1. 1 PRESENTED BY Kathy Glass Glass Educational Consulting www.kathyglassconsulting.com kathy@kathyglassconsulting.com Academic Language Across the Curriculum (6-12) Staff Development for Educators ♦ 2013

2. AGENDA The Bigger Picture of Curriculum Design Tiers of Vocabulary Instructional Strategies for Building Academic Language and Discourse

3. Essential Understanding Essential Unit Guiding Question Lesson Guiding QuestionsSkills By engaging in collaborative discussions with diverse partners, people can articulate their ideas, refine their thinking, appreciate different viewpoints, and deepen their understanding of a topic. How do I use discussions with others to help me learn more about a topic? What are collaborative discussions? How do I prepare for these discussions? What are the rules I need to learn? Who do I work with for these discussions? What is my role? What are other roles? How do these discussions help me? What should I expect from them? Prepare for collaborative discussions Articulate ideas clearly Acknowledge others’ viewpoints Use textual evidence Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (SL.CCR.1) Standard © Kathy Glass | www.kathyglassconsulting.com

4. Essential Understand -ing Essential Unit Guiding Question Lesson Guiding QuestionsSkills Introductions provide context for an argument and give writers an opportunity to make a favorable impression on readers. How can I draw in readers and clearly stake a claim? What is a debatable topic or issue I can use as the basis for my argument? What claim can I make? How can I write a thesis statement to stake a claim? Where should I include my thesis in my introduction? What strategies can I use to begin my argument to get my reader’s attention? Introduce a claim through thesis statement Provide context Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.CCR.1) Standard Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass

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6. Vocabulary Acquiring Language Three Tiers ◦ Tier 1: everyday speech ◦ Tier 2: general academic words ◦ Tier 3: domain-specific words

7. 7 Tier Two Words (general academic words) likely to appear in written texts appear in all sorts of texts: informational texts, technical texts, and literary texts can be interpreted differently based on the context CCSS Appendix A, p. 33, adapted

8. “ Volcanoes” excerpt In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. (CCSS Appendix A, p. 33)

9. Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front. Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as second-class citizens. People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters. In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together in a taxi. Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott (2006) (CCSS Appendix A, p. 34)

10. Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution. These tests were often rigged to disqualify even highly educated blacks. Those who overcame the obstacles and insisted on registering as voters faced threats, harassment and even physical violence. As a result, African Americans in the South could not express their grievances in the voting booth, which for the most part, was closed to them. But there were other ways to protest, and one day a half century ago, the black citizens in Montgomery rose up in protest and united to demand their rights—by walking peacefully. It all started on a bus. Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott (2006) (CCSS Appendix A, p. 34)

11. What does this word mean? How can I use it? L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level.* L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. * abbreviated

12. GRAPHIC ORGANIZER

13. © Kathy Glass kathytglass@yahoo.com 13 def. sent. sym./pic. ex. Lesson Design for Differentiated Instruction by Kathy Glass

14. © Kathy Glass ▪ www.kathyglassconsulting.com

16. When would you use this strategy? Within which lesson? Would you adapt it? How so?

17. BRAINSTORM

18. What words can fit in the blank? The very ______ man www.kathyglassconsulting.com | kathytglass@yahoo.com

19. CHARACTERIZATION How do author s develop characters to help readers learn about them? Lesson Design for Differentiated Instruction by Kathy Glass

20. © Kathy Glass | www.kathyglassconsulting.com

21. “ His tongue was hanging out and he was wagging his tail. He skidded to a stop and smiled right at me. ” What method of characterization does the author use? © Kathy Glass | www.kathyglassconsulting.com

22. Source: Open Court

23. What kind of person was Dorthea Lange? What evidence from the text supports your opinion? Sympathetic Compassionate Political Independent Source: Open Court

24. Using evidence from the text, what words can depict this character or topic? R.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

25. When would you use this strategy? Within which lesson? Would you adapt it? How so?

26. RECIPROCAL TEACHING

27. What do I learn from the text? How do I support this? R.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

28. Exchange roles and repeat Individual assessment RECIPROCAL TEACHING Pairs or Small Groups RECIPROCAL TEACHING Pairs or Small Groups Word packet © Kathy Glass | www.kathyglassconsulting.com

29. Reading Excerpt #1 (Partner A) “One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers. The first part of [Appendix A] makes a research- based case for why the complexity of what students read matters. In brief, while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K–12 texts have actually declined in sophistication, and relatively little attention has been paid to students’ ability to read complex texts independently. These conditions have left a serious gap between many high school seniors’ reading ability and the reading requirements they will face after graduation.” Source: Appendix A of Common Core Standards, pg. 2

30. Reading Excerpt #2 (Partner B) “There is also evidence that current standards, curriculum, and instructional practice have not done enough to foster the independent reading of complex texts so crucial for college and career readiness, particularly in the case of informational texts. K– 12 students are, in general, given considerable scaffolding—assistance from teachers, class discussions, and the texts themselves (in such forms as summaries, glossaries, and other text features)—with reading that is already less complex overall than that typically required of students prior to 1962. What is more, students today are asked to read very little expository text—as little as 7 and 15 percent of elementary and middle school instructional reading, for example, is expository 1 — yet much research supports the conclusion that such text is harder for most students to read than is narrative text 2, that students need sustained exposure to expository text to develop important reading strategies 3, and that expository text makes up the vast majority of the required reading in college and the workplace 4. Worse still, what little expository reading students are asked to do is too often of the superficial variety that involves skimming and scanning for particular, discrete pieces of information; such reading is unlikely to prepare students for the cognitive demand of true understanding of complex text.” 1 Hoffman, Sabo, Bliss, & Hoy, 1994; Moss & Newton, 2002; Yopp & Yopp, 2006 2 Bowen & Roth, 1999; Bowen, Roth, & McGinn, 1999, 2002; Heller & Greenleaf, 2007; Shanahan & Shanahan, 2008 3 Afflerbach, Pearson, & Paris, 2008; Kintsch, 1998, 2009; McNamara, Graesser, & Louwerse, in press; Perfetti, Landi, & Oakhill, 2005; van den Broek, Lorch, Linderholm, & Gustafson, 2001; van den Broek, Risden, & Husebye-Hartmann, 1995 4 Achieve, Inc., 2007 Source: Appendix A of Common Core Standards, pg. 2

31. © Kathy Glass www.kathyglassconsulting.com Word packet

32. What would you share with teachers or other colleagues? How would it support what they do?

33. CUBING

34. What do I learn from the text? How do I support this? R.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

35. From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass DIE/CUBE PROMPT EXAMPLE Include evidence from the text.

36. Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass

37. 37 Use evidence from the text to support your answers. © Kathy Glass ▪ www.kathyglassconsulting.com

38. Read the assigned text excerpt and be ready to discuss it. © Kathy Glass ▪ www.kathyglassconsulting.com

39. Reading Excerpt for Cubing Exercise A significant percentage of tasks and questions are text dependent. The standards strongly focus on students gathering evidence, knowledge, and insight from what they read and therefore require that a majority of the questions and tasks that students ask and respond to be based on the text under consideration. Rigorous text-dependent questions require students to demonstrate that they not only can follow the details of what is explicitly stated but also are able to make valid claims that square with all the evidence in the text. High-quality text-dependent questions will often move beyond what is directly stated to require students to make nontrivial inferences based on evidence in the text. Questions aligned with CCSS should demand attention to the text to answer fully. An effective set of discussion questions might begin with relatively simple questions requiring attention to specific words, details, and arguments and then move on to explore the impact of those specifics on the text as a whole. Good questions will often linger over specific phrases and sentences to ensure careful comprehension and also promote deep thinking and substantive analysis of the text. Effective question sequences will build on each other to ensure that students learn to stay focused on the text so they can learn fully from it. Even when dealing with larger volumes of text, questions should be designed to stimulate student attention to gaining specific knowledge and insight from each source. Excerpt: “Revised Publishers Criteria …” by D. Coleman and S. Pimentel

40. Roll the pair of dice. Write several questions based on your targeted text with the two words that face up, such as: How can …? When might …? Why is …? © Kathy Glass ▪ www.kathyglassconsulting.com

41. What would you share with teachers or other colleagues? How would it support what they do?

42. 42 Kathy Glass, Glass Educational Consulting 469 Eleanor Drive Woodside, CA 94062 Phone: 650-366-8122 E-mail: kathy@kathyglassconsulting.com Website: www.kathyglassconsulting.com See Kathy’s website: Webinar links (WestEd and Corwin) PPt presentations, downloadable resources, information about my books PD 360 Group – JOIN! PD Topics: ELA Common Core SS Text-dependent questions Close Reading Curriculum mapping Unit and lesson design Differentiation Ask for additional topics, if interested