1. Complex Text & Juicy Sentences Grades P – 3 ELA
(1 min)
IMAGE CREDIT:
Shutterstock/Monkey Business Images
Complex Text & Juicy Sentences
Grades P – 3 ELA
Winter 2017

2. 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.
Speaker Notes:
We are a team of former classroom teachers, curriculum writers, school leaders, and education experts who have worked in the private, public, and non-profit sectors. We are dedicated to teacher learning and teacher growth. We know that teaching is hard work and requires excellent training, high quality materials, and meaningful support for practitioners who are continuously striving to better serve their students.
We provide educators with high-quality materials and hands-on professional development to help their students achieve the learning goals set by higher standards. We empower educators to make strong instructional decisions through immersive training and access to free standards-aligned resources to adapt for their classrooms, schools, and districts.

3. About Me PICTURE OF YOU Information about YOU 1min Speaker Notes:
I am ______ from ______.
Include an interesting personal story.
My experience has been…
Before Common Core, I was…
I was skeptical about Common Core until ______ happened.

4. Introduction: Who You Are
10/2/2017
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 2m
Speaker Notes:
Let’s see who is in the room today.

5.
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
(1 min.)
Welcome back! Today we are going to working with a unit both as teachers and students. As we go through the unit, we are going to wear our student hats initially to experience the unit as students. Then we will look at how to scaffold the reading so that students who cannot read the text independently can still benefit from work with complex texts.
We will learn to deconstruct juicy sentences, building meaning and fluency, then we will look at how juicy sentences – and other complex sections of text – can support our development of text dependent questions that are aligned to the standards and aimed at deepening students’ understanding of the text.
Click for agenda

6. Agenda Keynote Debrief Setting up the Day
Agenda
Keynote Debrief
Setting up the Day
Productive Struggle: Mica’s Classroom
Complex Text: “Nasreen’s Secret School”
Complex Text: The Juicy Language of Text
Complex Text: Text Dependent Questions
Working with Text to Build Fluency 1
Discuss how this agenda is fluid – bio breaks when you need them, but we do have a scheduled break around the 10:30 mark and mid-day lunch break.

7. Keynote Debrief Debriefing the Shanahan Keynote
10/2/2017
Keynote Debrief Debriefing the Shanahan Keynote
1-3 Key Points from Keynote What are the implications for your: Planning? Instruction? Supporting Struggling Students?
30 minutes
Before we jump into today’s content, let’s do a quick review and recap related to this morning’s keynote.
Let’s take some time to talk about the implications of the keynote with regard to our planning, instruction, and classroom culture.
Have Each table identify key points in the keynote and implications for planning, instruction, and supporting struggling students –use chart paper and gallery walk to get them moving. 10 minutes to talk and record as tables, 5 minutes to review, and then 10 minutes for questions and clarifications. This transitions into next slide, where we go deeper with this reflection
IMAGE CREDIT: Flikr/DerekBruff

8. Setting Up the Day Create a Student Profile
10/2/2017
Setting Up the Day Create a Student Profile
Using the handout on page 2, create a student profile.
Share your profile with at least 3 people not seated at your table:
Clarify as needed
Gather feedback
Update your profile with any additional thoughts.
15 minutes.
As we work today, we’d like to be thinking about our students – in particular, those who might struggle.
Let’s write a brief narrative about one of our students and be prepared to share.
Using Handout on page 2, create a student profile. (10 minutes)
cue participants to move on to sharing
Share your profile with at least 4 people not seated at your table: (6 minutes)
Clarify as needed
Gather feedback
Cue participants to update their profiles
Update your profile with any additional thoughts. (1 minute)

9. Reflection Questions for Reflection
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?
5 minutes for the Questions for Reflection in PACKET page 3
Review the questions for reflection
Let participants know when you have reached 1 m, 2m, 3m, 4m, so they can move on to the next question - reflecting on all 5 in the 5m.
IMAGE CREDIT:
Shutterstock/CiroA

10. Productive Struggle Productive Struggle
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 2m
Our work with complex texts will require that we become comfortable placing our students into ”productive struggle.” To dig into the complexities of a text, students will often be challenged by the content, knowledge demands, language demands, vocabulary, structure and ideas of a text
Our role is to scaffold and support students as they deepen their understanding of a text. Our prompts, questions and activities should all be aimed at developing and deepening students’ understnding of the text.
When we provide “productive struggle” we will help students to:
expend effort to make sense of content, rather than telling them the meaning
work to figure out something that is not immediately apparent, rather than showing them.
Grapple with problems on the path to solving them, rather than providing solutions.
We will not engage in counter-productive struggle that is characterized by:
needless frustration
Overly difficult problems
Extreme (unattainable) challenge
Dispair inducing
simply presenting information to be memorized or asking students only to practice what has been explicitly demonstrated.
Source:
Hiebert, James, and Douglas A. Grouws. "The effects of classroom mathematics teaching on students’ learning." Second handbook of research on mathematics teaching and learning 1 (2007):

11. Video: Mica’s Grade 3 Class Rethinking Our Expectations
10/2/2017
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
12m
Before we dive into this work, let’s take a look at an example of what productie struggle might look like. As you watch, take notice of:
What types of questions does the teacher ask?
What does she do when students’ answers don’t go far enough? (support and probe)
How does she reinforce vocabulary needed to comprehend the text? (repeat, have kids repeat, provide and have kids provide other examples, have students derive the meaning through scaffolding and support)
What routines are in place to allow the discussion to progress smoothly? (turn and talk, hand signals, clear means of calling class back to attention) – if necessary, explain to participants the meaning of some signals they may see (fist on fist = I have more to add; thumbs up / shaking thumb = I agree; thumbs down = I respectfully disagree)
How are some ways that the teacher scaffold (the use of rereading, probes, talk to neighbor to gather thoughts before asking for response)

12. 2 Minute Turn and Talk What surprised you?
2 Minute Turn and Talk
What surprised you?
What did you notice about students’ engagement in the text?
4 m
Give 2 m for turn and talk
Take 2 m to hear from 3-4 participants
Let’s keep these ideas about productive struggle (and where they might apply) in mind as we proceed through the remainder of the day’s content.

13. “Nasreen’s Secret School” “Nasreen’s Secret School” by Jeanette Winter
10/2/2017
“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
20 minutes
We talked about what makes a text complex yesterday – refer to page 4in handout
As, Dr. Shanahan noted, before we can introduce a complex text to our class, we need to tackle the text as teachers, with our students in mind.
It’s a really good practice to dive into a text before you teach it, even if you are provided with a comprehensive lesson or unit plans for the text.
To this end, as you read Nasreen’sSecret School, keep your students in mind and annotate for
Vocabulary your profiled student might struggle with
Excerpts from the text that are particularly complex - where students would struggle with comprehension of ideas and details.
Elements of the text that lend them selves to coverage of specific standards.
We will come back together to discuss the text before we move on.
Debrief

14. 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)
This passage has a lexile of 900 (4th – 5th grade). Have participants read, the discuss what makes it difficult (phrases, dash, details). Questions to ask: What is the subject? (the women) The predicate?(would come) Where might they be going? What makes you think so? 5 min

15. The Juicy Language of Text Features of Complex Text
10/2/2017
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
5 min
We will begin our work with “Juicy Sentences” highlighting some of the features that make a text complex, as these are often the same elements that make senteces “juicy.”
Dimensions of Complexity p. 4 handout
Thse are things like:
Subtle and frequent transitions
Multiple/subtle themes and purposes
Density of information
Unfamiliar settings, topics, events
Lack of repetition, overlap, or similarity of words and sentences
Longer paragraphs and complex sentences
Uncommon vocabulary
Lack of words, sentences or paragraphs that pull the meaning together
Any text structure which is less narrative
A mix of text structures

16. How’s your Grammar? The Link Between Reading and Writing
10/2/2017
How’s your Grammar? The Link Between Reading and Writing
Pronouns
Adjectives
Irregular plural noun
Abstract noun
Irregular verb
Simple verb tenses
Pronoun Antecedent Agreement
Comparative and superlative adjectives
Comparative and superlative adverbs
Possessives
2.5 minutes
Review the grade K - 3 language standards (Anchor Standards Handout)
Students have to understand grammar, or the rules that govern language use. They’ll need to understand them in reading and use them in writing. If they can read and comprehend text that includes these parts of speech, they will be more likely to use grammatical rules to transfer them correctly to their own writing.
And if we are going to help students with these elements of language, we have to know them– or at the very least know where to look – for the definitions.
Take 30 seconds to self-reflect on which of these elements you can define, and which you may need to look up and learn for future use.
Flikr/Gwydion M. Williams

17. Syntax Review Table Talk: What is Syntax?
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 3m
Syntax is the study of sentences and their structure, and the constructions within sentences.
The most common word order is either, Subject + Predicate, or Subject + Verb + Object
However, most written text is more complex than these simple forms of language.
Complexity may be introduced to produce rhythm (as you might see in poetry).  This may change the word order.
Complexity may also be introduced by to convey meaning, mood, tone. In many cases, authors use longer, more descriptive sentences comprised of phrases and clauses.
IMAGE CREDIT: Standards Institute

18. Why this Focus on Grammar & Syntax?
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
30s
So why all of this focus on grammar and syntax with regard to complexity? Because research demonstrates a close relationship between these things and reading comprehension – which of course, is our ultimate goal.
To read the complete blog post from Dr. Shanahan, participants can find it on page of their handout.
They can read this at another time.
Now, we will hear just a few words from Dr. Shanahan on this topic (next slide)

19. 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.
2 minute video to reinforce grammar instruction –
Play 1:05 – 1:12
If content was in Shanahan keynote, use your judgement about playing the video.
Dr. Timothy Shanahan, Distinguished Professor Emeritus of Urban Education at the University of Illinois, Chicago

20. The “Juicy” Language of Text
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?
15-20 minutes
All this is working up to the concept of getting right into the sentences to support student fluency and comprehension.
We are going to get into something called “juicy sentences,” but to set the tone, we are first going to listen to a short piece from Lily Wong Fillmore, who is the Jerome A. Hutto Professor of Education at UC Berkeley. Much of her research has focused on issues related to the education of language minority students in American schools. Her professional specializations are second language learning and teaching, the education of language minority students, and the socialization of children for learning across cultures. In this video she describes how text complexity is important to not only ELL’s, but for all student populations. Introduce Fillmore, pose the questions and watch the video. Have participants discuss questions posed. I
Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley

21. 10/2/2017
Lunch
Flickr “Lunch” Antony Cowie

22. Activity Putting it Together: Juicy Sentences
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?
10 minutes
From there, With that definition and understanding in mind, click onto the Juicy Sentence Blog. This blog describes an instructional move from Fillmore’s work to help student tackle complex sentences in context. Participants read (p. 5 & 6 of handouts), annotate, then discuss questions posed.

23.
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.
(20 minutes for this and next two slides)
So let’s this knowledge to work – this is in packet for teachers to do
Applying this work back to NSS:
Participants are asked to try the work that is asked of the students. In this way, participants can take a deep dive into the structure of the lesson as well as start thinking about knowledge required for teachers about grammar and the standards – 20 min ( with next slide)
(note that the colors dictate - this sentence should be totally decodable by grade 3- the red are the phonemes etc that should be established in Kindergarten, yellow in first, and green in second/third. The point here is that while the text may be difficult, a phonics program spiraled would cover this)

24. Deconstructing the Juicy Sentence
Deconstructing the Juicy Sentence
the first since her mama went searching,
With those words, the first since her mama went searching, Nasreen opened her heart to Mina.
With those words,
Nasreen opened her heart to Mina.
With those words, the first since her mama went searching, Nasreen opened her heart to Mina.
With those words the first since her mama went searching Nasreen opened her heart to Mina.
With those words, the first since her mama went searching, Nasreen opened her heart to Mina.
Nasreen opened her heart to Mina. 2
NOTE THAT THERE IS A LOT OF CLICKING HERE
First the sentence appears with the colors to show that if students have had solid phonics instruction it may be decodable, but students might still struggle.
(click for black letters of sentence, and an omission of the punctuation). Read the sentence together without punctuation and ask if anyone has students who read like that.
(Click for punctuation) Note that we know that commas mean pauses, and sentences begin with capital letters and end with punctuation, but some students still struggle with what that means. So we help them through it, highlighting that punctuation. Let’s read it together out loud with punctuation.
If students still don’t understand, you can break the sentence down.
Let’s look at a section of this sentence.
(click for: Nasreen opened her heart to Mina)
What does it mean to “open your heart” to someone? (coach for answer). Who opens their heart? (Nasreen) who does she share it with? (Mina). What is in her heart? Happiness? Sadness? (Sadness of her experience).
Now let’s go back
(click to see With those words, Nasreen opened her heart to Mina). What causes her to open her heart? (Those words). What were those words? (Ask participants to look back to text and images- it’s when Mina tells her that she missed her and she responds that she missed her back). How did those words make Nasreen feel? -Multiple answers, but that she had a friend. Students probably get the meaning of the sentence now, but it’s worth going a step further.
Now let’s just look at the middle section (click to see the first since her mama went searching). What does it mean “the first” (words) and where did her mama go? (searching for her father).
Click for the full sentence again. Read it again with the participants. Note that at this point, every student can talk about what this sentence means. It’s not necessary to get into clauses and names of grammar terms, although you could point out the subject and predicate, but showing students how to deconstruct the sentence is even a deeper dive into the juicy sentence and can help students get a better understanding of how the sentence works and provide them with strategies.

25. Example of Grade 2 Juicy Sentence Work
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. 1
A student sample of juicy sentence work (2nd grade)2 min
Note that here, the teacher has also done a lesson on adjectives. The student went back to identify them, and then created a sentence using them appropriately.

26. Another Juicy Sentence
Another Juicy Sentence
I heard whispers about a school – a secret school for girls – behind a green gate in a nearby lane. 5m
Here’s another example. Participants can find it in their packet – participants can do this and then come back together as a table to discuss.
What language standards does this also connect easily to?
What structures in this sentence would you point out for students to mimick?
(note adjectives, and prepositions here especially - behind, in, and how the author repeats the structure, behind a green gate/ in a nearby lane)

27. Activity Sharing Thinking About Juicy Sentences
10/2/2017
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?
15 minutes
With your table, read through “Nasreen’s Secret School” to find a juicy sentence
A juicy sentence does not need to be long to be juicy– it can be shorter with complex construction (perhaps not the standard Subject-verb-object construction). In fact, shorter is where you want to start with this work, because it takes a long time.
Have tables select a sentence and fill out the chart.

28. Five Minute Feedback: Gallery Walk
10/2/2017
Five Minute Feedback: Gallery Walk
Post:
Comments
Questions
Recommendations
6 minutes
Have participants gallery walk with post it notes, leaving post-its with comments, questions and recommendations for flip charts.
Make sure each participant visits at least 4 flip charts. (it may help to give 90 second time calls so folks know it is time to rotate if they haven’t already).
Flickr: JogiBaer2 “Post-It”

29. A Kindergarten Juicy Sentence Example
A Kindergarten Juicy Sentence Example 10
Before we close out this section, let’s take a look at how the juicy sentence can even be used with kindergarteners, most of whom are new immigrants. 10 min
Ask participants to notice the ways in which the students and teachers interact with juicy sentences
VIDEO SOURCE:
The Council of the Great City Schools

30.
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? 5
Entertain a discussion – how could this be scaffolded for the success of all students without compromising rigor?
Consider discussing that while “symbolism” isn’t called out directly in the standards, it is figurative language. Teaching “symbolism” isn’t bad, but it’s not necessary to spend entire lessons exclusively on it.
Ask for any lingering questions about juicy sentences.

31.
Text Dependent Questions Comprehension, Meaning, Analysis: “Nasreen’s Secret School”
Masterful Reading
Re-reading
Partner Reading
Independent Reading
Models Fluency and Confidence
Supports access to text
Supports basic understanding – students’ cognitive capacity focused on listening and processing
Reading for layers of meaning, vocabulary, text connections
Supports less fluent readers when partnered with proficient readers
Develops solid understanding
Surface reading
Review
Gist
Builds fluency
Projects automaticity
Accesses core understanding
5 min
Transition from Juicy Sentences back out to the text.
We’ve seen how we can use the idea of juicy sentences to deconstruct and develop understanding of a complex text.
Now let’s look at how we can ask other text dependent quesitons to deppen understanding of the text.
Ask participants to review these types of reading and consider which approaches would work best for the Nasreen text and when during the unit or less might they each be used?
Have participants share out with table partners.
Share out.

32. Standards-Based Text-Dependent Questions
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
Why should we ask Central Idea/Theme-Based TDQs?
Guide students toward the theme
Encourage students to look to the text to support their answers
Encourage students to examine the complex layers of a rigorous text
Support comprehension
Which words should we look at for TDQs?
Essential to understanding the text
Likely to appear in future reading
More abstract words (as opposed to concrete words)
What are the key details and ideas?
How can I support students to get them to see and understand these details and ideas?
3 minutes (it can be more like 5 if you involve them in the conversation)
<CLICK> Get very clear about the answer you want your text-dependent question to elicit.
The better you understand this, the better you’re able to see the understanding you’re trying to help students develop. If you can articulate very clearly what a great answer would be, that can help you design a great question
<CLICK> Academic vocabulary and determining which words need to be provided through direct instruction, which words can be determined from context, and which words need to be elaborated on because they are essential to the understanding of a text.
<CLICK> You need to understand the theme to be able to guide students to it…
MAKE SURE TO DIFFERENTIATE BETWEEN TEXT-SPECIFIC and TEXT-DEPENDENT
ALSO MAKE SURE PARTICIPANTS UNDERSTAND THE NEED FOR SOME LOW DOK QUESTIONS TO GET TO MEANING OF TEXT AS WHOLE. High DOK is not 1:1 correspondence with solid TDQs.

33. Creating Text Dependent Questions
Creating Text Dependent Questions
Identify the core understandings and key ideas of the text
Identify the standards that are being addressed
(1 and 10 always a given - go deeper!)
Target small but critical-to-understand passages
Target vocabulary and text structure
Tackle tough sections head-on: notice things that are confusing and ask questions about them
Create coherent sequences of text-dependent
questions
Create the assessment
(4 min.)
These numbers come up individually to give you an opportunity to discuss each as they appear. When done with one, click on to the next.
I’ll lay out the process for creating and sequencing text dependent questions. Today we will focus on good questions. Tomorrow, we will close the loop on sequencing of questions to ensure they lead to a worthy big idea for the text or passages.
Know your text: Explain the aspects of using the qualitative and quantitative measures to guide the creation of text dependant questions.
While there is no set process for generating a complete and coherent body of text-dependent questions for a text, the following process is a good guide that can serve to generate a core series of questions for close reading of any given text.
Know your text and the big understandings you would want students to grapple with through multiple reads.
Step one: Identify the Core Understandings and Key Ideas of the Text
As in any good reverse engineering or “backwards design” process, teachers should start by reading and annotating the text, identifying the key insights they want students to understand from the text. Keeping one eye on the major points being made is crucial for fashioning an overarching set of successful questions and critical for creating an appropriate culminating assignment.
Step two: Identify the Standards That Are Being Addressed – That is standards for which the text is well suited.
Take stock of what standards are being addressed in the series of questions and decide if any other standards are suited to being a focus for this text (forming additional questions that exercise those standards). We’ll revisit final sequence of questions to ensure these standards are still the right ones. This process for TDQ is iterative and should go back and forth between the text and standards to make sure the questions are leading to understanding.
Step three: Start Small to Build Confidence
The opening questions should be ones that help orient students to the text. They should also be specific enough so that students gain confidence to tackle more difficult questions later on.
Step four: Target Vocabulary and Text Structure
Locate key text structures and the most powerful words in the text that are connected to the key ideas and understandings, and craft questions that draw students’ attention to these specifics so they can become aware of these connections. Vocabulary selected for focus should be academic words (“Tier Two”) that are abstract and likely to be encountered in future reading and studies.
Step five : Tackle Tough Sections Head-on
Find the sections of the text that will present the greatest difficulty and craft questions that support students in mastering these sections (these could be sections with difficult syntax, particularly dense information, and tricky transitions or places that offer a variety of possible inferences).
Step 6 and 7 may not be completed– alert participants to that – but here, let’s go for the gold – ideally, what do you want them to know – and then work backward with scaffolding.
Step Six: Create Coherent Sequences of Text-dependent Questions
Text-dependent questions should follow a coherent sequence to ensure that students stay focused on the text, so that they come to a gradual understanding of its meaning.
Step Seven: Create the Culminating Assessment
Develop a culminating activity around the key ideas or understandings identified earlier that (a) reflects mastery of one or more of the standards (b) involves writing, and (c) is structured to be completed by students independently.

34. Text Dependent Questions for Close Reading
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 1
Text dependent questions SHOULD 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, productive struggle with these questins is OK!

35. Remember Reading Targets
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.
1 minute
It’s not one or the other – it’s important for them to understand the narrative, but that is not where we end our questions.
We need to continue to ask questions that will ensure that students understand wheat they have read.

36. “Nasreen’s Secret School”
“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
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 post-it sheet
30 minutes- with next slide, which gets put up during the activity
In explaining the slide, the image and the first two bullets pop up in the beginning. the second bullet points to the entirety of the standard. (click) and the image disappears, replaced by the standard. Read the standard, discussing the fact that smaller questions may be helpful in addressing part of a standard, and quite often they are necessary to build understanding to the point where students can grapple with the asks in a standard and the ideas in a text. The point is, however, that if we are aligning our questions to the standards, we can’t just pull words out of the standards and call them aligned (click to see example). Click again for a question that more closely aligns to the standard 3.3.
Then click to the final two bullets.
The directions for this exercise:
Have each group create three additional TDQs based on Nasreen’s Secret School and based on (a) specific reading standard(s) and write them on poster paper. Allow time for reading and development of questions, and move among tables.
When participants look like they are done, give each individual green, yellow, and red dots. Ask them to do a gallery walk - either individually or with their groups, and assess the questions of the other groups - label the questions that are standard-based tdqs label green (advance understanding); questions almost there (yellow) and questions not TDQs or not standard-based and relevant (red)
Debrief the activity.
How does Nasreen feel when she begins attending the secret school?
Describe how Nasreen’s feelings change as she attends the secret school.

37. 10/2/2017
Break 15
Flikr/Camila Tamara Silva Sepulveda “Coffee Lover”

38. Activity TDQ Directions
10/2/2017
Activity TDQ Directions
Post Passage Standard(s): TDQ:
Post while they are working

39. Review the charts from other tables
10/2/2017
Debrief Galley Walk
Review the charts from other tables
Advanced: Clear Standard link, understanding of TDQs
10 minutes
When participants look like they are done, give each individual green, yellow, and red dots. Ask them to do a gallery walk - either individually or with their groups, and assess the questions of the other groups - label the questions that are standard-based tdqs label green (advance understanding); questions almost there (yellow) and questions not TDQs or not standard-based and relevant (red). Take post-its along for comments or suggestions
5 minutes: Groups reconvene around their questions
DEBRIEF POINTS:
Scratch surface v getting deep
Almost there
Not standards based, answerable, or issues with relevancy

40. Working with Text to Build Fluency Fluency Building
10/2/2017
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. 2m
Ask participants if they have any questions about juicy sentences or TDQ.
Transition:
We have spent the day discussing how we can work with complex text to build student understanding through deconstructing juicy passages and asking well-structured text-dependent questions.
We will wrap up the day by spending our last bit of time on considering another element that supports comprehension – fluency building.
Fluency serves as an important link between decoding and comprehension. Without fluency, comprehension is hindered by the need to sound out most words. Our goal by the end of Grade 2 is to move students from sounding out words to increased automaticity and word recognition. As texts increase in complexity, automaticity will allow students to focus their attention on making meaning from the text, rather than sounding out words.
The good news is that fluency is an element of reading that can be improved relatively quickly with some attention and practice. And, fluency practice can be conducted during existing classroom activities and routines, with little in the way of additional resources.

41. Activity Fluency on Steroids
Activity Fluency on Steroids
Review grade-level lesson plan.
First pass, annotate all existing elements of the lesson that support fluency.
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?
40 minutes
Helping students to understand the language of texts through juicy sentences, and digging in to text dependent questions during a close read are aimed at supporting students’ overal comprehension of the text.
There is also a strong connection between reading fluency and comprehension – remember, fluency is a “bridge” between decoding and comprehension.
Students who aren’t fluent readers struggle with comprehension.
So, for our last activity today, we will review grade-level lessons to identify fluency supports within the lessons, and to create some additions or modifications that will strengthen the lesson’s support for fluency.
Fluency is often overlooked in lesson plans and curricula, so you will likely have to make similar adaptations with whatever ELA program you are using to unsure that there are daily opportunities for fluency support.
If you are a thrid grade teacher, you can continue to work with a lesson related to Nasreen’s Secret School. For K, 1, and 2 teachers, there are additional lessons from EngageNY, with which you can choose to do this activity.
Find the lesson you want to work with then:
Review grade-level lesson plan.
First pass, annotate all existing elements of the lesson that support fluency.
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?
Give participants 30 minutes to work on the activity, then debrief.
To debrief, have participants regroup by grade (lesson) level.
Have participants share their identifications and adaptations at the table (grade) level.
Answer any remaining questions, then transition to closing reflections.
Flikr/Rennett Stowe

42. Reflection Revisiting the Reflection
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?
5 minutes for the Questions for Reflection in PACKET
Revisit the questions for reflection
Let participants know when you have reached 1 m, 2m, 3m, 4m, so they can move on to the next question - reflecting on all 5 in the 5m.
Remind participants to return to the beginning and revisit and revise their initial reflections
IMAGE CREDIT:
Shutterstock/CiroA

43. Debrief Share-Outs Share with your table: Two new learnings
10/2/2017
Debrief Share-Outs
Share with your table:
Two new learnings
One nagging question
One ah-ha moment 5
Share at tables
Each table shares consensus

44. http://www. standardsinstitutes
MON – TUE – WED – FRI end of day

45. Reference List 02.10.2017 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 20
Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley 22
Chris Hayes, The Core Task Project 29
The Council of Great City Schools;
IMAGE CREDIT: Slide 1: Shutterstock/Monkey Business Images Slide 4, Slide 23, and Slide 34: Flikr/DerekBruff. Slide 5: Flickr/MichaelCrane blip_4 Speed Dating Jelly Babies. Slide 8: Shutterstock/CristinaMaruca Slide 9: Shutterstock/CiroA Slide 10: Shutterstock/Gelpi JM Slide 17: Flickr “Lunch” Antony Cowie. Slide 24: Shutterstock/Edward Lara 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.