Planning for High Quality Instruction

1. Planning for High Quality Instruction Principal’s Academy Summer 2016

2. Norms • Be present and engaged • Be respectful of differences in perspective while challenging each other productively and respectively • Monitor “air time” • Make the most of the time we have • Stay focused on students

3. Objectives Know • CCR shifts embedded in high-quality planning and instruction • Effective lesson planning: • Situated in larger unit planning (to ensure coherence and knowledge building) • Aligns text, task, target (standards and objectives), topic, and learners • Driven by learning objectives • Individual lessons not expected to address the entire standard; standards describe end of year goals Understand • How to plan for high quality instruction • How to leverage curriculum maps in effective planning Be Able to Do • Support planning for high quality instruction, including use of the curriculum maps • Meaningfully observe, provide feedback, and support reflection and continuous improvement

4. The Instructional Literacy Shifts • Regular practice with complex text andits academic language • Reading, writing and speaking grounded in evidence from text, both literary andinformational • Buildingknowledge through content-richnonfiction

5. Why is planning important? • provides a framework for teachers to follow • fosters intentionality • Clarifies what students need to learn • Aligns teacher moves • supports a clear through line between the text, task, target, topic, and learners (including assessment of and for learning)

6. College and Career Ready Literacy (Comprehensive Approach) Effective literacy programming addresses and integrates each domain of literacy.

7. Turn and Talk • When reviewing plans for teachers, why is it important to consider the following questions? • What does the teacher expect the students to know, understand and be able to do? • How will the student be engaged in the learning? • What evidence will the teacher accept that the student has demonstrated mastery of the identified knowledge, skills and concepts noted? • What components should be included in a high quality lesson?

8. Elements of High Quality Lessons • Understanding the Standards • Selecting Appropriately Complex Text • Creating Text Dependent Questions • Creating a Culminating Tasks • Reader Considerations (Differentiation) • Flexible Grouping (whole, teacher-led small group instruction, stations, dyads, partner etc.) • Pacing (one day, multiple days, weeks) • Releasing of Responsibility to Students • Alignment of Tasks and Assessments

9. Understanding the Standards

10. Standards Progression Let’s re-visit the standards! #7-9 :Integration of Knowledge and Ideas #1: Text-based evidence #10: Text Complexity #4-6 : Craft and Structure #1-3 : Key Ideas and Details

11. Understanding the Standards QUESTIONS • What am I going to teach? • What standards am I going to focus on? • What are the objectives? • What do I want students to know and be able to do?

12. Standards vs. Learning Objectives • Standards and objectives, are not synonymous (though objectives should lead to and support standards learning) and should not be treated as such in lesson planning. • Academic standards provide a common set of expectations for what students will know and be able to do by the end of the year (endure, and apply in new/novel settings). • Objectives are brief, stating what students are expected to do as part of and following a particular lesson or unit.

13. Standards and Objectives • “Content standardsdescribe what students are to be taught over the course of a school year. • A Learning Objective is a statement that describes what students will be able to do at the end of a lesson, as a result of instruction.” http://dataworks-ed.com/how-to-craft-a-learning-objective-from-a-common-core-state-standard/

14. Evidence Statements as Objectives

15. Lesson Objective Samples • Students will provide textual evidence to support analysis of what “A Woman Called Moses” says explicitly. • Students will provide textual evidence to support analysis of inferences drawn from “A Woman Called Moses”.

16. Connection to TEM: Effective Instruction Requires CCR-aligned Objectives and Tasks The evidence statements are taken directly from the standards. Remember, the standards contain multiple skills inside of them. The evidence statements divide the standards into those parts. Using the evidence statements as objectives directly aligns to TEACH 1 of TEM. Why? TEACH 1 says to “engage students in objective-driven lessons based on content standards.”

17. Selecting Appropriately Complex Text

18. Select an appropriately complex text • Use a text from the SCS Curriculum Map OR • Perform a Text Complexity Analysis • Quantitative • Qualitative • Reader and Task

20. Review the text • Set a purpose for reading (big idea or essential question) • Identify areas where students may struggle • Select focus standards and skills

21. Plan for Balanced Literacy

22. Big Question

23. Review the text Questions • Why do I want students to read this text? • What do I want student to do at the end of this unit? • What vocabulary words do students need to know in order to read this text?

25. A Woman Called Moses • Central Idea: Helping others sometimes requires hard work, sacrifice, and good leadership • Standards Addressed: • RI6.1 • Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RI6.2 • Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

26. Plan for Instruction Creating text dependent questionsand a culminating task

27. Plan for instruction • Craft the culminating task • Develop a series of text dependent questions according to the levels set by Fisher and Frey • How long will this take? (one day, multiple days, weeks) • How will I release responsibility to the students? • How will this task fit into my overall Gradual Release of Responsibility instructional plan?

28. Process for Creating a Culminating Task The process for creating a culminating task includes: • consideration of the students’ skills • motivation and engagement • prior knowledge • complexity of the task and content • desired outcome

30. Writing/Research Standards W6.2 Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. The curriculum map provides information around all of the appropriate literacy strands for effective literacy instruction. Why is writing a critical component of planning effective literacy instruction?

31. Culminating Task For “The Ever-Living Tree” Complete both tasks: 1A. Write a paragraph to chronicle the life of the coast redwood tree as it changes over time. 1B. Write a paragraph to chronicle the changes of human history highlighted by the text. 2. Identify key historical changes within the text by reading the following quote from the text. In California, a strip of redwood forest survived along the coast. A new tree sprouted and began to grow. Half a world away, Alexander the Great built an empire. Write a paragraph to describe the connection between these two events. What does that tell you about the life of a coast redwood tree?

32. Culminating Task For “A Woman Called Moses Read “The Woman Called Moses” by Walter Oleksy and Meg Mims. In this text, the authors develop several central ideas. After you have read, determine one central idea from the text and write an essay analyzes how that central idea is conveyed through particular details. Cite evidence from the text to support your analysis. Follow the conventions of standard written English. RI6.1, RI6.2

33. Culminating Tasks and Text Dependent Questions • Should relate to core understanding and key ideas • A coherent sequence of textdependent questions will scaffold students toward successfully completing the culminating task.

34. Text Dependent Questions

35. Planning Support- CLIP Look Fors Reflection Question: How can the CLIP Look Fors act as a tool for planning support around Text Dependent Questions?

36. 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.

37. Flexible Grouping – whole group, teacher-led small group instruction, stations, dyads, partner etc. Reader Considerations (Differentiation)

38. Reader Considerations • How will I focus on challenging sections of the text(s) to engage the students in learning through discussion questions, and other supports that build toward understanding? • How will I provide students with multiple opportunities to engage with text of appropriate complexity? How can I include appropriate scaffolding so that students will come to comprehend difficult sections of the text? • What extensions and/or more advanced text will I provide for students who read well above the grade-level text band? • What supports will I provide students who read below the grade-level text band?

39. Flexible Groups • Whole Group • Teacher-Led Small Group Instruction • Literacy Stations • Dyads, triads, partners etc. • Teachers should explicitly plan instruction for each flexible group using the elements of effective literacy instruction (reading, writing, speaking and listening, language, and conventions).

40. Teacher-led Small Group • Teacher-led small groups serve as a vehicle for scaffolding Tier 1 instruction to ensure that students are moving toward mastery of the end of the year standards. • How can teachers determine who will be in what small group? • NWEA Map • iStation reports • Student work • Teacher observation

41. Teacher-led Small Group • Small group instruction is one place where formative assessments should be used. Students should be placed in this group based on formative assessments. • Small group instruction lessons should not be the same for every group. The lessons should be differentiated based on the formative assessments. • Students in small group instruction SHOULD have the opportunity to read and grapple with grade level text as well as text at their instructional level.

42. Workstations • Create an environment conducive for workstations. • Encourage students to submit ALL work. Workstations are about meeting students where they are and encouraging them to grow. • Students should have multiple opportunities to collaborate in workstations. • Provide workstation activities that build up to a culminating task.

43. Workstations • How can the materials be differentiated to meet the needs of all learners? • How can this look in a classroom?

44. Assessments • How will the teachers determine student success with mastery of the standards? • Whole group closure • Formative assessments • Summative assessments

45. Review Know • The CCR shifts are embedded in all high quality lesson planning • Lesson planning is: • Alignment of: text, task, target (standards), topic, and learners • Objective-driven • Lessons are not expected to address the entire standard; standards describe end of year goals Understand • How to plan for high quality instruction • How to leverage curriculum maps in effective planning Be Able to Do • Support teachers with planning for high quality instruction • Support teachers with the use of the curriculum maps

46. Reflection and Next Steps • Reflect independently on the following questions: • What have you learned today? • What will you do differently based on what you have learned to support teachers with planning? • How will you recognize a well planned lesson in practice? • Share your responses with a partner or with your table group. What are some similarities in your reflections? What are some differences? • Be prepared to share.

47. Literacy Staff- Middle School Advisor LaTisha Bryant, bryantll1@scsk12.org