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Leadership Pathway Building Knowledge and Vocabulary in High School

Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf. Leadership Pathway Building Knowledge and Vocabulary in High School. Summer 2017.

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Leadership Pathway Building Knowledge and Vocabulary in High School

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  1. Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf Leadership Pathway Building Knowledge and Vocabulary in High School Summer 2017

  2. Take responsibility for yourself as a learner. Honor timeframes (start, end, activity). Be an active and hands-on learner. Use technology to enhance learning. Strive for equity of voice. Contribute to a learning environment in which it is “safe to not know.” BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Norms That Support Our Learning

  3. Feedback on Feedback BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL

  4. Parking Lot BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Let’s go back and see if questions were addressed…

  5. Equity BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Equity isn’t giving every student the same thing; it’s giving every student what they need. It is about fairness. Ensuring all children – regardless of circumstance – are receiving high-quality and standards-aligned instruction is an equitable practice. We want to ensure standards-aligned instruction is causing the equitable practices needed to close the gaps caused by racism, bias, and poverty. All week, we will explore our learning through this lens, and we will capture those moments visibly here in our room.

  6. Share Your Learning BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Don’t forget to jot down ideas for Light bulb moments Why I teach/lead

  7. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL The Week at a Glance

  8. Objectives and Agenda Objectives: Participants will be able to • Describe Shift 3 and its importance. • Describe an effective curricular approach to building knowledge and vocabulary by examining one module’s methods of teaching texts and evidence-based claims • Develop and assess text-dependent questions Agenda: • Opening and Activator • Volume of Reading on a Topic • One Module’s Methods • TDQs That Build Knowledge and Vocabulary • Role Teams BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL

  9. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLMini-Teams: Carousel Summarizer Team Poster Topics: • 1. Shift 1: What & Why? • 2. Shift 1: How? • 3. Shift 2: What & Why? • 4. Shift 2: How? • 5. Connections across Shifts 1 & 2 Round 1: Meet your Mini-Team at the numbered poster. Discuss and chart your answer to the question on the poster. What – What is the shift? Why – Why is it important? What is the rationale behind it? How – What does it look like in classrooms, curriculum, or planning? Connections – How are they related?

  10. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLMini-Teams: Carousel Summarizer Round 2: Rotate to the poster(s) for Round 2 based on the table below. Read the draft. Add to and revise the ideas as a team. (4 min) Round 3: Rotate to the poster for Round 3 based on the table below. Read the draft. Add to and revise the ideas as a team. (4 min)

  11. Shift 3: Intentionally Building Knowledge Through Content-rich Nonfiction

  12. Volume of Reading on a Topic BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL

  13. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Setting the Stage • Imagine you are 11th-grade students studying the sustainability of seafood. • You are working to determine which species are “best buys,” meaning which species of seafood are sustainable sources of food. • The most complex texts you will tackle in this study are authentic reports, written by scientists that explain whether a certain species of fish: • should not be fished, • should be fished “with caution,” • or can be widely harvested.

  14. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLInitial Read Locate the article “Pacific Cod Species Report.” Read the article, and then self-assess using a rating between 1 and 5: 1 = I don’t understand much of this at all. 3 = I understand some or even many of the words, but I really don’t understand what it means. 5 = I completely understand this information and can use it to make a decision about whether or not it’s a good idea to fish for Pacific cod.

  15. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Continuing to Build Knowledge • Locate the document titled “Bycatch.” • Read and discuss with a partner: • What is bycatch? • What kinds of animals are affected by bycatch?

  16. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLAnd Building… Now, locate the article “Sudden Death on the High Seas.” • Read p. 19–30 • Discuss: • What is longline fishing? • What bycatch is created by longline methods? • What are some ways to limit bycatch?

  17. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL What does it mean? Return to the first text, “Pacific Cod Species Report.” Some support with structure: • Throughout the report, what are the words in all capital letters? Headings for each section of the report • In the table on the first page, what do the numbers represent? Scores for each criterion • In the table on the first page, what are the lowest and highest scores possible? What are the score ranges for each color? 0 and 4 0 to 1.59 for Red, 1.6 to 2.39 for Yellow, 2.4 to 4 for Green • How does the table in the summary correlate to the other sections?

  18. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL What does it mean? How would you explain the structure? • 6 main sections: • Section 1: Summary with final score and subscores for 5 criteria • Sections 2–6: Detailed scoring information for each criterion • The 5 criteria categories are: • (1) Life History, (2) Abundance, (3) Habitat Quality & Fishing Gear Impacts, (4) Management, (5) Bycatch • Each criterion has 2 sub-sections: Core points, Adjustment points • Core points are a base score of 1, 2 or 3 • Adjustment points are added to or subtracted from the base score for each item, worth 0.25 points • The last line shows the total assigned points for that category

  19. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL What does it mean? Some support with structure: • How do you know how many core points a criterion received? The score and definition are in bold. A paragraph explaining the score is directly below the selected score (1.0, 2.0 or 3.0). • How do you understand the adjusted point score for a category? A statement is placed directly under each item for which points were adjusted. Add or subtract 0.25 points for each statement. Some statements are in bold but not the score. This is when no points were subtracted. • Explain how the core points and adjusted points come out to 1.75 for Life History.

  20. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLReread 1. Reread “Pacific Cod Species Report”p. 3 (Summary) , then 9-12 (Management, Bycatch) • Think about what youve learned about bycatch and longline fishing. • Apply any gained understanding of the structure. 2. Self-assess again: 1 = I don’t understand much of this at all. 3 = I understand some or even many of the words, but I really don’t understand what it means. 5 = I completely understand this information and can use it to make a decision about whether or not it’s a good idea to fish for Pacific cod.

  21. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLDiscuss Discuss with a partner: • What methods are used in Pacific cod fishing? • Is bycatch a problem in Pacific cod fisheries? Why or why not? • Is it a good idea to fish for Pacific cod? Why or why not?

  22. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLOne More • Find the report “Monterey Bay Aquarium: Seafood Watch.” • Locate“Cod: Pacific”in each column. • Why might this pamphlet report that it is best to avoid Pacific cod caught by Japanese and Russian fishermen?

  23. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLDebrief • What did you notice about the way you read the “Pacific Cod Species Report”article the second time versus the first time? • What enabled you to make a (likely) accurate inference about the way Pacific cod are fished in Japan and Russia? • What do you think about the amount of knowledge you gained about fish and fishing during this session? • Based on your experience in this activity, what are some curricular implications for building knowledge and vocabulary using text sets? • What are the equity implications for this activity?

  24. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLMake Sure You Have Both...

  25. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLProcessing & Application STOP AND JOT • What important understanding do you want to take away from our discussion about Shift 3? • What implications does the importance of Shift 3 have for your work? Consider: Professional development Planning Curriculum Systems/Structures Policy & Programming

  26. Objectives and Agenda Objectives: Participants will be able to • Describe an effective curricular approach to building knowledge and vocabulary by examining one module’s methods of teaching texts and evidence-based claims • Develop and assess text-dependent questions Agenda: • Opening and Activator • Volume of Reading on a Topic • One Module’s Methods • TDQs That Build Knowledge and Vocabulary • Role Teams BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL

  27. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Part 1: Understanding Evidence-Based Claims

  28. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Standards Targeted Standard(s): RI.11–12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Supporting standard(s): RI.11–12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11–12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI.11–12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features. SL.11–12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  29. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Close Reading Activity“The Souls of Black Folk” by W.E.B. Du Bois Activity 1: Read and annotate the text. What are the qualitative features that make this text complex? What is “the other world” that Du Bois mentions?

  30. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Activity 2: Independent Reading and Finding Supporting Evidence Activity 3: Read-Aloud and Class Discussion

  31. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Read Aloud and Close Read 1- What is “the other world?” 2- What is the problem Du Bois is rarely asked and rarely answers? 3- Why does the question go unasked?

  32. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Part 2: Making Evidence-Based Claims

  33. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Activity 3: Find Supporting EvidenceActivity 4: Class Discussion of EBCs In pairs, use the Making EBC Tool to look for evidence to support the following claim: Du Bois dealt with his exclusion from the other world differently from how other black boys did.

  34. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Debrief • As a learner, what activities were most impactful to you, why? • Revisit the standards. To what extent were they addressed through the series of activities? • How does this instruction speak to Shift 1, 2, & 3? • How does the connection between standards and the Shifts build an equitable educational environment?

  35. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Revisiting Text Complexity Silently reread paragraphs 5–11 of “The Souls of Black Folk” and answer/annotate in your materials: Where in the text do you predict students would work harder to comprehend: Meaning or Purpose Structure Language & Vocabulary Knowledge Demands

  36. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Text-Dependent Questions for RI.11–12.2 Why should we ask central idea/theme-based TDQs? • Guide students toward the theme. • Encourage students to look to the text to support their answers. • Encourage students to examine the complex layers of a rigorous text. • Support comprehension. • Scaffold learning. • Guide students to identify key ideas and details. • Build vocabulary. • Build knowledge of syntax and structure. • Help students grapple with themes and central ideas. • Synthesize and analyze information. What are the key details and ideas? • How can I support students to get them to see and understand these details and ideas? Which words should we look at for TDQs? • Essential to understanding the text • Likely to appear in future reading • More abstract words (as opposed to concrete words)

  37. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL When Creating Text-Dependent Questions… • Identify the standards that are being addressed. • Identify the core understandings and key ideas of the text. • Target small but critical-to-understand passages. • Target vocabulary and text structure. • Tackle tough sections head-on: notice things that are confusing and ask questions about them. • Create coherent sequences of text-dependent questions. • Create the assessment. Know the Text Well Know the Standard(s) Know the Desired Student Response

  38. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL “The Souls of Black Folk”Text-Dependent Questions RI.11–12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. What is the double-consciousness that Du Bois describes? What metaphors does Du Bois use to describe the difference he feels between his world and the “other world”? How did Du Bois’ view of the “other world” change? • Develop two text-dependent questions to be used with excerpts from “The Souls of Black Folk.” • Ensure that they are aligned to a standard, working toward the entiretyof a standard. • If there is another standard you wish to align a question to, identify the standard with the question. • Make sure they can be answered using evidence from the text. • Place them on your group’s chart paper; write the standard on top.

  39. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Gallery Walk with Dots and Sticky Notes Green: Standards-based/advances understanding Yellow: Almost-there questions Red: Not standards-based and relevant

  40. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOL Let’s Zoom Out What knowledge does a student need to access and examine “The Souls of Black Folk”? What knowledge bridges can be built between what students may know and what they need to know to access and examine “The Souls of Black Folk”?

  41. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLRole Team Time Meet with your role team 1. Download your key learning with one another. 2. Discuss how this session is relevant to your role and what you can put into practice.

  42. BUILDING KNOWLEDGE AND VOCABULARY IN HIGH SCHOOLThumb Rating: Objectives Objectives • Describe Shift 3 and its importance. • Describe effective curricular approaches to building knowledge and vocabulary and making evidence-based claims. • Develop and evaluate text-dependent questions.

  43. Welcome Back to The Juicy Language of Text!

  44. Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf Leadership Pathway The Juicy Language of Text in High School Summer 2017

  45. THE JUICY LANGUAGE OF TEXT IN HIGH SCHOOLObjectives and Agenda Objectives: Participants will be able to • Determine the role of syntax in complex text • Closely read and dissect text at the sentence level with Juicy Sentences • Observe and analyze instruction for evidence of standards and shifts Agenda: • Opening • Naming the Challenge • Deconstructing Juicy Sentences • I nstructional Video Observation • Knowledge Survey

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