1. Welcome Back to The Juicy Language of Text!
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2. Leadership Pathway The Juicy Language of Text Grades 6–8 Winter 2017
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Leadership Pathway
The Juicy Language of Text
Grades 6–8
187 min. as designed: 70 min for Juicy Sentences (including 15 min break); 117 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-
12 min. video of 7th grade class
Winter 2017

3. THE JUICY LANGUAGE OF TEXT GRADES 6–8 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
Text Complexity
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 6–8 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 and Activator
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 6–8 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
Speaker’s Notes:
Review the norms and ask for additional recommendations regarding norms from the audience.

6. THE JUICY LANGUAGE OF TEXT GRADES 6–8 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 discusses questions posed.

7. THE JUICY LANGUAGE OF TEXT GRADES 6–8 Language Standards
CCSS.ELA-LITERACY.L.7.1.B Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a variety of strategies.
CCSS.ELA-LITERACY.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
7.5.A Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
7.5.B Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
7.5.C Distinguish among the connotations of words with similar denotations.
1 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. THE JUICY LANGUAGE OF TEXT GRADES 6–8 Putting It Together
Juicy Sentence
Syntax
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 their own definition down 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 student tackle complex sentences in context. Participants read and annotate in response to the questions on the slide.
5 min. – whole group discusses.

9. THE JUICY LANGUAGE OF TEXT GRADES 6–8 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 professions and into business and into politics.
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.
13 min.
Speaker’s Notes:
So let’s put this knowledge to work.
Applying this work back to CWAddress:
8 min. 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
Copy the sentence. WHY do this? Ask for volunteers (it really makes them slow down, pay attention to the words and to the punctuation)
Write what the sentence means. WHY? (so they realize whether they can really grasp the meaning of this sentence without going back to the text)
Write other things you notice about the sentence and wonderings you have. WHY? (It gives you some quick formative assessment information and makes the students look more closely at the sentence)
IMAGE CREDIT
Cesar Chavez Memorial at Berkely Marina

10. 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.
10 min.
Speaker’s Notes:
TONS OF CLICKING HERE
Let’s take this sentence apart.
1st 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 excrement (to use a word form the text!).
<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).
Transition: Here’s a student example

11. THE JUICY LANGUAGE OF TEXT GRADES 6–8 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.
People throughout the school get tired sometimes and deserve a break of approximately three minutes during the middle of each period to stretch out, to read or draw, to munch on something appropriate for a school snack.
2 min.
Speaker’s Notes:
A student sample of juicy sentence work, 7th grade
Note that here, the teacher has also done a lesson on subject and verb, then parallel structure. The student went back to identify them, 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.
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 7th 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 two 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 6–8 Observing for Standards and Shifts
Standard(s):
RL.7.4, RL.7.6
Prepare:
Look up the standard(s).
Capture Evidence:
What standard(s) 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?
16 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.
12 min. to view video

15. THE JUICY LANGUAGE OF TEXT GRADES 6–8 After the Observation
Step 1
Start with the standards.
What standard(s) are being taught?
Is the instruction addressing the intended standard?
16 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.
8 min. – Whole group share discussion: ask whether Ms. Prabha is addressing the full standards as intended.
MAIN POINTS:
Standard:

16. THE JUICY LANGUAGE OF TEXT GRADES 6–8 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. Prabha’s development for the whole group discussion. Say: Ms. Prabha 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. Coaching Role Play: Purpose and Process
THE JUICY LANGUAGE OF TEXT GRADES 6–8
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 you 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. Coaching Role Play THE JUICY LANGUAGE OF TEXT GRADES 6–8
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 minute—Pair Up
Choose a partner.
Identify who will go first.
Role Player #1 shares goals and the level of “heat” he or she would 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. Role Play #1—5 Minutes THE JUICY LANGUAGE OF TEXT GRADES 6–8 5 min.
IMAGE CREDITS:

21. Role Play #1—Reflection and Feedback
THE JUICY LANGUAGE OF TEXT GRADES 6–8
1 minute—Each role player writes reflections about the effectiveness of the coaching conversation from her or his point of view.
2 minutes—Identify What Worked
Coach first:
Start with stating your goal(s) for the discussion and one to two 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 might do to strengthen practice.
5 min.

22. Transition to Role Play #2
THE JUICY LANGUAGE OF TEXT GRADES 6–8
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. Role Play #2—5 Minutes THE JUICY LANGUAGE OF TEXT GRADES 6–8 5 min.
IMAGE CREDITS:

24. Role Play #2—Reflection and Feedback
THE JUICY LANGUAGE OF TEXT GRADES 6–8
Role Play #2—Reflection and Feedback
1 minute—Each role player writes reflections about the effectiveness of the coaching conversation from her or his point of view.
2 minutes—Identify What Worked
Coach first:
Start with stating your goal(s) for the discussion and one to two 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 might do to strengthen practice.
5 min.

25. THE JUICY LANGUAGE OF TEXT GRADES 6–8
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, how might you facilitate:
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 it’s about 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 6–8 Mini-Team Time
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 6–8 Reference List
Slide
Source 6 7
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 6–8 Image Credits
Slide 1: Shutterstock/
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Slides 12:
Slide 14–16:
Slides 20, 22, 23:
Slide 26:
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Slide 28: