1. Expert Packs Grades 6-12 ELA II
Welcome back, summarize how today links to previous days
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Facilitators: Add the handouts’ page numbers to the slides as part of your preparation for facilitation.

2. Who are we? Introduction of facilitators
Facilitator to build this slide or delete as necessary 2

3. Session Agenda
Responding to Teaching with Challenging Text with Dr. Timothy Shanahan
Unpacking the role of building knowledge and vocabulary
What are Expert Packs?
Components that make Expert Packs work
Leveraging text sets with an existing curriculum
Trying it out
(1 min.)
Today we are going to explore one approach to building knowledge and vocabulary about the world succinctly by unpacking all that goes into a text set - and how that relates to our sub outcome of the equitable practices need to unpack the standards for our students - so everyone is successful. 3

4. Objectives PARTICIPANTS WILL BE ABLE TO:
Understand the role that Expert Packs can play in building student knowledge and vocabulary
Recognize when Expert Packs would benefit students in a curriculum sequence
Understand how to construct an Expert Pack to support student knowledge, vocabulary, and reading
(2 min.)
Today we are going to understand these objectives. Think about a personal goal for yourself today. 4

5. Research Says... Speaker’s notes
1 hour (Survey the participants- if most of the participants attended Winter 2017 then make adjustments summarizing and then just playing the end with the language pieces)
Watch Shanahan’s Keynote from 21:11
Refer participants to take notes, capture sheet/handout. Take notes.
There will be a debrief.
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6. So what?
Now what? What are the real shifts in reading and writing based on yesterday’s learning and Shanahan’s message?
Use the academic conversations menu - we are going to rotate through roles.
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7. What do we do when text is too hard?
An evidence based academic conversation: Peer to Peer
Round 1 (3 minutes)
Student 1: Begins by citing evidence
Student 2: Challenges
Student 3: Agrees or disagrees
Student 4: Asks a question or adds a new idea
Round 2: Rotate students (3 minutes)
Student 2: Begins by citing additional evidence
Student 3: Challenges
Student 4: Adds a new idea
Student 1: Cite evidence or ask a question
10 minutes
Distribute the academic conversation menus to all participants (or refer to them in handout)
Explain that each speaker needs to use academic language- beginning their conversation from the sentence frames/sentence starters on the menu, rotate rolls. Set a time. Ensure each peer completes the rotation.
Rotate rolls and complete Round 2.
Debrief.
How did being held accountable for language, evidence, rolls, and assigned different thinking contribute to your processing of Shanahan’s presentation?
Image credit: Susan Gordon 7

8. Getting Students Engaged in Text
“Students who struggle greatly to read texts within (or even below) their text complexity [level] must be given the support needed to enable them to read at an appropriate level of complexity. Even many students on course for college and career readiness are likely to need scaffolding as they master higher levels of text complexity.”
(From Appendix A, p.9, CCSS – ELA)
Encourage the participants to read these individually, and then ask for a volunteer to identify where it comes from.
This quote comes directly from the standards.
The nuance here is: Just because a student READS at a lower level doesn’t mean s/he THINKS at a lower level. Access to appropriate text for everyone is paramount.
So let’s talk about the kinds of reading students do. (click) 8

9. Close Reading vs. Volume of Reading
(5 min.)
Which moves us to the next point/factor. Close reading and a volume of reading.
Let’s compare and contrast these two equally crucial reading experiences to see how they differ and each perform a uniquely valuable role.
One of the key points here is that with close reading, you go deep with a small amount, whereas in volume of reading, you do a huge amount on a wide variety of topics. We simply CAN’T do close reading for everything because it takes too long. If you do only close reading, you won’t read enough.
2) NOTE: There are not only 2 categories. There is a broad spectrum. So really, we need “close reading, volume of reading, and everything in between.”
To support students in accessing complex text we must take into account how this process plays out in daily instruction. Essentially, the cognitive load is gradually shifted to the students during independent reading but the skills obtained during close reading model ways to obtain meaning. 9

10. Speed Share: What do you know about Text Sets
Speed Share: What do you know about Text Sets? (If you have used them, what has been your experience?)
(5 min.)
What do you know about text sets?
Locate two people in the room who you have not had much interaction with this week. Share what you know about text sets. Ask for a quick share out, and return participants to seat.
Takeaways: Text sets intentionally building knowledge about the world and words.
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11. True or False? The Role of Knowledge
Knowledge of the topic has a bigger impact on comprehension than generalized reading ability does.
With sufficient prior knowledge, struggling readers can perform similarly to proficient readers.
A student doesn’t have one reading level; he or she has many levels, depending on knowledge of the topic.
Doing only close reading with students, at the expense of wide reading (volume of reading), can increase the achievement gap.
(5 min.)
Ideally the previous slide/discussion about text sets moves into this. Ask participants to take a silent poll (all true)
CLOSE READING IS NOT ENOUGH! Important to point out that some people have been throwing the baby out with the bath water, and completely abandoning high-volume, independent reading in favor of all close reading, all the time.
Reading is very highly correlated to acquiring new vocab. Clear and compelling body of research, including a correlation between pages read and words gained.
Knowledge gained through reading can help make up for differences in background knowledge. Not all students will have access to the same life experiences or language environment at home. But all students can gain knowledge of words and the world through reading. The fastest way to learn about new topics is to read about them. So helping students build knowledge through reading is an extremely important way of helping level the playing field and closing the achievement gap. 11

12. What do you know about volume of reading?
(1 min.)
Students cannot build knowledge and vocabulary without a high volume of reading.
Ask for a summary of the Baseball study and what it tells us about student reading (for those who can decode)
(Baseball Study)
Most words are learned through reading or being read to.
Building knowledge helps level the playing field for ALL students
Note the bullets from the previous slides:
Knowledge of the topic has a bigger impact on comprehension than generalized reading ability does. (BB study proves this)
With sufficient prior knowledge, struggling readers can perform similarly to proficient readers. (BB study proves this)
A student doesn’t have one reading level; he or she has many levels, depending on knowledge of the topic. (common sense – you can use an example from life – physics text book vs Faulkner for an ELA major – or a physics one),
Doing only close reading with students, at the expense of wide reading (volume of reading), can increase the achievement gap.
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13. Low Knowledge of Baseball High Knowledge of Baseball Poor Readers
2/15/2017
Low Knowledge of
Baseball
High Knowledge of
Baseball
Poor
Readers
Knowledge
Matters!
Strong
Readers
2 min Refer to this slide if necessary. Speaker Notes:
Leslie & Recht Study (1988)
A group of 6th graders were divided into two groups:
<CLICK>
Those who knew a lot about baseball
Those who didn’t know much about baseball
In each group were poor readers <CLICK> and strong readers <CLICK>
Each participant was given a passage about baseball, a felt baseball diamond, and baseball figures.
They were asked to read the passage, arrange the players on the field, and answer some comprehension questions.
ASK: Who do you think performed the best?
POOR readers who knew baseball outperformed STRONG readers who did not know baseball.
<CLICK> Knowing about the subject matter aids comprehension.
Building broad knowledge aids comprehension
IMAGE CREDIT:
This image is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License.
This does not in any way imply that the Core Knowledge Foundation endorses this work.
Poor
Readers
Strong
Readers

14. …An Intentional Volume of Reading
Not all high-volume reading is equally effective.
Research by Landauer and Dumais into vocabulary acquisition shows that students acquire vocabulary up to four times faster when they read a series of related texts.
Reading a number of texts within a topic grows knowledge and vocabulary far faster than any other approach.
(3 min.)
Contrast this to the typical way we do business where we skip around from topic to topic, plants today, tree mammal tomorrow, the colonies the day after. Instead we need to spend time reading several texts within the same topic in order to build knowledge and vocabulary faster. With the huge volume of words and huge bodies of knowledge that students need to learn, we can’t afford to not use the most effective, fastest way to gain this knowledge.
The research referenced here is what led to the creation of the idea of Expert Packs: a thoughtfully sequenced series of texts designed to build knowledge and vocabulary. This is not close reading. It’s certainly reading for comprehension, but not the study of craft. It is reading for knowledge and vocabulary. 14

15. Hence, Expert Packs EXPERT PACKS
The synthesized knowledge and research around how we build knowledge and vocabulary most rapidly.
An understanding of close reading verses a volume of reading
An urgency to grow our students’ ability to read complex text
EXPERT
PACKS
(2 min.)
When we think about building knowledge it must be done in an intentional manner. Knowing the intended vocabulary and knowledge students will learn is one way to bolster a student’s ability to read complex text. Hence making them experts about a topic. 15

16. II. What is an Expert Pack?
Collection of resources organized for students to build knowledge about a specific topic independently with:
Glossary of terms to help students access challenging vocabulary
Activities for accountability and to help students capture and express their learning
(1 min.)
Collection of resources (books, articles, websites, videos, etc.) organized into an detailed annotated bibliography.
Glossary of terms from the various resources.
Suggested student activities called Learning Worth Remembering
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17. Student Facing Resources (Texts and Media)
A variety of resources about the same topic are sequenced to create a coherent and gradual learning process about the topic
The resources generally increase in text complexity
Students become “experts” on the topic through reading
Students grow vocabulary through repeated exposure across texts
Students grow knowledge through repeated exposure to different explanations or perspectives on content
(5 min.) Keep in mind that resources utilized in expert packs come in many forms. books, multimedia, interviews, infographics, maps (etc.) Essentially resources in expert packs build grow knowledge and vocabulary and the world.
Direct participants to pg 3 in Participants Handout
The resources are organized by type
Participants may refer to the first 2 – 3 pages of Bacteria and Viruses AB 17

18. Create a coherent sequence that builds world and word knowledge
Capture what the intended new learning is in each piece
How each piece adds to the other pieces
What is the learning worth remembering?
What vocabulary keeps popping up?
Create a coherent sequence that builds world and word knowledge
Fifth
Fourth
Third
Second
First
40 minutes (Chart activity) or graphic organizer
(you should be at the 1:10 minute mark)
When we talk about the shifts our message often encompasses building knowledge through content rich nonfiction. But how can we do this intentionally? How would you give your students information – what order? How would you introduce a series of texts on this topic to your kids? What is the learning worth remembering? How would you hold students accountable for their learning?
We are going to start today looking at texts from an expert pack. In your “Texts” handouts (this is the second set of handouts) you have several articles. Read through them in your group. Keeping these questions in mind, create a coherent sequence with the text in front of you that builds world and word knowledge. Refer to page 4 in main handout to record the order.
Take some time extrapolating the learning worth remembering from each source then, organizing the set to build knowledge intentional knowledge. 18

19. Suggested Sequence How Flu Viruses Attack Meet the Microbes
What’s the Difference Between Bacteria and Viruses?
The Surprising World of Bacteria with Max Axiom, Super Scientist
Understanding Viruses with Max Axiom, Super Scientist
Why Some People Evade Colds and Others Don’t
Mining Medicine from Poop
Just What the Doctor Ordered
Final Push
“A Study of Vaccines”
“The Littlest Organism” 1
The texts that you reviewed are only about half of this text set, so the order may be different here because there are additional texts which may impact the sequence that was established. Review with participants. If they are satisfied with their order and it is different from that here, it’s fine. Designed to create a coherent and gradual learning process, both in terms of text complexity and building of knowledge on the topic. 19

20. Trying on Accountability
Group A
Group B
(25min)
So how do we track accountability? Because generally, expert packs are done independently and in pairs, there are two major “handouts” students complete for each text, but they aren’t just filling in. BTW, these can also be used outside the Expert Pack work, because they push students to think about HOW their knowledge is growing and changing.
(page 5 and 6)
Ask participants to count off by A/Bs at each table. Group A will complete the Rolling Journal Activity and group B will complete the building vocabulary sensational six activity, going in the order of the texts as they put them. The point of this activity is to experience the building and repetition of knowledge. The next slide asks them to brainstorm and then share out. 20

21. Sharing Out Protocol Identify a table time keeper
Identify a speaker for the conclusion of the activity.
3 minutes: answer the questions on page 8 in the packet independently
2 minutes: While the Bs listen, As discuss answers to questions 1 and 2
2 minutes: As the As listen, Bs discuss answers to questions 1 and 2
5 minutes: Table discussion of second two questions
5 minutes: The speaker shares out the table discussion highlights with the room
15-20 minutes
See page 8 in handout.
3 minutes: independently answer the questions
2 minutes: share with the As at your table while the Bs listen
2 minutes: share with the Bs at your table while the As listen
5 minutes: Table discussion of second two questions
5 Discussion highlight summary – share out with groups 21

22. When we return, we will move into instructional modifications.
15 min.
Speaker’s Notes:
When we return, we will move into instructional modifications.
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23. III. Expert Packs: The Bigger Picture
Components that make Expert Packs work
So now that we understand some of the basics, let’s take a look deeper into the additional components that complete the picture. Note that you may be answering some of the questions/notices/wonderings
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24. Glossary of Terms Help students access challenging vocabulary
Tier 2 (academic vocabulary)
Essential to text
Likely to appear in future texts
Tier 3 (domain-specific vocabulary)
Key terms essential to understanding the text
May also be defined in the text (footnote, text box, etc.)
(1 min.)
Building knowledge goes hand in hand with building vocabulary. One way to be intentional in our approach is to identify the tier 2 and tier 3 vocabulary students will interact with as they explore our expert packs. Creating the glossary puts you in a position to close read these texts in a way the students may not, identifying the repeating and complex vocabulary, and giving you a real insight into where students may struggle with concepts. 24

25. Suggested Glossary (5 min.)
Turn and talk: Participants may refer to the Bacteria and Viruses glossary for further examples (slide 9).
What do you note about these definitions that benefit students? (they are student friendly and each word is included in a sentence – ideally that comes from, or is adapted from, one of the texts)
(they are in complete sentences) – builds fluency and models sentence structure.
(they are bolded and underlined) – for easy reference. 25

26. Coherence: Selecting and Sequencing Text
Each resource contributes to the whole set.
Resources are sequenced to create a coherent and gradual learning process.
The set develops knowledge of words and the world, and a love of learning.
(2 min.)
There are many ways to organize resources in the Expert Pack, as long as it makes sense to the specific topic.
Cause and Effect, Problem/Solution, Chronologically, etc. can all work.
Building knowledge is the goal. 26

27. Coherence Guide: The Wave Tips for Organizing Expert Packs
Getting your feet wet within a topic
Gradually moving toward informationally dense text
Creating learning worth remembering
(15 min.)
This should take you to the 2:10 hour mark
There are many options for facilitation. Participant should read and share their insight about the information in the Coherence Guide: handout 11
Ask participants to annotate for KEY UNDERSTANDINGS, AHAs, and QUESTIONS in the coherence guide
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(10 minutes) Individual Task: annotate for KEY UNDERSTANDINGS, AHAs, and QUESTIONS in the coherence guide 27

28. Coherent Conversation
3 minutes: Find a partner in the room and discuss the key ideas, revising annotations on your own handout as necessary
4 minutes: With your partner, find a new partnership to share AHAs
5 minutes: With your partner, find another partnership to share questions and discuss answers
3 minutes for whole-room discussion, clarification
15 min.
Ask partners to take their handouts and annotations, and follow the directions. Keep time.
Debrief process: THINK STUDENTS
What are the benefits of bringing your annotated text to discussion? - What are the benefits of asking students to revise annotations as they hear new ideas?
What are the benefits of talking with more than one group of people
Do you want to add anything to our running tab for equity? Our equity poster?
Image credit: Creative Commons License 28

29. Creating an Expert Pack: Step-by-Step Guide
Ideally it takes a village.
Librarians and media specialists are invaluable.
Collaborative
Iterative
Methodical
Intentional
(30 sec) By teachers we ideally mean ELA teachers and practitioners in other content areas. We all have an ethical responsibility to provide students with access to build knowledge independently.
Ideally, it takes a village.
ELA Teachers
AIS teachers
Content area teachers – social studies, science, math, etc
Special Education teachers
ELL teachers 29

30. Developing an Expert Pack: The Process
Choose a Topic
Gather Texts and Resources
Narrow the List of Resources
Sequence the Resources
Complete the Annotated Bibliography
Create the Learning Worth Remembering Activities
Create a Glossary
Save Your Work
(30 sec) (page 14)
The next series of slides provide the overview for developing an expert pack – the purpose of these slides is not to get into detail, but to take participants through the really high-level process that is laid out more clearly in their handouts. Move through these fairly quickly. The next slide gives a little more information on step 1. Note that developing an expert pack is different than developing a text set. You are going to review the process, and participants can follow along. 30

31. Step 1: Choose a Topic Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Suffrage
Inuit Peoples
Steve Jobs
Unions
Vietnam War
American Revolution (narrow)
Jackie Robinson
Chinese Immigration -early 1900s
Accessing Water Around the World
Civil Rights and Jim Crow
Colonial America
Civil Rights (narrow)
Ocean Conservation
Sudan and Civil War
Little Rock
Simple Machines
Rainforest Biodiversity/ Preservation
Middle Ages
History of Child Labor in US
WWII Pacific Theater
Animal Defenses
Human Rights (narrow)
Insecticides
Slavery
Japanese Internment
Migrant Labor
Natural Disasters
Civil Rights
(2 min)
The first step in creating an expert pack is choosing a topic. Participants can refer to their handouts.
You can choose any topic that would build knowledge around a topic you are studying – these are a sampling pulled from the engageny curriculum (page 16) 31

32. Step 2: Gather Texts and Resources
Text-based resources along a range of difficulty
Finding resources to build texts
1 min.
Take note of the guides for finding resources and considerations for the range of difficulty. (slide 19,20) 32

33. Step 3: Narrow the List to 5-7 Resources
With Expert Packs, close reading on our end empowers volume of reading on theirs
1 (min)
Participants have seen handout 21 before – it’s critical to make sure that the texts that you choose are strong enough to be included, and filling this handout out for every text you do helps in making decisions about what activities to pair with the reading of the student texts.
Coherence Guide
Text Complexity is also a factor here, as you decide how to order the texts (click to next slide) 33

34. Step 4: Sequence the Resources With Regard to Complexity and Coherence
A graduated approach guided by attention to coherence and complexity supports:
Students’ ability to read the next selection
Students gradually becoming “experts” on their topic
(1 min.)
Consider complexity at the same time. (slides 22 and 23) Use these guidance documents to ensure that:
Learning from one resource should provide support for the next. 34

35. Step 4: Sequence the Resources with Regard to Complexity and Coherence
Begin with less-complex resources (quantitative and qualitative measures).
Move to more complex text as you progress.
Attend to how and when new information and vocabulary is introduced.
Attend to how and when information and vocabulary is repeated: repetition is good.
1 minute
The most complex of readings/resources should come later in the sequence.
The intent is to building knowledge succinctly and make it transferable. 35

36. Degrees of Reading Power
Remember
Step 4
CCSS GRADE BANDS
ATOS
Degrees of Reading Power
Flesch-Kincaid
The Lexile Framework
(2nd – 3rd)
2.75 – 5.14
42 – 54
1.98 – 5.34
420 – 820
(4th – 5th)
4.97 – 7.03
52 – 60
4.51 – 7.73
740 – 1010
(6th – 8th)
7.00 – 9.98
57 – 67
6.51 – 10.34
925 – 1185
(9th – 10th)
9.67 – 12.01
62 – 72
8.32 – 12.12
1050 – 1335
(11th – CCSS)
11.20 – 14.10
67 – 74
10.34 – 14.2
1185 – 1385
(2 min.)
Remember the factors that determine text complexity
Quantitative Scale: What a computer can “see” and measure
Qualitative Measures: Text features best judged by human evaluation (structure, language and knowledge demands, and purpose)
Professional Judgment: What the instructor does with this text to help students read and understand it
Big Idea:
Several tools exist to measure the quantitative value of a text.
Details:
Of the three factors involved in measuring text complexity, this is the one most familiar to educators.
Each one develops a “staircase” of complexity through the grade levels.
Each one will achieve the requirements of the CCSS band level text complexity, and align to college and career readiness
Each of them have been validated in themselves and against each other in a strenuous research study (Nelson et al, 2012). In other words, any of them work.
There is a lot of overlap between the top of one band and the beginning of the next. This is for a couple of reasons:
Readers progress and backslide in surges and hard to predict ways. The overlap acknowledges that.
That backsliding often happens when students move from grade to grade.
Putting a numerical value on words is still a new and inexact science. So we should allow for overlap within the scale so we don’t misstate the precision of the scale.
No need to always choose Lexile but whatever you choose must be consistently used in the entire set. 36

37. Text Complexity Guide Step 4 (1 min.)
Here’s an example of the kind of detail that’s helpful when you have considered the previous steps
Example of a planning tool.
Detailed analysis of what make this article complex
Read one or two examples from the slide
If participant need practice with analyzing text complexity and if time allows. Read the article and discuss the complexity demand using the rubric for Qualitative Features of Text complexity 37

38. Sequencing Texts: Bacteria and Viruses
Step 4
(3 min.)
These provide an example of less complex resources at the beginning of the set.
The first article explains the role of viruses and bacteria and the efforts to contain these pathogens.
The next text in the sequence is an interview transcript about immunity.
To build upon the knowledge of viruses and bacteria and immunity students now explore Mining Medicine From Poop and the benefits of healthy waste. 38

39. Example of a Reader and Task Consideration: “The Final Push”
Step 4
What will challenge students most in this text? What supports can be provided if they cannot read this independently?
Rereading, chunking, and discussion could support students with sentence length and vocabulary demands. Many of the words can be supported with discussion of the context.
Finding and unpacking juicy sentences could provide grammar lessons for the class.
Categorizing information into Fortunately/Unfortunately categories could support struggling students in accessing the purpose of this article.
(15 min.)
Have teachers read and answer the questions, This article is on page 25 of their packet. Have them read, briefly discuss high-level recommendations for struggling students, and then share out. Finally, share the rest of the slide and see if their recommendations are similar. 39

40. Lunch Speaker’s Notes: We will start again promptly at 1:00
PUT OUT 3 index cards per person at each table.
IMAGE CREDIT
Lunch

41. Activator: Have you ever published your writing?
What National Board Certified Teacher experience/aspirations do you have?
What biographies have you been required to create during your educational training?
What experiences do you have with publishing student writing?
Include this or something different? 41

42. Step 5: Complete Annotated Bibliography
APA Citation Guide
2 min.
The final step is creating a bibliography if you are going to share this publicly, so people can find it. Note why it’s important to have an annotated biography (page 26 and 27)
With the APA – that is really only if you are going to bring it to conclusion to submit it for our website
Really, this whole step is, but the annotated bibliography functions also as part of a lesson plan 42

43. Step 6: Create Learning Worth Remembering Activities
Organizing student learning into a meaningful progression using a series of strategic activities to build knowledge, vocabulary, and confidence, while creating a familiar routine for students in which to engage independently.
(1 min.)
Here’s where it really begins to come together. (page 29)
How do we make students accountable for their own learning?
The knowledge gained from expert packs must be transferable to the instruction delivered in class. Practitioners who help students purposefully build knowledge are cognizant of the key ideas students will take with them from expert packs. This knowledge will then be applicable to the materials analyzed during whole group instruction and in life in general.
Capturing students’ new vocabulary, connections, and knowledge as they read through the Expert Pack
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44. Step 6: Learning Worth Remembering Making Learning Visible, Holding Learners Accountable
Expert Pack Activities
Cumulative: activities for each text
Rolling Knowledge Journal
Rolling Vocabulary
Singular: text-by-text decisions
A Picture of Knowledge
Quiz Maker
Wonderings
Pop quiz
Questions
(5 min.) As students explore expert packs the gradation of activities are structured to be both cumulative and singular. Through engaging in a volume of reading, there is a lot of information being accumulated, so making the learning visual informs teachers and guides students to the intended knowledge outcomes.
Cumulative Activities, as you have seen,
Capture knowledge building from one resource to the next
Provide a holistic snapshot of central ideas and learnings of the content covered in the expert pack
There are additional activities to hold students accountable in their individual texts, and how you choose these activities is based on the work that you do with assessing text complexity.
Singular Activities
Check for understanding
Capture knowledge gained
Provide a variety of ways for students to interact with individual resources
Recommended based on the demands of each resource 44

45. Step 6 Cumulative: Rolling Knowledge Journal
Completed and updated after each text is finished to:
Capture the big learning: What did you learn that was important about the topic from THIS resource?
Capture how this learning connects to past learning: How does this add to or change your understanding of the topic?
(30 sec.)
The next several slides are about reviewing the component handouts of the guide and what their purposes are.
So we have talked about the rolling knowledge journal, this is one piece you would use for every text to make students accountable and there learning visual. 45

46. Step 6 Cumulative: Rolling Vocabulary
Empowers students to identify the most important vocabulary and the vocabulary that they do not know
Repetition builds memory of the vocabulary and functions as their personal glossary
( 30 sec)
Read instructions from slide 46

47. Step 6 Singular (text-by-text decisions): A Picture of Knowledge works well with:
Resources that provide a lot of varied information
Resources that provide an overview of a topic
Resources that contain many facts and basic information
(2 min.)
Read instructions from slide and discuss information in the text box. 47

48. Singular (text-by-text decisions): Quiz Maker works well for:
Checking for understanding
Many types of resources, such as video and infographics
Empowering students as “teachers”
Providing access for all students
(2 min.)
The quiz maker is another activity used to bolster student centered learning. Read instructions from slide and discuss information in the text box. 48

49. Step 6 Singular (text-by-text decisions): Wonderings work well for:
First and last resources in set (but can be used anytime)
Resources that ask questions or explore ideas and solutions
( 2 min.)
Read instructions from slide and discuss information in the text box. 49

50. Step 6 Singular (text-by-text decisions): Pop Quiz works best with:
3–5 questions
Ongoing check for understanding
Self-critiquing
(2 min.)
Read instructions from slide and discuss information in the text box. 50

51. Step 6 Singular (text-by-text decisions):
Move through the stations to complete each activity for a specific text
Consider the implications for the following:
Independent student work
Student accountability
Building knowledge of topic and vocabulary
Whether the activity is a good match for the text content
Quiz Maker
A Picture of Knowledge
Wonderings
Pop Quiz
Put table tents out for stations. Pick your text….I’ll set a time- we have time for 4 ten min rotations for you to work at each station….as you do consider these…
THIS SLIDE’s activities are dependent on time. Ideally, you have the room set up so that participants can work though stations to complete the activity for the text at the station. If there is not time, then revise the instructions so that participants pick one of the articles and fill out an activity of their choice, answering the questions as they go. Then share out as a whole room – what did they read, and was it a good match? This would reduce the activity to 20 minutes
45 minutes
(almost 4 hour mark)
Share out
Participants choose one of the texts from bacteria and virus, complete the activity, and share out. Which was the best activity for that text? What did different activities provide? 51

52. Considering your Choices and Striking Balance
Student accountability: Is this work worth doing? Is this knowledge worth remembering?
Effective teacher support: Do teachers have what they need to support students?
“Light-touch approach” for teachers and students. Can this be done?
(1 min.) Finally, things to consider when choosing activities (read slide) 52

53. Step 7: Create Expert Pack Glossary
Creating and Using EPG
1 (min.)
This is a really critical step but incredibly important because it causes you to close read for a specific purpose in a way you may not have ever done before. Think back on the activities we did earlier in the section that focus on building vocabulary. How might creating a topical dictionary support students?
Possible answers
-impact use of academic vocabulary both within speaking and writing
-Support comprehension of topic 53

54. Step 8: Save Files with Proper Naming Conventions
(1 min.) Why might this be one of the most important steps in creating a text set? 54

55. IV. Leveraging expert packs with an existing curriculum
So where do you use these in a curriculum? (next slide)
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56. Brainstorm, Write, Share:
One unit you have worked on this year that could be supported by expert packs.
Checking Understanding:
Is it topic based?
Is it specific enough?
How would it support students before they began the unit?
3 minutes – optional if they have been doing this all along in discussions
(page 36) Recommend protocol for this where people write, turn and talk, then share out (maybe not EVERYONE) 56

57. What could this look like in an instructional day
What could this look like in an instructional day? Supporting Knowledge Building in All Disciplines
SOCIAL STUDIES
ELA
ACADEMIC SUPPORT
MATH
SCIENCE
PHYSED
AIS
Tier 3 RTI
LOWEST
HANGING FRUIT for KNOWLEDGE CONNECTION
FOREIGN LANGUAGE
CROSS DISCIPLINE TEACHER COMMUNICATION
Cross-Discipline Connections: topics and vocabulary
Similar Rules & Expectations; Routines & Protocols around reading and writing
(3 min.)
Obviously teacher communication across disciplines is critical. (CLICK) – taking advantage of Social Studies topics to build out ELA is perhaps the easiest way to grow knowledge and vocabulary across disciplines, but it does require some revision and retooling of what is traditionally thought of as ELA. Most importantly, (CLICK), for students who struggle to read fluently, is the alignment of pull-out support to the issues that specific students have. This support is not time for special education students to do supervised homework; it’s an excellent time to pre-read for classes, to do the skill remediation and word-work to build fluency. (CLICK) A focus on fluency and access to text in each discipline can reveal some interesting opportunities for cross-content collaboration
Common language
SPECIALS
FOCUS ON FLUENCY AND ACCESS TO TEXT IN EACH DISCIPLINE 57

58. “The gap is really that our kids aren’t getting enough language support. They aren’t really learning to use the language…..[language is the magic wand.]” (Shanahan,, 2017).
“The brain physically grows through challenge and stretch, expanding its ability to do more complex thinking and learning. To empower dependent learners and help them become independent learners, the brain needs to be challenged and stretched beyond its comfort zone with cognitive routines and strategy.” (Hammond, 2015)
”Start kids out with complex texts that they cannot read successfully; then teach them to read those texts well.” (Shanahan, 2017).
THIS is why....
“The more academic discussions that students have, the more language they can tap when they sit down to write. When students are encouraged to argue their side and back it up with evidence, they show deeper learning and better retention of concepts. ” (Zwiers, 2014).
End of the day wrap up...research tied to the outcomes and WHY
(This slide includes oral language- which we can sprinkle throughout the days to justify why we have discussions as a process- this will lead up to Day 4 ELLs)
Teachers/leaders need research quotes to take back to their schools/districts to help “sell” the shifts. They need to be able to speak to why to flip the naysayers.
“Every time we enter a text as a reader, we receive a writing lesson: how to spell, punctuate, use proper grammar, structure a sentence or paragraph, and organize a text. We also learn the many purposes writing serves and the different genres and formats it assumes to serve these varied purposes,” (Duke et al., 2013; Culham, 2014; 2012). 58

59. V. Trying it Out
Introduce the next phase – we are going to spend some time working on one of our own – note that if participants choose, they can continue this work on Friday. If there isn’t time for this, don’t force it, remind them they can choose Friday.
Image credit:

60. Working on your Expert Packs
Balance of time, minus 30 minutes for share out. This may have to be adjusted.
(save 30 minutes at end)
WE have about 50 min. Let’s work until about 3:50 and leave 30 min for sharing and getting feedback, acknowledging this is a start…..we can do more tomorrow…
Image credit: Flickr 170 typing by hillary 60

61. Presenting Our Beginnings
Topic:
Grade band:
Summary of Key Concepts and Learnings:
Examples of Resources:
Next Steps:
Last 30 minutes,
10 minutes - ask groups to record this information on chart – give 5-10 minutes
10 minutes - Armed with post its for questions, have participants move around the room and place questions, suggestions, ideas on chart paper
10 minutes – review comments in group
Image credit: UnboundEd.org 61

62. We Did It!
We understand the role that Expert Packs can play in building student knowledge and vocabulary.
We recognize when Expert Packs benefit students in a curriculum sequence.
We understand how to construct an expert pack to support student knowledge, vocabulary, and reading. 62

63. MON – TUE – WED – FRI end of day

64. Image credits
Slide 1:
Slide 5:
Slide 6:
Slide 7: Susan Gordon
Slide 10: content/uploads/2007/11/media.caspianmedia.comimagead fbe2 6cce2d0a31a-9aa553bfc78792d151c d902f8c6bf496c.jpg?x91575
Slide 12: NEED image credit
Slide 13: Core Knowledge® Foundation
Slide 16:
Slide 22:
Slide 23:
Slide 27: 5a26943ed7a6751b8
Slide 28: Creative Commons License 64

65. Image credits
Slide 40:
Slide 43:
Slide 59:
Slide 60: Flickr 170 typing by hillary
Slide 61: UnboundEd.org
Slide 63:
Slide 67: 65

66. WRITING TO HIGHER STANDARDS References 66

67. When we return, we will move into instructional modifications.
15 min.
Speaker’s Notes:
When we return, we will move into instructional modifications.
IMAGE CREDIT:
Consider a local image of Hilton promoting fun this week in Orlando. (Make the image something to discuss) 67