2. BRIDGE TO PRACTICE: PLANNING TEXT-BASED LESSONS TO SUPPORT ALL STUDENTS February 2016 District Learning Day What Does College and Career Ready Literacy Content Look Like: Understanding Text Complexity

3. Materials The Bridge to Practice Handout Packet.Bridge to Practice Handout Packet. This PPT. The PPT includes audio, so make sure the device you are using has speakers. A text you will teach in an upcoming lesson. Ideally, your notes and handouts from the February DLD. This session is designed to take about one hour fifteen minutes to complete. For this self-guided session is designed to be completed individually or with a small group. You will need:

4. Objectives  Explain what changes (“instructional shifts”) you have made in your classroom as a result of the TN standards while also explaining what improvements you still need to make so that your students will be college and career ready.  Explain how the new TN standards are strategically organized and why that can help you with your planning.  Critically read and analyze a text, naming what textual demands will be most challenging for your students. This Bridge to Practice is the next step in the DLD Learning Progression. In February DLD, we covered these objectives:  Use text analysis to inform lesson planning by identifying ways you will support your students in successfully navigating the text, with particular support around the text features that will be most challenging for students. By the end of this self-guided session, you will be able to:

5. Agenda Review: Critical Reading of How Bernard Madoff Did It Think-Aloud: Planning a Text-Based Lesson on How Bernard Madoff Did It Guided Practice: Planning a Text-Based Lesson on How Bernard Madoff Did It Independent Practice: Planning a Text-Based Lesson for an Upcoming Text This session consists of four sections:

6. Review: Critical Reading This session will introduce you to a protocol to plan lessons based on complex texts, with a focus on supporting all students in understanding the text. The protocol is intended to be used as the next step after you have read a text and analyzed it for complexity. To practice with the protocol we will be building on our text analysis from February DLD of How Bernard Madoff Did It.

7. Revisit the text “How Bernard Madoff Did It.” Skim the text to review it, making a couple annotations along the way. The text begins on the first page of the Bridge to Practice handouts. Take about 5 minutes to skim the text. Review: Critical Reading

8. Quantitative Analysis: Remind yourself of the appropriate grade band using the two quantitative measures provided on page 7. Qualitative Analysis: Revisit the qualitative rubric (page 8), and refresh your memory of your evaluation of the qualitative features of the text. Briefly jot down the features that are most complex about this text. Reader & Task Analysis: Briefly revisit the reader and task criteria on page 10. Review: Critical Reading Now, briefly (about 5 minutes) review your analysis of the text using the three components listed below. You can either take notes on pages 5-6 or look back on your notes from February.

9. Turn and talk or reflect silently in a quick write for about 2 minutes: How do we, as skilled readers, tackle the features of complexity in How Bernard Madoff Did It? Review: Critical Reading

10. You might have mentioned… Reading closely, and re-reading as needed, Summarizing the authors argument and noting key details, Using context to figure out unfamiliar vocabulary, Using background knowledge to make sense of a complex topic. Putting complex text in front of students is the first step toward helping build these and other literacy skills. Purposeful planning based on those complex texts helps ensure students get the support and practice they need. Review: Critical Reading

11. Agenda Review: Critical Reading of How Bernard Madoff Did It Think-Aloud: Planning a Text-Based Lesson on How Bernard Madoff Did It Guided Practice: Planning a Text-Based Lesson on How Bernard Madoff Did It Independent Practice: Planning a Text-Based Lesson for an Upcoming Text

12. STEP 1: Consider the features that will pose the most challenge to your students, as well as the reader and task. STEP 2 Consider what is in the text, and what they need supplied: What do you NEED to give them and what can they get from multiple reads, annotation, discussion, writing and analysis? STEP 3: Begin to construct questions and access points. These will be different for every text and should be developed strategically given the work in Steps 1 & 2. Use the standards to consider questions and tasks. General Guidelines: Planning Based on a Text On page 11 you will find the protocol we will be using to begin text-based planning. Read the three steps:

13. General Guidelines: Planning Based on a Text You can think of this protocol as a bridge between the text and your lessons. It helps us think through this question: Now that I know what makes this text complex, how am I using that knowledge to plan an effective lesson?

14. Think-Aloud: Planning a Text-Based Lesson To begin working with these steps, you will listen to a think-aloud of a teacher using the protocol to plan to teach How Bernard Madoff Did It. She is starting by analyzing paragraphs 1-7 to prepare to teach that portion of the text. As you are listening, consider: How did she decide what to focus on? How did she decide what to supply for students versus what to have them reach in the text? How does her planning build on the analysis of text complexity? How do the steps build from Step 1 to Step 3? As you listen, take notes on page 11.

15. STEP 1: Consider the features that will pose the most challenge to your students, as well as the reader and task. This step summarizes our text analysis and goes deeper by getting more specific about the obstacles and goals of this particular section of the text. Most challenging features – what are the obstacles? Purpose: Meaning of the text is complex – with both technical aspects (Ponzi scheme) and theoretical aspects (why we are fascinated by Madoff) Vocabulary: Some industry specific terms, like broker-dealer firm Knowledge demands: Some understanding of finance is helpful Reader and task – what is the goal? Understand the text: what happened and why are we fascinated by it? Focus on Standard 2: determine the central idea and its development Purpose for reading: gain background knowledge before reading a longer text about Madoff and writing across texts on themes of crime and guilt. How Bernard Madoff Did It – Paragraphs 1-7

16. STEP 2: Consider what is in the text, and what students need supplied: What do you NEED to give them and what can they get from multiple reads, annotation, discussion, writing and analysis? In order to tackle the text’s purpose: In the text: details about the Madoff scandal and the public reaction In order to tackle the text’s vocabulary: In the text: context for key vocabulary like “morbidly” I will provide: support for industry terms In order to tackle the text’s knowledge demands: In the text: detailed description of what occurred I will provide: additional background on Ponzi schemes In order to reach our goals: Understand the text/purpose for reading: purpose is clear in the text and text itself provides details on the scandal and theme of crime/guilt Standard 2: text provides opportunities to analyze central ideas How Bernard Madoff Did It – Paragraphs 1-7

17. In Step 3, we want to start to think about HOW to support students in tackling the text features and reaching the instructional goals. This is a good chance to use the Fisher and Frey text-dependent question pyramid. In the think aloud you’ll hear the teacher consider the types of questions and the order of questions she will ask to help students truly understand the text. At this step, we will also want to make sure to consider what to model for students in this text. As you listen to Step 3, you will need to reference the Standards on Page 12 of your handouts. How Bernard Madoff Did It – Paragraphs 1-7

18. Fisher and Frey Pyramid The Fisher and Frey pyramid outlines how we can use the Standards to sequence questions.

19. STEP 3: Begin to construct questions and access points. These will be different for every text and should be developed strategically given the work in Steps 1 & 2! Use the standards to consider questions and tasks. Center on RI.9-10.2, but also hit Standards 1, 10, and 5. Start with a brief video on Ponzi schemes Multiple reads: first listening, then reading and annotating Shared reading of Paragraphs 1-7 with sequenced questions: – Model determining and analyzing main idea (Standard 2) According to Ahmed, what makes the Madoff scandal different than others? What does the author mean by “others found a certain voyeuristic pleasure in the financial travails of the rich and famous”? – What might travails mean in this context (Standard 4) – In paragraphs 2-3, how does Ahamed refine his idea that the Madoff scandal grabbed public attention? (Standards 2 and 5) – Trace the scandals (Standard 2) and discuss industry terms How Bernard Madoff Did It – Paragraphs 1-7

20. Turn and talk or reflect silently in a quick write for about 2 minutes: How did she decide what to focus on? How did she decide what to supply for students versus what to have them reach in the text? How does her planning build on the analysis of text complexity? How do the steps build from Step 1 to Step 3? Planning Text-Based Lessons

21. Agenda Review: Critical Reading of How Bernard Madoff Did It Think-Aloud: Planning a Text-Based Lesson on How Bernard Madoff Did It Guided Practice: Planning a Text-Based Lesson on How Bernard Madoff Did It Independent Practice: Planning a Text-Based Lesson for an Upcoming Text

22. Now you have a chance to practice using paragraphs 8-10 of How Bernard Madoff Did It. Working individually or in pairs, take 10 minutes to use Steps 1, 2 and 3 to plan a lesson on this part of the text. Use page 13 of your handouts to take notes. You can assume the lesson you are planning follows the lesson described during the think-aloud. How Bernard Madoff Did It – Paragraphs 8-10

23. Turn and talk or reflect silently in a quick write for about 2 minutes: How did you decide what to focus on? How did you decide what to supply for students versus what to have them reach in the text? How does your planning build on the analysis of text complexity? Planning Text-Based Lessons

24. There are many options for how to teach paragraphs 8-10. You may have considered: Support for challenging vocabulary: – Spend time on context clues for words central to the text’s meaning, like harrowing or unsustainable – Provide definitions for words like distilleries and stately Continued focus on Standard 2, with gradual release of responsibility – Text-based questions to analyze development of central ideas – Students leading discussion on central ideas For more ideas, visit this model lesson on paragraphs 8-10.model lesson How Bernard Madoff Did It – Paragraphs 8-10

25. Analyzing what makes a text complex is essential to understand what students need to be able to access the text and how we can support students where they will need it most. Complexity and Instructional Planning

26. Agenda Review: Critical Reading of How Bernard Madoff Did It Think-Aloud: Planning a Text-Based Lesson on How Bernard Madoff Did It Guided Practice: Planning a Text-Based Lesson on How Bernard Madoff Did It Independent Practice: Planning a Text-Based Lesson for an Upcoming Text

27. Select a text you will teach in an upcoming lesson and practice planning using the handouts on pages 14-16 of your handout. 1.Start by reading the text and annotating – 5 minutes 2.Evaluate the text for complexity -5 minutes 3.Use text features to prepare for instruction – 10 minutes Practice: Planning for an Upcoming Text

28. Pair with a partner. Decide who will share their planning first. The first partner has three minutes to: – Share key idea(s) of the text you are preparing to teach. – Share what makes the text complex. Cite a few examples! – Explain your notes about the text features and how they will impact planning. – Present any outstanding questions you have about your text. The second partner then has two minutes to: – Give feedback, including areas you think could be improved for your partner – Discuss your partners outstanding questions. Then, switch roles! Practice: Planning for an Upcoming Text

29. Turn and talk or reflect silently in a quick write for about 2 minutes: How can you translate this practice analyzing complexity and planning instruction into a meaningful experience for your students? Planning Text-Based Lessons

30. We hope this self-guided session was helpful to you! As you continue to practice planning text-based lessons, you may consider: Regularly discussing upcoming texts and lesson plans with colleagues, including reading texts and planning lessons together Using the resources from Student Achievement Partners to learn more about text-based questions and tasksresources from Student Achievement Partners Reviewing sample lessons in your grade for additional examples of text-based lessonssample lessons Next Steps