINTS:
Standard:

16. THE JUICY LANGUAGE OF TEXT GRADES K–5 After the Observation
Step 2
The Shifts and Questioning
Review evidence.
Where do you see evidence of each of the shifts?
What questions are used?
Where do you see students struggling?
Did you see opportunities for Juicy Sentence work?
15 min.
Speaker’s Notes:
8 min. –Say: Now, talk about evidence of the shifts, questioning and struggle. Make your discussions evidence-based.
7 min. – <Click> to show question about Ms. Sims’ development for the whole group discussion. Say: Ms. Sims is obviously a very strong teacher. Based on your analysis to this point, what would be the priority areas for her development (make sure they focus on the what here, not the how)
MAIN POINTS:
Transition: Let’s practice coaching this teacher.
What are the highest-leverage areas of development for this teacher?

17. Coaching Role Play
1 min.
Speaker’s Notes:

18. Role Play & Feedback #1 (11 min.)
THE JUICY LANGUAGE OF TEXT GRADES K–5 Coaching Role Play: Purpose and Process
The objective of this activity is to give leaders practice coaching a teacher on standards- and shifts-alignment in the context of an authentic classroom situation.
Get Ready (4 min.)
Pair Up (2 min.)
Role Play & Feedback #1 (11 min.)
Role Play & Feedback #2 (11 min.)
2 min.
Speaker’s Notes:
State the purpose of this role play: leaders have to practice talking about the changes they want to see. Leaders have to practice talking about content as well – especially if any of this work is new for you.
Provide an overview of the process:
You will have 4 minutes to prepare to coach the teacher. If it would be a better fit for your role, you may prepare to coach a principal with whom you have just observed this teacher. This will be quiet, preparation time.
You will pair up, choose who goes first.
First role play, coach shares goals for the coaching sessions and sets the “heat” level.
5 min. role play
1 min. to gather your reflections and evidence for feedback
5 min. reflection and feedback
This will be intentionally quick – most leaders do not have a ton of time to debrief a quick observation, so we are practicing doing this quickly and efficiently.
I will manage time and signal when you move to a different part of the protocol.

19. THE JUICY LANGUAGE OF TEXT GRADES K–5 Coaching Role Play
The objective of this activity is to give leaders a chance to practice coaching a teacher
on standards- and shifts-alignment in the context of an authentic classroom situation.
4 minutes—Everybody Gets Ready
Identify your goals for this coaching session.
What do you want the teacher to know and be able to try as a result of this interaction?
Draft entry question(s), clarifying questions, and probing questions.
Draft key learning and next steps you want the teacher to walk away ready to try.
2 minutes—Pair Up
Choose a partner.
Identify who will go first.
Role Play #1 shares goals and the level of “heat” you’d like to practice coaching.
11 min
Speaker’s Notes:
Click though each part as the time stated
<Click> and give them 4 minutes to Get Ready
<Click> and give them 2 minutes to partner, choose who goes first
Next slide <Click> and give them 5 minutes for the role play

20. THE JUICY LANGUAGE OF TEXT GRADES K–5 Role Play #1—5 Minutes
IMAGE CREDITS:

21. THE JUICY LANGUAGE OF TEXT GRADES K–5 Role Play #1—Reflect and Feedback
1 minute—Each role writes reflections of effectiveness of coaching conversation from their point of view.
2 minutes—Identify What Worked
Coach first
Start with stating your goal(s) for the discussion and 1–2 moves you made that supported that goal.
Share 1–2 other pluses that you can identify.
Teacher
Share 1–2 moves that the coach made that deepened your understanding.
2 minutes—Identify Suggestions for Improvement
Share 1–2 things you’d like to do differently or improve.
Share 1–2 things the coach should consider to strengthen practice.
5 min.

22. THE JUICY LANGUAGE OF TEXT GRADES K–5 Transition to Role Play #2
Review preparation notes.
Share coaching goals and the level of “heat” you’d like to practice coaching.
1 min.
Speaker’s Notes:
Time to switch roles.
#2, share your goals and level of heat
Be ready on my signal.
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23. THE JUICY LANGUAGE OF TEXT GRADES K–5 Role Play #2—5 Minutes
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24. THE JUICY LANGUAGE OF TEXT GRADES K–5 Role Play #2—Reflect and Feedback
1 minute—Each role writes reflections of effectiveness of coaching conversation from their point of view.
2 minutes—Identify What Worked
Coach first
Start with stating your goal(s) for the discussion and 1–2 moves you made that supported that goal.
Share 1–2 other pluses that you can identify.
Teacher
Share 1–2 moves that the coach made that deepened your understanding of Focus.
2 minutes—Identify Suggestions for Improvement
Share 1–2 things you’d like to do differently or improve.
Share 1–2 things the coach should consider to strengthen practice.
5 min.

25. THE JUICY LANGUAGE OF TEXT GRADES K–5 Quiet Reflection
Think about your ability to coach others on the standards and the shifts in ELA.
Based on your learning in this session and on your role, what do you now intend to do?
For example:
Your own learning and skill development
Professional development for others
Instructional planning
Observation, feedback, and supervision practices
8 min.
Speaker’s Notes:
4 min.
In whatever format you are using to track your reflections and action steps, take a few minutes to individually, or in district/school teams, reflect on how focus is currently going in your context and what next steps for improvement you could take.
4 min. – ask for a couple of reflections from the group.
Sum up: This is really about having standards front and center for teachers, observation and planning supports around lesson planning and delivery. And a culture of intentionality around the selection of or implementation of curriculum.
Transition: We’ll take a break now. When we return, we’ll dig into Adaptations for Struggling Learners

26. THE JUICY LANGUAGE OF TEXT GRADES K–5 After the Observation
15 min
Speaker’s Notes:
Transition: We ended this session with teacher development – and when we come back tomorrow, we’ll do some work around the systems and structures that support the changes that must be happening in schools for children to meet standards. Teacher development is just one example…
IMAGE CREDITS

27. 1 min
Speaker’s Notes:
Before we adjourn for the day, let’s take one moment to appreciate the teachers we have observed today. All week, we will watch video of teachers who took risks and submitted their instructional videos to various open education resource sites. We are able to learn because of them and from them.
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28. Knowledge Survey Post Test
Please check your for your link to the Knowledge Survey Post-Test. Note: Some school systems blocks s from survey platforms. If you do not see an with the survey link in your school inbox, please check the personal account you shared with us as part of registration.
The survey should take 10 minutes.
There will be an answer key at the end.
10 min
NOTES: These data help us see what knowledge you are walking away with after attending SI. We will the survey link shortly before the end of the day. You will be able to compare how you did on the pre-test compared to the post-test.

29. THE JUICY LANGUAGE OF TEXT GRADES K–5 Reference List
Slide
Source 6 8
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 9
14–16

30. THE JUICY LANGUAGE OF TEXT GRADES K–5 Image Credits
Slide 1: Shutterstock/
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Slides 14–16:
Slides 20, 22, 23:
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