Day 1 ELA SessionsThe Foundation: Understanding the ELA/Literacy Standards and Shifts in Instruction

Grades P-3

Winter Institute 2018

1

DAY 1 OBJECTIVES SELF-ASSESSMENT

Pre-Day 1 Session Post-Day 1 Session 1= Not Capable 2=Unsure 3= I Believe So, With Some Practice 4=Absolutely, Yes

1= Not Capable 2=Unsure 3= I Believe So, With Some Practice 4=Absolutely, Yes

I can define the most significant shifts in ELA.

I can recognize that the shifts change the focus of teaching with the standards.

I can explain how each shift frames rigorous instruction.

I can apply an understanding of the demands of the standards and shifts to instructional practices I can describe the need for students to have practice with complex text.

I can begin applying some characteristics of text dependent questions to evaluate and improve the quality of questions written.

I can identify the connections between building knowledge and accessing complex text.

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Equity: Envision It So You Can See It

For all educators, it is important to have a clear vision of what educationally equitable environments look like. Gorksi and Salwell provide 5 Principles to guide you. Using these principles and the principles we have shared about our beliefs at Unbounded.org, do the following:

4 min – jot down concrete examples of what an equitable education environment would look like, sound like, and feel like to students, families, and staff 6 min – share in pairs at your tables, looking for commonalities and new ideas to expand your thinking 5 min – whole group sharing of ideas you heard that will help all of us

Looks Like Sounds Like Feels Like

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Importance!of!Communication!and!Collaboration!!"Forbes!Magazine:!Skills!Employers!Seek!

CCSS!Speaking!and!Listening!Standards!

1. Ability"to"work"in"a"team"structure"2. Ability"to"make"decisions"and"solve"

problems"3. Ability"to"communicate"verbally

with"people"inside"and"outside"an" organization"

4. Ability"to"plan,"organize,"and"prioritize"work"

5. Ability"to"obtain"and"process"information"

6. Ability"to"analyze"quantitative"data10."Ability"to"sell"and"influence"others"" "

1. Prepare"for"and"participate"effectively"in"a"range"of"conversations"and"collaborations"with"diverse"partners,"building"on"each"other’s"ideas"and"expressing"their"own"clearly"and"persuasively"

2. Integrate"and"evaluate"information"presented"in"diverse"formats:"including"visually,"quantitatively,"and"orally"

3. Evaluate"a"speaker’s"point"of"view,"reasoning,"and"use"of"evidence"

4. Present"information,"findings"and"supporting"evidence"such"that"listeners"can"follow…"

5. Make"strategic"use"of"digital"media...to"express"information"and"enhance"understanding"of"presentation"

6. Adapt"speech"to"a"variety"of"contexts…""

Correspondences"and"Commonalities:""""""

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Dimensions!of!Complexity!! !

5

Text C

om

ple

xity: Q

ualita

tive M

easu

res

Rubri

c1

LITER

ATU

RE

Te

xt Ti

tle___________________________________________

Text A

utho

r_____________________________________

Exce

edin

gly

Com

ple

x

Very

Com

ple

x

Mo

dera

tely

Com

ple

x

Slightly C

om

ple

x

TEX

T S

TR

UC

TU

RE

oO

rgan

izatio

n: Is

int

rica

te w

ith

reg

ard

to

such

ele

ment

s a

s p

oin

t of

view

, tim

e s

hift

s,m

ultiple

cha

ract

ers

, st

ory

line

s a

nd d

eta

il

oU

se o

f G

raph

ics:

If

used

, ill

ustr

ations

or

gra

phi

cs a

re e

ssent

ial fo

r un

ders

tand

ing

the m

ea

ning

of

the text

o Or

gan

izatio

n: M

ay inc

lude s

ubp

lots

, tim

esh

ifts

and

more

com

ple

x c

hara

cters

oU

se o

f G

raph

ics:

If

used

, ill

ustr

ations

or

gra

phi

cs s

upp

ort

or

exte

nd the

mea

ning

of

the text

oO

rgan

izatio

n: M

ay h

ave

tw

o o

r m

ore

story

lines

and

occ

asiona

lly b

e d

ifficu

lt to

pre

dic

t

oU

se o

f G

raph

ics:

If

used

, a

ra

nge o

fillu

stra

tions

or

gra

phi

cs s

upp

ort

sele

cted

pa

rts

of

the text

oO

rgan

izatio

n: Is

cle

ar,

chr

ono

log

ica

l or

ea

sy to p

red

ict

oU

se o

f G

raph

ics:

If

used

, eithe

rillu

stra

tions

direct

ly s

upport

and

ass

ist in

inte

rpre

ting

the

text or

are

not ne

cess

ary

to u

nders

tand

ing

the

mea

ning

of

the text

LAN

GU

AG

E

FEA

TU

RES

oC

onv

en

tio

nality

: D

ens

e a

nd c

om

ple

x;

cont

ain

s a

bst

ract

, ironi

c, a

nd/or

fig

ura

tive

la

ngua

ge

oV

oca

bu

lary

: C

om

ple

x, gene

rally

unfa

milia

r, a

rcha

ic, su

bje

ct-s

peci

fic,

or

ove

rly a

cad

em

ic la

ngua

ge; m

ay b

ea

mb

iguo

us o

r p

urp

ose

fully

misle

adin

g

oSen

ten

ce S

tru

ctu

re: M

ain

ly c

om

ple

xse

ntenc

es

with

seve

ral su

bord

ina

tecl

aus

es

or

phr

ase

s; s

ent

enc

es

oft

en

cont

ain

mul

tip

le c

onc

ep

ts

oC

onv

en

tio

nality

: Fa

irly

com

ple

x;

cont

ain

s so

me a

bst

ract

, ironi

c, a

nd/or

fig

ura

tive

la

ngua

ge

oV

oca

bu

lary

: Fa

irly

com

ple

x la

ngua

ge

tha

t is s

om

etim

es

unfa

mili

ar, a

rcha

ic,

sub

ject

-speci

fic,

or

ove

rly a

cadem

ic

oSen

ten

ce S

tru

ctu

re: M

any

com

ple

xse

ntenc

es

with

seve

ral su

bord

ina

tep

hra

ses

or

cla

uses

and

tra

nsitio

n w

ord

s

oC

onv

en

tio

nality

: La

rgely

explici

t a

ndea

sy to u

nders

tand

with

som

e o

cca

sions

for

more

com

ple

x m

ea

ning

oV

oca

bu

lary

: M

ost

ly c

ont

em

pora

ry,

fam

ilia

r, c

onv

ers

ationa

l; r

are

lyun

fam

ilia

r or

ove

rly a

cad

em

ic

oSen

ten

ce S

tru

ctu

re: Prim

arily

sim

ple

and

com

poun

d s

ent

enc

es, w

ith

som

e c

om

ple

xco

nstr

uctions

oC

onv

en

tio

nality

: Ex

plici

t, litera

l,st

raig

htfo

rwa

rd, ea

sy to u

nders

tand

oV

oca

bu

lary

: C

ont

em

pora

ry, fa

milia

r,co

nvers

ationa

l la

ngua

ge

oSen

ten

ce S

tru

ctu

re: M

ain

ly s

imple

sent

enc

es

MEA

NIN

G

oM

ean

ing: M

ultiple

com

peting

leve

ls o

fm

ea

ning

tha

t a

re d

ifficu

lt to ident

ify,

sep

ara

te, a

nd int

erp

ret; the

me is

implic

itor

sub

tle, oft

en

am

big

uous

and

reve

ale

dove

r th

e e

ntirety

of

the text

oM

ean

ing: M

ultiple

leve

ls o

f m

ea

ning

tha

t m

ay b

e d

ifficu

lt to ident

ify o

rse

pa

rate

; th

em

e is

implici

t or

sub

tle a

ndm

ay b

e r

eve

ale

d o

ver

the e

ntir

ety

of

the text

oM

ean

ing: M

ultiple

leve

ls o

f m

ea

ning

clea

rly d

isting

uish

ed

fro

m e

ach

oth

er;

them

e is

clea

r b

ut m

ay b

e c

onv

eyed

with

som

e s

ubtlety

oM

ean

ing: O

ne leve

l of

mea

ning

; th

em

eis o

bvi

ous

and

reve

ale

d e

arly in

the

text.

KN

OW

LED

GE

DEM

AN

DS

oLi

fe E

xp

eri

en

ces:

Explo

res

com

ple

x,

sop

hist

ica

ted

or

ab

stra

ct the

mes;

exp

erienc

es

port

rayed

are

distinc

tly

diffe

rent

fro

m the

com

mon

rea

der

oIn

tert

ex

tuality

and

Cu

ltu

ral K

now

ledge:

Ma

ny r

efe

renc

es

or

allu

sions

to o

ther

texts

or

cultur

al ele

ment

s

oLi

fe E

xp

eri

en

ces:

Explo

res

them

es

of

vary

ing

leve

ls o

f co

mp

lexity o

ra

bst

ract

ion;

experienc

es

port

rayed

are

unco

mm

on

to m

ost

rea

ders

oIn

tert

ex

tuality

and

Cu

ltu

ral K

now

ledge:

Som

e r

efe

renc

es

or

allu

sions

to o

ther

texts

or

cultur

al ele

ment

s

oLi

fe E

xp

eri

en

ces:

Explo

res

seve

ral

them

es;

experienc

es

port

rayed

are

com

mon

to m

any

rea

ders

oIn

tert

ex

tuality

and

Cu

ltu

ral K

now

ledge:

Few

refe

renc

es

or

allus

ions

to o

ther

texts

or

cultur

al ele

ment

s

oLi

fe E

xp

eri

en

ces:

Explo

res

a s

ing

le the

me;

exp

erienc

es

port

rayed

are

eve

ryd

ay a

ndco

mm

on

to m

ost

rea

ders

oIn

tert

ex

tuality

and

Cu

ltu

ral K

now

ledge:

No r

efe

renc

es

or

allus

ions

to o

ther

texts

or

cultur

al ele

ment

s

1 A

da

pte

d f

rom

Ap

pend

ix A

: Rese

arc

h Sup

port

ing

Key E

lem

ent

s of

the S

tand

ard

s, C

om

mon

Core

Sta

te S

tand

ard

s fo

r En

glish

La

ngua

ge A

rts

and

Litera

cy in

Histo

ry/Soci

al Stu

die

s a

nd S

cienc

e a

nd T

ech

nica

l Sub

ject

s (2

01

0).

6

Day 1: Video observation Worksheet Directions: View each video and answer the questions to identify low inference evidence.

Questions Video #1 Video #2

What standards are at the center of this lesson?

Is a majority of the lesson is spent listening to, reading, writing, or speaking about text(s)? Identify evidence.

Are the text(s) at or above the complexity level expected for the grade and time in the school year?

Do the text(s) exhibit exceptional craft and thought and/or provide useful information? Where appropriate, are the texts richly illustrated?

Do the questions and tasks address the text by attending to its particular structure, concepts, ideas, events, and details? Provide evidence.

Write First: Focus on Equity

Directions: How do the videos adhere to or not adhere to the Principles of Equity below?

● Equity is engaging in practices that meet students where they are and advances theirlearning by giving them what they need. It’s about fairness, not sameness.

● Equity ensures that all children – regardless of circumstances – are receiving high-qualityand Standards-aligned instruction with access to high-quality materials and resources.

● We want to ensure that Standards-aligned instruction is a pathway to the equitablepractices needed to close the gaps caused by systemic and systematic racism, bias, andpoverty.

Video 1: The Sneetches by Dr. Seuss Video 2 : The Garden of Abdul Gasazi by Chris Van Allsburg

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“The!Widow’s!Broom”!by!Chris!Van!Allsburg!!“At"daybreak,"Widow"Shaw"discovered"the"witch"lying"in"her"vegetable"garden.""She"was"bruised"and"bloody"and"couldn’t"stand"up"on"her"own.""In"spite"of"her"fear,"and"because"she"was"a"kind"woman,"Minna"Shaw"helped"the"witch"inside"and"put"her"to"bed.”!If"you"found"a"witch"in"your"garden,"what"would"you"do?!

"

“Not"a"week"passed"before"the"widow’s"neighbors,"the"Spiveys,"found"out"about"the"broom.""Their"farm"was"just"down"the"road,"the"only"other"place"around.""It"was"one"of"eight"Spivey"children"who"saw"the"broom"first.""When"the"boy"told"his"father,"Mr."Spivey"ran"straight"across"the"road"to"the"widow’s"house."“Is"it"true?”"he"demanded.""Did"she"really"have"such"a"broom?!“Oh"yes,”"Minna"Shaw"answered.""“It’s"wonderful!”""She"told"her"neighbor"all"about"the"broom"and"the"witch"who’d"left"it"behind.""Then"she"took"him"around"to"the"back"of"the"house,"where"the"broom"was"hard"at"work"splitting"wood.!Mr."Spivey"was"horrified.""“This"is"a"wicked,"wicked"thing,”"he"said.”!Because'they'don’t'understand'the'broom,'the'Spivy’s'fear'it.''Sometimes'this'happens'between'people.''Can'you'think'of'a'situation'where'people'fear'something'they'don’t'understand?!

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Rewrite"the"question"to"align"to"a"standard"and"a"shift:"

Rewrite"the"question"to"align"to"a"standard"and"a"shift:"

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Staying!on!Topic!" !

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Consider!Your!Curriculum and Instructional Practice!

Where do I provide opportunities for regular practice with complex text and its academic language?

Where do I provide opportunities for reading, writing, and speaking grounded in evidence from text, both literary and informational?""""""""""""Where do I provide opportunities for intentional knowledge building through content-rich nonfiction?"""""""""""

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