Building Standards-Aligned Read-Alouds

Building Standards-Aligned Read-Alouds
12/11/17 MATERIALS: Crayons Spider & Fly lesson plan FLIP CHARTS: Objectives Agenda/schedule 1 blank per group to create share-out IMAGE CREDIT: Shutterstock/Monkey Business Images Building Standards-Aligned Read-Alouds (Recognizing and Developing Standards-Aligned Instructional Sequences) Grades P – 3 ELA Winter 2018 Days 4 and 5

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. 1 minute 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 nonprofit 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.

Debriefing the Keynote
6/4/2016 Debriefing the Keynote Fill out index cards (5 minutes) Get up and find a partner to share Connections (2 minutes) Find a new partner. Share Connections and Contradictions, making sure to integrate your last conversation into this one. Finally, collaborate on Questions (3 minutes) Find another NEW partner and share Ah-has (1 minute) Return to seat and prepare to share Connections 20 Min Speaker Notes: Directions: Take four index cards, and label them with the headings above. Prepare yourself with the directions and a way to keep time so people move at designated end times for conversations. Circulate as you listen to feedback, and prepare a way to segue into today’s objectives Connections you made to what we have been learning this week? Was there information from the keynote that seems to contradict our understandings? Let’s address it. Ah-ha’s – what stood out? Did anything rock your world? What do you want to take back from this? What are some new questions that you have, or information you want to learn about? Share out from the audience, calling on a couple of participants for each card Consider a step back: What protocols did we do here that we could recycle with students? (writing before sharing, movement, building on ideas, and sharing out) Contradictions Questions Ah-has

Objectives and Agenda Agenda Participants will be able to:
Evaluating Instructional Practices Reflecting on Equity Lunch Analyzing Instructional Practices Read Aloud Project Participants will be able to: accurately identify equitable instructional practice that aligns to shifts and standards apply and identify the shifts in the classroom using the Instructional Practice Guide Coaching Tool (IPG) confidently select appropriate text from which to develop rigorous read-alouds to build word and world knowledge 3 minutes Speaker Notes: Today we are going evaluate instructional practices using the shifts and the instructional practice guide coaching tool (IPG). We will focus on how the (IPG) can be used to support planning and also create opportunities for reflection and collaboration. We will also delve into the Read-Aloud Project, which offers quality lessons K-2 for read aloud books that have been adapted to meet the expectation of the standards. Bio breaks when you need them, but we do have scheduled breaks throughout the day.

Revisiting Equity Equity is engaging in practices that meet students where they are and advances their learning by giving them what they need. It’s about fairness, not sameness. Equity ensures that all children – regardless of circumstances – are receiving high-quality and standards-aligned instruction with access to high-quality materials and resources. We want to ensure that standards-aligned instruction is a pathway to the equitable practices needed to close the gaps caused by systemic and systematic racism, bias, and poverty. All week, we will explore our learning through an equity lens, and we will capture those moments visibly here in our room. 2 minutes Speaker Notes: Today there is a strong focus on the first and second bullet

Equity, Language, and Learners
1) Students need well-structured opportunities to practice language to learn it. Amplify, do not simplify, language. 2) Content and language develop inseparably and in integrated ways; language development occurs over time and in a nonlinear manner. 3) Scaffold students toward independence with complex tasks; do not scaffold by simplifying text language and task complexity. 4) We are the gatekeepers of language in the classroom as teachers and leaders. 5) Acquiring the language for the masterful use of standard English in writing and speaking benefits all students. 6) All students bring valuable knowledge and culture to the classroom. 10 minutes Speaker Notes: Bring Kate’s salient points from the keynote back into this as a reason for its focus Using knowledge and understanding from previous slides, discuss of the implications for the following statements: Fact=F, Implication=I F: Students need well-structured opportunities to practice language to learn it. Amplify, do not simplify, language I: A classroom should be language-rich environment with opportunities for interaction in different collaborative contexts. F: Content and language develop inseparably and in integrated ways I: Pull-out instruction can be isolating AND A focus on highly granular pieces is counter-productive. F: Language development occurs over time and in a nonlinear manner I: Easier does not come always before harder. F: Scaffolds towards independence, not language . F: We are the gatekeepers of language in the classroom as teachers and leaders. I: Open the gates and keep ‘em open! F: The language gap (the gap between the masterful use standardized English in speaking and writing) of exists for all students, not just English learners and linguistically marginalized students I: amplifying language and scaffolding is part of delivery of standards-aligned instruction F: All students bring knowledge and culture to the classroom I: students are not blank slates, and their culture is worth honoring [“As both a process and a structure, scaffolding can be described as the pedagogical ways in which the zone of proximal development (ZPD) is established and in which the work within the ZPD is carried out. In this sense, scaffolding and the ZPD go together.”--Walqui and van Lier] Research Supporting this: Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards

Norms that Support Our Learning
12/7/16 Norms that Support Our Learning Take responsibility for yourself as a learner Honor timeframes (start, end, activity) Be an active and hands-on learner Use technology to enhance learning Strive for equity of voice Contribute to a learning environment in which it is “safe to not know” 1 min Speaker Notes: Review the norms and ask for additional recommendations regarding norms from the audience Please spend the time on this it needs: Take responsibility for yourself as a learner this means that when the narrative does not immediately apply to you, especially if you are not a teacher, then assess HOW it could, or focus on what you can get out of it to pass on Honor timeframes (start, end, activity) this also means being present and on time after lunches, breaks, etc, and saving any phone calls or outside communication for those times. Be an active and hands-on learner. Participate, but listen to hear, not respond. Use technology to enhance learning. But don’t use it to distract from your learning. Strive for equity of voice. Encourage others to speak, and monitor your own contributions Contribute to a learning environment in which it is “safe to not know” Be merciful – we are all at different places in our growth as professionals, but there are things all of us can learn. NOTE TO PRESENTER: Norms only appear in Day 1 Session 1 Deck. If norms are an issue in your sessions, please add this slide to decks for afternoon and additional days if needed.

Feedback on Feedback Plus Delta 5 minutes Speaker Notes:
5 minutes Speaker Notes: Highlight a couple of pluses and a couple of deltas; choose them based on impact on participant learning and/or so they feel heard. Tell how we will respond today or what they can expect. For the pluses or deltas that are about group behavior, encourage the group to keep doing the positive and to monitor or minimize those things that could help the learning environment improve.

Bringing it Together: A 360 View
Evaluate the Text Complexity of Is Summer Break Necessary? View the Video through the lens of student engagement and productive struggle Review the Lesson Plan Discuss: What made this possible? Discuss: Implications for planning and implementation 3 minutes Speaker Notes: This is the culminating experience, where the participants actually use all three parts of the Instructional Practice Guide before you actually share it with them. Explain that you we are going to take one final look at a lesson, but in a 360 view, where we first evaluate the text complexity, watch a video that incorporates work with the text, then take a look at the lesson plan.

Text Complexity Factors for Is Summer Break Necessary?
Lexile: Read the text independently for gist. Reread the text and annotate the factors that make this text complex for 3rd to 4th grade. Meaning Structure Knowledge Language Text features Genre Organization Background Prior curriculum and instruction Layers of meaning Purpose Concept complexity Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects 15 minutes total time Speaker Notes: 10 minutes Instruct tables to read, review and discuss the aspects of text complexity in this text (see handout) 5 minutes Ask for high level summaries from tables and particular standards that lend themselves to this text (5 minutes) Possible Answers: 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

Evaluate the Text Complexity
5 minutes. Speaker Notes: Have participants do this independently at their table using their notes. (next slide moves them around)

Take a Stand Meaning Structure Language Knowledge Overall Extremely
5/11/17 Take a Stand Meaning Structure Language Knowledge Overall Extremely Very 10 minutes Speaker Notes: Now we are going to engage in an activity that will allow us to “Take a Stand” Identify the 4 corners of the room as you see in the slide above. Using their evaluations, ask participants to move to an appropriate corner for how complex they found “Meaning.” Ask for a brief explanation in each corner. (If people want to change based on explanations, fine, but move this along quickly) Do the same for the remaining 3, and then overall. Participants may not be in the same quadrant, but they should be close. This gives you an idea of where participants thoughts are regarding complexity. Odds are they will think it’s very complex ( and they should); if so, the question will become “so how do we scaffold” – and that is a question we address today. Moderately Slightly

5 minutes (If keynotes runs over do not provide stretch break)
11/8/17 5 minutes (If keynotes runs over do not provide stretch break) Speaker Notes: It should 11:15 if pass that time, do NOT take a break

Knowing What You Are Seeing
The teacher keeps all students persevering with challenging tasks... The teacher expects evidence and precision from students and probes students’ answers accordingly... The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle... The teacher demonstrates awareness and appropriate action regarding the variations present in student progress toward reading independently... When appropriate, the teacher explicitly attends to strengthening students’ language and reading foundational skills... 2 minutes Speaker Notes: Explain what observations are made based on the slide. Pause for 30 sec at the end for any additional takeaways

Ms. Christy Bibb, 3rd Grade Teacher
Lesson: Is Summer Break Necessary? 15 minutes (video is 12:57) Speaker Notes: View the lesson with participants Provide 5 min after video to finish taking notes. Facilitator Notes: After reading, annotating and discussing the article in the lesson, "Is Summer Break Necessary?", this class returns to the text again to begin forming their own opinions and comparing them to the author and those of other classmates. In the lesson following this video sequence, students plan to write letters to a district leader expressing their views, providing an authentic audience for their thinking and writing. Because this text is difficult for a third grade class, the teacher is rereading it to the class to help center their discussion on the ideas from the text. This lesson addresses standards: 3.RI.1, 3.RI.6, 3.SL.1, 3.SL.1.b, 3.SL.1.c, 3.SL.1.d Watch the following portions of the video: 0:00 – 0:45 (Introduction) In this introduction of the lesson, the teacher sets the purpose of the day's task which is completely centered on the text, "Is Summer Break Necessary?" Additionally, because this text is difficult for a third grade class, the teacher is rereading it to the class to help center their discussion on the ideas from the text. 7:08 – 7:49 Core Actions & Indicators: 1B, 1B, 1A, 1B, 1C, 2B Students are reminded of their past readings and discussions of this text in preparation for the day's discussion of the controversial issue of the school calendar. By using evidence from the text, students are orally preparing their arguments for their written letter to a school official. The teacher provides support to ensure these students are mastering the ability to engage effectively in a range of collaborative discussions. 10:59 – 12:32 Core Actions & Indicators: 2B, 3B, 3C Initially, students are discussing their opinions and following the class protocols for collaborative discussions, but are not focused on the text. The teacher poses a question that forces the student back to the text to support his claim for leaving the school year as it is. By holding students accountable for supporting their claims with text evidence, this teacher has created an environment for productive struggle. 14:27 – 15:50 Core Actions & Indicators: 1A, 2B, 2D, 3B Students are successfully making claims and supporting them with evidence, but not all are text based. With prompting from the teacher and an additional question, students are delving deeper into the text for richer claims to support their opinions. 17:30 – 19:21 Core Actions & Indicators: 2D, 3C One student changes his opinion after listening to the evidence presented by his peers. After additional discussion, the teacher poses an inferential question regarding the purpose of school, which very successfully brings students back to the text and then gives them back the responsibility for their own discussion. 27:35 – 29:17 Core Actions & Indicators: 3B, 3C The whole class is refocused through teacher prompting and effective questioning. Students are given additional time to consider their evidence, text-based inferences, and the evaluation of their claims. 29:45 – 31:05 Core Actions & Indicators: 1A, 2B The perfect teacher response to a student's text-based claim: "What in the text makes you say that?" She further probes his thinking and has everyone else in the group help him to process his thought. 38:13 – 39:13 Core Actions & Indicators: 1A, 2B, 3B A student makes a claim but doesn't use text evidence to support his thinking. The teacher asks a series of questions that brings him back to the text to support his claim 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 are some ways that the teacher scaffold (the use of rereading, probes, talk to neighbor to gather thoughts before asking for response) HANDOUT: Use the CCSS Anchor Standards Summary (separate packet) Reference standards handout for these particular standards HANDOUT: “Knowing what You are Seeing: “Is Summer Break Necessary?” NOTES for facilitator only: This is an exemplar video – some responses have been cut for time

Table Discussion Review your notes and discuss evidence to support your claims for each of the indicators Be prepared to share with the larger group 10 minutes Speaker Notes: Evaluate instructional practice against the shifts required by college and career ready standards

Write First: Focus on Equity
12/7/16 Write First: Focus on Equity How does the teacher empower students with language in the classroom? How does the teacher scaffold students toward independence with complex tasks instead of simplifying text language and task complexity? How does the teacher provide students with well-structured opportunities to practice using evidence to support claims? 5 min Speaker Notes: Consider the following for Participant reflections: In the video, name some examples of equitable moments and / or missed opportunities for equity. Was there moments where all students had access to HQ standards align instruction? Did all students have high quality materials available for use? Were there examples of language being amplified… (equity) or simplified (lowering expectations?) Direct participants to take five minutes to reflect on how video does or does not adhere to the Principles of Equity Principle of Equity, and Language Learners IMAGE CREDIT: Shutterstock/Maks Narodenko

Stronger Every Turn Each time you talk to a partner, you build from and borrow the ideas and language of previous partners. Try to make your answer stronger each time with better and better evidence, examples, and explanations. 5 minutes Bring your notes. Form triads with people you have not yet spent time with. Share and discuss your written reflection with your partners. Jot down ideas that they share that improve your own discussion or you think are important that you did not consider Find a new triad with two new partners. Repeat the process, incorporating your previous partners’ feedback into the conversation where appropriate 2 minutes Revise your notes or reconsider your positions based on the conversations. Be prepared to share out. 12 minutes Speaker Notes Feel free to implement another protocol if teachers are getting too familiar/tired with this one Engage participants with the protocol for discussion. Monitor the triad discussions, and call time switching. At the end, facilitate a discussion about the video. Part of the message here is that we can love our kids to death, or have high expectations and empower them.

Morning Take-Aways 3 minutes Speaker Notes:
Engage in a protocol that either popcorns new learning or encourages participants to jot one take away and one question to post on chart paper as they leave for lunch- this can work like a ticket out the door. If you choose this option, make sure to synthesize during lunch and incorporate it into the post lunch review of objectives. Credit: flickr: affen ajlfe “Brain 15” credit to

LUNCH IMAGE CREDIT Flickr/JP

The Instructional Practice Guide (IPG): Design and Structure
CCSS Instructional Practice Guides: Coaching ELA/literacy (K-2 and 3 – 12) Mathematics (K-8, HS) Each CCSS Instructional Practice Guide: Coaching Is a tool for a single lesson Describes 3 – 4 Core Actions Each Core Action includes 3-6 indicators 5 minutes Speaker Notes: Transition into this guide by discussing the kinds of questions we have been asking as we look at videos this week; these are actually from a tool that is widely used called…. Direct participants to the SI webpage to locate the IPG Participants have been using these indicators all week to watch video and review TDQs Big Idea: Instructional Practice Guides are available online for both ELA (K-2 and 3-12 versions) and Math (K-8 and high school). Details: Each Instructional Practice Guide is a tool for a single lesson and is designed to capture evidence around 3 Core Actions. The Core Actions include indicators, or look-fors, around which evidence can be collected. Today we will be focused on the Daily Lesson Guide, but Over the Course of the Year Guides are available. The Over the Course of the Year Guides are especially helpful in planning and curriculum design/mapping. online

CCSS IPG: Design Instructional Practice Guides
Daily Lessons for Grades K-2 and 3-12 Core Actions Key Practices (numbered sections) Indicators Observable (lettered details under each Core Action) 10 minutes Speaker Notes: Big Idea: The Instructional Practice Guides, available in digital format, can be used either digitally or in print version. They are designed for use in coaching and collaborating around reading comprehension lessons in general education settings. Details: •Each guide is specific to either K-2, where reading comprehension lessons are based in read aloud and listening, or 3-12 where students are reading. •Each guide has 3 core actions, or key practices, with the observable indicators lettered under each. There is also room for recording notes and evidence for each indicator. Allow 2-3 minutes for participants to read through the document and become familiar with the tool

Implications What are the implications for teachers?
5 minutes Speaker Notes: Think about what you think is the most important learning to be drawn from working with the IPG tool. How does it support planning, reflection and collaboration? How does it foster opportunities for equity? Allow 3 minutes for participants to converse and / or capture thoughts. As we transition into the next portion of our time together, let’s take a 2 minute stretch break (included within the 5 minutes) Image credit: Flickr 170 typing by hillary Discuss at tables for 5 minutes and be prepared to share out.

Partner Share Find a partner who you have not spoken to much so far this week Share your favorite read-aloud and why Be prepared to share your partner’s answer 5 minute Speaker Notes: This is the transition into the Read Aloud Project work for the remainder of today and tomorrow. Get participants up and moving, and encourage share-outs of PARTNER Step back – how does expecting students to share out their partner’s response serve as language amplifcation?

Revisiting Benefits of Read Alouds for Students
Take one minute at your table and popcorn out benefits of reading aloud in elementary school 1 minute Speaker Notes: Review and call out - Syntax Fluency Word and world knowledge Revisit the equity principle – amplification of language, opportunity to access content and language

Developing A Rigorous Read Aloud
For the remainder of our time together, we are going to select a text and develop an instructional read-aloud sequence that encompasses the learning we have done throughout the week. We first are going to select a text worthy of revisiting over several days, then…. Assess complexity Identify challenging areas that may require additional support and scaffolds Create the big idea, key understanding, and synopsis of the text Make sure it’s accessible to all students 2 minutes Speaker Notes: There needs to be some transitioning here from the work of the week to how it culminates in the development of the read aloud project – we are putting a lot of our learning from this week to work in this. Note that there are multiple ways to do this, but we are going to follow a process begun w SAP’s Read Aloud Project (and give some history) Review the objectives, and note that tomorrow we will work conclude the Read-Aloud Project. Use this as a read the room moment

How do we begin? Choosing the right book!
Should not be anything students can read on their own Rule of thumb: 2-3 years above grade level of class, in some cases can be even more Worth reading multiple times and able to withstand multiple dives for different purposes! Rich in opportunities to build knowledge Rich in opportunities to build vocabulary 1 minute Speaker Notes: Big idea: Choosing the right book is critical! Details: Reminder Listening comprehension develops ahead of reading comprehension, so when we read aloud to children, we allow them to experience vocabulary, concepts and language they are not able to yet access through their own reading. Lexile level can be used as a rough first indicator, but other factors contribute to worthiness

Building Knowledge From the standards, “…texts within and across grade levels need to be selected from topics and themes that systematically develop the knowledge base of students.” Also from the standards, “Within a grade level, there should be an adequate number of titles on a single topic that would allow students to study that topic for a sustained period.” This does not mean the death of Goodnight Moon or Dr. Seuss; but we read those for different purposes. 2 minutes Speaker Notes: Big Idea: Choosing books that expand children's knowledge of the world and words pays dividends in improving children's reading ability. Note: you wouldn’t read Goodnight Moon 5 times in one week to build knowledge. Details: Ask participants if they are familiar with 30 million word gap. If not, explain. Consider reading nonfiction and content-rich literary books. Strategically plan to build students’ knowledge and wisely use limited instructional time. This is critical for our at-risk students who may come in years behind in terms of being read to at home. 30 million word gap research

What Makes a Read-Aloud Complex?
Meaning Structure Knowledge Language Text features Genre Organization Background Prior curriculum and instruction Layers of meaning Purpose Concept complexity Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects 2 minutes (review) Speaker Notes: Big Idea: Qualitative-text complexity lies in these features of a text. In order to support all students in making sense of complex text, we must know what it is that makes it so. I used to look at a text and say, yes, that’s hard. But I didn’t really know what made it “hard”. Once a teacher knows what specifically makes the text complex, she/he will know how to support students in making meaning. This work of pointing out and supporting students in reading complex text is what will improve their ability to read not only this piece, but the next piece of complex text they encounter. When choosing a read aloud for our youngest students, we want to ensure the text is of adequate complexity. That is, that there is enough rich content, vocabulary and meaning on which to spend time. In grades K-1, contrary to what some critics of the state standards assert, there are no quantitative text-level recommendations for student reading. It is important to remember, we re dealing here with read aloud for the purpose of improving and deepening reading comprehension. Working on this in the primary grades prepares students for reading on their own in successive grades and helps combat the “fourth grade slump” in reading scores when students are really expected to be reading to learn. So, when considering the complexity of a read-aloud we are looking for a book ideally 2-3 grade levels above, sometimes even more, that is complex qualitatively Meaning: Layers of meaning – is the purpose of the piece right there? Spelled out clearly? Or is the purpose harder to decipher? It might be revealed over the course of the text, rather than being stated at the beginning. Whatever is going to make the meaning difficult to discern adds complexity. Structure: How the piece is presented or organized. Headings and other text features support the reader and give clues to the text’s organization. Certain types of genres add complexity too. Narrative structures are typically less complex. Also, how the piece is organized, problem/solution, main idea/details, sequential, all contribute to complexity. Knowledge: Is there a lot of information the student must have to understand or make connections within the text? If a text requires background knowledge, the teacher will have to decide how to provide that for students so they can be successful with it. Language: Language complexity lies in vocabulary, the syntax (sentence length and structure), the author’s use of figurative language and any dialect or unusual language.

LISTEN: WHAT MAKES THIS READ ALOUD COMPLEX?
The Spider and The Fly A fable by Mary Howitt ( ) “Will you step into my parlor?” said the spider to the fly; “’Tis the prettiest little parlor that ever you did spy. The way into my parlor is up a winding stair, And I have many curious things to show when you are there.” 10 Minutes Speaker Notes: Read Aloud : Choose 3 people in advance to play Narrator, Spider and Fly. Have them read the poem. After reading, have audience briefly share what they noticed was complex, affirming their observations using the language on the wheel. Example: Observation: “Students may have trouble understanding that Spider and Fly are talking to each other in the poem.” Response: “So, you noticed that the back and forth structure of the poem was complex.” Handout: Poem mage credit: Student Achievement Partners

Thinking about complexity in The Spider and the Fly
“And take a lesson from this tale…” “Will you walk into my parlor?” said the Spider to the Fly Meaning Structure Knowledge Language “For who goes up your winding stair can ne’er go down again.” 2 Minutes Speaker Notes: Here are some examples I noticed… Read each, explain why it is complex and how it relates to element in that quadrant. Note: The purpose of introducing this wheel is to deepen understanding of the ways in which a text may be complex, and later, to show how specific observations on text complexity drive TDQ’s and activities. Emphasize that these four quadrants serve as different lenses for looking at a text or part of a text. This tool helps you notice things about the text that you may not have noticed at first and can guide you in identifying, more specifically, what makes the text challenging (Why will this section be difficult for my students?). “And if you like to rest awhile, I’ll snugly tuck you in”

Example from The Spider and the Fly
LEXILE: Grade 4-5 Band SCREEN SHOT OF DIANA’S COMPLETED WHAT MAKES THIS READ ALOUD COMPLEX PAGE 3 minutes Speaker Notes: Call attention to the place on the template where they will record their observations/analysis

Reader and Task Considerations
What will challenge my students most in this text? What supports can I provide? The archaic and figurative language structure and vocabulary will be challenging. Support using repeated readings, questions to clarify word meanings and careful attention to how the illustrations and text connect. Build in frequent opportunities for drama and drawing to visualize complex sentences. How will help my students build knowledge about the world? There are several lines and images from this iconic poem that may transfer to other readings later on (”Come into my parlor…” and “He wove a subtle web”) Students familiar with this story and its language will have a basis for understanding expressions and imagery they may encounter later in conversations and literature. Some of these lines and images may be additionally complex for English learners. This book also teaches an important life lesson. 2 minutes Speaker Notes: As a self-reflection, think about where your students might struggle when you take into consideration the tasks and activities you plan so it is equitable for all students without compromising rigor. Emphasize that Reader and Task considerations result in instruction in areas students will find difficult, not in choosing a simpler text or task for students who are likely to struggle

What does this look like in the template?
30 Seconds Speaker Notes: Text Complexity Analysis should ALWAYS be done before anything else is thought about! Big Idea: You will see this template contains the same quadrant graphic organizer for guiding the analysis of qualitative text complexity with space for you to collect evidence for what makes a text complex in each area.

You try! Work with all of the members of your writing team to:
Read your book out loud. Enjoy it! Complete the “What Makes This Read-Aloud Complex” page in the template. 30 minutes Speaker Notes: Give directions, break into work time. Go to Enter the title of your read-aloud in the “Quick Book Search” in the upper right of home page Most of the texts that we read-aloud in K-2 should be in the 2-3 or 4-5 band More complex than the student can read themselves 2-3 band: L 4-5 band: L Ask participants to: consider the four dimension of text complex in their handout For each dimension, note specific examples from the text that make it more or less complex Refer to Step #1 and #2 on the Checklist

Begin with the end in mind. Identify a “Big Idea”…
FOCUSING QUESTION: What do I want my students to learn? 30 seconds. Speaker Notes: Big Idea will drive many of the instructional choices you need to make. Image credit: Student Achievement Partners

What’s the Big Idea? Reverse-engineered or backward-designed
Crucial for creating a sequenced set of questions, activities, and tasks – line of inquiry Identify the Standard(s) on which you will focus Critical for creating an appropriate culminating assignment 1 minute Speaker Notes: Review each point. Big ideas are the core concepts of a subject. They are the most important takeaways from the course, and they need to be uncovered to help students construct their knowledge more effectively. Rather than merely covering the course content, active learning strategies aim to uncover it by using the big ideas in the field as a scaffold. Think about: What should students do to learn this concept or skill? Create an activity or activities where students talk and reflect about the experience. Think about ways you can check if students have learned this concept or skill. What kinds of assessments would be appropriate? Image credit: NEEDS CREDIT

Begin with a complex text and a “Big Idea”...
FOCUSING QUESTION: How does the Spider trick the Fly into his web? What is the lesson in this story? BIG IDEA:QUESTION: Don’t let yourself be tricked by sweet, flattering words. 30 seconds Speaker Notes: Reverse-engineered or backwards-designed is crucial for creating sequenced set of questions, activities, and tasks – line of inquiry. Critical for creating an appropriate culminating assignment To notice: Broader question “What is the lesson in the story?” is proceeded by a question that prompts the analysis they will need to do in order to answer that question. Think, “What did I, as an adult reader, notice/synthesize in order to come to the Big Idea?” and… Craft a question that will help students to notice those things, too. Change the big idea into essential question—and make it the focus of the culminating activity. Work backward to a Focusing Question or set of Focusing Questions to guide your lessons.

1 minute Speaker Notes: Orient people to the place on the template where they will record their Big Idea/Focusing Question. Point out that this is often the hardest step!

How does the Spider trick the Fly into his web
How does the Spider trick the Fly into his web? What is this story trying to teach us? Lesson Objective: Students will listen to an illustrated narrative poem read aloud and use literacy skills (reading, writing, discussing and listening) to understand the central message of the poem. Teacher Instructions: (Before the Lesson) Read the Big Ideas and Key Understandings in the Synopsis below. Please do not read this to the students. This is a description to help you prepare to teach the book and be clear about what you want your students to take away from the work. Big Idea/ Key Understanding/ Focusing Questions: How does the Spider trick the Fly into his web? The spider uses flattery to trick the Fly into his web. What is this story trying to teach us? Don’t let yourself be tricked by sweet, flattering words. 2 minutes Speaker Notes: Read the slide as it’s designed Here the level of preparation is important for the teacher to: Understand the intended objective Review the focus question and plan text specifc questions to guide the students to the discovery of the Key Understanding.

Come to consensus about the “Big Idea” of your book. Write the Big Idea and Synopsis in the template. 20 Minutes Speaker Notes: Work Time for participants. Responses will vary based on the books selected. Refer to Step #3 on the Checklist

It should be about 2:20 pm at this time
11/8/17 15 minutes It should be about 2:20 pm at this time

Begin With the End (and the Standards) in Mind: Creating a Culminating Task
How will students show you they understand the “Big Idea”? Write? Draw? Discuss? Present? 1 minute Speaker Notes: Discuss developmentally appropriate ways to show understanding. Presentation time until independent work time 20 minutes.

Example of a Culminating Task
What is “the lesson of this tale”? What is this story trying to teach us? Use pictures and words to show what the author wants us to learn from the story in this book. Circulate as students work, encouraging them to tell you more about their drawings and writing. Share responses in small groups or display on a bulletin board. 1 minute Speaker Notes: Review example.

1 min Speaker Notes: Point out where to write this.

Brainstorm possible Culminating Tasks that will show students understand the “Big Idea” of your book. Write the Culminating Task in the template. 20 minutes Speaker Notes: Refer to Step #4 on the Checklist

Now that “the end” is clearly in mind…
How do we get there? Go back to the text! 1 Minutes Speaker Notes: Review the importance of backward design. Presentation time until independent work time: 1 hour Image credit: VWC

A reminder of where we are headed
FOCUSING QUESTION: How does the Spider trick the Fly into his web? 1 min Speaker Notes: Review focus. Image credit: Student Achievement Partners

Where will my students need support
Where will my students need support? Example from The Spider and The Fly Layers of meaning: The story has an overall message: “And take a lesson from this tale…” Alternating dialogue between two characters: “…said the Spider to the Fly” Meaning Structure Knowledge Language Figurative language: “close heart and ears and eyes” Old fashioned language: “parlor” and “ne’er” Students may need background information on how spiders live and eat 3 Minutes Speaker Notes: Remind participants of the major areas of complexity we identified in Spider and the Fly earlier. Emphasize that our goal is to help all students deeply understand this complex text. To do that , we need to provide carefully planned instructional experiences that will help students navigate the complexity we identified. That is what Close Reading is! We’ll be looking at one example from each quadrant to support understanding of each of the quadrants and provide an example of how to plan to address that type of complexity. In “real life” you won’t always find complexity in all four dimensions , nor will the four dimensions have equal weight in the lesson sequence.

How can I help students to understand the lesson in the story?
Meaning Layers of meaning: the lesson in this tale A Set of Repeating Text-Dependent Questions: How does the Spider try to trick the Fly? What does the Fly do? 2 Minutes Speaker Notes: I noticed that understanding the 2 layers of meaning in this text (a story about a spider/fly and a “cautionary tale”) would likely be a challenge for my students. So, I crafted these specific text-dependent questions to help students notice a pattern in the text. These questions will be repeatedly asked after each interaction between the Spider and the Fly. The creation of specific text-dependent questions and key understandings take A LOT of time and effort. Using a high quality standards aligned curriculum does most of this heavy lifting for teachers.

How does the Spider trick the Fly into his web?
How does the Spider try to trick the Fly into his web? What does the Fly say or do? 1 min Speaker Notes: Evidence for analysis can be recorded on a simple full class chart. This chart functions as the students’ “notes”. Image credit: NEEDS CREDIT

Add an activity to help them see a pattern in the answers…
How does the Spider try to trick the Fly into his web? What does the Fly say or do? Invites her to see cool things in his parlor O no, no Says she can rest in a comfortable bed Offers her yummy things to eat Tells her to look in the mirror to see how pretty she is I thank you, gentle sir Tells her that her wings and body and eyes are beautiful Comes nearer and nearer 3 Minutes Speaker Notes: These questions are meant to uncover a pattern that will help students understand the Big Idea of the poem. This pattern will be more apparent if students can see it visually. In class, it would be beneficial to record observations and analyze them together. Some questions for scaffolding may include Where does the Fly’s response to Spider change? What do you think caused that change? What evidence in the text supports your assertion?

Notes can be taken, depending on the grade level and standards
by individual students or by the teacher to record the thinking of the full class using illustrations or drawings How does the Spider try to trick the fly into his web? What does the Fly say or do? 1 Minute Speaker Notes: At first, teacher will need to model by recording “Public Notes”. Later students can take their own notes, or these two approaches can be combined (i.e. students choose from public notes to create an individual graphic organizer for writing or discussion). Taking notes needs to be thought of broadly as recording important information. Students/classes can take notes in any form that will later allow them to access the information. At the primary grades, this is often best done with visual cues like illustrations from the text, drawing, photos, or even objects.

Where will my students need support?
Structure Alternating dialogue between two characters Text-Dependent Questions: Who is talking here? How do you know Spider is talking? 1 Minutes Speaker Notes: I also noticed that understanding the structure of this text will likely be challenging for my students. So, I crafted these specific text-dependent questions to help students notice the alternating dialogue between the Spider and the Fly in the text. These questions will be repeatedly asked after each page.

Add an activity to help them “feel” the structure…
Hold up your puppet to show me who is talking. 2 Minutes: Speaker Notes: Along with the questions, students will do a moving/thinking activity that will help them “feel” this structure. Demonstrate activity by reading a short section of the dialogue and having the audience lift up a rolled left hand fist for Fly and a spread right hand for the Spider. Ask audience to reflect on how this activity affected the way they interacted with and understood the text (focused listening, noticed cues about who was speaking: “said the Spider to the Fly…”, alternating pattern hard to miss, etc.) Image credit: CREDIT NEEDED

Knowledge Text-Dependent Questions: What is a spider’s “table”? What does “set his table ready” mean? Information about how spiders live and eat 2 Minutes Speaker Notes: I also noticed that there is some context students will need outside of the text if they are to fully understand the text. For example, to fully appreciate the poem, students will need to know how spiders get their food. To answer the questions above, students will likely need some information and help from the teacher, but notice how the questions are text-based in order to highlight the connection between this outside knowledge and the text. After helping students understand that a spider’s table is his web, students are asked to immediately apply this understanding to the text (What does “set his table ready” mean?).

Build a Knowledge Base Draw a picture of what Spider is doing.
Add an activity to assess understanding 1 Minutes Speaker Notes: If a lot of knowledge needs to be built, consider using another text to build it. In this case, working with the nonfiction book Spiders (lesson in your handouts) before working with this poem would be a wonderful way to build a knowledge base about spiders. Again students are actively asked to engage with the text by drawing to show understanding. Image credit: CREDIT NEEDED

Text-Dependent Questions: Ne’er is an old-fashioned word. What word do you know that sounds like ne’er? Why do you think the bugs “ne’er come down again”? Language 2 Minutes Speaker Notes: The last area of complexity that I want to be sure to plan for is language. In addition to other vocabulary, I want to be sure to draw attention to the old-fashioned and figurative language in the poem. Often archaic words (like ne’er) are the result of changes in spelling, grammar or usage over time. The first question encourages students to check for this type of connection when faced with an unknown word. The second question (like the one about the table) immediately asks students to apply their new understanding to the poem. Old-fashioned and figurative language

Add an Activity to Support Basic Comprehension
Act out the passages to help students paraphrase the poem (repeat after each exchange between Spider and Fly): Come into my living room, little fly. It’s right upstairs and there are lots of cool things to see there. No way! When someone goes into your living room, they never come out again! 2 Minutes Speaker Notes: Once again, we want to pair TDQ’s with active involvement. Acting out sections of the text (and adding their own version of the dialogue) is a great interactive way to practice paraphrasing and check understanding. Classmates in the audience can offer advice to the actors about appropriate gestures, expression and body language. This is especially effective if the teacher asks the students to explain, what, in the text, led to their suggestions and choices.

Emphasize Vocabulary Which words should be taught? Essential to text
Likely to appear in future texts students will choose or be asked to read Which words should get relatively more time and attention? Part of semantic word family (grow, grows, grown, growing, growth; mix, mixes, mixed) Relatively more abstract (symbols, doubt, control) Refer to an idea, concept, event likely less familiar to many students at that grade level (symbol, “break through”, doubt) 1 min Speaker Notes: How do you decide which words to teach?

Emphasize Vocabulary Which words get relatively less time and attention Concrete: twirling, huge, Refer to an idea, concept, event likely more familiar or easy for most students to visualize: circle (verb), tossed, huge, together 1min Speaker Notes: Read notes on the slide

Using Your Complexity Analysis How will you help students “get it”?
1 minute Speaker Notes: Find this sheet in Tips and Tools packet

A Model to Support the Work
5 minutes Speaker Notes: An example Conduct the read-aloud in an interactive manner to build reading-related language skills, draw students' attention to key details and features of a text, and allow students to review and extend their comprehension of the text. Sometimes the guided listening supports do require slowing down to more closely examine the language, concepts, and meaning of the text. Use the guided listening supports within this lesson to clarify vocabulary and draw students’ attention to how characters respond to key events in the story, which will support students’ ability to write about the story events.

Brainstorm ideas for addressing the complexities you identified. Record your ideas in the “Helping Students Navigate Text Complexity Worksheet”. 30 Minutes Speaker Notes: Work time. Facilitate and monitor and ask questions Refer to Step #5 on the Checklist

Reflect How will this type of planning help your students to better understand complex text? 2 minutes Speaker Notes: Turn and talk to a partner about the question. Exposes students to texts that are more challenging than the ones they can read independently Develops high-level thinking Deepens comprehension through discussion and active thinking Encourages discourse Expands vocabulary Builds good reading habits within students Provides practice with comprehension strategies Introduces students to new authors and genres Enables the teacher to model fluency The text can be used as a model during reading mini-lessons Fosters an enjoyment and a love of reading Helps to grow a community of life-long readers

Day 4: Objectives Have we met our Objectives?
Participants will be able to: accurately identify equitable instructional practice that aligns to shifts and standards apply and identify the shifts in the classroom using the Instructional Practice Guide Coaching Tool (IPG) confidently select appropriate text from which to develop rigorous read- alouds to build word and world knowledge 5 minutes Speaker Notes: Review the objectives, and note that tomorrow we will work conclude the Read-Aloud Project. Use this as a read the room moment

We Take Data Seriously Thursday – 10 minute online Knowledge Survey Post-Test. 15 min Speaker Notes: explain the process for each day We have built in time for you to take 10 minutes to complete Knowledge Survey Post-Test. These data help us see what knowledge you are walking away with after attending SI. You will be able to compare how you did on the pre-test compared to the post-test. Participants should have the link in their inboxes. Encourage all participants to stay and complete the survey before exiting the session. Image credit: Unbounded.org Winter 2018 Post Knowledge Survey

Building Standards-Aligned Read-Alouds
12/12/17 IMAGE CREDIT: Shutterstock/Monkey Business Images Building Standards-Aligned Read-Alouds (Recognizing and Developing Standards-Aligned Instructional Sequences) Grades P – 3 ELA Winter 2018 Day 5

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. 1 minute 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 nonprofit 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.

Debriefing the Keynote
To dismantle the beliefs and practices that favor the culture of power, it is important for leaders to understand how power and bias impact classrooms and students. Delpit asks: “What happens when we assume that certain children are less than brilliant?” In your journal, reflect on when you have made assumptions about a child. Say that child’s name out loud in your head Why did you make these assumptions? How did this assumption impact what you did or tried to asked of this child? 10 minutes Speaker Notes: choice

Revisiting Equity, Language and Learners
The language gap (the gap between the masterful use standard English in speaking and writing) exists for all students, not just English learners and linguistically marginalized students. We are the gatekeepers of language in the classroom as teachers and leaders. All students bring valuable knowledge and culture to the classroom. Scaffold students toward independence with complex tasks; do not scaffold by simplifying text language and task complexity. Content and language develop inseparably and in integrated ways; language development occurs over time and in a nonlinear manner. Students need well-structured opportunities to practice language to learn it. Amplify, do not simplify, language. 5 minutes Speaker Notes: How has the learning throughout the week and this season addressed these principles of equity? What questions do you still have? Throughout today’s session we will focus on equtiy principles 3 and 5 [“As both a process and a structure, scaffolding can be described as the pedagogical ways in which the zone of proximal development (ZPD) is established and in which the work within the ZPD is carried out. In this sense, scaffolding and the ZPD go together.”--Walqui and van Lier] Research Supporting this: Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards

Norms that Support Our Learning
12/7/16 Norms that Support Our Learning Take responsibility for yourself as a learner Honor timeframes (start, end, activity) Be an active and hands-on learner Use technology to enhance learning Strive for equity of voice Contribute to a learning environment in which it is “safe to not know” 1 min Speaker Notes: Review the norms and ask for additional recommendations regarding norms from the audience Please spend the time on this it needs: Take responsibility for yourself as a learner this means that when the narrative does not immediately apply to you, especially if you are not a teacher, then assess HOW it could, or focus on what you can get out of it to pass on Honor timeframes (start, end, activity) this also means being present and on time after lunches, breaks, etc, and saving any phone calls or outside communication for those times. Be an active and hands-on learner. Participate, but listen to hear, not respond. Use technology to enhance learning. But don’t use it to distract from your learning. Strive for equity of voice. Encourage others to speak, and monitor your own contributions Contribute to a learning environment in which it is “safe to not know” Be merciful – we are all at different places in our growth as professionals, but there are things all of us can learn. NOTE TO PRESENTER: Norms only appear in Day 1 Session 1 Deck. If norms are an issue in your sessions, please add this slide to decks for afternoon and additional days if needed.

Feedback on Feedback Plus Delta 5 minutes Speaker Notes:
5 minutes Speaker Notes: Highlight a couple of pluses and a couple of deltas; choose them based on impact on participant learning and/or so they feel heard. Tell how we will respond today or what they can expect. For the pluses or deltas that are about group behavior, encourage the group to keep doing the positive and to monitor or minimize those things that could help the learning environment improve.

Day 5 Objectives and Agenda
Participants will be able to: Create a sequence of text dependent questions, activities, and tasks based on the writing, pictures and features unique to the text that aligned to the ELA Standards. Design a culminating activity aligned to the big idea and key understanding. Agenda Where we’ve been and what’s up next Collaborative Planning Share Out 2 minutes Speaker Notes: Read the slide

What have we accomplished so far?
RAP: Checklist for Completing the Template √ Check each step as it is completed. Read the book/text closely. What standard does this text align to? Complete the What Makes This Text Complex page. Write the Synopsis and clearly state the Big Ideas, Key Understandings, or Focusing Question in the template. Think about what students will know and do as a result of this read-aloud. Create the Culminating Task. What will students do to show you they understand the Big Idea? Brainstorm ideas for helping students overcome the challenges in reading this complex text by completing the Helping Students Navigate Text Complexity Worksheet. Carefully re-read the book, and divide the book into four or more “chunks” for instruction. Create a sequence of questions, activities, and tasks in the template. While working, identify and categorize vocabulary using the Vocabulary table in the template (Note: this can be done while creating text dependent questions, or while re-reading the text solely for vocabulary). 3 Minutes Speaker Notes: Review what we have done so far by talking through the parts of the template we’ve covered Questions

Preparing to Complete the Template
Break the text down into manageable “chunks” for rereading. With your group, reread the text, dividing it into four (or more) logical sections for instruction. 1 minute Speaker Notes: Read the slide Refer to Step #6 on the Checklist

And finally… Design the sequence of text-dependent questions and activities that will lead students to a deeper understanding of the text and your “Big Idea”. Make sure these questions either all build to a specific standard in its entirety, or address a diversity of standards. Keep in mind the importance of language amplification for English learners. 1 minute Speaker Notes: Read the slide

Read the lesson plan. Color code each question or activity to reflect the type of complexity it is designed to address. Meaning Structure Knowledge Language 20 minutes Speaker Notes: Let’s take a closer look at this plan: Read through the whole lesson and color code the lesson plan based on which feature of complexity is being addressed through the questions and activities Read the lesson plan. Discuss and color code each question or activity to reflect the type of complexity it is designed to address. Jot down questions and observations as you go. Gather ideas for your own lesson! Activity directions: Color the questions according to which feature of complexity is being addressed. Red-meaning, etc.

Putting It All Together in the Template
FIRST READING: Questions/Activities/Vocabulary/Tasks Expected Outcome or Response (for each) Pull the students together or use a document camera so that all can enjoy the illustrations. Read aloud the entire book with minimal interruption. Since the poem is written as a dialogue between the Spider and the Fly, consider pulling in a second reader and taking parts, or reading in two distinct voices. After the first reading, have each student create two stick puppets, one of Spider and one of Fly to use during subsequent readings. The goal here is for students to enjoy the book – the words, the rhythm and the pictures, and to experience it as a whole. Don’t be concerned if students understand very little on this first reading. The idea is to give them some context and a sense of the characters and story before they dive into examining parts of the book more carefully. Puppets are downloadable from the author’s website or can be drawn by the students and attached to popsicle sticks. 3 minutes Speaker Notes: After you have done all of this good thinking about the text and about your students. It’s time to pull it altogether into a lesson plan. Explain how this part of the template is set up (Questions/directions on left, explanation/sample responses on right) using this example.

Text-Dependent Questions, Activities, and Tasks
Pull students back to the text. Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. Focus on difficult portions of text in order to enhance reading proficiency. Lead students to a larger understanding – often culminate in prompts for writing or discussion. Clearly align to specific standards. 1 minute Speaker Notes: Read slide

Construct your own sequence of TDQ’s and tasks.
Questions/Activities/Vocabulary/Tasks Expected Outcome or Response (for each) Fill in the chart: Direct the rest of the class to watch the scene, and then pose the following questions: How does the Spider try to trick the Fly into his web? What does the Fly say? Record a response to each question on a class chart using words, pictures from the text, quick sketches or some combination of the three. See sample graphic organizer in Teacher Notes. Possible responses: How does the Spider try to trick the Fly into his web? What does the Fly say or do? Tells her there are cool things to see in his parlor. Oh no, no! 2 minutes Speaker Notes: Introduce next part of lesson design: constructing TDQs

2 Minutes Speaker Notes: Big Idea: Refer to your template sample. Tools to help you are found in your Tips and Tools packet.

Develop a series of text-specific questions, activities, tasks, and vocabulary. This will take quite a bit of time… Be sure to capture your ideas in the template. 40 min Speaker Notes: Work time, monitor and provide support Refer to Step #7 on the Checklist

Morning Take-Aways What do you now know that you did not know before?
What do you now think that you did not think before? What will you now do that you did not do before? 8min. Speaker’s Notes: Say: To partially close out our institute, realizing some folks may have to leave, please come stand in a circle in the room. Reflect and respond as you feel inclined – either in response to these prompts or in some other authentic way. If you’d like to respond, step into the circle. After you respond, other participants clap once, you then step back. Transition: Thank you. It’s been a great five days focused on student learning. For those who are leaving during lunch, thank you and please fill out the survey before you leave the room… for those who are able to return after lunch, we look forward to seeing you then. IMAGE CREDITS:

LUNCH IMAGE CREDIT Flickr/JP

Let’s Share! Book Big Idea Standard Focus Culminating Task
Questions/Activities to Address Complexity Meaning, Language, Structure, Knowledge Strongest Sequence of Questions 1 hour Speaker Notes: Ask each group to share Divide time based on the # of groups in the room Encourage participants to take notes of new ways the information is presented, that may be helpful back at their respective school sites

The Standards 3 Minutes Speaker Notes:
Explain how standards naturally come into play as students work to understand complex text Short presentation and debrief

Increased Ability to Use Text Evidence Increasing Range and Complexity
Standard One Standard Ten Bands 11-CCR 9-10 6-8 4-5 2-3 K-1 Bands 11-CCR 9-10 6-8 4-5 2-3 K-1 Increased Ability to Use Text Evidence Increasing Range and Complexity Standards Two through Nine 2 minute Speaker Notes: To be able to read complex literary and informational text at the recommended text complexity band, we need to teach the concepts in Standards 1-9. When planning on teaching Anchor Standard 10, we can integrate several other ELA standards to design rich instructional tasks.

Tools for Both/And Elements of Aligned Instruction
Fluency Guides Fluency Rubric 44 Sounds / 150 Spellings Table Juicy Sentence Process Creating Text Dependent Questions Handout Complexity Wheel Read Aloud Project What else will help you? 5 Minutes Speaker Notes: In your packet, there’s a blank copy of the aligned instruction table. At your tables, consider all of the week’s learning, and in particular the resources and tools we’ve provided. Write in the cells of the table, the resources and tools that will help you in that area. For instance, in the “Language” column, in the “Working with Complex Texts” row, you might write “Juicy Sentences.” Using juicy sentences will allow you to help your students to tap into the language demands of complex texts. Take 10 minutes at your table to work on the table.

Day 5: Have we met the Objectives?
Participants will be able to: Create a sequence of text dependent question, activities, and task based on the writing, pictures and features unique to the text that aligned to the ELA Standards. Design a culminating activity aligned to the big idea and key understanding. 5 minutes Speaker Notes: Read the slide and ask participants to complete their self assessment document.

Feedback Please fill out the survey located here: www
Feedback Please fill out the survey located here: •Click “Winter 2018” on the top of the page. •Click “Details” on the center of the page. 5 min Speaker Notes: explain the process for each day THANK THE PARTICIPANTS FOR A WONDERFUL WEEK OF LEARNING! At the end of each day, we will build in time for you to take 3 minutes to complete an online survey about your experience on that day. Links will be on our website. Facilitators will address feedback the following day. These data are important for us to make each day better for you at SI. At the end of the day on Thursday, we will build in time for you to take 10 minutes to complete Knowledge Survey Post-Test. These data help us see what knowledge you are walking away with after attending SI. We will the survey link shortly before the end of the day. You will be able to compare how you did on the pre-test compared to the post-test. Image credit: Unbounded.org

Image Credits Slide 26-28: AmyRudat Slide 39: VWC Slide 40: Amy Rudat

Building Standards-Aligned Read-Alouds

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