Planning Interventions for Instructional Success Working with Fiction Text

Outcomes for This Session Participants should be able to: Identify steps in a planning process for working with existing curriculum. Plan interventions for a close reading large group discussion of a fiction text. 2

so much depends upon a planned intervention deployed by a teacher in the midst of discussion. The Planned Intervention 3 With apologies to William Carlos Williams

Agenda for this Session Understanding Planned interventions Practicing the Planning Process Practicing Implementation Understanding Planned Interventions Practicing the Planning Process Planning for Implementation 4

What Do We Mean By Planning? Interventions? 5

Effective Planning TAPS IN to An Existing Curriculum UnderstandDesign T ext A ssessments P riorities S tudents IN terventions 6

Types of “In the Moment” Interventions What are the most common ways teachers provide in the moment interventions? How can questions provide scaffolding?  Guide students toward important understandings without “giving them the answers.”  Support students to unpack the language of the text and build vocabulary.  Model where to look for “important ideas.” 7 EngageNY.org 7

Guidance for Scaffolding with Questions Answered only with evidence from the text Can be literal (checking for understanding) but must also involve analysis, synthesis, and evaluation Focus on words, sentences, and paragraphs, as well as larger ideas, themes, or events Focus on difficult portions of text in order to enhance reading proficiency 8 EngageNY.org

Agenda for This Session Understanding Planned Interventions Practicing the Planning Process Planning for Implementation 9

Tackle the Text Embedded Skills: Determine the core understandings and big ideas in the text. Identify the challenges and complexities of the text. T ext A ssessments P riorities S tudents IN terventions 10

Practice: Determine the Core Understandings Read Silently: Finish “St. Lucy’s Home for Girls Raised By Wolves.” 11

Practice: Determine the Core Understandings Discuss in Pairs: What is this text about, content, theme, structurally, etc.? What is great about this text? What is Russell doing here? What does this text do particularly well? What is it a good exemplar of, from an ELA and CCSS perspective? Talk About It! 12

Practice: Identify Complexities Reread a section of the text. Annotate for things that make this text complex or potentially challenging for your students in the school/district/BOCES you serve. Think about:  Syntax  Structure  Vocabulary  Ideas  Other? Talk About It! 13

Analyze the Assessments Embedded Skills Identify and articulate the learning progression of key standards in the performance and end-of-unit assessments. Develop a synthesis of the connection between the assessments and the text. T ext A ssessments P riorities S tudents IN terventions 14

Practice: Articulate the Learning Progression and Connect to the Text Turn to the sample lesson in your packets. Read and annotate the learning progression for the following: How the lesson builds toward the assessment itself. Questions/tasks my students would easily be able to complete. Questions/tasks my students would find challenging. Talk About It! 15

Identify Priorities What are your school’s priorities?  The priority standards will be consistent with those currently in the curriculum.  The goal for this implementation will be to implement the curriculum as completely as possible. T ext A ssessments P riorities S tudents IN terventions 16

Anticipate Student Needs and Identify Bottlenecks Embedded Skills Analyze close reading questions. Analyze the needs of your students. T ext A ssessments P riorities S tudents IN terventions 17

Practice: Analyze Close Reading Questions With your partner, select 2 questions to analyze. Take them apart and think carefully about what requisite knowledge is required to answer these questions.  What knowledge about the ideas, context, arguments, structure, etc. of the text do my students need to answer this question?  What additional questions, vocabulary or terms might help them? Share your thinking with another pair at your table. Try to deepen your analysis. 18

Practice: Anticipate Student Needs What is the composition of my class? What assessment data do I have? What do I know about my students as learners? What student work have I analyzed/can I analyze to tell me more about what my students can do with respect to the key learning progressions? Talk About It! 19

Develop Tier 1 Interventions for Close Reading Instruction Embedded Skills: Anticipate potential student answers based on steps 1–4 above. Develop strategic teacher responses to student answers based on the scaffolding need. T ext A ssessments P riorities S tudents IN terventions 20

Practice: Anticipate Student Answers and Plan Responses Develop potential student answers and teacher responses using the model provided. Keep these questions in mind as you work:  Does the intervention keep all students thinking?  Does the intervention lower the bar? Appoint one team member to add your thinking to the Google Form Add your addresses to the form to have a copy sent to you. 21

Agenda for This Session Understanding Planned Interventions Practicing the Planning Process Planning for Implementation 22

23 Collaborative Planning Time “I’d collaborate with my clones, because I’m a team player who wants all the credit.” – Jarod Kintz Teachers who work together to improve instruction help all students succeed.

Activity Discuss how to create collaborative planning time that allows teachers to become adept at using planned interventions.  Group 1: What needs to be in place to allow for collaborative planning time?  Group 2: What should teachers be doing during this time?  Group 3: What will they need to plan interventions? Take notes on a flip chart. Rotate to next group when cued.  Note-taker/facilitator stays with original group to share findings and allow for more agreement/additions/discussion.  Share out as a whole group. 24

Role Playing Round 1: Blue Paper Teacher: Ask the student the sample question and try to keep the student doing the thinking. Student: Begin with the sample answer and the understanding indicated on your slip. Respond to teacher prompts with “positive intentions”. Observer: Observe and track how the teacher responds to what the student says. The Goal: Keep the student thinking. 25

Round 1: Reflection Protocol Observer: Share your observations with the team, who was doing the thinking and when? At each shift in response, stop and ask the teacher to articulate what they were thinking in that moment and how they made the response choice they made. (2 minutes) Team: Think together about what additional/alternate responses the teacher might use to maximize the student thinking and learning. (1 minute) 26

Role Playing Round 2: Pink Paper Teacher: Ask the student the sample question and try to keep the student doing the thinking. Student: Begin with the sample answer and the understanding indicated on your slip. Respond to teacher prompts with “positive intentions.” Observer: Observe and track how the teacher responds to what the student says. The Goal: Keep the student thinking. 27

Round 2: Reflection Protocol Observer: Share your observations with the team, who was doing the thinking and when? At each shift in response, stop and ask the teacher to articulate what they were thinking in that moment and how they made the response choice they made. (2 minutes) Team: Think together about what additional/alternate responses the teacher might use to maximize the student thinking and learning. (1 minute) 28

Role Playing Round 3: Yellow Paper Teacher: Ask the student the sample question and try to keep the student doing the thinking. Student: Begin with the sample answer and the understanding indicated on your slip. Respond to teacher prompts with “positive intentions”. Observer: Observe and track how the teacher responds to what the student says. The Goal: Keep the student thinking. 29

Round 3: Reflection Protocol Observer: Share your observations with the team, who was doing the thinking and when? At each shift in response, stop and ask the teacher to articulate what they were thinking in that moment and how they made the response choice they made. (2 minutes) Team: Think together about what additional/alternate responses the teacher might use to maximize the student thinking and learning. (1 minute) 30

Reflect and Consolidate What are 1 or 2 key takeaways for doing this kind of thinking as a teacher? What key messages to teachers need to hear about planning interventions for fiction text? Because we know that doing this for every question in every lesson is overwhelming, what should teachers take away from this MODEL to support their planning? 31

32 Q & A

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