ASLI

1. ASLI May 2013 Anchorage, AK

2. Welcome

3. Goals for today • Deepen cognitive depth with Alaska State ELA Standards. • Build understanding of concepts with formative and summative assessment with the new standards

4. Chalk Talk Protocol • Draw a circle in the middle of your paper • Record everything you know about the ELA standards inside the circle

5. Commitment to Continuous Growth and Thinking with Precision Increases cognitive understanding through self-directed professional development.

6. New Alaska Standards • Structural • How are standards organized • What is the same and different from prior standards • Instructional • What level of rigor will be required • How to increase student performance with new standards • What instructional techniques/approaches will I need to deploy

7. Foundational Skills Jigsaw Common Core Document • Number off into 1-4 • Each member read section of document • Record 3 most relevant pieces of information • Share with group in order

8. Foundational Skills • Print Concepts (K – 1) • Phonological Awareness (K – 1) • Phonics and Word Recognition (K – 5) • Fluency (K – 5)

9. Implications for Leaders LENS #3, pg 70

10. History, Science and Technical Subjects

11. The CCSS Requires Three Shifts in ELA/Literacy • Building knowledge through content-richnonfiction • Reading, writing,and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

12. Shift #1: Building Knowledge Through Content-Rich Nonfiction

13. AK ELA Standards: Reading (6-12)

14. AK ELA Standards: Writing (6-12)

16. Text structure refers to the ways that authors organize information in text. Handout

17. Text Structures Informational Narrative Cause/Effect Character(s) Compare/Contrast Setting Problem/Conflict Description Events Chronology/Sequence Resolution/Outcomes Problem/Solution Theme

18. Your Turn: Identifying Text Structure Using the information about each of the five text structures from your handout, identify the text structure of each of the passages about the Olympics in your handout. • Circle any signal words. • Think about intended purpose. • Underline important information.

19. Comprehension Text Structure • Listen for the following items: • Signal words • Low level text • Graphic organizers • Read aloud • Cooperative Learning (Rally Table)

20. Explicit Text Structure Instruction 1. Teacher selects appropriate texts and examples. 2. Teacher explains the task and its importance. 3. Teacher models the task. 4. Teacher and students practice the task. 5. Independent practice/application. 6. Revisit, remind, review, recheck—and repeat!

21. Dinoflagellates play an important role in marine ecosystems. Together with diatoms and coccolithophores, they are a major component of phytoplankton that provide food directly or indirectly many marine animals. Their flagella, mixtrophic nutrition, ability to migrate vertically in the water column and lack of independence on silicon give dinoflagellates an ecological advantage over diatoms. On the other hand, aside from predation, to which the diatoms are subjected as well, dinoflagellates are less tolerant of stormy seas. Their relatively large size and multiplated structure increase their chance of cells being torn apart. (Introduction to Marine Biology, Karleskint Turner Small, pg 145

22. CAUSEWhy did it happen? EFFECTWhat happened? The economy of nearly every city was impacted by the flu epidemic of 1918. The workforce was paralyzed because 21-to-29 year olds suffered the greatest casualties. Essential services were on the verge of collapse since workers like firemen, nurses, and garbage collectors were too sick to come to work. New public health ordinances prohibiting public gatherings resulted in theaters, cinemas and hotels losing millions of dollars. As a result of the unexpected high volume of deaths among the young, insurance actuarial projections were incorrect. Therefore, many insurance companies were unable to pay life insurance claims. Adapted from ELACCSS document, Appendix c, pp. 80–81.

23. CAUSEWhy did it happen? EFFECTWhat happened? The economy of nearly every city was impacted by the flu epidemic of 1918. The workforce was paralyzed because 21-to-29 year olds suffered the greatest casualties. Essential services were on the verge of collapse since workers like firemen, nurses, and garbage collectors were too sick to come to work. New public health ordinances prohibiting public gatherings resulted in theaters, cinemas and hotels losing millions of dollars. As a result of the unexpected high volume of deaths among the young, insurance actuarial projections were incorrect. Therefore, many insurance companies were unable to pay life insurance claims. Adapted from ELACCSS document, Appendix c, pp. 80–81.

24. CAUSEWhy did it happen? EFFECTWhat happened? The economy of nearly every city was impacted by the flu epidemic of 1918. The workforce was paralyzed because 21-to-29 year olds suffered the greatest casualties. Essential services were on the verge of collapse since workers like firemen, nurses, and garbage collectors were too sick to come to work. New public health ordinances prohibiting public gatherings resulted in theaters, cinemas and hotels losing millions of dollars. As a result of the unexpected high volume of deaths among the young, insurance actuarial projections were incorrect. Therefore, many insurance companies were unable to pay life insurance claims. Adapted from ELACCSS document, Appendix c, pp. 80–81.

25. CAUSEWhy did it happen? EFFECTWhat happened? The economy of nearly every city was impacted by the flu epidemic of 1918. The workforce was paralyzed because 21-to-29 year olds suffered the greatest casualties. Essential services were on the verge of collapse since workers like firemen, nurses, and garbage collectors were too sick to come to work. New public health ordinances prohibiting public gatherings resulted in theaters, cinemas and hotels losing millions of dollars. As a result of the unexpected high volume of deaths among the young, insurance actuarial projections were incorrect. Therefore, many insurance companies were unable to pay life insurance claims. Adapted from ELACCSS document, Appendix c, pp. 80–81.

26. CAUSEWhy did it happen? EFFECTWhat happened? The economy of nearly every city was impacted by the flu epidemic of 1918. The workforce was paralyzed because 21-to-29 year olds suffered the greatest casualties. Essential services were on the verge of collapse since workers like firemen, nurses, and garbage collectors were too sick to come to work. New public health ordinances prohibiting public gatherings resulted in theaters, cinemas and hotels losing millions of dollars. As a result of the unexpected high volume of deaths among the young, insurance actuarial projections were incorrect. Therefore, many insurance companies were unable to pay life insurance claims. Adapted from ELACCSS document, Appendix c, pp. 80–81.

27. Morning Concept Attainment • Review your Chalk Talk chart • Add to your Chalk Talk outside of your circle

28. Lunch

29. Shift #2:Reading, Writing, and Speaking Grounded in Evidence From Text, Both Literary and Informational

30. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter 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? Text Dependent Not Text Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter From 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” Abraham Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

31. WHAT TEXT-DEPENDENT QUESTIONS ARE: • Questions that can only be answered with evidence from the text • Can be literal but can 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

32. WHY TEXT-DEPENDENT QUESTIONS? or, WHY NOT GO OUTSIDE THE TEXT? • More time inside the text less outside • Going outside the text privileges those who have that experience • It is easier to talk about our experiences than to analyze the text • These are college and career standards

33. Close Reading • Reading with pen (or pencil) in hand – taking notes as you go through the text • Reading, and rereading, and rereading again to uncover layers of meaning • Asking and answering questions about the text – especially how and why

34. Close Reading of Complex Text • Great books (challenging books) need to be read and reread • Each reading should accomplish a separate purpose • 1st purpose: Allows the reader to determine what a text says • 2nd purpose: Allows a reader to determine how a text works • 3rd purpose: Allows the reader to evaluate the quality and value of the text (and to connect the text to other texts) —Timothy Shanahan

35. A Guide to Creating Text-Dependent Questions for Close Analytic Reading Discuss how the process for generating questions may be different than past classroom practices.

36. WHY TEXT-DEPENDENT QUESTIONS? or, WHY NOT GO OUTSIDE THE TEXT? • More time outside the text less inside • Going outside the text privileges those who have that experience • It is easier to talk about our experiences than to analyze the text • These are college and career standards

37. BASAL ALIGNMENT PROJECT Council of the Great City Schools and Student Achievement Partners Cleveland, Ohio September 13-14, 2012

38. WHAT THEY DID NOT DO • Will not alter sections on phonics, spelling, grammar, word study, science and social studies connections • Will not be supporting any supplemental texts such as leveled readers. • However aligned questions and culminating tasks will take longer

39. Shift #3:Regular Practice With Complex Text and ItsAcademic Language

40. Features of Complex Text • Subtle and/or frequent transitions • Multiple and/or subtle themes and purposes • Density of information • Unfamiliar settings, topics, or events • Lack of repetition, overlap, or similarity in words and sentences • Complex sentences • Uncommon vocabulary • Lack of words, sentences, or paragraphs that review or pull things together for the student • Longer paragraphs • Any text structure that is less narrative and/or mixes structures

41. •Word length •Word frequency •Word difficulty •Sentence length •Text length •Text cohesion • Levels of meaning • •Levels of purpose • •Structure • •Organization • •Language conventionality • •Language clarity • •Prior knowledge demands •Motivation •Knowledge and experience •Purpose for reading •Complexity of task assigned and questions asked regarding text

42. Scaffolding Complex Text The standards require that students read appropriatelycomplex textat each grade level, independently (Standard 10).However, there are many ways to scaffold student learning, including: • Allowing for multiple readings of the same text • Read Aloud • Chunking a text (taking a little at a time) Provide support while reading, rather than before.

43. What have we covered? • Awareness Phase • Standards Awareness • Transition Phase • Foundational Skills • Informational Text • Text Structure with informational text • Multiple Rereads • Basal Alignment Project • Complex text

44. Testlets

45. District & Principal Responsibility

46. What have we covered? • Awareness Phase • Standards Awareness • Transition Phase • Foundational Skills • Informational Text • Text Structure with informational text • Multiple Rereads • Basal Alignment Project

47. Adaptive Challenges

48. Transition… Moving from my knowledge to supporting staff in the transition

49. Team Time #2Assessing the Phases… Awareness Transition Implementation

50. Knowing our target