1. Mastering Common Core Instructional Shifts in ELA: Tuesday, November 19, 2013 CFN 206 Sarah Benis Scheier-Dolberg sarahbsd@gmail.com Close Reading, Text- Dependent Questioning, and Text Complexity for Elementary School Teachers Session 2

2. WELCOME

3. Opening Book Talk & Web Resource Highlights

4. Session Objectives 1.Learn strategies for implementing Common Core ELA Instructional Shifts, focus on text complexity, close-reading, and text- dependent questioning. 2.Apply strategies learned to your classroom context. 3.Use portfolio and case study work to understand and plan for gaps between Common Core Standards and where students are currently. 4.Deepen collaborative space for learning.

5. Shifts in ELA/ Literacy Shift 1 Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2 Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3 Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4 Students engage in rich and rigorous evidence based conversations about text. Shift 5 Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument. Shift 6 Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts. Slide adapted from Engage NY presentation: http://engageny.org/resource/common-core-shifts/ Staircase of Complexity Text-based Answers Knowledge in the Disciplines

6. Parking Lot  Write down your questions and issues on the post-it notes provided throughout the sessions and “park” them in the Parking Lot charts on the walls of the room.  I will work at answering them during and after the session. Slide adapted from a presentation by Liz Irwin, AUSSIE Consultant.

7. Analyzing Text Complexity to Plan for Instruction Using an Adapted Protocol from CCSSO’s “Navigating Text Complexity Roadmaps”

8. Analyzing Text Complexity 1. Closely read and annotate the text. 2. Obtain a quantitative measure using the updated text complexity grade bands and associated reading ranges for Common Core. 3. Analyze the qualitative features of the text with the support of the Qualitative Rubric for Literary and Informational Texts. Be sure to look back at your annotations to the text to help.Qualitative Rubric for Literary and Informational Texts 4. Using your professional judgment, evaluate the Reader and Task Considerations for this text. Note particular challenges the text may pose, and offer ideas for supporting all students in accessing the text. Reference the CCSSO “Guiding Questions for Reader and Task Considerations.”Reader and Task Considerations

9. Analyzing Text Complexity: Step 1 1. Closely read and annotate the text.

10. Analyzing Text Complexity: Step 2 2. Obtain a quantitative measure using the updated text complexity grade bands and associated reading ranges for Common Core.

11. Analyzing Text Complexity: Step 3 3. Analyze the qualitative features of the text with the support of the Qualitative Rubric for Literary and Informational Texts. Be sure to look back at your annotations to the text to help.Qualitative Rubric for Literary and Informational Texts

12. Analyzing Text Complexity: Step 4 4. Using your professional judgment, evaluate the Reader and Task Considerations for this text. Note particular challenges the text may pose, and offer ideas for supporting all students in accessing the text. Reference the CCSSO “Guiding Questions for Reader and Task Considerations.”Reader and Task Considerations

13. Applying the protocol to texts in your grade level band.  Please meet in grade-level groups:  Grades K/1  Grades 2/3  Grades 4/5  Try the protocol for the text given to your group:  Grades K/1: My Feet by Aliki  Grades 2/3: Sarah, Plain and Tall by Patricia MacLachlan  Grades 4/5: The Birchbark House by Louise Erdrich  Be prepared to share your thinking and experiences completing the roadmaps with the larger group

14. Break (one-function)

15. Looking at Student Work Using National School Reform Faculty (NSRF) Protocols: “Consulting Evidence Protocol” “Blooming Questions”

16. Looking at Student Work in School Teams  In school teams, review the protocol: Considering Evidence.  Revisit norms. Revise as needed.  Review the proposed order of facilitators and presenters. Make an changes necessary.  Each person will have 25 minutes to present their work. Each round will be timed by Sarah.  The general question we are working on is: How can I use text-dependent questioning and close reading to help my students access complex texts?

17. Free-Write/Free-Think  Think about your time looking at student work. What did you learn? About yourself, your students, the instructional materials that you brought to share with your colleagues?  What questions did you have at the end of this work? How will you work to answer them? What supports do you need?

18. Lunch

19. Stations

20. Free-Write/Free-Think  How might I use or adapt these materials for my classroom?  What resources would I need to obtain or create? What other supports would I need to try this?

21. Portfolio

22. Preparing for Next Time… Next Session: Tuesday, December 10 (8:30 am – 3 pm) Think & Bring: Current and upcoming texts for use in next session’s application activities Materials to share for our next cycle of inquiry (case study student work and instructional materials for portfolio) Future Sessions: On-Site Coaching: 1/14, 2/4 (details TBD)

23. Session Evaluation  Please complete the session evaluation before leaving.

24. Please contact me with any questions or feedback. Sarah Benis Scheier-Dolberg 617.834.3501 sarahbsd@gmail.com www.sarahbsd.wordpress.com THANK YOU