Thurgood Marshall College Fund Teacher Quality & Retention Program CCSS Quarterly Training #2

1. Thurgood Marshall College Fund Teacher Quality & Retention Program CCSS Quarterly Training #2 January 21st 2015 Facilitators: Moseka Medlock & Hallie Hundemer-Booth

2. Agenda • Review content from October 2014 webinar • Discuss learning target assessment match homework assignment • Present the “SMELL” test strategy • Present 3 strategies for CCSS implementation at the classroom level

3. Review of Q1 webinar content • Background & Emergence of CCSS • ELA shifts in instruction • unwrapping standards • create clear learning targets   • learning target and assessment match • critical consumer of media*

4. ELA/Literacy: 3 shifts Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

5. “Unwrapping” standards1- Identify key concepts by underlining important nouns or noun phrases2- Identify skills by circling the verbs3- Create a graphic organizer to represent the “unwrapped” concepts and skills

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8. Types of Learning Targets – Using the Cognitive Rigor Matrix to design targets

9. If the learning is unclear to you then You will not be able to make it clear to students. It will be unclear what to teach and how to assess. It could be interpreted different ways that could lead to significantly different learning experiences. Create learning targets that are inherent to the intent of the standard. Sometimes the benchmark or standard is stated in a manner that is clear and may only need to be categorized to determine which method should be used to assess the intended learning. Clear Learning Target

10. Types of Learning Targets

11. Types of Assessments • Selected Response • Multiple choice • Extended Written Response • Performance • Personal Communication • Anecdotal notes from verbal discussion with student

12. SMELL TEST - John McManus S stands for Source. Who is providing the information?Mis for Motivation. Why are they telling me this?E represents Evidence. What evidence is provided for generalizations?L is for Logic. Do the facts logically compel the conclusions?L is for Left out. What’s missing that might change our interpretation of the information?

13. Putting the Pieces Together • Determine what you wish the students to be able to write upon the completion of the lesson/unit • Each day during the lesson give a small prompt that would allow the students to write a small part that they will then use later to write the whole paper at the end of the unit/lesson • Great resource is LDC.org (Resources/tasks/big bank task selection.

14. Common Core Connections • CCSS.ELA-Literacy.CCRA.W.1Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. • CCSS.ELA-Literacy.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCSS.ELA-Literacy.CCRA.R.8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • CCSS.ELA-Literacy.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.

15. Think Tanks • Pose a question to the students (that you have developed as a spring board to the learning ) • Have them think in individual think tanks the answer to the question or statement posed. • Have them use defensible evidence from the previous lesson material to defend their statements.

16. Think Tanks • Have them then proceed to mini think tanks – in groups of 3-4 have them discuss their answers and evidence to begin to defend their “common” statement. • Have them then use the “common Statement to discuss they position with other groups discussing the same question or statement. Have them discuss and note information that might help them successfully answer or complete the overall end task.

17. Common Core Connections • CCSS.ELA-Literacy.CCRA.R.8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • CCSS.ELA-Literacy.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently. • CCSS.ELA-Literacy.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCSS.ELA-Literacy.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively • CCSS.ELA-Literacy.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

18. Socratic seminar - Modified • The teacher begins by crafting 5-7 questions that encompass the information they should have learned from the different learning experiences during the unit. • The teacher hands the questions to the students at the beginning of the unit without any prompts and allows the students to write/convey their understanding/beliefs of the questions. (pre-test using writing to express)

19. Socratic seminar - Modified • Pose the same questions to the students at the end of the instruction (unit, etc.) : have them determine their own evaluation of learning by answering the same questions posed at the beginning, noting: • what they have learned • understand differently • still have questions about

20. Socratic Seminar - Modified • They then pose to the class what they still need clarification on and allow the other students to “teach” them. • A class discussion is developed by the teacher: • Assign each group one question that will “guide” the discussion of that group through the learning experience of another group (linking the learning through discussion) • Have the students take notes as the discussion continues

21. Socratic Seminar- Modified • Lastly, use the information from the mini think tanks and the group discussion to craft their response about what they learned during the lesson in a form of an “interview, informational writing piece, podcast, etc.). • Present them with specific guidance on what you would like for the final piece to include.

22. Common Core Connection • CCSS.ELA-Literacy.CCRA.R.8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • CCSS.ELA-Literacy.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently. • CCSS.ELA-Literacy.CCRA.W.1Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. • CCSS.ELA-Literacy.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCSS.ELA-Literacy.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively

23. Connection to Common Core • CCSS.ELA-Literacy.CCRA.SL.3Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. • CCSS.ELA-Literacy.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • CCSS.ELA-Literacy.CCRA.L.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • CCSS.ELA-Literacy.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate • CCSS.ELA-Literacy.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

24. Thank you for your time!

25. Moseka Medlock TMCF Common Core Success Coach moseka.medlock@tmcfund.org Hallie Hundemer-Booth Student Achievement Partners halliehundemerbooth@gmail.com

26. Close Analytic Reading Requires prompting students with text-dependent questions to unpack complex text and gain knowledge. Text dependent questions require text-based answers – evidence. Not teacher summarizing text, but guiding students through the text for information. Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions. Supports fluency

27. Why Close Reading? • A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)

28. 5 Simple Strategies to help teach students how to critically read complex text

29. Strategies #1 and #2 1) Number the paragraphs in left hand margin 2) Chunk the text

30. Strategies #3 and #4 3) Underline and circle with a purpose 4) Left margin- “what is the author saying”?

31. Herringbone Technique The student can find the facts and place them into the diagram. The student can construct a main idea from the facts. The student is more active in a group discussion after using the herringbone diagram.

32. Strategy #5 5) Right margin- Dig deeper into the text

33. Here is what a completed “Article of the Week” might look like after a student has performed a close read of it: Here is what a completed Article of the Week might look like after a student has performed a close read of it:

35. References • Close reading sample lessons: http://www.achievethecore.org/ela-literacy-common-core/sample-lessons/close-reading-exemplars/ • Iteachicoachiblog.blogspot.com • http://teacherweb.com/PA/NazarethAreaMiddleSchool/TheSpecialistTeam/HerringboneTechnique.doc