day 1 ela sessions - standards institute · day 1 ela sessions the foundation for success in...

Day1ELASessionsTheFoundationforSuccessinSecondaryGrades

Grades6-12WinterInstitute2017

2Session1:TheFoundationGrades6-12


CollegeandCareerAnchorStandardsforReading............................................................................4

ELAReadingStandards6-12..............................................................................................................5

Let’sTakePoe…..............................................................................................................................10

QualitativeMeasures:Literature....................................................................................................11

QualitativeMeasures:Informational..............................................................................................12

FromAChristmasCarolCharlesDickens.........................................................................................13ReadersandTaskConsiderations....................................................................................................14

AdvancingOurStudents’LanguageandLiteracy.............................................................................15

KnowingWhatYouAreSeeing:HungerGames...............................................................................18AcademicVocabulary.....................................................................................................................19

CollegeandCareerReadinessAnchorStandardsforSpeakingandListening...................................21

Excerptfrom“EveryLittleHurricane”byShermanAlexie...............................................................22

From“EveryLittleHurricane”PART2.............................................................................................25

KnowingWhatYouAreSeeing:TheLottery....................................................................................26PullingitAllTogether.....................................................................................................................27

QualitativeDimensionsofTextComplexity....................................................................................28


CollegeandCareerAnchorStandardsforReading


ELAReadingStandards6-12


Let’sTakePoe….

And,%here%and%there,%in%groves%about%this%grass,%like%wildernesses%of%dreams,%sprang%up%fantas8c%trees,%whose%tall%slender%stems%stood%not%upright,%but%slanted%gracefully%towards%the%light%that%peered%at%noon;day%into%the%centre%of%the%valley.%Their%bark%was%speckled%with%the%vivid%alternate%splendor%of%ebony%and%silver,%and%was%smoother%than%all%save%the%cheeks%of%Eleonora;%so,%that%but%for%the%brilliant%green%of%the%huge%leaves%that%spread%from%their%summits%in%long,%tremulous%lines,%dallying%with%the%Zephyrs,%one%might%have%fancied%them%giant%serpents%of%Syria%doing%homage%to%their%Sovereign%the%Sun.%%

! ! !from%Eleonora%by%Edgar%Allen%Poe!%

Let’s%take%Poe,%for%example…%


QualitativeMeasures:Literature


QualitativeMeasures:Informational

CCSS

Gra

de B

ands

Stim

ulus

Titl

eSt

imul

us A

utho

rLe

xile

SRRM

M

2-3

420-

820

0.36

-5.6

23.

53-6

.13

Lexi

le4-

574

0-10

103.

97-8

.40

5.42

-7.9

2So

urce

Rat

er6-

892

5-11

855.

85-1

0.87

7.04

-9.5

7

Rea

ding

Mat

urity

Met

ric9-

1010

50-1

335

8.41

-12.

268.

41-1

0.81

11-C

CR11

85-1

385

9.62

-13.

479.

57-1

2.00

Crit

eria

Very

Com

plex

Mar

k ( if

pre

sent

)M

oder

atel

y C

ompl

exM

ark

( if p

rese

nt)

Rea

dily

Acc

essi

ble

Mar

k ( if

pre

sent

)

MEA

NIN

G

Mul

tiple

leve

ls o

f mea

ning

that

may

be

diffi

cult

to id

entif

y, s

epar

ate,

and

inte

rpre

t; th

eme

is

impl

icit,

sub

tle, o

r am

bigu

ous

and

may

be

reve

aled

ove

r the

ent

irety

of t

he te

xt

Mul

tiple

leve

ls o

f mea

ning

that

are

rela

tivel

y ea

sy

to id

entif

y; th

eme

is c

lear

but

may

be

conv

eyed

w

ith s

ome

subt

lety

One

leve

l of m

eani

ng; t

hem

e is

obv

ious

and

re

veal

ed e

arly

in th

e te

xt

TEXT

STR

UC

TUR

E

Pro

se o

r poe

try in

clud

es m

ore

intri

cate

el

emen

ts s

uch

as s

ubpl

ots,

shi

fts in

poi

nt-o

f-vi

ew, s

hifts

in ti

me,

or n

on-s

tand

ard

text

st

ruct

ures

Pro

se in

clud

es tw

o or

mor

e st

oryl

ines

or h

as a

plo

t th

at is

som

ewha

t diff

icul

t to

pred

ict (

e.g.

; in

the

case

of a

non

-line

ar p

lot);

poe

try h

as s

ome

impl

icit

or u

npre

dict

able

stru

ctur

al e

lem

ents

Pro

se o

r poe

try is

org

aniz

ed c

lear

ly a

nd/o

r ch

rono

logi

cally

; the

eve

nts

in a

pro

se w

ork

are

easy

to p

redi

ct b

ecau

se th

e pl

ot is

line

ar; p

oetry

ha

s ex

plic

it an

d pr

edic

tabl

e st

ruct

ural

ele

men

ts

LAN

GU

AGE

FEAT

UR

ES

Lang

uage

is g

ener

ally

com

plex

, with

abs

tract

, iro

nic,

and

/or f

igur

ativ

e la

ngua

ge, a

nd re

gula

rly

incl

udes

arc

haic

, unf

amili

ar, a

nd a

cade

mic

w

ords

; tex

t use

s a

varie

ty o

f sen

tenc

e st

ruct

ures

, inc

ludi

ng c

ompl

ex s

ente

nces

with

su

bord

inat

e ph

rase

s an

d cl

ause

s

Lang

uage

is o

ften

expl

icit

and

liter

al b

ut in

clud

es

acad

emic

, arc

haic

, or o

ther

wor

ds w

ith c

ompl

ex

mea

ning

(e.g

; fig

urat

ive

lang

uage

); te

xt u

ses

a va

riety

of s

ente

nce

stru

ctur

es

Lang

uage

is e

xplic

it an

d lit

eral

, with

mos

tly

cont

empo

rary

and

fam

iliar

voc

abul

ary;

text

use

s m

ostly

sim

ple

sent

ence

s

KN

OW

LED

GE

DEM

AND

S

The

text

exp

lore

s co

mpl

ex, s

ophi

stic

ated

, or

abst

ract

them

es; t

ext i

s de

pend

ent o

n al

lusi

ons

to o

ther

text

s or

cul

tura

l ele

men

ts; a

llusi

ons

or

refe

renc

es h

ave

no c

onte

xt a

nd re

quire

in

fere

nce

and

eval

uatio

n

The

text

exp

lore

s se

vera

l the

mes

; tex

t mak

es fe

w

refe

renc

es o

r allu

sion

s to

oth

er te

xts

or c

ultu

ral

elem

ents

; the

mea

ning

of r

efer

ence

s or

allu

sion

s m

ay b

e pa

rtial

ly e

xpla

ined

in c

onte

xt

The

text

exp

lore

s a

sing

le th

eme;

if th

ere

are

any

refe

renc

es o

r allu

sion

s, th

ey a

re fu

lly

expl

aine

d in

the

text

USE

OF

GR

APH

ICS

(Opt

iona

l)

Whe

n gr

aphi

cs a

re p

rese

nt, t

he c

onne

ctio

n be

twee

n th

e te

xt a

nd g

raph

ics

is s

ubtle

and

re

quire

s in

terp

reta

tion

Gra

phic

s su

ppor

t int

erpr

etat

ion

of s

elec

ted

parts

of

the

corr

espo

ndin

g w

ritte

n te

xt; t

hey

may

intro

duce

so

me

new

and

rele

vant

info

rmat

ion

Gra

phic

s su

ppor

t and

ass

ist i

n in

terp

retin

g te

xt

by d

irect

ly re

pres

entin

g im

porta

nt c

once

pts

from

th

e co

rres

pond

ing

writ

ten

text

AUD

IO S

TIM

ULU

S(O

ptio

nal)

Spo

ken

lang

uage

is a

cade

mic

, abs

tract

, and

/ or

arc

haic

, and

the

dial

ogue

est

ablis

hes

mea

ning

that

is o

ften

impl

icit;

the

cont

ent

seld

om o

verla

ps w

ith th

e co

nten

t in

the

text

w

ith w

hich

it is

pai

red,

and

the

rela

tions

hip

betw

een

the

two

text

s is

sub

tle a

nd in

trica

te

Spo

ken

lang

uage

incl

udes

som

e ar

chai

c an

d ac

adem

ic v

ocab

ular

y, a

nd th

e di

alog

ue

esta

blis

hes

mea

ning

that

is s

omet

imes

impl

icit;

the

cont

ent i

ntro

duce

s so

me

idea

s no

t pre

sent

in th

e te

xt w

ith w

hich

it is

pai

red

Spo

ken

lang

uage

is s

impl

e, c

onve

rsat

iona

l, an

d/or

fam

iliar

, and

the

dial

ogue

est

ablis

hes

mea

ning

that

is h

ighl

y ex

plic

it, s

traig

htfo

rwar

d,

and

easy

to u

nder

stan

d; th

e co

nten

t bea

rs a

cl

ear r

elat

ions

hip

to c

onte

nt in

the

text

with

w

hich

it is

pai

red

and

may

eve

n re

peat

the

sam

e la

ngua

ge

VISU

AL/V

IDEO

STI

MU

LUS

(Opt

iona

l)

The

visu

al p

rese

ntat

ion

is e

ssen

tial f

or g

aini

ng

a de

eper

und

erst

andi

ng o

f the

text

with

whi

ch it

is

pai

red;

it m

ay p

rovi

de a

dditi

onal

info

rmat

ion

not o

ther

wis

e co

nvey

ed in

the

text

The

visu

al p

rese

ntat

ion

is m

ainl

y su

pple

men

tal t

o un

ders

tand

ing

the

text

with

whi

ch it

is p

aire

d; it

is

fairl

y ea

sy to

und

erst

and

but n

ot e

ntire

ly p

redi

ctab

le

The

visu

al p

rese

ntat

ion

is e

asy

to u

nder

stan

d; it

en

gage

s th

e re

ader

mor

e th

an it

enh

ance

s un

ders

tand

ing

of th

e te

xt w

ith w

hich

it is

pai

red

Gra

de L

evel

Com

plex

ity L

evel

Not

es

Lite

rary

Com

plex

ity A

naly

sis

Wor

kshe

et

Qua

litat

ive

Anal

ysis

: rub

ric to

ana

lyze

text

com

plex

ity a

nd p

lace

a te

xt w

ithin

a s

peci

fic g

rade

Qua

ntita

tive

Anal

ysis

: Com

pute

r-ba

sed

quan

titat

ive

tool

s us

ed to

ana

lyze

text

com

plex

ity a

nd re

com

men

d pl

acem

ent o

f a te

xt w

ithin

a g

rade

ban

d.

Text

-Ana

lysi

s Too

ls

*Tex

ts su

ch a

s poe

try,

dra

ma,

tran

scrip

ts, a

nd th

ose

depi

ctin

g st

ep-

by-s

tep

proc

esse

s will

be

assig

ned

a gr

ade

leve

l bas

ed o

n a

qual

itativ

e ev

alua

tion

NO

TES

Brie

fly e

xpla

in re

com

men

ded

plac

emen

t bas

ed o

n yo

ur c

onsi

dera

tion

of th

e Q

uant

itativ

e an

d Q

ualit

ativ

e re

sults

reco

rded

abo

ve.

Fina

l Pla

cem

ent R

ecom

men

datio

n


FromAChristmasCarolCharlesDickens

Marleywasdead:tobeginwith.Thereisnodoubtwhateveraboutthat.Theregisterofhis

burialwassignedbytheclergyman,theclerk,theundertaker,andthechiefmourner.Scrooge

signedit.AndScrooge'snamewasgoodupon'Change,foranythinghechosetoputhishand

to.

OldMarleywasasdeadasadoor-nail.

Mind!Idon'tmeantosaythatIknow,ofmyownknowledge,whatthereisparticularlydead

aboutadoor-nail.Imighthavebeeninclined,myself,toregardacoffin-nailasthedeadest

pieceofironmongeryinthetrade.Butthewisdomofourancestorsisinthesimile;andmy

unhallowedhandsshallnotdisturbit,ortheCountry'sdonefor.Youwillthereforepermitme

torepeat,emphatically,thatMarleywasasdeadasadoor-nail.

Scroogeknewhewasdead?Ofcoursehedid.Howcoulditbeotherwise?Scroogeandhewere

partnersforIdon'tknowhowmanyyears.Scroogewashissoleexecutor,hissole

administrator,hissoleassign,hissoleresiduarylegatee,hissolefriend,andsolemourner.And

evenScroogewasnotsodreadfullycutupbythesadevent,butthathewasanexcellentman

ofbusinessontheverydayofthefuneral,andsolemnizeditwithanundoubtedbargain.The

mentionofMarley'sfuneralbringsmebacktothepointIstartedfrom.Thereisnodoubtthat

Marleywasdead.Thismustbedistinctlyunderstood,ornothingwonderfulcancomeofthe

storyIamgoingtorelate.IfwewerenotperfectlyconvincedthatHamlet'sFatherdiedbefore

theplaybegan,therewouldbenothingmoreremarkableinhistakingastrollatnight,inan

easterlywind,uponhisownramparts,thantherewouldbeinanyothermiddle-aged

gentlemanrashlyturningoutafterdarkinabreezyspot--saySaintPaul'sChurchyardfor

instance--literallytoastonishhisson'sweakmind.


ReadersandTaskConsiderations


AdvancingOurStudents’LanguageandLiteracy

AMERICAN EDUCATOR | WINTER 2010–2011 3

Advancing Our Students’ Language and Literacy

The Challenge of Complex Texts

By Marilyn Jager Adams

“Few Changes on SAT Posted by Class of 2010.”1 “Scores on SAT College Entrance Test Hold Steady.”2 “Class of 2008 Matches ’07 on the SAT.”3 Year by year, point by point, it is hard to see the

real news in these headlines. The real news is not that the SAT scores have held steady. The real news is that the SAT scores haven’t increased. The SAT scores of our college-bound students

have been languishing not for one or two years, but for a long time. Several decades ago, scores were much higher.

The SAT score decline began in 1962, nearly 50 years ago. From 1962 to 1980, math scores fell 36 points to 492 while verbal scores fell 54 points to 502. Since 1980, the math scores have been gradu-ally climbing back and are now at 516. Fluctuations aside, the verbal scores remain unchanged, even today stuck at 502.

If I were writing the headline for the next newspaper story on the SATs, here’s what you’d see: “Seniors and Their SAT Scores Sabotaged by Low-Level Textbooks.” And if the copyeditor would let me, I’d add an exclamation point! The literacy level of our sec-ondary students is languishing because the kids are not reading what they need to be reading. This is a strong claim. Let me lay out the evidence and argument so you can judge for yourself.

Not Just the SAT ScoresTo be sure, whether scores on the SAT exams truly reflect relevant or important intellectual or academic proficiencies remains a topic of discussion.4 Yet, the SATs are not the only indication that

Marilyn Jager Adams is a research professor in the Cognitive, Linguistic, and Psychological Sciences Department of Brown University and former chief scientist for Soliloquy Learning Inc. She is the author of numerous scholarly papers and several books, including two landmark works: Beginning to Read: Thinking and Learning about Print and Phonemic Awareness in Young Children. This article is adapted with permission of the Guilford Press from “The Challenge of Advanced Texts: The Interde-pendence of Reading and Learning,” which Adams wrote for Reading More, Reading Better, edited by Elfrieda H. Hiebert, copyright 2009 by Guilford Press. IL

LUST

RATI

ON

S BY

NEN

AD

JA

KES

EVIC


KnowingWhatYouAreSeeing:HungerGames

CCSS.ELA-LIT.RL.9-10.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellas

inferencesdrawnfromthetext.

CCSS.ELA-LIT.RL.9-10.2Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthe

text,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

Look-fors Notes/Evidence

Studentscitestrongandthorough

evidencetosupporttheir

assertions

Studentsanalyzeindetailhowa

themedevelopsoverthecourseof

text

Studentsanalyzehowthetheme

isshapedandrefinedthroughthe

text

Teacherexpectsevidenceand

precisionfromstudentsand

probesresponsesaccordingly

Questionsreturnstudentstothe

text

Studentscitespecificevidence

fromtext(s)tosupportanalysis,

inferences,andclaimsorallyand

inwriting

Studentsuseevidencetobuildon

eachother’sobservationsor

insightsduringdiscussionor

collaboration


AcademicVocabulary


CollegeandCareerReadinessAnchorStandardsforSpeakingand

Listening


Excerptfrom“EveryLittleHurricane”byShermanAlexie

Althoughitwaswinter,thenearestoceanfourhundredmilesaway,andtheTribal

Weathermanasleepbecauseofboredom,ahurricanedroppedfromtheskyin1976andfellso

hardontheSpokaneIndianReservationthatitknockedVictorfrombedandhislatest

nightmare.

ItwasJanuaryandVictorwasnineyearsold.Hewassleepinginhisbedroominthebasement

oftheHUDhousewhenithappened.Hismotherandfatherwereupstairs,hostingthelargest

NewYear’sEvepartyintribalhistory,whenthewindsincreasedandfirsttreefell.

“Goddamnit,”oneIndianyelledatanotherastheargumentbegan.“Youain’tshit,youdamn

apple!”

ThetwoIndiansragedacrosstheroomateachother.Onewastallandheavy,theotherwas

short,muscular.High-pressureandlow-pressurefronts.

ThemusicwassoloudthatVictorcouldbarelyhearthevoicesasthetwoIndiansescalatedthe

argumentintoafistfight.Soontherewerenovoicestobeheard,onlygutturalnoisesthat

couldhavebeencursesorwoodbreaking.Thenthemusicstoppedsosuddenlythatthesilence

frightenedVictor.

“Whatthefuck’sgoingon?”Victor’sfatheryelled,hisvoicecomingquicklyandwithforce.It

shookthewallsofthehouse.

“AdolphandArnoldarefightingagain,”Victor’smothersaid.AdolphandArnoldwereher

brothers,Victor’suncles.Theyalwaysfought.Hadbeenfightingsincetheverybeginning.

“Well,tellthemtogettheirgoddamnassesoutofmyhouse,”Victor’sfatheryelledagain,his

decibellevelrisingtomeetthetensioninthehouse.

“Theyalreadyleft,”Victor’smothersaid.“They’refightingoutintheyard.”

Victorheardthisandrantohiswindow.Hecouldseehisunclessluggingeachotherwithsuch

forcethattheyhadtobeinlove.Strangerswouldneverwanttohurteachotherthatbadly.

Butitwasstrangelyquiet,likeVictorwaswatchingatelevisionshowwiththevolumeturnedall

thewaydown.Hecouldhearthepartyupstairsmovetothewindows,stepontothefront

porchtowatchthebattle.


Duringotherhurricanesbroadcastonthenews,Victorhadseencrazypeopletiethemselvesto

treesonthebeach.Thosepeoplewantedtofeeltheforceofthehurricanefirsthand,wantedit

tobelikeanamusementride,butthethinropeswerebrokenandthepeoplewerebroken.

Sometimesthetreesthemselveswerepulledfromthegroundandboththetreesandthe

peopletiedtothetreeswerecarriedaway.

FromLoneRangerandTontoFistfightinHeaven,byShermanAlexiePublishedbyPerennial/AtlanticMonthlyPress,1993Thisexcerptisusedforprofessionaldevelopmentpurposesonly.ISBN978-0-06-097624-8


From“EveryLittleHurricane”PART1

Noteanddiscusswithtablepartners:1. Whatweatherwordsandphrasesdoestheauthoruse?

2. Alexieusestheparadoxoffightingataparty,twoseeminglyincompatibleeventsthat

nonethelessoccur.Whatotherexamplesofparadoxappearintheexcerpt,andwhy

mightthatbe?

3. Whichcharacterdoyoumostresemble?Why?

4. Howdoestheauthorusethestormmetaphor?

5. WhataboutthesilencefrightensVictor?

6. Summarizetheexcerptanditsuseofsymbolismandparadoxtoillustrateatheme.


From“EveryLittleHurricane”PART2

Noteanddiscusswithtablepartners:1. Whereandwhendoesthestorytakeplace?

2. Whathappensinthefirstsentence?Whatdowelearninthefirstsentence?Whatcan

weinferinthefirstsentence?

3. Whatdoweknowaboutthestorm?

4. Whatdoweknowwithcertaintyabouttheargument?Whatcanweinferaboutthe

argument?

5. Whatistheeffectoflines22-23?("Hecould…hurteachotherthatbadly.")

6. Whywouldtheauthorincludetheinformationabouthowpeoplebehaveinhurricanes?


KnowingWhatYouAreSeeing:TheLottery

CCSS.ELA-LIT.RL.9-10.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellas

inferencesdrawnfromthetext.

CCSS.ELA-LIT.RL.9-10.2Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthe

text,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

LookFors Notes/Evidence

Studentscitestrongandthorough

evidencetosupporttheirassertions

Studentsanalyzeindetailhowatheme

developsoverthecourseoftext

Studentsanalyzehowthethemeis

shapedandrefinedthroughthetext

Teacherexpectsevidenceandprecision

fromstudentsandprobesresponses

accordingly

Questionsreturnstudentstothetext

Studentscitespecificevidencefrom

text(s)tosupportanalysis,inferences,

andclaimsorallyandinwriting

Studentsuseevidencetobuildoneach

other’sobservationsorinsightsduring

discussionorcollaboration

27

Session1:TheFoundationGrades6-12

PullingitAllTogether

Note/Identifythefollowingasyouviewthevideo:

Comparethecomplexityofthetextsanddiscoursewithfocuson:

Evidenceofthe

Shiftsandthe

Standards

Student

engagement

Questions

attendingto

specificwordsand

sentenceswithin

thetext

Questions

returningstudent

tothetextto

build

understanding

Studentcitation

ofspecific

evidencefrom

texttosupport

theirpositions

Whataresome

opportunitiesfor

improvement?

28

Session1:TheFoundationGrades6-12

QualitativeDimensionsofTextComplexity

day 1 ela sessions - standards institute · day 1 ela sessions the foundation for success in...

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