1. WHERE EDUCATION PAYS OFF® Thurgood Marshall College Fund Teacher Quality & Retention Program CCSS Quarterly Training #2 January 21 st 2015 Facilitators: Moseka Medlock & Hallie Hundemer-Booth

2. WHERE EDUCATION PAYS OFF® Review content from October 2014 webinar Discuss learning target assessment match homework assignment Present the “SMELL” test strategy Present 3 strategies for CCSS implementation at the classroom level Agenda 2

3. WHERE EDUCATION PAYS OFF® Background & Emergence of CCSS ELA shifts in instruction unwrapping standards create clear learning targets learning target and assessment match critical consumer of media* Review of Q1 webinar content 3

4. WHERE EDUCATION PAYS OFF® ELA/Literacy: 3 shifts 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language

5. WHERE EDUCATION PAYS OFF® “Unwrapping” standards 1-Identify key concepts by underlining important nouns or noun phrases 2- Identify skills by circling the verbs 3- Create a graphic organizer to represent the “unwrapped” concepts and skills

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8. Types of Learning Targets – Using the Cognitive Rigor Matrix to design targets

9. WHERE EDUCATION PAYS OFF® If the learning is unclear to you then – You will not be able to make it clear to students. – It will be unclear what to teach and how to assess. – It could be interpreted different ways that could lead to significantly different learning experiences. Create learning targets that are inherent to the intent of the standard. Sometimes the benchmark or standard is stated in a manner that is clear and may only need to be categorized to determine which method should be used to assess the intended learning. Clear Learning Target

10. WHERE EDUCATION PAYS OFF® KnowledgeReasoningPerformance Skills Product What knowledge or understanding is required to become competent on this standard? What reasoning (if any) is required to be competent on this standard? What performance skills (if any) are required to demonstrate competence on this standard? What product competencies (if any) are required by this standard? Remember, not all standards have all of these as underpinnings and some standards may only need to be ‘classified’ to assist with assessing students’ learning. Types of Learning Targets

11. WHERE EDUCATION PAYS OFF® Selected Response – Multiple choice Extended Written Response Performance Personal Communication – Anecdotal notes from verbal discussion with student Types of Assessments

12. WHERE EDUCATION PAYS OFF® SMELL TEST - John McManus S stands for Source. Who is providing the information? M is for Motivation. Why are they telling me this? E represents Evidence. What evidence is provided for generalizations? L is for Logic. Do the facts logically compel the conclusions? L is for Left out. What’s missing that might change our interpretation of the information?

13. WHERE EDUCATION PAYS OFF® Determine what you wish the students to be able to write upon the completion of the lesson/unit Each day during the lesson give a small prompt that would allow the students to write a small part that they will then use later to write the whole paper at the end of the unit/lesson Great resource is LDC.org (Resources/tasks/big bank task selection. Putting the Pieces Together

14. WHERE EDUCATION PAYS OFF® CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.CCRA.W.1 CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.CCRA.W.9 CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.8 CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCSS.ELA-Literacy.CCRA.R.10 Common Core Connections

15. WHERE EDUCATION PAYS OFF® Pose a question to the students (that you have developed as a spring board to the learning ) Have them think in individual think tanks the answer to the question or statement posed. Have them use defensible evidence from the previous lesson material to defend their statements. Think Tanks

16. WHERE EDUCATION PAYS OFF® Have them then proceed to mini think tanks – in groups of 3-4 have them discuss their answers and evidence to begin to defend their “common” statement. Have them then use the “common Statement to discuss they position with other groups discussing the same question or statement. Have them discuss and note information that might help them successfully answer or complete the overall end task. Think Tanks

17. WHERE EDUCATION PAYS OFF® CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.8 CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCSS.ELA-Literacy.CCRA.R.10 CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.CCRA.W.9 CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively CCSS.ELA-Literacy.CCRA.SL.1 CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.CCRA.L.1 Common Core Connections

18. WHERE EDUCATION PAYS OFF® Socratic seminar - Modified The teacher begins by crafting 5-7 questions that encompass the information they should have learned from the different learning experiences during the unit. The teacher hands the questions to the students at the beginning of the unit without any prompts and allows the students to write/convey their understanding/beliefs of the questions. (pre-test using writing to express)

19. WHERE EDUCATION PAYS OFF® Pose the same questions to the students at the end of the instruction (unit, etc.) : have them determine their own evaluation of learning by answering the same questions posed at the beginning, noting: what they have learned understand differently still have questions about Socratic seminar - Modified

20. WHERE EDUCATION PAYS OFF® They then pose to the class what they still need clarification on and allow the other students to “teach” them. A class discussion is developed by the teacher: – Assign each group one question that will “guide” the discussion of that group through the learning experience of another group (linking the learning through discussion) – Have the students take notes as the discussion continues Socratic Seminar - Modified

21. WHERE EDUCATION PAYS OFF® Lastly, use the information from the mini think tanks and the group discussion to craft their response about what they learned during the lesson in a form of an “interview, informational writing piece, podcast, etc.). Present them with specific guidance on what you would like for the final piece to include. Socratic Seminar- Modified

22. WHERE EDUCATION PAYS OFF® CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.8 CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCSS.ELA-Literacy.CCRA.R.10 CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.CCRA.W.1 CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.CCRA.W.9 CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively CCSS.ELA-Literacy.CCRA.SL.1 Common Core Connection

23. WHERE EDUCATION PAYS OFF® CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. CCSS.ELA-Literacy.CCRA.SL.3 CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.CCRA.L.1 CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.CCRA.L.2 CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate CCSS.ELA-Literacy.CCRA.L.4 CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. CCSS.ELA-Literacy.CCRA.L.6 Connection to Common Core

24. WHERE EDUCATION PAYS OFF® Thank you for your time!

25. WHERE EDUCATION PAYS OFF® Moseka Medlock TMCF Common Core Success Coach moseka.medlock@tmcfund.org Hallie Hundemer-Booth Student Achievement Partners halliehundemerbooth@gmail.com

26. WHERE EDUCATION PAYS OFF® Close Analytic Reading 26 Requires prompting students with text-dependent questions to unpack complex text and gain knowledge. Text dependent questions require text-based answers – evidence. Not teacher summarizing text, but guiding students through the text for information. Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions. Supports fluency

27. WHERE EDUCATION PAYS OFF® A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7) Why Close Reading?

28. WHERE EDUCATION PAYS OFF® 5 Simple Strategies to help teach students how to critically read complex text

29. WHERE EDUCATION PAYS OFF® Strategies #1 and #2 1) Number the paragraphs in left hand margin 2) Chunk the text

30. WHERE EDUCATION PAYS OFF® Strategies #3 and #4 3) Underline and circle with a purpose 4) Left margin- “what is the author saying”?

31. WHERE EDUCATION PAYS OFF® Herringbone Technique 1.The student can find the facts and place them into the diagram. 2.The student can construct a main idea from the facts. 3.The student is more active in a group discussion after using the herringbone diagram.

32. WHERE EDUCATION PAYS OFF® Strategy #5 5) Right margin- Dig deeper into the text

33. WHERE EDUCATION PAYS OFF® Here is what a completed “Article of the Week” might look like after a student has performed a close read of it: Here is what a completed Article of the Week might look like after a student has performed a close read of it:

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35. Close reading sample lessons: http://www.achievethecore.org/ela-literacy-common- core/sample-lessons/close-reading-exemplars/  Iteachicoachiblog.blogspot.com  http://teacherweb.com/PA/NazarethAreaMiddleSchool/TheSp ecialistTeam/HerringboneTechnique.doc http://teacherweb.com/PA/NazarethAreaMiddleSchool/TheSp ecialistTeam/HerringboneTechnique.doc References