For Facilitators Only: Narrative of the Day

For Facilitators Only: Narrative of the Day
NARRATIVE ARC OF THE DAY Up to now, we have taken a close look at the Reading standards and explored how the standards are a pathway to equity and, when implemented in a curriculum through instruction aligned to the shifts, can be a tool of empowerment for students and teachers. Yesterday we examined the place of fluency in complex text, and explored ways to scaffold students up using Juicy Sentences. Today continues with a focus on close reading, and participants craft a text-dependent question with scaffolds, then in the afternoon they create additional scaffolding questions to TDQs. What is added here that wasn’t last year is also a consideration for how participants would meet the Principles of Language, Equity, and Learners through the process of answering these questions. At the end of the day, participants consider: what is worth their time—developing TDQs or scaffolds for standards-aligned TDQs? This is intended to continue to push participants to use aligned curriculum and scaffold, as opposed to doing the entire process. Participants move through this whole process with alignment to the Odell Education materials, weaving in and out of the process as both teachers and learners. Additional Breakdown: Today participants will be introduced to the 4th Principle of Equity, Language, and Learners. Afterward, they will focus on the different approaches to reading and how the CCSS requires our students be analytical readers. From there, participants transfer back to the Odell units and experience the units as a student. They will then put their educator hat on and take a look at the standards, text, questions, and vertical alignment from Parts 1–5. There are two activities where there is TDQ development. What Is Changed? Significantly more work with equity, and some shifts for the feedback process. If this day is running more than an hour late, the second activity with the development of scaffolding questions can be confined to an assessment of what knowledge and skills the questions would have to focus on, and how it could be set up, instead of the actual development of TDQs (this is at the end of the day). NARRATIVE ARC OF THE DAY Up to now, we have taken a close look at the Reading standards and explored how the standards are a pathway to equity and, when implemented in a curriculum through instruction aligned to the shifts, can be a tool of empowerment for students and teachers. Yesterday we examined the place of fluency in complex text, and explored ways to scaffold students up using Juicy Sentences. Today continues with a focus on close reading, and participants craft a text-dependent question with scaffolds, then in the afternoon they create additional scaffolding questions to TDQs. What is added here that wasn’t last year is also a consideration for how participants would meet the Principles of Language, Equity, and Learners through the process of answering these questions. At the end of the day, participants consider: what is worth their time—developing TDQs or scaffolds for standards-aligned TDQs? This is intended to continue to push participants to use aligned curriculum and scaffold, as opposed to doing the entire process. Participants move through this whole process with alignment to the Odell Education materials, weaving in and out of the process as both teachers and learners. Additional Breakdown: Today participants will be introduced to the 4th Principle of Equity, Language, and Learners. Afterward, they will focus on the different approaches to reading and how the CCSS requires our students be analytical readers. From there, participants transfer back to the Odell units and experience the units as a student. They will then put their educator hat on and take a look at the standards, text, questions, and vertical alignment from Parts 1–5. There are two activities where there is TDQ development. What Is Changed? Significantly more work with equity, and some shifts for the feedback process. If this day is running more than an hour late, the second activity with the development of scaffolding questions can be confined to an assessment of what knowledge and skills the questions would have to focus on, and how it could be set up, instead of the actual development of TDQs (this is at the end of the day).

Scaffolding Standards-Aligned Text-Dependent Questions
5/25/17 Using the graphic organizer to support a class discussion aligned to SL.9–10.1 ROOM SETUP Speaker Notes: Preparation Please prepare 4 pieces of chart paper that will be used this morning for an activity: The product of the class is a storyboard that traces the key moments in the text that move the plot forward aligned to RL.9–10.3 The objective of the class is to distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claims, counterclaims, reasons, and evidence aligned to W.11–12. Processing evidence to support an inference in a group before recording it in a graphic organizer aligned to RL.9–10.1 IMAGE CREDIT: Nick Lue Scaffolding Standards-Aligned Text-Dependent Questions ELA I Grades 9–12 Day 3

UNBOUNDED Our Approach
Our learning is grounded in the intersection of the standards, content, aligned curriculum, and the equitable instructional practices that are essential for closing the opportunity gap caused by systemic bias and racism. 2 minutes Review the approach. Speaker Notes: We are continuing to examine an aligned curriculum, and we are going to dig into some of the instructional practices that can support students in accessing complex text.

FEEDBACK Processing Feedback
Plus Delta 5 minutes The purpose of this slide is to highlight the pluses and address the deltas that impact participants’ learning. Speaker Notes: Thank participants for providing feedback from yesterday’s experience. Tell them that we value their input and want to share a few high-level reflections. Highlight a couple of pluses and a couple of deltas from the previous day to share with the group, and call out any specifics that will show up in the day’s learning. Tell participants 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 might not help the learning environment improve.

WHERE ARE WE? The Week at a Glance
Day 1: The Foundation Equity is the standards and shifts. What can it look like in instruction? Day 2: Fluency and Complex Text The text that we put in front of students shows them what we think about them. How do we make sure all students can access complex text? Day 3: Developing a Sequence of Text-Dependent Questions Scaffolding can function as an equitable instructional practice when used strategically. What makes a strong text-dependent question? Day 4: Building Knowledge and Literacy Proficiency Through Teaching Argumentation Building knowledge is the foundation of argumentation. How can we sequence knowledge? Day 5: Bringing It Together with a Focus on Equity Writing our story How do we ensure equitable outcomes for all our students? 2 minutes This slide is a quick summary of yesterday’s work and an introduction to today. The next slide, the objectives, get you deeper into the work of today. Speaker Notes: Today we are diving into text-dependent questions and scaffolds for reading.

DAY 3 Objectives and Agenda
Participants will use the Odell unit on Making Evidence-Based Claims (Grades 9–10) in service of the following: Make observations about approaches to close reading and text-dependent questions (TDQs). Build an understanding of the TDQ development process. Identify areas in a text that support TDQs. Develop knowledge of scaffolds that promote equity and enrich learning. Create and refine standards-aligned TDQs with complex text. Setting up the Day A Close Look at Close Reading Experience the Learning Progression of a Standards-Aligned Unit Explore the Vertical Alignment of Curriculum and Standards Develop Text-Dependent Questions Spiral Learning 5 minutes The purpose of this slide is to frame the day with an overview of the objectives and the agenda for the day and to give participants an opportunity to complete a self-assessment. Speaker Notes: Today we are going to be jumping into the units both as teachers and students. As we go through this, we are going to wear our student hats in the beginning and experience the unit as students. Then we will look at how to scaffold the reading so that students who cannot read it independently can still work with it. After that, we are going to work on some text-dependent questions aligned to the standards. Using the “Objectives Self-Assessment” handout, allow participants to self-rate before engaging in today’s learning. Give participants two minutes to complete it. Discuss how the agenda is fluid—bio breaks when you need them, but we do have a scheduled break around the 10:30 mark.

BUILDING THE CONTAINER Norms That Support Our Learning
Take responsibility for yourself as a learner. Honor time frames (start, end, and 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.” Identify and reframe deficit thinking and speaking. 1 minute The purpose of this slide is to review the norms and ask for additional recommendations regarding norms from the audience. Speaker Notes: Keep an open mind (especially about what you don't know or thought you knew). Stay in learning orientation vs. performance orientation—growth mindset. Be active during video observation by capturing evidence in writing. Appreciate everyone's perspective and journey. Share ideas and ask questions, one person at a time (air time). Be okay with discomfort, and focus on growth. Be present (monitor multitasking, technology, honoring time frames). Remember to think of students and teachers from an assets lens—one that recognizes and honors everything that they bring to the classroom and that you can build upon. 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.

Inspired by Jennifer Abrams Where You Might Be During the Week
6/16/17 Inspired by Jennifer Abrams Where You Might Be During the Week Moments of Validation Moments of Reminding Moments of New Information Notice where you are at any given time, and support yourself and others by: 1 minute The point of this slide is to encourage participants to take responsibility of their own learning —it addresses the huge scope of experience, job focus, and institutional knowledge in the room. What is new for some will be validation for others, for example. Speaker Notes: Honor the adult learning that will be taking place this week. With the variety of participant experience, take a minute to think about how each person can take or contribute to the learning. Stretching Yourself Taking Notes Asking Questions

BUILDING THE CONTAINER Unpacking Equity
Equity exists when the biases derived from dominant cultural norms and values no longer predict or influence how one fares in society. Equity systematically promotes fair and impartial access to rights and opportunities. Equity may look like adding supports and scaffolds that result in fair access to opportunities, or creating opportunities for all voices to be heard. Educational Equity ensures that all children—regardless of circumstances—are receiving high-quality, grade-level, and standards-aligned instruction with access to high-quality materials and resources. We become change agents for educational equity when we acknowledge that we are part of an educational system that holds policies and practices that are inherently racist and that we have participated in this system. We now commit to ensuring that all students, regardless of how we think they come to us, leave us having grown against grade-level standards and confident in their value and abilities. 3 minutes This slide is repeated from yesterday. Today we are going to focus on how scaffolding supports access. (Principle 4: We as educators must leverage student knowledge and language as we scaffold students toward independence with complex texts and tasks.) Speaker Notes: Revisit the statements. Consider having participants identify one way they have grown with these ideas yesterday. Address any questions that they have. Consider linking these principles to the keynote where applicable.

Principles for Language, Equity, and Learners
EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNING Principles for Language, Equity, and Learners We are the gatekeepers of academic language in the classroom. We must provide students with well-structured, intentional opportunities for collaboration that amplifies academic language. We experience the world through our culture, language, and values. We must be intentionally inclusive of students whose culture, language, and value system may be unfamiliar or different from our own. This includes holding space for academic English, while also making the classroom a safe space for students to use variants of English and languages other than English. Academic English proficiency is critical for all students. We must model academic language, provide instruction using grade-level complex text, and ensure opportunities for students to practice academic language in an academic context. 2 minutes This slide transitions from unpacking equity and reminds participants of the principles that we worked with yesterday. The next slide is going to focus on scenarios that push participants’ thinking about how these play out in the classroom, with the intent of sparking discussion. To this end, make sure participants number themselves before the next slide. Speaker Notes: Direct participants to take a moment and reread the principles, thinking about how we use language in the classroom. Count off in 4s around the room for the next activity. 10

ACTIVITY Language Equity Principles in Play
Please move into the corner that correlates to your scenario. Form a triad with two participants in your corner. Take three minutes to discuss whether the scenario provides an opportunity to focus on academic English, or whether it provides a space for students to use variants of English and languages other than English. If it could be a combination of the two, discuss how. Form a new triad in your corner, and revisit the discussion with your new partners for three more minutes, refining your ideas. Be prepared to share. 10 minutes The purpose of this activity is to get participants up and moving and discuss across tables an application of how the Language, Equity, and Learner Principles play out. Participants will move into corners correlated to their scenario and discuss the question on the slide. Speaker Notes: Explain the process for the activity outlined on the slide. Share how you will alert people that it’s time to form new triads (consider giving a 30-second warning). Begin the time, and direct participants to move at 3 minutes. At the conclusion of 6 minutes, make sure participants are staying in their corners, and ask one or two representatives from each corner to share their scenario and their conclusions. Participants can return to their tables. Before moving on, ask how THIS activity provided opportunities for amplification of language. Ask participants how switching triads functioned as a language equity move (ability to refine thinking and ideas through collaboration with multiple partners). The scenarios identified in each of the four corners should look like this (1 per corner): The product of the class is a storyboard that traces the key moments in the text that move the plot forward aligned to RL.9–10.3. The objective of the class is to distinguish the claim(s) from alternate or opposing claims, and to create an organization that logically sequences claims, counterclaims, reasons, and evidence aligned to W.11–12. Students have to process evidence to support an inference in a group before recording it in a graphic organizer aligned to RL.9–10.1. Students use the graphic organizer to support a class discussion aligned to SL.9–10.1. The answers: 1. Would primarily be a variant. The goal is a storyboard. The conversation students use to come to the decisions about which portions of text to represent can be accomplished in any language. 2. Calls for academic English just from accessing the prompt, and if the objective is to use claims, then there must be academic language. 3. Could be a combination—the conversation for what to put where can be in any language, but the language of the text matters. 4. SL standard alone demands academic language.

Principle for Language, Equity, and Learners #4
EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNING Principle for Language, Equity, and Learners #4 There is no scope and sequence for the acquisition of knowledge and language, and all student knowledge and language is an asset. We as educators must leverage student knowledge and language as we scaffold students toward independence with complex texts and tasks. 5 minutes The purpose of this slide is to share the 4th Principle as well as to take some time unpacking the implications for reading instruction—and the next slide is going to get into the kinds of reading we do in and out of the classroom. Speaker Notes: This is our final Principle. Direct participants to read it silently. Unpack the statement: What does the first sentence mean? Ask for a volunteer to paraphrase. Ask what the implications are, or share that: A student may be coming to us with little or no academic English—perhaps little or no English at all—but that does not mean that the student isn’t coming to us full of knowledge. That student may not have the knowledge necessary for the academic task at hand, but it’s still valuable. Language and knowledge don’t happen at the same time. Just because a student isn’t able to write or read English proficiently does not mean that the student is unable to communicate knowledge or participate in complex discussions or even complex text; we may need scaffolds to make that happen, but it doesn’t discount the student’s participation. Read the second half of the Principle. Share that it’s what we are going to look at today.

COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTS Approaches to Reading
5/25/17 COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTS Approaches to Reading Masterful/Model –Build fluency and confidence through modeling. –Access the text with confidence. –Understand the text at a basic level. Reread –Revisit the text for comprehension. –Increase cognitive capacity for going deeper into the text. –Build fluency. –Access the text with confidence. Close –Read collaboratively. –Reread multiple times for a variety of purposes. –Examine the ideas, structures, and layers of meaning. –Attend to the nuance of craft and structure and its impact on meaning. Independent –Read at the surface level/ Review/Gist. –Build fluency. –Project automaticity. –Access core understanding. –Read at comfort level OR grade level, depending on the task.. 5 minutes Animation: This slide serves as a review of the different approaches to reading and a connection back to the work of Day 2 with “The Short Happy Life of Francis Macomber.” Speaker Notes: Where did we focus most of the work so far on “The Short Happy Life of Francis Macomber” (each section clicks, and you can review the what and the why for each reading. <Click> so the first two sections—”Independent” and “Masterful/Model” reading—show up. Masterful reading should be done with grade-level or above grade-level text. As you preview a short story like “The Short Happy life of Francis Macomber,” it’s important to consider where students would get tripped up. <Click> Rereading. In the first several reads, students have been reading for different purposes; they have answered some basic text-dependent questions to move them to a basic comprehension of the text and utilized tools to elaborate the meanings of key details. There is more that you can do with this text, however, which hit <Click> the “Close” reading column. To begin thinking about that, it is important to consider the development of text-dependent questions that can be instrumental to students’ grasp of the standards, especially those who struggle. Rereading and Close reading should be done with grade-level complex text. Close reading is about spending a lot of time on smaller chunks. Independent reading could be at any level, because it is designed around student choice.

ATTEND TO THE LANGUAGE OF THE STANDARDS Close and Analytical
What the Standards Say About Close Reading: The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works of literature. Students will learn to use cogent reasoning and evidence-collection skills that are essential for success in college, career, and life. (CCSS) Analytical: (adj.) involving the careful, systematic study of something: E.g.: “The student’s analytical mind allowed her to quickly process the problem.” synonyms: systematic, logical, scientific, methodical, left-brained, (well) organized, ordered, orderly, meticulous, rigorous; diagnostic 2 minutes This slide serves a transition between the approaches to reading and a deeper dive into analytical reading on the next slide, and provides for a comparison of what the standards identify as close reading, and what we often refer to as analytical reading. They are the same thing. Speaker Notes: We say close reading, but what we really mean is analytical reading Note misconception: Students with the book closer to their face does not mean close reading. (note this should be said with humor if possible, but you can say it’s something we have actually seen) reference: cambridge dictionary and google dictionary

ATTEND TO THE LANGUAGE OF THE STANDARDS Analytical Readers...
Make meaning of a text as they read and check their comprehension in real-time. Authenticate assumptions and interpretations as they process new information. Understand the continuity within a text. Evaluate the relevance and accuracy of the text. Argue a position or take a stance. 5 minutes The purpose of this slide is to take a closer look at the difference between traditional goals and the goals of the CCSS. The CCSS support students in becoming analytical readers. Speaker Notes: Analytical readers independently Develop meaning of a passage by thinking about major ideas, conflicts or sequence of events. Authenticate Assumptions and interpretations by analysing the author’s language, style, structures to understand how authors use language to promote the topics being addressed Understand the continuity of the text by determining how the passage or character description fits into the text as a whole. Evaluate the relevance and veracity of the passage by comparing ideas throughout the text Argue a position or take a stance from a documentable insight gleamed from the text and related texts and experience. Ask participants to turn and talk about the following questions: Which types of reading do your students attend to best? Which types of reading do your students need more practice with? What percentage of your students can independently read analytically? What does close reading involve when students can’t actually read? Turn and talk, share out. It involves unpacking layers of meaning. Spending time on the vocabulary. Rich images paired with texts. <CLICK> Which requires: Requires prompting students with questions to unpack unique complexity of any text so students learn to read complex text independently and proficiently. It requires selecting a focus for each reading of a text (or each new text) and building questions around that goal. It requires a text worthy of text dependent questions that students can use evidence from the text to answer. Who is responsible for making sure they can read analytically by the end of the year? Think about day 1’s learning around complex text and the importance of building that skill for life after high school. When we think about equity and the illusion of success, what are the implications for students who have not yet honed in on their skills as analytical readers and find themselves in remediation classes in college? Once again this means moving away from the traditional goal of reading and focusing on the goal outlined in the standards. So now the question becomes, how do we help students become analytical reading. CCSS Goal: Students leave the lesson having read, analyzed, and understood what they have READ. Traditional Goal: Students leave the lesson knowing the details of the narrative.

MAKING EVIDENCE-BASED CLAIMS, UNIT 2 Reviewing the Sequence
5/25/17 MAKING EVIDENCE-BASED CLAIMS, UNIT 2 Reviewing the Sequence Part 1 Understanding EBCs Part 3 Organizing EBCs Part 4 Writing EBCs Part 5 Developing Evidence- Based Writing 2 minutes This purpose of this slide is to review and transition to where we left off at the beginning of part two in Day 2 with the EBC Units. Now, we are going to be putting our student hats on and experiencing analytical reading in real time. Speaker Notes: Transitional phrase: One way to ensure that students leave the lesson having read, analyzed, and understood what they have READ is to use the kind of aligned curriculum that aligns to those goals. We started working with this unit yesterday. We started with understanding evidence based claims with the focus on the questions and tasks presented in Part one. Then, we looked for places to introduce juicy sentence deconstruction to further support and scaffold reading complex text. For students with unfinished learning scaffolding questions are necessary to move them to a place where their comprehension is deep enough to deconstruct the meaning in such a way that they can make strong evidence based claims. Today we are picking up where we left off at the beginning of part two and we are going to be putting our student hats on and experience the learning in real time. Part 2 Making EBCs

Activities 1–2 Still Drinking Their Whiskey
5/25/17 PART 2: MAKING EVIDENCE-BASED CLAIMS Activities 1–2 Still Drinking Their Whiskey Objective: Students develop the ability to make evidence-based claims through a close reading of the text (1–3 days). Read the text from the beginning to “Anyone could be upset by his first lion. That’s all over.” (pp. 27–35 in Hemingway on Hunting). Record answers to the questions on the “Discussion Questions” handout. 30 minutes This slide addresses the first two activities in Part 2, having participants dive into the text as learners. The questions that align to this text will be on the next slide for review, but participants will have these slides in front of them as they read. Speaker Notes: [Online Resource] We are going to collapse what could be a three day lesson into significantly less time, as we are all proficient readers. We previously read the Part 1 of this unit. Today we are going to live part of Parts 2 and 3 of the Unit: “Making Evidence-Based Claims” and “Organizing” evidence-based claims. Direct participants to reread from the beginning to "Anyone could be upset by his first lion. That's all over” pg37) of the text in pairs or together at your table, and we will come back as a community and discuss the questions. Direct participants to record their answers on the handout in their packets as they read and be ready to share out. Provide participants time to do this work. Check in on the 15 minute mark – if participants are mostly done, you can begin without having everyone completely finished. By the end of this time, participants should have read and discussed the questions – QUESTIONS ON NEXT SLIDE IMAGE CREDIT: from The Macomber Affair, 1947

Back in 15 Minutes BREAK 15 minutes (begin at 10am) Speaker Notes:
Day 3 doesn’t have a keynote, so take a 15-minute bio/stretch break. IMAGE CREDIT: Flickr/joey zanotti/“Words by Wrdsmith!”

PART 2 Community Discussion
5/25/17 PART 2 Community Discussion Why does Margaret begin to cry? What specific details provide clues? How do these details develop the characterization of Francis and Margaret Macomber? Why does Wilson think it is "bad form" for Macomber to ask if anyone will hear about "the lion business?" What specific details provide clues? How do these details develop the characterization of Macomber and Wilson? How does the use of point of view in this section affect the characterization of Wilson and Macomber? 10 minutes Participants at tables share out their answers to the questions after reading the excerpt from “The Short Happy Life…” . The next slide will be a quick step back, and then we will return to the questions with the text. Speaker Notes: Bring participants back together. Ask each table to volunteer an answer to one of the questions. (Cold-call tables.)

REFLECTION Step Back Is it possible to give a complete answer to these questions without referring back to the text? What kind of scaffolding may be necessary to position English learners or students with unfinished learning for success with comprehension of the tasks expressed in the questions? How did our language equity principles play out in this activity? 3 minutes This is a quick check-in and is not meant to be an extended discussion—there is a debrief later. It’s merely to get participants thinking about the process. What it does do, however, is transfer quickly into a definition of scaffolding before we go back to the business of reading the text and the activities, because in two slides participants are going to be asked to scaffold a question. Speaker Notes: 1st question (take volunteers, ask if anyone disagrees with the answer) — Is it possible to give a complete answer to these questions without referring back to the text? (No) 2nd question (take a few volunteers) — What kind of ramping up may be necessary to set English learners up for success with the task of these questions alone? (Amplification of language, chunking reading) 3rd question (take a few volunteers) — How did our language equity principles play out in this activity? (The table talk activity allowed participants to talk conversationally, while the community discussion required academic English SL.9.1.)

CALIBRATING UNDERSTANDING Scaffolding and Modifying
Define the following terms as they relate to education: Scaffold Accommodation Modification ALL: How do scaffolds, accommodations, and/or modifications function as moves geared toward—or away from—equitable practice? TEACHERS: How can you ensure your scaffolds are not modifications? INSTRUCTIONAL LEADERS AND COACHES: How can you ensure that the instructional moves that you observe in the classroom are scaffolds and not modifications, unless students have specific IEPs that legally require it? PARTNERS: How do we talk to our districts and schools about the difference between scaffolds, accommodations, and modifications? How do we address the disproportionate number of students of color identified for Special Education and receiving modifications that further prevent them from accessing grade-level material? 5 minutes As we talk about scaffolding, it’s important to clarify the difference between a scaffold and a modification. This is also linked to the Principles of Language, Equity, and Learners—scaffolds are equitable moves; modifications are less so. This does not apply to Special Education Students, where modifications, ideally, are to meet very specific needs. Speaker Notes: Scaffolds provide temporary support to help students move to the objective. Modifications change the activity and often change the objective. While scaffolds may change the scope of work (perhaps chunking instead of reading a longer passage), a scaffold wouldn’t change the outcome or the standard. A modification would be more like replacing a text with a simpler one for easier access, which in effect very much does change the outcome, because the task is no longer aligned to a grade-level standard. Notes on definitions— Accommodations can help kids learn the same material and meet the same expectations as their classmates. If a student has reading issues, for example, she might listen to an audio recording of a text. There are different types of classroom accommodations, including presentation (like listening to an audio recording of a text) and setting (like where a student sits). Source: “Common Modifications and Accommodations,” Amanda Morin:

A CLOSER LOOK Scaffolding
Is generative (useful in a range of lessons or contexts). Amplifies accessibility (creates an on-ramp into the work so the student can engage and benefit). Develops learner autonomy (to apprentice the student, over time, to support her/himself). Provides support which allows a student to accomplish more than they could on their own. Scaffolding IS NOT: A rigid structure (inflexible or unresponsive to specific learner needs). Simplification of the task (which may lead to a denial of access to rigorous content). Any/all help provided to students (which does not develop student potential, nor help the learner grow in agency and autonomy). Lowering expectations (which may lead to a denial of access to rigorous content). 5 minutes The purpose here is to show how scaffolding can facilitate entry into and participation in activities to develop understandings and skills. This is a follow-up clarification—after the definition of scaffolding and the difference with modification, we approach a slightly different way to ensure understanding. Speaker Notes: Highlight key conceptual ideas and bring attention to relationships, connections, etc., that build understanding. Allow students to participate in the literacy practices, as well as practices of other disciplines (Science, Art, Social Studies, Math etc.) Allow students to engage in practices and habits of mind of literacy. The right ways we get students to the goal

SCAFFOLDING Final Question
Whom does Wilson like more, Francis or Margaret? What details provide clues? How do these details develop the characterization of Wilson, Francis, and Margaret? With your table partners, draft three additional questions that may be necessary to scaffold understanding of these questions for English learners or for students who are working on academic language. 5 minutes Animated: When we worked yesterday with breathing through the text and looking at the language, we pulled out knowledge and language that students needed to know to be able to answer the questions. The point of this slide is to demonstrate that these questions may be necessary not just with Juicy Sentence work, but also as we develop text-dependent questions. Speaker Notes: BEFORE you develop scaffolds to these questions, you have to answer the central ones. Take 5 minutes to answer them. After 5 minutes, bring the community back together. Direct them: Taking it a step further and thinking about the knowledge and vocab building from yesterday, draft three quick “in the moment” scaffolding questions that you could see adding in real time to support students who may be struggling, students with unfinished learning, or students for whom academic English is not familiar. Give participants two minutes to do this—just two. Circulate. At the end of two minutes, bring the room back together. <Click> to bring up the additional questions, and note that you saw versions of these throughout the room. Consider asking for additional ones. Note that when we read ahead as teachers and know what standards we are working toward, it’s easier to identify places where students may get tripped up and to be prepared with these ahead of time. What does it mean to “characterize” or “develop the character” in a text? What is Wilson’s opinion of Francis? How do you know? What is Wilson’s opinion of Margaret? How do you know? What does “develop” mean in this context?

Step Back What did you notice about how the questions were designed?
REFLECTION Step Back What did you notice about how the questions were designed? Should there be one right answer to this final question? Back to the unit: How does the process of answering scaffolding questions support the development of evidence for the claim (whom Wilson likes more)? How would the answer to the final question be different if students did not grapple with the Community Discussion questions first? What are the implications for instruction? 8 minutes The purpose of this slide is to step back and look at the value of this activity’s construction in how scaffolding helps support understanding. Speaker Notes: Direct participants to turn and talk for 5 minutes, then elicit answers from tables—one or two per question. Unit can be found here: ebc-lesson/grade-9-hemingway

ACTIVITY Continuing the Read
Reread from page 35 “But that night…” through page 45 “No one had said anything more until they were back in camp” (Hemingway on Hunting). As you read, note the shifts in perspectives: what are these shifts? How does the shift in perspective affect what you learn about the characters? 10 minutes Before participants read through Part 2 of the Odell unit, which deals very specifically with questions from text, we are going to take some time to read the text. In this way, we will better be able to track the Part 3 Discussion. Speaker Notes: Direct participants to return to “The Short Happy Life of Francis Macomber” and read the section identified in the slide with the lens called out in the pink box.

MAKING EVIDENCE-BASED CLAIMS, UNIT 2 Moving Through the Sequence
Part 1 Understanding EBCs Part 3 Organizing EBCs Part 4 Writing EBCs Part 5 Developing Evidence- Based Writing 2 minutes The purpose of this slide is to bring participants back to the sequence overview and inform them of where they are headed next. There is no activity with this slide, just setting up for the next section (organizing evidence-based claims). Speaker Notes: The next task we would do in this module would be organizing evidence-based claims that students made in Part 2. However, we are going to continue to focus on the text-dependent questions to ensure that students who need scaffolding have the right support to access and articulate the core understandings of the text. Because it is only after they do that that they can they form evidence-based claims that can really stick. In order to ensure that students have enough bandwidth to develop meaning from a text, we will focus on close reading and ways to guide students when analyzing the structure of an essential passage and deconstruct text for meaning. Part 2 Making EBCs

PART 2 Activities 3–5 Still Drinking Their Whiskey
5/25/17 PART 2 Activities 3–5 Still Drinking Their Whiskey Read Activities 3–5. What makes this text worth reading several times? How can TDQs support the development of evidence-based claims? How do the activities in Parts 1 and 2 prepare student focus for Part 3? 25 minutes The purpose of this slide is to push participants to think about how this tool provides a schema in which students can become acclimated to a systematic approach to critically thinking about text. It takes a look at the benefits of multiple reads, TDQs, and alignment. Speaker Notes: Taking off the student hat and putting the teacher hat back on Instruct participants to read through the remainder of Part 2, Activities 3–5, addressing the questions on the slide, and to be prepared to share. Hold discussion Notes that can help guide the discussion: The Forming Evidence-Based Claims (FEBC) and Making Evidence-Based Claims (MEBC) tools add an extra layer of understanding. Students are provided the thinking space necessary to find relevant details, elaborate on critical connections, and use the results to produce evidence-based claims. The TDQs focus students’ attention on the core details of the text chunk which could later be used as critical details to form an evidence-based claim. (Activity 2) Tell participants that the decision to ask these critical TDQs prior to requiring students to make their own evidence-based claims leads them to the relevant details needed to make claims about this section of the text. (Activity 3) The FEBC and MEBC tools help students synthesize evidence into key details and claims. It is worth noting that this model is used during instruction to reinforce the foundational skills of reading a complex text and making connections between the author’s craft and key details of the text, then crafting the details into unique claims. These tools provide a scheme in which students can become acclimated to a systematic approach to critically thinking about text and explicitly form opinions based on the evidence, and thus, apply this to future reading and writing tasks. Each tool supports student analysis to find and make sense of key details and events within the text. While this approach incorporates a systematic structure to reading, these tools assume that students are proficient readers. The vertical alignment of students first discovering the relevant details, then making meaning of those details, then through collaboration and deep analysis developing their own authentic claims sets the stage for students to approach this reading successfully. This, however, is totally contingent on the idea that all of the readers before you are proficient—but what if they’re not?

ADOPT AN ALIGNED CURRICULUM Organizing Evidence-Based Claims
5/25/17 ADOPT AN ALIGNED CURRICULUM Organizing Evidence-Based Claims UNIT OBJECTIVE Analyze an author’s choices concerning the development of characters, structure, and point of view over the course of a text. SUPPORTING STANDARDS RL.9–10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9–10.5 Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. CENTRAL QUESTIONS Analyze how Francis, Margaret, and Wilson develop over the course of a text, interact with other characters, and advance the plot/develop the theme. Analyze how Hemingway’s choices concerning how to structure “The Short Happy Life of Francis Macomber,” order events within it, and manipulate time create such effects as mystery, tension, or surprise. 10 minutes Animated: the purpose of this slide is to examine the link between the standards, objective, and central questions. Speaker Notes: Direct participants to turn and talk to assess how clearly each standard connects to the objective and central questions. Provide 3 minutes. Bring participants back together to share observations. Note that using the standards as a foundation, it becomes easier to develop aligned objectives, and then central questions. Not all questions that lead up to these central questions are going to tackle the standards in their entirety, but they give you an end point. By identifying the connective tissue between the standards, content, and objective, we reveal the core understandings. This connection helps inform our practice and the way we shape questions. It also informs us of where to focus our attention within the text <Click> and develop ways to guide students toward mastery of the

Aligning Text-Dependent Questions
5/25/17 “The Short Happy Life of Francis Macomber” Aligning Text-Dependent Questions CCSS.ELA-LITERACY RL.9–10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. How does the shift in perspective of narration in this section relate to the sequence of action? Summarize what happens in paragraph x. What is the shift in perspective? What words signal a shift in perspective? What is the sequence of action? How is that shift in perspective related to the sequence of action? 3 minutes (Animated—and not in the apparent vertical order. Standard and question at bottom appear first. THEN after initial work, the scaffolding questions appear.) The purpose of this slide is to remind participants of the importance of aligning the questions to the standards. Aligning questions to the standards may involve scaffolding. This kicks off that process, AND is meant to mainly be a transitional slide into the activity where participants do this themselves. Speaker Notes: Explain that we are going to try our hands at standards-aligned TDQs. The point is, however, that if we are aligning our questions to the standards, we can’t just pull words out of the standards and call them aligned. Looking at this question, which qualitative features does this question address? (structure) Usually when we think of structure, we think of how an entire text is ordered, but looking closely at one area is critical to helping students focus on the author’s intentions. There are many students who would struggle with this question, so starting with the end in mind <Click>, we may have to do some scaffolding. Pause for a moment and direct participants to read the scaffolding questions. Even for us adults, those scaffolding questions break the difficult question down into bits that don’t give away the answer, but cut a stairway into what many would consider unclimbable terrain (or whatever metaphor you want to use). Then ask which of the questions on the slide actually hit the analysis portion of the standard. NOW think about how when time runs out, it's the analysis question, the question that addresses the entirety of the standard, the most important question that gets cut—and that's a problem.

Reviewing Text-Dependent Questions
5/25/17 ATTEND TO THE LANGUAGE OF THE STANDARDS Reviewing Text-Dependent Questions What are the key details and ideas? How can I support students to get them to see and understand these details and ideas? Scaffold learning. Guide students to identify key ideas and details. Build vocabulary. Build knowledge of syntax and structure. Help students grapple with themes and central ideas. Synthesize and analyze information. Which words should we look at for TDQs? Essential to understanding the text Likely to appear in future reading More abstract words (as opposed to concrete words) Why should we ask Central Idea/Theme-Based TDQs? Guide students toward the theme. Encourage students to look to the text to support their answers. Encourage students to examine the complex layers of a rigorous text. Support comprehension. 2 minutes Animated: The purpose of this slide is to get participants ready to create their own TDQs by reviewing the purpose. They are going to be given a TDQ development assignment in the next slide and are going to work on it before and after lunch. Speaker Notes: <Click> Get very clear about the answer you want your question to elicit. The better you understand this, the better you’re able to see the understanding you’re trying to help students develop. If you can articulate very clearly what a great answer would be, that can help you design a great question. <Click> Academic vocabulary and determining which words need to be provided through direct instruction, which words can be determined from context, and which words need to be elaborated on because they are essential to the understanding of a text. <Click> You need to understand the theme to be able to guide students to it…

ACTIVITY: TEXT-DEPENDENT QUESTIONS “Can’t We Send in Beaters?”
5/25/17 ACTIVITY: TEXT-DEPENDENT QUESTIONS “Can’t We Send in Beaters?” Return to the passage beginning with “Can’t we send in beaters?” through “...seen something shameful” (pp. 42–43 Hemingway on Hunting). Answer the following questions in your table group: What is this passage about? What core understandings does this passage present? Choose one standard that aligns to the author’s intention of the passage. Create one aligned TDQ that addresses the entirety of the standard. Create (at least) two scaffolding questions that will move students toward information that will help them answer the aligned TDQ 45 minutes (BEGIN THIS ACTIVITY, finish after lunch) This activity gives participants the opportunity to reread a passage and create their own text-dependent question (with a standard in mind) as well as two scaffolding questions. Speaker Notes: We have talked about juicy language within a sentence, but let’s see how that language connects and builds upon ideas within a short passage. Text-dependent questions drive students to the core meanings of the text. As you read this passage, think about the key details revealed through the language, and determine opportunities to unpack that meaning. Choose a standard, and develop one text-dependent question that addresses the entire standard. Then create two to three scaffolding questions that don’t give away the answer but gradually guide students’ ability to answer the critical text-dependent question and identify the core understandings of the text. Alert participants to the rubric “Can’t we send in beaters?” if they want to look at that as they develop their questions. After participants have had time to work on their TDQs—even if they are not finished—have a share-out. It’s important to move around as groups develop their questions, and push their thinking. Look specifically to ensure participants have their standards out and are referring to them, their texts open, and that they are developing questions that are aligned without giving the answer away.

HOW ARE WE DOING? Morning Takeaways
Objectives Make observations about approaches to close reading and text-dependent questions. Build an understanding of the text-dependent question development process. Charges Attend to the language of the standards. Equity Amplify academic language. 5 minutes This slide is to transition to lunch. Summarize the morning within the frame of the charges. Speaker Notes: Engage in a protocol that either popcorns new learning or encourages participants to jot down one takeaway 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. Questions to consider: Think back on the questions we have just walked through. What quadrants did the questions land in? In what ways is this process different from or similar to the way you craft text-dependent questions? How is this process beneficial to your instruction overall? What concerns do you still have?

Lunch BREAK 1 hour Speaker Notes:
5/10/17 BREAK Lunch 1 hour Speaker Notes: Take some of this time to review and prepare for the afternoon. If participants shared takeaways, check for the accuracy of their understandings. Prepare to revisit and review these takeaways after lunch in a 3-minute summary. IMAGE CREDIT: Flickr/antony cowie/“Lunch”

WHERE ARE WE? Objectives and Agenda
5/10/17 WHERE ARE WE? Objectives and Agenda Participants will: Make observations about approaches to close reading and text-dependent questions (TDQs). Build an understanding of the TDQ development process. Identify areas in a text that support TDQs. Develop knowledge of scaffolds that promote equity and enrich learning. Create and refine standards-aligned TDQs with complex text. Setting up the Day A Close Look at Close Reading Experience the Learning Progression of a Standards-Aligned Unit Explore the Vertical Alignment of Curriculum and Standards Develop Text-Dependent Questions Spiral Learning 2 minutes The purpose of this slide is to address the afternoon’s work and transition from the morning. Speaker Notes: Transition participants to the afternoon’s work by referencing where we are in the process. Note that we have started the first objective, but in many ways this is ongoing.

Debrief: “Can’t We Send in Beaters?”
5/25/17 ACTIVITY: TEXT-DEPENDENT QUESTIONS Debrief: “Can’t We Send in Beaters?” Choose one standard that aligns to the author’s intention of the passage. Create one aligned TDQ that addresses the entirety of the standard. Create (at least) two scaffolding questions that will move students toward information that will help them answer the aligned TDQ. CHART IT: Identify standard(s). Write a TDQ. Write the scaffolding questions. Paragraph or bullet how you would expect to see this play out in the classroom. What would the directions be for this activity? 30 minutes (finish after lunch) This activity gives participants the opportunity to reread a passage and create their own text-dependent question (with a standard in mind) as well as two scaffolding questions. Speaker Notes: Provide participants 10 minutes to finish their questions, and transfer them onto chart paper and post. Provide participants 10 minutes to assess their questions using the rubric. Debrief on trends with the community. Do NOT debrief on the last question regarding equity (that will be done in three slides). You must also do this activity before you facilitate it, and move around with participants. Same handout

ATTEND TO THE LANGUAGE OF THE STANDARDS Debriefing the Process
RL.9–10.3: Analyze how Wilson and Macomber develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Standards and Core Understandings 3 minutes The purpose of this slide is to take a moment to reflect on the TDQ development process. Speaker Notes: Before we move on, let’s take a minute to reflect on the process of developing text-dependent questions. Starting with the standard being addressed in the unit, <Click> we focused on the character development of Wilson and Macomber. Next, we chose one critical portion of the passage <Click> to elicit the core understanding we want students to walk away with. “Robert Wilson, whose entire occupation had been with the lion and the problem he presented, and who had not been thinking about Macomber except to note that he was rather windy, suddenly felt as though he had opened the wrong door in a hotel and seen something shameful.” Critical Passage

ATTEND TO THE LANGUAGE OF THE STANDARDS Debriefing the Process
5/25/17 ATTEND TO THE LANGUAGE OF THE STANDARDS Debriefing the Process Key Vocabulary and Text Structure Whose entire occupation had been with the lion Who had not been thinking about Macomber except to note that he was rather windy Suddenly felt as though he had opened the wrong door in a hotel and seen something shameful Guiding & Text-Dependent Questions What types of phrases does Hemingway use to describe Wilson in this passage? What does the simile mean? What do the lines tell us about Macomber, Wilson, and Wilson's image of Macomber? What impact does reporting these thoughts and feelings of Wilson, and only these during this section, have? How does Hemingway show Wilson's perspective in this section? Are there any moments when his thoughts are reported? How does Hemingway develop Wilson's character in this section? 5 minutes This slide is a continuation of the process from the previous slide. Speaker Notes: We then focused on the aspects of key vocabulary and text structure, which tend to trip students up—with a real focus on the diction Hemingway employs and the types of phrases he uses to further describe Wilson and, inadvertently, Macomber. In the final steps of the sequence, we synthesized the information acquired from deconstructing the text and created guiding questions that would elicit key information essential to addressing the asks of the standard being assessed. We then introduced the text-dependent question to measure how well students can meet the standard. Supporting information (FOR FACILITATOR ONLY)— Achieve the Core: Creating text-dependent questions: Know your text. Explain the aspects of using the qualitative measures to guide the creation of TDQs. While there is no set process for generating a complete and coherent body of TDQs for a text, the following process is a good guide that can serve to generate a core series of questions for close reading of any given text. Know your text and the big understandings you would want students to grapple with through multiple reads. Identify the standards that are being addressed. Identify the core understandings and key ideas of the text. Target small but critical-to-understand passages. Target vocabulary and text structure. Tackle tough sections head-on: notice things that are confusing, and ask questions about them. Create coherent sequences of text-dependent questions. Create the assessment.

Revisiting Language Equity, and Learners
EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNING Revisiting Language Equity, and Learners How does Hemingway show Wilson's perspective in this section? Are there any moments when his thoughts are reported? How does Hemingway develop Wilson's character in this section? We are the gatekeepers of academic language in the classroom. We must provide students with well-structured, intentional opportunities for collaboration that amplifies academic language. Academic English proficiency is critical for all students. We must model academic language, provide instruction using grade-level complex text, and ensure opportunities for students to practice academic language in an academic context. There is no scope and sequence for the acquisition of knowledge and language, and all student knowledge and language is an asset. We as educators must leverage student knowledge and language as we scaffold students toward independence with complex texts and tasks. 5 minutes The purpose of this slide is to revisit the Language, Equity, and Learners Principles, emphasizing the role of language in equity, specifically as it applies to English learners and students who speak English in a variant that is not recognized as culturally dominant. Speaker Notes: Revisit the final question from the previous slide and discuss the impact of the Language Equity and Learner Principles on the question and how students would go about answering it . Participants should be calling out academic language AND collaboration: it’s a really complex question, continuing vocab like “perspective” “reported” and the idea of “developing” a character. Students would best be served through collaboration as they answer this question, and some work would probably need to be done initially to deconstruct the question [“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”

EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNING Revisiting Language Equity, and Learners
The Short Happy Life of Francis Macomber We experience the world through our culture, language, and values. We must be intentionally inclusive of students whose culture, language, and value system may be unfamiliar or different from our own. This includes holding space for academic English, while also making the classroom a safe space for students to use variants of English and languages other than English. 5 minutes The purpose of this slide is to address the basic premise of Francis Macomber – not that we should not read it, but we should be prepared for both cultural issues and belief systems to come up in conversation Speaker Notes: Ask participants to step back from the actual passage for a moment and consider the text in light of the statement. Where might students struggle with this text? subjegation of the country’s population by English (colonialism) animal cruelty How best to deal with these issues when they come up? Consider for a moment Hemingway’s overall theme about this: is this a romantic story of conquest? What impact might colonialism have on Hemingway’s perspective, if any?

MAKING EVIDENCE-BASED CLAIMS, UNIT 2 Moving Through the Sequence
Part 1 Understanding EBCs Part 3 Organizing EBCs Part 4 Writing EBCs Part 5 Developing Evidence- Based Writing 1 minute (around 2 pm) The purpose of this slide is to bring participants back to the sequence overview and inform them of where they are headed next (writing EBCs and developing evidence-based writing). Speaker Notes: So, in the morning, we read through Parts 1–3 of the Odell Education Making Evidence-Based Claims unit and identified the standards at the center of instruction. We also experienced the learning as students when we answered the text-dependent questions. Toward the end of the morning, we explored the importance of developing scaffolding questions while working with a standards-aligned unit. Now we are going to finish reading the unit to examine the utility of the curriculum. Part 2 Making EBCs

Setting Students Up for Success
5/25/17 PARTS 4 & 5 OF MAKING EVIDENCE-BASED CLAIMS Setting Students Up for Success Read Parts 4 and 5 of the Making Evidence-Based Claims unit. Recall the learning sequence outlined in Parts 1–3 of the unit. How does the learning progression outlined in Parts 1–3 prepare students for the work in Parts 4 and 5? How does the approach to instruction in this unit differ from traditional approaches to teaching a unit with a central text? How do the embedded scaffolds offer students support to complete the culminating task? Are there additional supports you would recommend? 30 minutes This purpose of this slide is to guide participants back to the Odell units. Participants will read Parts 4 and 5 and then complete the questions. Speaker Notes: Direct participants to read Parts 4 and 5 of the Making Evidence-Based Claims unit. Explain that while they read the unit, they should think about the questions presented in the “Part 4 & 5 Making Evidence Based Claims Unit 2” handout. After about 20 minutes, begin to review the questions. Look for participants to indicate the salient points that are italicized under each question. Review the bullets on the slide, using the answers below to fill in gaps, clarify, or offer support. Ask participants to explain the learning sequence outlined in Parts 1–3 of the Making Evidence-Based Claims unit. Look for participants to give some variation of the following responses: Outlined the purpose of the unit and explained the skill of making EBCs Modeled a critical reading and thinking process for forming EBCs about texts Looked for evidence to support claims made by teachers and students Engaged in independent, read-aloud, and close-reading activities Answered text-dependent questions to address the standards and core understandings outlined in the curriculum Students developed an evidence-based claim to support their own ideas Modeled organizing evidence to develop and explain claims using student EBCs Students used tools such as Organizing Evidence-Based Claims graphic organizer, Forming Evidence-Based Claims in Literature handout, Evidence-Based Claims Criteria tool, and Text-Centered Discussion checklist Students developed a claim with multiple points and organized supporting evidence 2. Ask participants how the learning progression outlined in Parts 1–3 have prepared students. Some possible responses: Teacher outlined the purpose for reading the text and the standards that would be assessed and addressed so that students understand the purpose of the unit and tasks. Students read the chunks of the text multiple times for comprehension, deep analysis, and to gather evidence that would be used to support both teacher- and student-developed claims. Students have multiple opportunities to write and revise claims with both teachers and peers. Teacher provides a model, tools, and graphic organizers as a guide for students to develop evidence-based claims and lead them toward gradual independence. Part 4 of the unit focuses on writing evidence-based claims from evidence gathered in Part 3 of the unit. Teachers first introduce and model evidence-based claims and students write an evidence-based claim from Part 3 of the unit. Then the class discusses and gives feedback on the claims developed in class. Lastly, students refine their claims based on feedback. Part 5 of the unit focuses on developing evidence-based claims. Students review the entire text and make a new EBC. The teacher analyzes volunteer student evidence-based writing from Part 4 and discusses developing global EBCs. Students discuss their new claims in pairs and then with the class. Students independently refine their evidence-based writing piece and share with the class. All of the activities in Part 4 are centered on writing and developing ideas to produce clear writing. How does the OE approach to instruction differ from traditional approaches to teaching texts? The unit is broken down into five parts. Each part builds students’ knowledge and skill. The final part focuses on a culminating task. The OE approach also points out critical things teachers need to observe about the text but gives that autonomy to the teacher. How do the embedded scaffolds offer students support to complete the culminating task? The curriculum provides multiple opportunities to read and reread the text. There are graphic organizers and point-of-reference documents used to help students develop and support assertions about the text. Activities involve orally processing the text and modeling analytical reading. Explain to participants that by now, students should be thoroughly prepared to tackle the performance assessment. However, how can we ensure that all students get on track? What do we do when this is super easy for some kids and super difficult for others? Thinking about your student profiles, are there places in Part 5 where your students may struggle? By now, students should be thoroughly prepared to tackle the performance assessment. However, how can we ensure that all students get on track?

EVIDENCE-BASED CLAIMS Forming Claims That Stick
Claim #1: At the end of the story, Ernest Hemingway uses lots of details and figurative language to describe the dangers of hunting by using dialogue of important characters involved in the hunt. Claim #2: During the major hunt between Francis and the buffalo, the author demonstrates how the buffalo killed Macomber Wilson is. Hemingway shows this through dialogue and sequenced events that advance the plot. Claim #3: The author repeats the phrases "Good work," “good bull,” and “damned good thing” as a way to show points of view and show how grossed out Wilson felt about everything. 15 minutes The goal of this activity is to simulate what sometimes happens when students with unfinished learning complete a culminating but may still need some extra support developing the meaning of a complex text. Speaker Notes: Direct participants to turn to their “Forming Claims that Stick” handouts. Explain that in this activity, they will read the three selections of evidence located on their worksheet. Then they will determine from the text which student-generated claim is the strongest. POSSIBLE ANSWERS: <Click> Claim #1: The claim that the author is trying to explain the dangers of hunting is not a critical understanding of the text. Only two of the three citations of evidence supports this claim. This is an opinion, so where in the text does it indicate that this was the author’s intentions to show the dangers of hunting? <Click> Claim #2: The claim actually does not state a claim at all; in fact, this is a summary. Oftentimes students can get tripped up and think if they summarize the text, then they have demonstrated learning. Paying carful attention to how the answer is crafted demonstrates explicitly what is said and not an inference about the author’s implied meaning. <Click> Claim #3: This is the strongest claim according to the evidence. Even though the student did not use sophisticated words, it clearly states an evidence-based assertion of the text and uses the descriptions and details outlined in the “Forming Evidence-Based Claims in Literature” handout to guide the analysis. Each piece of evidence supports the claim. What areas might the students who wrote the first two claims struggle with? Developing meaning, character development, narration, and sequencing events. So what happens when students miss the mark? How do we support students when they struggle to articulate the critical details and make assertions about the text independently? Remember, high-school English teachers, we’re not hired to be reading teachers. We were hired to help students analyze and synthesize texts that they were already supposed to be able to read. However, times have changed, and while we are still not reading specialists, we do need to acknowledge that an increasing amount of students are not proficient readers and we need to build in scaffolds to help their reading improve if we really want them to be able to reach the levels of analysis and synthesis that we expect. To this end, as we discuss instruction in the high-school ELA classes, it would only behoove us to incorporate strategies for targeted and tailored group instruction in the conversation so that the number of literate students increases.

Back in 15 Minutes BREAK (15-minute bio/stretch break)
IMAGE CREDIT: Flickr/joey zanotti/”Words by Wrdsmith!”

TEXT-DEPENDENT QUESTIONS Setting Students Up for Success
Which standard do these questions address? What information would students need to know to answer ? these? questions? #1. What are the different ways Hemingway refers to the characters at different times in the text (i.e., Wilson, the white hunter, Mrs. Macomber, his wife)? What impact do those various ways have at the given moments? #2. How does Margaret Macomber view the hunting? How does her view change over the course of the text? What details demonstrate her view and the changes? 5 minutes Animated: The goal of this slide is to look at the complexity of the questions and think about the alignment to the standards as well as what students need to know in order to answer the questions. Handout in packet: Developing Scaffolding Questions Speaker Notes: Tell participants that these questions were pulled right out of the Evidence-Based Claims unit, Parts 4 and 5. They were included to support students who might need additional discussion before developing an evidence-based claim. Here is where we draw the line in the sand and consider how can we examine the complexity of the questions and the information students need to produce a solid answer. It is this level of attention to detail that will provide the equitable instruction needed to support the students before us. Let’s take a look at these questions. Begin with asking participants to assess WHICH standard these questions address: <Click> RL.9–10.3, but be open to additional interpretations—though be very very selective. Ask participants What a student would need to know to answer the question. Some examples include: The different ways Hemingway refers to the characters at different times in the text (direct and indirect characterization of the main characters and its inferred meaning in the story—character development) How Margret feels about hunting in the beginning and end of the text and when the author is using narration to portray her opinions (focus of narration and character development) What the word parallel means, the different animals Macomber hunts, and how the details help to shape these connect (narrative structure, character development, and focus of narration) Note that it’s possible that even the knowledge they need to know may not be evident—some of this knowledge may need targeted questions in order for students to find and understand it. RL.9–10.3 #3. What parallels and comparisons do you see between Macomber and the various animals he hunts, both in the ways he lives and dies? What details create those parallels and comparisons?

ACTIVITY Developing Scaffolding Questions
5/10/17 ACTIVITY Developing Scaffolding Questions Examine your assigned question and determine what knowledge—from life and from text—is necessary to answer the question. With your table or triad, craft three or four scaffolding questions that move students toward the answer of the central question without giving it away. Provide a text-based answer for each question. Post these questions on chart paper beneath the central question. Post how you would set this up in class to address the Principles of Language, Equity, and Learning. 25 minutes The purpose of this activity is to give participants a final opportunity to collaboratively create their own scaffolding questions. The scaffolding questions will be shared out at the end of the activity. Speaker Notes: Direct participants to the Handout: Developing Scaffolding Questions Divide the community into three groups. Assign each group one question that they can work on in triads or tables. Explain that for this activity, their job is to create three scaffolding questions that support students in answering their text-dependent question from Part 4 of the Making Evidence-Based Claims unit. Remind participants that the scaffolding questions should still focus on standard RL.9–10.3. Once participants have these “knowledge points,” have them craft three to four questions that lead up to this understanding, and then have them answer them. Doing this on chart paper as a group allows everyone to see the work afterward.

SCAFFOLDING QUESTIONS Feedback and Review
5/10/17 SCAFFOLDING QUESTIONS Feedback and Review Take 10 minutes to do the following: Move to three different chart papers that address three different questions. Provide sticky-note feedback for the two Feedback Questions directly on the charts. If you have time, move to a third of fourth chart. FEEDBACK QUESTIONS: Do the scaffolding questions build a staircase of understanding for the central question? Does the process articulate to address the Principles of Language, Equity, and Learning give students an opportunity for collaboration and practice with academic language? 15 minutes The purpose of this activity is to allow participants to get up and look at other groups scaffolding questions. They will give feedback on the questions using this guide. Speaker Notes: Explain that in this activity the participants will give partner feedback on another group’s questions by using the two questions on the right to answer questions. Outline the directions as shown on the slide. Participants conduct this review independently, During the last 5 MINUTES, move participants back to their tables and share out trends.

Recounting the Process: One in a Series of Many
ADOPT AN ALIGNED CURRICULUM Recounting the Process: One in a Series of Many Question Scaffold Scaffold Scaffold Question Question Scaffold Question Scaffold Scaffold 3 minutes (4pm) The purpose of this slide (3 clicks—begins with red, then adds some yellow, then adds more yellow) is to convey that what most teachers do by writing and developing everything is too much work. Speaker Notes: <Click> Often, questions need scaffolding. <Click> Sometimes they need more scaffolding than others. Within individual texts, and across the curriculum, there are many questions required to support students understanding of the text. It is challenging, time-consuming work to create and scaffold the right questions. This is an important understanding for this process of supporting students in grade-level complex text. Share how long it just took with participants to analyze the complexity factors of the text, assess its complexity for its use with this grade, and develop questions to scaffold understanding for a pretty complicated but relevant question that was already aligned to the standard. That took a significant amount of time, and you had thought partners. That was only one question. <Click> That’s one question, in one lesson, of many. Ask for a show of hands: How many teachers create most of their curriculum and lesson plans? Consider this: an aligned curriculum does all the legwork—it demands enough of your time to peruse text for areas of misconception, review questions that students may struggle with, and scaffold. I ask you: why would—how can—you create an aligned and rigorous curriculum for students yourself? It’s a huge lift. It becomes a quality-of-life issue for you, and an equity and access issue for students. Scaffold Scaffold Question Question Scaffold Question Scaffold Question Scaffold Question Scaffold Question Scaffold Question Scaffold Question Scaffold Question Scaffold Question Scaffold

ADOPT AN ALIGNED CURRICULUM Choices
Adapt and Scaffold Aligned Curriculum ? ADOPT AN ALIGNED CURRICULUM Choices Create, Teach with Scaffolds to Grade Level ? Create and Teach to Grade Level ? 3 minutes Animated: The purpose of this slide is to underscore what aligned curriculum already provides—and be smart about work. Speaker Notes: We have spent a lot of today on how to scaffold close reading, and these scaffolds can be applied to students who are struggling with reading at grade level, for students who are reading above grade level, for students who are learning English who may be performing below or above grade level. What we haven’t done today is design curriculum. You will leave today with choices to think about: <Click> Within your locus of control and 24 hours of the day, do you choose to create your own curriculum and deliver instruction for grade-level expectations? <Click> Do you try to do it all, create, deliver, and adapt? <Click> or Do you start with aligned curriculum and spend your time smartly supplementing or scaffolding? I leave you today with one final question: What is best for the students sitting before you?

RECAP The Research “Building knowledge and language is critical in vocabulary acquisition.” Advancing Our Students’ Language and Literacy: The Challenge of Complex Text Marilyn Jager Adams 5 minutes – SKIP IF YOU ARE PAST 4:15pm The purpose of this slide is to recap the research discussed over the past few days. (The research supports the instructional decisions made throughout the deck.) Speaker Notes: <Click> Advancing Our Students’ Language and Literacy: The only way to develop a student’s vocabulary is to teach them through direct vocabulary instruction and to provide multiple opportunities for students to learn new words by inferring meaning from reading increasingly complex text through the context in which they arise and understanding the concepts and relationships to which they refer. As a reader’s linguistic and conceptual knowledge grows in richness and complexity, it will continuously support the meaning of many new words and the representations of new knowledge. We must organize the text so that the language and knowledge prepare them for the next level of complexity and sharpen their skills around large-frequency words instead of just removing them. To do this, we must select a topic about which students need to learn, teach key words and concepts directly engaging students in using and discussing them, as students learn core vocabulary, basic concepts, and build knowledge to then explore sub-topics. <Click> The Progression of Comprehension Comprehension depends on knowledge and cognitive strategies. The knowledge that drives comprehension includes general world knowledge, knowledge from topics within specific disciplines, and knowledge about the nature of language, including the genres and conventions of written text. Cognitive strategies build up a student’s standard of coherence in order to make models of meaning automaticity is not fully developed. Using strategies such as paraphrasing, self‐explanation, rereading, generating questions, analyzing and using text structure, visualizing, drawing and bridging elaborative inferences, close reading, and summarizing supports students’ understanding of how language works and helps them monitor comprehension. <Click> A Close Look at Close Reading Close reading requires students to: Become investigators of a short, complex text and its meaning and deep structures. Read and reread, returning to the text at the word, phrase, sentence, and paragraph levels so that they will learn how the text works. Answer text-dependent questions that keep them focused on what is written. If we want students to become proficient, analytical, and independent readers of increasingly complex text, we must teach them how to apply the knowledge and language they have, how to grow new knowledge and language bases, and how to monitor their understanding of the text. Building up from the word, to the phrase, to the sentence, and finally to the paragraph level focuses instruction to hold a tight line of inquiry to narrow in on what we want students to know. “Knowledge drives comprehension and cognitive strategies help to build a standard of coherence.” The Progression of Reading Comprehension David Liben and David Pearson “Reading closely up from the word level to the paragraph level provides a scaffold for analytical reading.” A Close Look at Close Reading Barbara Moss and Diane Lapp

REVISITING Wrapping Up: Our Charges and Objectives
Are we better prepared to: Attend to the language of the standards? Support our students in becoming analytical readers? Create and refine standards-aligned TDQs with complex text? Design a series of scaffolds for TDQs that provide analysis of grade-level complex text(s) and topics? Examine bias and its role in our work and learning? Develop knowledge of scaffolds that promote equity and enrich learning? Commit to adaptive change within the shifts? Utilize the different approaches to reading? Adopt an aligned curriculum? 5 minutes The purpose of this slide is to give participants an opportunity to re-assess themselves against the learning targets and/or objectives from the morning. Speaker Notes: Direct participants back to the handout from the beginning of the day, and have them reassess themselves. Consider giving participants a couple minutes, then bringing it back to the room and asking for biggest shifts in thinking, and what is still uncertain. Wrap up the session, directing participants to the next and final slide to complete the survey.

CONTINUOUS IMPROVEMENT Feedback
Please fill out the survey located here: Click “Summer 2018” at the top of the page. Click “Details” in the center of the page. 10 minutes The purpose of this slide is to give participants an opportunity to provide feedback on their experience for the day. Speaker's Notes: Please fill out the survey to help us improve!

About this deck Copyright © 2018 UnboundEd Learning, Inc.
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The materials that we create, unless otherwise cited in the slide notes, are licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license (CC BY-NC-SA 4.0). This means you may: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material As long as you follow the license terms: Provide Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests that UnboundEd or any third party creator endorses you or your use. No Commercial Use — You may not use the material for commercial purposes ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. Add no additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

For Facilitators Only: Narrative of the Day

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For Facilitators Only: Narrative of the Day

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