Welcome to CKEC’s ELA Network Meeting

1. Welcome to CKEC’sELA Network Meeting November 29, 2012

2. Our Facilitators • Les Burns, Program Chair of English Education, University of Kentucky • Kelly Clark, Secondary Literacy Consultant, KDE • Marci Haydon, Instructional Coach, Old Kentucky Home Middle School, Nelson County • Lisa King, Literacy Consultant, CKSEC • Kelly Philbeck, ELA Network Specialist, CKEC

3. Maximizing Productivity 1 3 2 Ask Questions & Engage Fully Utilize your learning Open your mind to diverse views Rule of two feet. Please silence cell phones. Return from breaks promptly.

4. 2012-13 Teacher Leader Network Target I can use careful planning to improve instruction in order to become an effective teacher and leader.

5. Learning Targets • I can use careful planning to improve instruction in order to be a more effective teacher and leader. • I can use careful planning to ask quality questions in classroom discussions. • I can use careful planning to write assessment questions congruent to my content standards.

6. A Few Housekeeping Items

7. Meeting Materials are on www.kellyphilbeck.com

8. R-Group Space • Introduction to R-Group Space • Explanation of Features • Consent Forms • If you are interested in joining R-Group Space, please turn your consent forms in to Kelly Philbeck by the end of our lunch break.

9. Text ComplexityRaising Rigor in Reading • Text Complexity • Quantitative Measures • Qualitative Measures • Matching Readers to Texts • Close Reading

10. Today’s Theme: Questioning Instructional Toolkit KCAS CHETL TPGES LDC EFFECTIVE INSTRUCTION

11. Questioning as an Effective Instructional Tool Questioning: • Promotes effective classroom discussions, both formal and informal • Promotes higher order thinking and deeper understanding • Engages inquiry skills • Requires students to formulate higher order questions • Promotes mastery of standards/learning targets

12. Questioning and DiscussionTechniquesPresented by:Les Burns

13. Model Texts by Grade Level

14. Using What’s There • Review the texts you are teaching, and identify: • What skills do my students have to learn/practice in order to understand and perform? • What techniques, concepts, or conventions (form, plot, sequence, dialogue, text cues, symbols, vocabulary, etc.) are present in the text in ways that make them worth highlighting? • How do the KCAS standards and learning targets reflect these possible instructional goals?

15. What Really Matters?(To Students) (A Note about Comprehension and Accountability Questions) • Generative Topics • (Thematic Statements are richer) • Essential Questions • Vehicles that drive teaching and learning tasks. • Offer rich ideas to frame inquiry, discussion, writing/thinking, and assessment. • Allow multiple “correct” responses supported by evidence from texts and real life.

16. Questions, Instruction, and Assessment • Scaffolding to support student success • Logical Sequencing • Positioning students are “primary knowers” • Empowering students to participate • Focusing instruction • Only assess what you actually taught! • Teaching means more than telling. Don’t forget modeling, practice, application, and discussion. (See CHETL)

17. “Levels” of QuestioningBloom’s Taxonomy

18. Bloom’s Taxonomy Re-Visited

19. Discussion Techniques • Lecture • Recitation • QAR (Question-Answer-Response) • Socratic Seminar • Literature Circle • “Fish Bowl” • Other? • What is the teacher’s role?

20. Discussion Techniques – What are the Teacher’s Roles? • “Lead Student” • (Facilitator, Coach, Referee, Judge, Moderator) • Rough-draft and final-draft talk • Re-voice and Probe • Model • Prompt • Expand • Connect • Explain • Clarify

21. CHETL Connections • Learning Climate • Creates learning environments where students are active participants as individuals and as members of collaborative groups • Effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections  • Assessment and Reflection • Uncovers students’ prior understanding of the concepts to be addressed and addresses students’ misconceptions/incomplete conceptions • Provides adequate modeling to make clear the expectations for quality performance • Allows students to use feedback to improve their work before a grade is assigned

22. CHETL Connections • Rigor and Engagement • Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. • Teacher provides meaningful learning opportunities for students. • Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution. • Teacher clarifies and shares with students learning intentions/targets and criteria for success.

23. CHETL Connections • Relevance • Teacher links concepts and key ideas to students’ prior experiences and understandings , uses multiple representations, examples and explanations.  Students’ funds of knowledge. • Teacher incorporates student experiences, interests and real-life situations  in instruction. • Students must identify these for themselves, not have them assumed or dictated by teachers. • Student develops descriptions, explanation, predictions, and models using evidence.

24. Questioning Workshop9:30-10:30

25. Model Texts by Grade Level

26. Model Texts • Read the grade-level model text handout at your table. • On your own or with a partner, identify 1-2 standards or learning targets from the KCAS that you would teach using this text. • Standard/Target 1: • Standard/Target 2:

27. Think About Your Generative Topics and Essential Questions • Based on what you read, identify 1-the standards/targets you chose to use, identify 1-2 Generative Topics or Essential Questions you would use to frame your lessons and students’ activity (especially their discussions) • Do They….. • Promote rigorous study? • Relate to real-life? • Reflect personal, social, cultural, and global concerns of the students? • Engage students?

28. Creating and Sequencing Generative Questions • Identify at least 5 questions you feel are MOST important to ask in relation to ONE of the texts you read for your grade level. • Make sure the questions are clearly aligned with the standards/targets you planned to assess. • Create questions that span or blend the “levels” of Bloom’s Taxonomy. • Be prepared to explain the type of each question. • Sequence your 5 questions to support your students’ gradual understanding of the topics, questions, and targets required for participation and success. • Be prepared to explain why you chose your sequence, and whether/why it could be changed.

29. Questions and Assessment • Identify 1-3 summative assessments you might use at either the lesson or unit-level to determine students’ attainment of the standard/target. • If you did not ask the question and study it explicitly, DO NOT assess it. • Invalid and Unreliable • Only assess what is taught and practiced during formative learning tasks.

30. Break Time!10:30-10:40

31. Raising Rigor by Increasing Text ComplexityPresented by: Lisa King

32. Have a Discussion • What are your thoughts about text complexity?

33. CCR in Reading, Students who are and Listening Students who are CCR in Reading, Writing, Speaking and Listening Students who are CCR

34. “Read like a detective, write like a reporter.”

35. Why Challenging Texts? • Intellectually challenging classroom activity correlates to reading comprehension gains (Rowan and Correnti, 2009) • Best predictor of Literacy gains: Amount of reading challenging text (ACT,2006) The Language in the Standards

36. Text difficulty is not the real issue. Instruction is.

37. People who are undernourished need good food. Readers who are undernourished need good books.

38. How Do We Scaffold Students in the Classroom? • Rigorous and Complex Text • Increased Stamina • Text Dependent Questions

39. In order to Scaffold…. • Teachers must anticipate miscomprehension: to head it off, to be vigilant about it, and to be responsive to the problem

40. Scaffolding Strategies • Activate prior knowledge • Showing examples • Modeling process • Graphic organizers • Preteaching vocabulary • Questioning • Providing feedback

41. It’s OK It’s OK!

42. Let’s Read Complex Text

43. Making Complex Text Accessible

44. Have a Discussion…… • How has your thinking changed about complex text since the beginning of the session?

45. DesigningCongruent Assessments: Using Text Dependent QuestionsPresented by: Kelly Philbeck

47. Close Reading/Text Dependent Questions What Skills? • LDC Instructional Ladder • Reading Process • (Skills Cluster 2)

48. What do you consider when determining congruency?

49. To Jury Progressions Deconstructions CCR Standards/SMP Rigor– DOK/Bloom’s Content– Vocabulary & Interpretation

50. Artifact(s) Student Work Observation Facilitation Studentsengage in content at appropriate level Rigor DOK? Verbs/Bloom’s Artifact(s) Artifact(s): assessment, lesson plan, activity, etc. Content Standard(s)? Target(s)? Standard consistent vocabulary? Artifact(s)