Transcript Presentation: Working with Complex Texts

Complex Text & Juicy Sentences
Grades P – 3 ELA
Winter 2017
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.
2
About Me
• PICTURE OF YOU
Information about YOU
3
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
Session 1: Objectives
PARTICIPANTS WILL BE ABLE TO (PWBAT): Articulate the role of
syntax in understanding complex text
• PWBAT Describe the role of syntax in understanding complex
text
• PWBAT Describe the process of deconstructing with juicy
sentences
• PWBAT Identify elements of a given ELA lesson that support
fluency
Agenda
I.
Keynote Debrief
II.
Setting up the Day
III.
Productive Struggle: Mica’s Classroom
IV.
Complex Text: “Nasreen’s Secret School”
V.
Complex Text: The Juicy Language of Text
VI.
Complex Text: Text Dependent Questions
VII.
Working with Text to Build Fluency
Keynote Debrief
Debriefing the Shanahan Keynote
1-3 Key Points from Keynote
What are the implications for
your:
Planning?
Instruction?
Supporting Struggling
Students?
Setting Up the Day
Create a Student Profile
1. Using the handout on page
2, create a student profile.
2. Share your profile with at
least 3 people not seated
at your table:
• Clarify as needed
• Gather feedback
3. Update your profile with
any additional thoughts.
Reflection
Questions for Reflection
• How do I provide my students the time and
support they need to access text at a
complexity level beyond their independent
reading level?
• How do I address reading fluency and language
development through the texts I teach?
• What is my process for preparing to teach texts
before I teach them?
• How do I use the standards for lesson
planning?
• How do I strike a balance between working
with fiction and nonfiction text in the
classroom?
Productive Struggle
Productive Struggle
Students engaged in
productive struggle are:
• Expending effort to make
sense of content
• Working to figure out
something that is not
immediately apparent
• Grappling with problems on
the path to solving them
Students NOT engaged in
productive struggle are:
• Working on unattainable
challenges
• Needlessly frustrated
• Simply being presented with
information to be memorized
• Being asked to practice only
what has been demonstrated
Video: Mica’s Grade 3 Class
Rethinking Our Expectations
“Making mistakes and
correcting them builds
the bridges to advanced
learning.”
— Brown, Roediger & McDaniel, 2014, P. 7
2 Minute Turn and Talk
• What surprised you?
• What did you notice about
students’ engagement in the
text?
“Nasreen’s Secret School”
“Nasreen’s Secret School” by Jeanette Winter
Clarify whether it is a read-aloud
or masterful plus
group/individual read.
Use Post-its to attend to:
• Complex passages
• Standards you would target
using this text
• Vocabulary that would
challenge students
Shanahan’s Example
Consider what makes this sentence
difficult.
“The women of Montgomery, both young and older,
would come in with their fancy holiday dresses that
needed adjustments or their Sunday suits and blouses
that needed just a touch – a flower or some velvet
trimming or something to make the ladies look
festive.”
--Nikki Giovanni (Rosa)
The Juicy Language of Text
Features of Complex Text
Text Structure
Language Demands
Knowledge Demands: Life Experiences
Knowledge Demands: Cultural/Literary Knowledge
Knowledge Demands: Content/Discipline Knowledge
Levels of Meaning or Purpose
How’s your Grammar?
The Link Between Reading and Writing
1. Pronouns
2. Adjectives
3. Irregular plural noun
4. Abstract noun
5. Irregular verb
6. Simple verb tenses
7. Pronoun Antecedent Agreement
8. Comparative and superlative adjectives
9. Comparative and superlative adverbs
10. Possessives
Syntax Review
Table Talk:
What is Syntax?
Syntax is the study of sentences and
their structure, and the constructions
within sentences.
• General word order:
Subject + Predicate
Subject + Verb + Object
• Complexity introduced to
– produce rhythm
– convey meaning, mood, tone
Why this Focus on Grammar & Syntax?
There is a lot of evidence showing the importance of grammar in
reading comprehension. Studies over the years have shown a
clear relationship between syntactic or grammatical
sophistication and reading comprehension; that is, as students
learn to employ more complex sentences in their oral and written
language, their ability to make sense of what they read
increases, too.
-Dr. Timothy Shanahan
Video: Making Sense of Challenging Text
Timothy Shanahan: Tackling Complex Text
As you watch, think about what Shanahan says about the way we
handled complex text in the past and the way it should be
handled now.
Dr. Timothy Shanahan, Distinguished Professor
Emeritus of Urban Education at the University
of Illinois, Chicago
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?
Dr. Lily Wong Fillmore, Professor of Education,
UC Berkeley
Lunch
Activity
Putting it Together: Juicy Sentences
Read and annotate the blog post.
What makes a sentence juicy?
What instructional opportunities does the juicy sentence
provide?
Language
With those words, the first since her mama went
searching, Nasreen opened her heart to Mina.
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.
Deconstructing the Juicy Sentence
With those
those words
words,
the
first
since
her
mama
went
searching,
since
mama
went
searching
the,the
firstfirst
since
herher
mama
went
searching
, ,
With
the
first
since
her
mama
went
searching
Nasreen opened
opened her
her heart
heart to
to Mina.
Mina.
Nasreen
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.
Another Juicy Sentence
I heard whispers about a school – a secret school for
girls – behind a green gate in a nearby lane.
Activity
Sharing Thinking About Juicy
Sentences
Write down your juicy sentence
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?
Five Minute Feedback: Gallery Walk
Post:
• Comments
• Questions
• Recommendations
A Kindergarten Juicy Sentence Example
Debrief
Take a look at your student profiles and discuss how
this juicy sentence process would work for your
profiled student.
Consider what additional support they would need.
How might this have to look different for non-readers?
Text Dependent Questions
Comprehension, Meaning, Analysis:
“Nasreen’s Secret School”
Masterful Reading
Re-reading
Partner Reading
Models Fluency and Models Fluency and Supports less fluent
Confidence
Confidence
readers when
partnered with
Supports access to Reading for layers
proficient readers
text
of meaning,
vocabulary, text
Develops solid
Supports basic
connections
understanding
understanding –
students’ cognitive
capacity focused on
listening and
processing
Independent
Reading
Surface reading
Review
Gist
Builds fluency
Projects
automaticity
Accesses core
understanding
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
What
are
thewe
keyask
details
and
Which
Why should
words
should
Central
we look
ideas?
at
Idea/Theme-Based
for TDQs?
TDQs?
•• Guide
How can
I support
students
Essential
students
to
understanding
toward
the
to get
them to see and
the
theme
text
understand
these
• Encourage
Likely
to appear
students
indetails
future
to look
and
ideas?
reading
to
the
text to support their
• answers
More abstract words (as
• Encourage
opposed tostudents
concreteto
words) the complex
examine
layers of a rigorous text
• Support comprehension
Creating Text Dependent Questions
1. Identify the core understandings and key ideas of the text
2. Identify the standards that are being addressed
(1 and 10 always a given - go deeper!)
3. Target small but critical-to-understand passages
4. Target vocabulary and text structure
5. Tackle tough sections head-on: notice things that are
confusing and ask questions about them
6. Create coherent sequences of text-dependent
questions
7. Create the assessment
Text Dependent Questions for
Close Reading
Demand that students:
• Focus on specific excerpts of a text
• Notice and work through things that are confusing
• Collaborate with peers when possible
• Work with questions that may have more than one answer
derived or inferred from text
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.
35
“Nasreen’s Secret School”
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g.,
their traits, motivations, or feelings)
and explain how their actions
contribute to the sequence of
events
How does Nasreen feel when she
begins attending the secret school?
Describe how Nasreen’s feelings
change as she attends the secret
school.
Using the guidelines for Text
Dependent Questions:
• Develop 3-5 text dependent
questions to be used with
excerpts from “Nasreen’s Secret
School”
• Ensure that they are aligned to a
standard, working toward the
entirety of a standard
• Make sure they can be answered
using evidence from the text
• Place them on your group’s postit sheet
Break 15
Activity
TDQ Directions
Post Passage
Standard(s):
TDQ:
TDQ:
TDQ:
Debrief
Galley Walk
Review the charts from
other tables
Advanced: Clear
Standard link,
understanding of TDQs
Almost there
Not standards based,
answerable, or issues
with relevancy
Working with Text to Build Fluency
Fluency Building
The good news is that fluency
is an element of reading that
can be improved relatively
quickly with some attention
and practice.
https://www.unbounded.org/enhance_instruction?subjects=ela
Activity
Fluency on Steroids
1. Review grade-level lesson
plan.
2. First pass, annotate all
existing elements of the
lesson that support
fluency.
3. Second pass, add to or
modify lesson to put it on
“fluency steroids.” Where
and how can you add or
change the work to
support fluency?
Reflection
Revisiting the Reflection
• How do I provide my students the time and
support they need to access text at a
complexity level beyond their independent
reading level?
• How do I address reading fluency and language
development through the texts I teach?
• What is my process for preparing to teach texts
before I teach them?
• How do I use the standards for lesson
planning?
• How do I strike a balance between working
with fiction and nonfiction text in the
classroom?
Debrief
Share-Outs
Share with your table:
Two new learnings
One nagging question
One ah-ha moment
http://www.standardsinstitutes.org/institute/winter-2017-standards-institute#tab--details
44
Reference List
Side(s)
Source
13
Winter, Jeannette. “Nasreen's Secret School: A True Story from Afghanistan.” Simon and Schuster, 2009.
18
Dr. Timothy Shanahan, retrieved from shanahanonliteracy.com, June 17, 2015.
19
Dr. Timothy Shanahan, Distinguished Professor Emeritus of Urban Education at the University of Illinois, Chicago
https://www.youtube.com/watch?v=pBRc3sPSIrI
20
Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley
https://www.youtube.com/watch?v=STFTX7UiBz0
22
Chris Hayes, The Core Task Project
29
The Council of Great City Schools; http://vimeo.com/47315992
IMAGE CREDIT: Slide 1: Shutterstock/Monkey Business Images 305457056. Slide 4, Slide 23, and Slide 34: Flikr/DerekBruff. Slide 5:
Flickr/MichaelCrane blip_4 Speed Dating Jelly Babies. Slide 8: Shutterstock/CristinaMaruca 243980383. Slide 9: Shutterstock/CiroA
180055652. Slide 10: Shutterstock/Gelpi JM 80231479. Slide 17: Flickr “Lunch” Antony Cowie. Slide 24: Shutterstock/Edward Lara 70473535.
Slide 33: Flikr/Camila Tamara Silva Sepulveda “Coffee Lover” . Slide 35: Flickr/MarylandGovPics/First Lady’s Art . Slide 37: Flikr/Rennett Stowe
Exhibition. Slide 37: Flikr/Rennett Stowe.