Instructional Leadership Team Meeting #2

October 21, 2013

WELCOME

Pacific Grove Unified School DistrictWashington Union School District

Spreckles School District

GET THE MOST! Be punctual and present Be open and participate fully Limit side-conversations Handle messages on break (texts and

calls) Enjoy the learning!

Honor the roles (facilitator, recorder, reporter, time keeper and process observer)

• Building Knowledge through Content-Rich Informational Text

• Reading and Writing Grounded in Evidence from Text

• Regular Practice with Complex Text and Academic Vocabulary

INSTRUCTIONAL SHIFTS IN LITERACY

FOCUS OF OUR TIME TOGETHERTO SUPPORT DISTRICT GOALS

#1 – ✔August 29, 2013Close Reading and Annotation

#2 – October 21, 2013Text Dependent Questions/Depth of

Knowledge#3 – January 8, 2014

Text Complexity//Vocabulary#4 – March 3, 2014

Putting it all together and project for 2014

OBJECTIVES

Connect with colleagues around the implementation of Close Reading and the Cycle of Professional Learning

Learn how to craft Text-Dependent Questions

Apply the understanding of Close Reading and Text Dependent Questions to own work

Plan schoolwide Professional Learning for Oct. 23

Components for Powerful LearningProfessional Learning Cycle

7

TALKERS AND TRAVELERS

As an ILT, complete the graphic organizer and chart the information. (15 mins.)

Time to share: Talker (reporter) stays with chart to share school’s story

(5 mins. share/5 mins. questions) Other team members are Travelers and

visit other schools’ presentations. Rounds to complete: Two After second round, return to ILT ‘home’

WHAT DID YOU LEARN THAT WILL HELP YOUR SCHOOL?

STANDARDS REVIEW

Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

ELA AND LITERACY STANDARDS

Reading Foundation Skills Reading Comprehension

Reading Literature Reading Information

Writing Standards Language Standards Speaking and Listening

Reading Standard #1 Read closely to determine what the text

says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Reading Standard #10 Read and comprehend complex literary and

informational texts independently and proficiently.

WHAT DO THE ANCHOR STANDARDS SAY?

STAIRCASE OF LEARNING PROGRESSION

Reading Standards for Literature/InformationalReading Standards for History/Social Studies,

Science and Technical Subjects

What are some key learnings you gleaned?

Components for Powerful LearningProfessional Learning Cycle

16

CLOSE READING REVIEWPowerful Practice

CONNECTING TO OUR PREVIOUS LEARNING

Independently do a quick write around these questions:1. What is Close Reading?2. Why should we do Close Reading?3. What do we want to be mindful of when

planning a lesson that includes Close Reading?

4. What connection does Annotation have with Close Reading?

WHAT IS CLOSE READING?

In simple terms…

Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details.

WHY SHOULD WE DO CLOSE READING?

Close Reading, as a multifaceted strategy for teaching reading, should be situated within a broader, comprehensive literacy framework.

Close Reading of text is not only, or even primarily, an English language arts strategy. It can be an effective strategy for deepening content knowledge and learning to read like an expert in all academic disciplines.

-Aspen Group

WHY SHOULD WE DO CLOSE READING?

Teaching Close Reading demands teachers have substantive knowledge and under- standing of text complexity and text-dependent questions—what they are and how they are employed in teaching Close Reading.

Close Reading is used judiciously and employed for specific learning outcomes.

Close Reading builds skill and motivation in the reader.

-Aspen Group

CLOSE READING: 4 MAJOR COMPONENTS

Understanding your purpose in reading Understanding the author’s purpose in

writing Seeing ideas in a text as being

interconnected Looking for and understanding systems

of meaning

Annotation is a note of any form made while

reading text.

“Reading with a pencil.”

Annotation slows down the reader in order

to deepen understanding.

Reading Standard #1 Read closely to determine what the text

says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Reading Standard #10 Read and comprehend complex literary and

informational texts independently and proficiently.

WHAT DO THE ANCHOR STANDARDS SAY?

Components for Powerful LearningProfessional Learning Cycle

26

TEXT DEPENDENT QUESTIONSPowerful Practice

WHAT DO WE MEAN BY ‘TEXT DEPENDENT QUESTIONS?’

As an ILT create a K-W-L chart. What do you know about Text Dependent

Questions? What do you want to know?

Timekeeper: 10 mins.

WHAT DO SOME EXPERTS SAY?

Read the article:“Text Dependent Questions” by Drs. Fisher and Frey (15 mins)

Facilitators—Lead a discussion with your ILT around insights as the recorder completes the Learn column. (15 mins)

Text-dependent Questioning(Another Specialized Piece of Equipment)

Requires students to return to the text to formulate responses

Moves from literal to

interpretive

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80-90% of (CCSS) reading standards require text-

dependent analysis yet over 30% of questions in major

textbooks do not.Sue Pimentel, Lead Author of Common Core State Standards for ELA/Literacy

NON-EXAMPLES AND EXAMPLES

In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

PROGRESSION OF TEXT-DEPENDENT QUESTIONS

Part

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

8 & 9

3 & 7

6

4 & 5

2

1

Standards

CREATING TEXT-DEPENDENT QUESTIONS

Step One: Identify the core understandings and key ideas of the text. (with standards/learning targets in mind)

Step Two: Start small to build confidence.

Step Three:

Target vocabulary and text structure.

Step Four: Tackle tough sections head-on.

Step Five: Create coherent sequences of text-dependent questions.

Step Six: Identify the standards that are being addressed.

Step Seven:

Create the culminating assessment.

EXAMPLE: KINDERGARTEN

TEXT DEPENDENT QUESTIONS AND CONTENT

Be clear on purpose. Reading like a historian Reading like a scientist Reading like a mathematician Reading like a writer

Questions students might ask themselves when reading a math textbook…

1.What is the main idea covered in these pages?2. What are the learning objectives for these

pages? 3. What new terms or new vocabulary are

introduced?4. What new procedures are introduced?5. What types of problems will be solved on these

pages?

CONTENT AREA: MATH

POSSIBLE TDQ FOR WORD PROBLEMS

What information is given in the problem? What is it you need to find out? What is it

asking? What are some important words that tell

us about the mathematics in the problem?

What are words that have multiple meanings (different function in math—even/odd/left/sum/whole)

What do we have to infer?

More ExamplesCulinary Arts

Article on Red Robin’s Operations Manager: Bob Merullo

Needs improvement…

How does garnishing and attention to detail make a difference in the restaurant business?

Why should we balance creativity with operations?

Improved…

How does Merullo’s attention to detail and garnishing make a difference for Red Robin? (passage level)

In the restaurant business, why is it important to balance creativity with operations? How does Merullo strike this balance? Cite specific textual evidence to support your answer.(text level)

Career and Tech ExamplesAutomotive/Collision Repair

Article on Power Tools…

Needs improvement…Why is versatility a good quality in a drill?

What is versatility?

Why would you use a ½ inch drill bit?

Improved…How do we know the author appreciates “versatility” in a drill? (word level)

What does “versatility” mean in the context of this article? (word level)

According to the article, why do tradesman generally use ½ inch drill bits. Support your answer with text evidence. (sentence level)

IMPACT OF ASKING TDQS

www.teachertube.com

LET’S PRACTICE!

Read the passage Read the questions Discuss which are TDQ and which

aren’t Write additional Text Dependent

Questions!

APPLICATION

In grade level/department alike groups, Share the text you’re planning on using Use the ‘Progression Triangle’ to design

questions aligned to each component for practice

PROGRESSION OF TEXT-DEPENDENT QUESTIONS

Part

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

8 & 9

3 & 7

6

4 & 5

2

1

Standards

TIPS FOR REVISING TDQS

Things to think about: Does the answer require students to have read

and understood the text? How easy is it to find the answer in the text? Will the response provide more than a 1 or 2 word

answer? Does the question require evidence from the text? Are you asking a variety of questions? Do your questions encourage higher level thinking

skills?

PRODUCTIVE STRUGGLE

. .. It’s not about guessing what the teacher wants to hear or about finding a particular answer. It is about the process of thinking, making sense, and persevering in the fact of not knowing exactly how to proceed.

Kay Merseth, a senior fellow with the Carnegie Foundation For The Advancement Of Teaching

RESOURCES

www.achievethecore.org Basal Alignment Project Anthology Alignment Project

www.newsela.com

Appendix B

Literacy Design Collaborative

commoncore.americachieves.org

LUNCH TIME!! (45 MINS.)

ROLE OF ILT

To lead and support the implementation of a strong instructional focus (ELA shifts) and Powerful Practice (Close Reading)

To facilitate conversations with colleagues around the implementation of an agreed upon instructional practice

To facilitate conversation around looking at data and student work

Components for Powerful LearningProfessional Learning Cycle

52

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Components of Training

Levels of Impact: Awareness + Conceptual

Levels of Impact: Skill Attainment

Levels of Impact: Application/Problem Solving

Presentation of Theory 85% 15% 5 – 10%

Modeling 85% 18% 5 – 10%

Practice 85% 80% 10 – 15%

Coaching/Peer Visits 90% 90% 80 – 90%

PROFESSIONAL LEARNING STRATEGIES AND THEIR LEVEL OF IMPACT

Source: Student achievement through staff development, 3rd edition, by Bruce Joyce and Beverly Showers. Alexandria, VA: ASCD, 2002.

TEAM PLANNING TIMEGuiding Questions for planning Oct. 23:

• What is the learning objective for the PD?• How will the information be presented?• What opportunities will folks have to

practice?• What opportunities will folks have to plan for

application?• What is the closure to check for

understanding?

HOMEWORK FOR JANUARY 8, 2014

Be prepared to share: (bring artifacts)

Your Cycle of Professional Learning

Successes and Challenges of Implementing your Cycle of Professional Learning

Evidence of the implementation of Close Reading/Annotation and Text Dependent Questions

OBJECTIVES

Connect with colleagues around the implementation of Close Reading and the Cycle of Professional Learning

Learn how to craft Text-Dependent Questions

Apply the understanding of Close Reading and Text Dependent Questions to own work

Plan schoolwide Professional Learning for Oct. 23