1. ELA FELLOWS Convening #4

2. SWITCHING LENSES As a learner, how did I manage my learning? As a teacher, how have I helped my students make meaning? As a teacher-leader, how have I participated and contributed along the way? LearnerTeacherTeacher Leader

3. ELA FELLOWS ROAD MAP Meeting 1 Understanding evidence Reading for evidence Meeting 2 Supporting ideas with evidence in writing Meeting 3 Formative Assessment Meeting 4 EdCamp/Unconference

4. LEARNING GOALS Explore the difference between equity and equality. Explore the multi-dimensional aspects of identity. Plan for additional need for instruction of evidence based writing. Self-evaluate growth as a Fellow. Plan for completion of section C of Action Plans. Review past learning from Fellows Meetings1-3. Prepare for administration of post assessment and data collection.

5. WHAT NEXT…

6. LET’S VOTEED CAMPV V 1. Discussion Strategies 2. Implementation Science 7 3. How to manage up, when decisions are handed down…that are not what is best for kids. 4. Vertical Alignment for K-12 for Writing 13 5. ELA Strategies and Protocols for School Staff 9 6. SBA-Knowing the System 13 7. RTI at the Secondary Level 3

7. ACADEMIC DISCOURSE Section II “Reading and writing float on a sea of talk,” James Britton

8. THEY DON’T COME READY TO DO THIS? Scaffolding (reading protocols, graphic organizers for thinking, etc.) Modeling (frames & questions, preparing for conversation, etc.) Direct teaching Norms (speaking and listening expectations, helpful tips, contributions to discussion, etc.) Practice (in different ways with different people)

9. MODELS

10. QUESTIONS ARE KEY Student Questioning Teaching students to ask high-quality questions engages them in higher levels of thinking. Enables questioning of others, of text, and of self (meta- cognition)

11. CORE SKILLS OF ACADEMIC CONVERSATION

16. VIDEO VIEWING PROTOCOL Observations: Strategies used? The roles of questioning and discussion? Evidence of scaffolding? Etc. Reflections: What are your thoughts about what you observed? What evidence did you see of evidence-based thinking? Implications for your practice? The practice of colleagues? Two-column Video Notes

17. CONVERSATION MODELS: ASK AND ANSWER QUESTIONS How does Ms. Rodriguez help her students build academic language? What strategies does Ms. Rodriguez use to support English Language Learners? https://www.teachingchannel.org/videos/ask- answer-questions-nea

18. CONVERSATION MODELS: ACCOUNTABLE TALK How does Ms. Chism use accountable talk stems? How could you use Ms. Chism’s strategies in your classroom? https://www.teachingchannel.org/videos/speaking- respectfully-nea

19. CONVERSATION MODELS: PARTICIPATION PROTOCOL How does using this structure affect students’ discussion? How does Ms. Nguyen track students’ participation? https://www.teachingchannel.org/videos/participation- protocol-ousd

20. FREQUENT AND ONGOING Like any skill, speaking and listening in an academic way takes practice. This requires an intentionality we often reserve for direct reading and writing instruction. But speaking and listening support reading and writing through fostering deep thinking skills.

21. ELL STUDENTS ELL students have been found to spend only 4% of the school day engaged in school talk and 2% of the school day discussing focal content of the lesson. A focus on oral language is of greatest importance to these children most at risk.

22. TEACHER LEADERSHIP

25. SIX BROAD COMPONENTS IN THE HEXAGON TOOL:  Need  Fit  Resources  Evidence  Readiness  Capacity

26. HEXAGON TOOL

27. HEXAGON DISCUSSION AND ANALYSIS TOOL  The Hexagon Tool helps states, districts, and schools systematically evaluate new and existing interventions via six broad factors.  This Hexagon Discussion and Analysis Tool is designed to be used by Implementation Teams to guide a deeper discussion. https://unc-fpg-cdi.adobeconnect.com/_a992899727/ai-lesson1/

28. HEXAGON TOOL  Teams are encouraged to use the Discussion and Analysis Tool’s questions to analyze innovations as part of the Exploration Stage of implementation.  Additional lines are included in each section for additional questions identified by the Implementation Team to address unique needs and contexts.  Strengths and gaps are identified so the Implementation Team can make intentional recommendations regarding the proposed innovation’s ability to meet the need of the population it is intended to serve.  This process allows Implementation Teams to make an informed decision about the organization’s capacity to install and fully implement any innovation.

29. CHAPTER 3

30. ON YOUR OWN On your own read the article and while doing so… Underline one sentence Draw a circle around one phrase Draw a box around one word

31. GET UP AND TALK Round 1: Find a partner not at your table and share your sentence…discuss Round 2: Find a new partner and share your phrase…discuss Round 3: Find a new partner and share your word…discuss

32. SY 2016-17  What’s Next  Questions?