1. High School ELA Rachel Wysocki Rwysocki@hamburgschools.org

2. » What do you find most important about being an English teacher? » What do you hope your students learn by the end of the year? » What about the CCLS can you appreciate? » What are you struggling with while implementing the CCLS? Rachel Wysocki Rwysocki@hamburgschools.org

3. » Section 1: Overall Curricular Changes » Section 2: Our Approach to Homework » Section 3: Flexibility in this Curriculum » For your section of reading: ˃Read and annotate the section, indicating with a “?” any areas that need clarification ˃Write a “gist” statement or central idea for each paragraph Rachel Wysocki Rwysocki@hamburgschools.org

4. » Text Complexity » Depth, Not Breadth » Text Pacing and Creating Space for Close Reading » Revisiting Text and Annotating Text » Academic Vocabulary » Writing from Sources and Research » Standards Assessed vs. Standards Addressed Rachel Wysocki Rwysocki@hamburgschools.org

5. » Independent and Regular Reading » Accountability for Accountable Independent Reading » Establishing a System for Accountable Independent Reading » Other Homework/ Additional Outside of Independent Reading Rachel Wysocki Rwysocki@hamburgschools.org

6. » Timing » Building Fluency » Paired Group Reading/Collaborative Work » Grading/Scoring of Assessments » Text Versions

7. 9.1- How do authors develop complex characters? 10.1- How do authors develop complex character and ideas? 11.1-How do authors develop and relate elements of a text? CC Regents: identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea

8. » Read through the “Yearlong Target Standards” and answer the following questions: ˃What skills are students to develop through the reading of literature? ˃What skills are students to develop through the reading of informational text? ˃What skills are students to develop through writing? ˃What skills are students to develop through speaking and listening? ˃What skills are students to develop through their analysis of language? Rachel Wysocki Rwysocki@hamburgschools.org

9. » Using your answers from the “Yearlong Target Standards” section, take a moment to reflect: ˃Which skill areas do you already address in your classroom? ˃Which skill areas do you need to focus on more with your students? Rachel Wysocki Rwysocki@hamburgschools.org

10. » Assessed Standards= core work of the unit/lesson around which student learning has been designed; students are engaged on “full work” in all elements of a standard » Addressed Standards= students are engaged in some aspects of the standard, but not all aspects Rachel Wysocki Rwysocki@hamburgschools.org

11. » Group 1: Assessed Standards » Group 2: Addressed Standards ˃For each standard, what skills do students need to have to achieve the standard? Rachel Wysocki Rwysocki@hamburgschools.org

13. » Shift 3:Staircase of Complexity » Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. » Shift 4:Text-based Answers » Students engage in rich and rigorous evidence based conversations about text. Rachel Wysocki Rwysocki@hamburgschools.org

14. » What have you had success with while implementing shifts 3 and 4? » What have you had difficulty with while implementing shifts 3 and 4? Rachel Wysocki Rwysocki@hamburgschools.org

15. » Take a few moments and list the main texts you use in your classroom. » Then think, what skills do these texts help my students to develop? Or What standards can I address using these texts? ˃Hint: Use the reading standards cheat sheet to help you! Rachel Wysocki Rwysocki@hamburgschools.org

16. » Qualitative Evaluation- level of meaning, structure, language, etc. » Quantitative Evaluation- readability measures » Matching the Reader to Task/Professional Judgment- reader motivation, knowledge, experiences Rachel Wysocki Rwysocki@hamburgschools.org

17. » What the text demands of a reader: ˃Non-literal thinking ˃Inference ˃Analysis ˃Non-linear structure ˃Complex/varied sentence structure ˃Multiple perspectives ˃Complex themes ˃Unfamiliar/challenging language ˃High intertextuality ˃Multiple levels of meaning Rachel Wysocki Rwysocki@hamburgschools.org

18. Common Core Band ATOS Degrees of Reading Power Felsch-Kincaid The Lexile Framework Reading Maturity SourceRater 2 nd -3rd2.75-5.1442-541.98-5.34420-8203.53-6.130.05-2.48 4 th -5th4.97-7.0352-604.51-7.73740-10105.42-7.920.84-5.75 6 th -8th7.00-9.9857-676.51-10.34925-11857.04-9.574.11-10.66 9 th -10th9.67-12.0162-728.32-12.121050-13358.41-10.819.02-13.93 11 th - CCR11.20-14.1067-7410.34-14.21185-13859.57-12.0012.30-14.50 Most often used: www.lexile.comwww.lexile.com Sample Texts: The Catcher in the Rye _______790 Of Mice and Men___________630 The Crucible_______________1320 Macbeth__________________1350 Within a range from 100L below to 50L above his or her Lexile measure, a reader is expected to comprehend the text well enough to understand it, while still experiencing some reading challenge.

19. » How to determine a student’s Lexile level/ Reading Level: ˃My easiest way… ˃Use past RCT’s in reading to determine a students performance on the Degrees of Reading Power test, then find their performance range on the Lexile measure. ˃Why is this important? +There are tons of sites out there with leveled non-fiction reading for students! +One great resource: www.newsela.comOne great resource: www.newsela.com Rachel Wysocki Rwysocki@hamburgschools.org

20. » How have you “set the stage” for close reading activities in your classroom? » How have you focused your students on important elements of a text during close reading? Rachel Wysocki Rwysocki@hamburgschools.org

21. » What is the first thing that comes to mind when you hear the phrase “Close Reading”? Rachel Wysocki Rwysocki@hamburgschools.org

22. Rachel Wysocki Rwysocki@hamburgschools.org

23. Rachel Wysocki Rwysocki@hamburgschools.org

24. Rachel Wysocki Rwysocki@hamburgschools.org

25. Rachel Wysocki Rwysocki@hamburgschools.org

26. Rachel Wysocki Rwysocki@hamburgschools.org

27. » What reading strategies do you teach students to get through the first reading of a text? » How and when do you measure student comprehension of a text? Rachel Wysocki Rwysocki@hamburgschools.org

28. Rachel Wysocki Rwysocki@hamburgschools.org

29. Rachel Wysocki Rwysocki@hamburgschools.org

30. » A text dependent question is one that can only be answered by referring back to the text being read. ˃ focuses on specific phrases / sentences ˃Ensures careful comprehension of the text ˃Asks students to analyze, investigate, probe, question, assess and/or consider Rachel Wysocki Rwysocki@hamburgschools.org

31. » 1. Identify the core understandings and key ideas in a text » 2. Start small and build confidence » 3. Target vocabulary and text structure » 4. Tackle tough sections of the text head on » 5. Create coherent sequences of text dependent questions Rachel Wysocki Rwysocki@hamburgschools.org

32. Rachel Wysocki Rwysocki@hamburgschools.org

33. » What vocabulary is important for your students to learn? » How do you help students tackle difficult vocabulary in a text? Rachel Wysocki Rwysocki@hamburgschools.org

34. » Take a few minutes to read and annotate the article entitled “ Which Words Do I Teach and How?” ˃Write a “gist” statement for each paragraph ˃Indicate any areas for further clarification with a “?” Rachel Wysocki Rwysocki@hamburgschools.org

35. » Words to choose for intensive teaching: ˃1. words needed to fully comprehend the text ˃2. words likely to appear in future texts from any discipline ˃3. words that are a part of a word family or semantic network −Hiebert 2009 Rachel Wysocki Rwysocki@hamburgschools.org

36. Tier 1 Words are the words of everyday speech usually learned in the early grades or at home Tier 2 Words The Standards refer to tier two words as “academic vocabulary”. are “words that characterize written and especially academic text—but are not so common in everyday conversation” (Beck, McKeown, and Kucan 2008). Tier two words appear in all sorts of texts: academic texts (relative, vary, formulate, specify, accumulate), technical writing (calibrate, itemize, structure), and literary texts (misfortune, dignified, faltered, unabashedly). Tier two words are far more likely to appear in writing than in speech. Tier 3 Words are far more common in informational passages than in literature. They are specific to a domain or field of study (lava, fuel injection, legislature, circumference, aorta) and key to understanding a new concept within the text. Because of their specificity, tier three words are often explicitly defined by the text and repeatedly used. Thus, the author takes care to have the text itself provide much support in the learning of tier three words.

37. » Choose either the informational or the literary passage. ˃Underline the tier 2 words you’d teach for the passage ˃Circle the tier 3 words you’d teach from the passage ˃At the bottom of the page, note which of the words would require more time and attention/less time and attention.

38. Rachel Wysocki Rwysocki@hamburgschools.org

39. » How can you guide your students in reaching a greater understanding of a text? » How can you ask students to show their greater understanding of a text? Rachel Wysocki Rwysocki@hamburgschools.org

40. » Focus on: ˃The author’s intended impact of his choices on his audience ˃How the overall structure of the piece contributes to the meaning ˃How central ideas are developed through the author’s intentional choices Rachel Wysocki Rwysocki@hamburgschools.org

41. Rachel Wysocki Rwysocki@hamburgschools.org

42. ModulePerformance Assessment 9.1Task: Students read closely, analyze text, work with paired texts in order to select an extended quotation from the new text and explain how this quote could apply to any character in the previously read texts Product: Analytical Essay Scaffolding opportunities: -teacher can preselect texts for students to read/compare -students analyze texts in groups -students create lists of intertextual connections in groups 10.1Task: choose one relationship from within one of the texts in the unit and explore how that relationship develops a central idea in the text Product: Analytical Essay Scaffolding opportunities: -small group review of annotations completed throughout the unit to create a list of relationships -collaborative brainstorming on how the relationships help develop central ideas in a text 11.1Task: Select a central idea common to all three texts. How do the authors develop this idea over the course of each text? How do the texts work together to build your understanding of this central idea? Product: Analytical Essay Scaffolding opportunities: -small group review of annotations completed throughout the unit -small group work to analyze how their chosen central idea plays out through the texts

43. Rachel Wysocki Rwysocki@hamburgschools.org