1. D ID Y OU M ODEL T HAT ? Presented by: Adria F. Merritt adria.merritt@nn.k12.va.us

2. M IDDLE S CHOOL SOL S A DDRESSED 6.5, 7.5, 8.5: The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. 6.6, 7.6, 8.6: The student will read and demonstrate comprehension of a variety of nonfiction texts.

3. H IGH S CHOOL SOL S A DDRESSED 9.4:The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama. 9.5, 11.5, 12.5: The student will read and analyze a variety of nonfiction texts. 10. 5: The student will read, interpret, analyze, and evaluate nonfiction texts.

4. D O N OW List three instructional practices that help your students grow as readers.

5. T URN AND T ALK Share your strategies with an elbow partner.

6. L EARNING T ARGETS I can create lessons that gradually release students to help ensure mastery; pair text to equip students to analyze and respond to conflicting evidence or viewpoints; anchor reading, analysis, and discussion to a guiding question; use graphic organizers as a tool for students to make inferences and draw conclusions using relevant evidence from the text as support; utilize meaningful student dialogue as a means to frequently check for understanding.

7. I NSTRUCTIONAL P RACTICES THAT W ORK 1. Gradual Release I Do (Model) We Do (Guided Practice with a small group or partner, with teacher feedback in the moment) You Do (Independent Practice to check for strengths and needs) 2. Visual Scaffolds Resources that provide a clear image of the expectations and allow students to troubleshoot 3. Student Created Graphic Organizers Use the language of Curriculum Framework Require relevant, specific supporting details Analyze to determine the writer’s intent

8. L ET ’ S G ET S TARTED Jot down how you use the word ‘like’.

9. G UIDING Q UESTION Has the use of technology had an impact on the meaning of ‘like’?

10. P AIRED P ASSAGES

11. R ESOURCE FOR P AIRED P ASSAGES Poetry Pairings http://learning.blogs.nytimes.com/category/poetry- pairings/

12. “S ESTINA : L IKE ” BY A. E S TALLINGS Silently read the poem “Sestina: Like” by A. E. Stallings. Consider the following guiding question: Has the use of technology had an impact on the meaning of ‘like’?

13. “S ESTINA L IKE ” BY A. E. S TALLINGS Writer’s ToolTool Defined Relevant Detail Writer’s Intent Word Choice Form/Purpose Devices Rhyme Rhythm Tone Voice Main Idea:

14. T HE A PPROACH Use the language of the Curriculum Framework Require relevant, specific supporting details Analyze to determine the writer’s intent MODEL It! Show the students HOW to deconstruct the text. Give students some independent think time to address the text. Allow students to practice in pairs. The meaningful dialogue is purposeful. Keep your model available as a visual scaffold. Require independent practice. Use with a variety of texts and skills

15. W RITE A BOUT I T !

16. Y OUR F ACEBOOK ‘ LIKE ’ IS C ONSTITUTIONALLY PROTECTED S PEECH Silently read the news article. Consider the following guiding question: Has the use of technology had an impact on the meaning of ‘like’?

17. “Y OUR F ACEBOOK ‘L IKE ’ IS C ONSTITUTIONALLY P ROTECTED S PEECH ” Writer’s ToolTool Defined Relevant Detail Writer’s Intent Word Choice Form/Purpose Devices Rhyme Rhythm Tone Voice Main Idea:

18. W RITE A BOUT I T !

19. R ESPOND TO THE F OLLOWING Q UESTION USING RELEVANT EVIDENCE FROM BOTH THE P OEM AND THE N EWS A RTICLE TO S UPPORT Y OUR A SSERTION. Assertion (Your Conclusion): EvidenceCommentary

20. T HE A PPROACH Use the language of the Curriculum Framework Require relevant, specific supporting details Analyze to determine the writer’s intent MODEL It! Show the students HOW to deconstruct the text. Give students some independent think time to address the text. Allow students to practice in pairs. The meaningful dialogue is purposeful. Keep your model available as a visual scaffold. Require independent practice. Use with a variety of texts and skills

21. F INAL S TEPS Discuss It! Write About It!

22. I NSTRUCTIONAL P RACTICES THAT W ORK 1. Gradual Release I Do (Model) We Do (Guided Practice with a small group or partner, with teacher feedback in the moment) You Do (Independent Practice to check for strengths and needs) 2. Visual Scaffolds Resources that provide a clear image of the expectations and allow students to trouble shoot 3. Student Created Graphic Organizers Use the language of the Curriculum Frameowork Require relevant, specific supporting details Analyze to determine the writer’s intent

23. L EARNING T ARGETS I can create lessons that gradually release students to help ensure mastery; pair text to equip students to analyze and respond to conflicting evidence or viewpoints; anchor reading, analysis, and discussion to a guiding question; use graphic organizers as a tool for students to make inferences and draw conclusions using evidence from the text as support; utilize meaningful student dialogue as a means to frequently check for understanding.

24. R ESOURCES U SED D URING M ODELING Fung, Brian. “Your Facebook Like is Constitutionally Protected Speech.” The Washington Post, 18 Sept. 2013. Web. 19 July 2014. Magaziner, Lauren. “Plastic Bags: Convenient and Cruel.” Scope April 2014: 20-21. Stallings, A. E. “Sestina: Like.” The Learning Network. The New York Times, 27 Feb. 2014. Web. 19 July 2014.

25. D ISCLAIMER Reference within this presentation to any specific commercial or non- commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.