Welcome to the Educator Enhancement Academy

English Language Arts and Literacy

Grades 6-12

We are glad you are here!Day 2

Discussion – Day 1 Exit SlipsFacilitating Day 1

Shift 2Reading, Writing and Speaking

Grounded in Evidence from Text, Both Literary and Informational

Recommended Percentages for Reading throughout the Day

Recommended Percentages for Reading during English Language Arts Class

Recommended Percentage of Each Type of Writing

Non-Examples and Examples

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•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

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James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.

Example?

Activity

Each participant will review a grade-appropriate unit aligned to the Next Generation ELA and Literacy Standards on the Teach 21 site and focus on how reading, writing and speaking are grounded in evidence from the text.

Table Discussion

What are the implications for classroom practices at your grade level?

Text-Dependent Questions

Shift # 2: Text-Dependent Questions

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 language12

Time – In and Out of the Text• More instructional time spent outside the text means less

time inside the text.

• Departing from the text in classroom discussion privileges only those who already have experience with the topic.

• It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.

• The CCSS are College and Career Readiness Standards.

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Text-Dependent Questions are not…

Low-level, literal, or recall questions

Focused on comprehension strategies

Just questions…

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Text-Dependent Questions...• Can only be answered with evidence from the text.

• Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.

• Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.

• Focus on difficult portions of text in order to enhance reading proficiency.

• Can also include prompts for writing and discussion questions.

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Three Types of Text-Dependent Questions

When you're writing or reviewing a set of questions, consider the following three categories:

• Questions that assess themes and central ideas

• Questions that assess knowledge of vocabulary

• Questions that assess syntax and structure

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Creating Text-Dependent Questions

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Step One: Identify the core understandings and key ideas of the text.

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.

Non-Examples and Examples

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•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

They were a couple in their late thirties, and they looked unmistakably married. They sat on the banquette opposite us in a little narrow restaurant, having dinner. The man had a round, self-satisfied face, with glasses on it; the woman was fadingly pretty, in a big hat. There was nothing conspicuous about them, nothing particularly noticeable, until the end of their meal, when it suddenly became obvious that this was an Occasion—in fact, the husband’s birthday, and the wife had planned a little surprise for him.

It arrived, in the form of a small but glossy birthday cake, with one pink candle burning in the center. The headwaiter brought it in and placed it before the husband, and meanwhile the violin-and-piano orchestra played “Happy Birthday to You,” and the wife beamed with shy pride over her little surprise, and such few people as there were in the restaurant tried to help out with a pattering of applause. It became clear at once that help was needed, because the husband was not pleased. Instead, he was hotly embarrassed, and indignant at his wife for embarrassing him. You looked at him and you saw this and you thought, “Oh, now, don’t be like that!” But he was like that, and as soon as the little cake had been deposited on the table, and the orchestra had finished the birthday piece, and the general attention had shifted from the man and the woman, I saw him say something to her under his breath—some punishing thing, quick and curt and unkind. I couldn’t bear to look at the woman then, so I stared at my plate and waited for quite a long time. Not long enough, though. She was still crying when I finally glanced over there again. Crying quietly and heartbrokenly and hopelessly, all to herself, under the gay big brim of her best hat.

The Surprise Partyby Katharine Brush

Large Group Discussion

What are the implications for classroom practices across classrooms in your school?

BREAK

Appendix C

Read a narrative writing sample.

Read an informative writing sample.

Read an argumentative writing sample.

Activity

Participants will review the WVDE Instructional Writing Rubrics for their respective grades.

http://wvde.state.wv.us/teach21 >Assessment, >Rubrics, >WVDE Instructional Writing Rubrics

http://wvde.state.wv.us/teach21 >Assessment, >Rubrics, >WVDE Instructional Writing Rubrics

Table Discussion

Participants will discuss the implications for classroom practice with their grade level table teams.

Large Group Discussion

Shift 2 – Reading, Writing and Speaking Grounded in Evidence from Text, Both Literary and Informational

Debrief and Planning

Quick Write

What classroom practices promote reading, writing and speaking grounded in evidence from text?

LUNCH

Shift 3

Regular Practice with Complex Text and its Academic Language

Activity

Participants will review Appendix A – Text Complexity, pages 1-16, focusing on text complexity and note the implications for classroom practice.

http://wvde.state.wv.us/teach21 >Curriculum, >Content Areas, >English Language Arts

http://wvde.state.wv.us/teach21 >Curriculum, >Content Areas, >English Language Arts >Common Core State Standards Information

http://wvde.state.wv.us/teach21 >Curriculum, >Content Areas, >English Language Arts >Common Core

State Standards Information, >Appendices to the Common Core State Standards

http://wvde.state.wv.us/teach21 >Curriculum, >Content Areas, >English Language Arts >Common Core

State Standards Information, >Appendices to the Common Core State Standards, > Appendix A (CCSS)

Table Discussion

• Participants will discuss the classroom practices that must take place with their grade level teams

Large Group Discussion

What are the classroom practices that must take place across classrooms within a school?

Activity

Participants will read Appendix A – Writing, pages 23-25, and note the implications for classroom practices.

Activity

Participants will read Appendix A – Speaking and Listening, Pages 26-27, and note the implications for classroom practices.

Activity

Participants will read Appendix A – Language, pages 28-31, and note the implications for classroom practices.

Activity

Participants will read Appendix A –Glossary, pages 42-43, and note the implications for classroom practices.

Large Group Discussion

You just completed the review of Appendix A sections focused on text complexity, writing, speaking and listening, language and glossary. What key points will you take away with you?

BREAK

Shift 3Regular Practice with Complex

Text and its Academic Language

Vocabulary

Activity

Participants will read Appendix A – Vocabulary, pages 32-35, and note implications for classroom practices.

VocabularyWhich words should be taught?

– Essential to understanding text– Likely to appear in future reading

Which words should get more time and attention?

– More abstract words (as opposed to concrete words)

persist vs. checkpoint noticed vs. accident

– Words which are part of semantic word familysecure, securely, security, secured

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Vocabulary and Text Dependent Questions

From “Hot and Cold Summer” - 5th grade fictional text

• “To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23)

• Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?

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Syntax and Text Dependent Questions

• Syntax can predict student performance as much as vocabulary does.

• Questions and tasks addressing syntax are powerful.

Example:

Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack.

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Structure and Text-Dependent Questions

• Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text, or how illustrations add to a narrative).

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Structure and Text Dependent Questions

Examples:• “Look at the illustrations on page 31. Why did the illustrator

include details like the power outlets in the walls?”

• “Dillard is careful to place opposing descriptions of the natural and man-made side-by-side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?”

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Reading Strategies and Text-Dependent Questions

• Text-dependent questions generally call on students to employ reading strategies.

• Strategies are no longer taught in isolation.

• The text and readers’ need to comprehend it should determine what strategies are activated - not the other way around.

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Bands

11-CCR

9-10

6-8

4-5

2-3

K-1 Incr

ease

d Ab

ility

to U

se T

ext E

vide

nce

Standards Two through Nine

Bands

11-CCR

9-10

6-8

4-5

2-3

K-1

Standard One Standard Ten

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Incr

easi

ng R

ange

and

Com

plex

ity

Whole Group Discussion

Participants will discuss effective vocabulary instructional practices for academic vocabulary and domain-specific vocabulary.

http://wvde.state.wv.us/teach21 >Curriculum, >Strategy Bank

http://wvde.state.wv.us/teach21 >Curriculum, >Strategy Bank, >Vocabulary Development

Sir Ken Robinson's Changing Education Paradigms

Regular Practice with Complex Text and its Academic language

Debrief and Planning

Quick Write

What classroom practices help develop academic and domain-specific vocabulary?

Exit Slip

What questions do you have about facilitating Day 2?