Instructional Leadership Team Meeting #2

1. Instructional Leadership Team Meeting #2 October 21, 2013

2. Welcome Pacific Grove Unified School District Washington Union School District Spreckles School District

3. Be punctual and present Be open and participate fully Limit side-conversations Handle messages on break (texts and calls) Enjoy the learning! Honor the roles (facilitator, recorder, reporter, time keeper and process observer) GET THE MOST!

4. • Building Knowledge through Content-Rich Informational Text • Reading and Writing Grounded in Evidence from Text • Regular Practice with Complex Text and Academic Vocabulary Instructional Shifts in Literacy

5. #1 – ✔August 29, 2013 Close Reading and Annotation #2 – October 21, 2013 Text Dependent Questions/Depth of Knowledge #3 – January 8, 2014 Text Complexity//Vocabulary #4 – March 3, 2014 Putting it all together and project for 2014 Focus of our time togetherTo support district goals

6. Connect with colleagues around the implementation of Close Reading and the Cycle of Professional Learning Learn how to craft Text-Dependent Questions Apply the understanding of Close Reading and Text Dependent Questions to own work Plan schoolwide Professional Learning for Oct. 23 objectives

7. Components for Powerful Learning Professional Learning Cycle

8. As an ILT, complete the graphic organizer and chart the information. (15 mins.) • Time to share: Talker (reporter) stays with chart to share school’s story (5 mins. share/5 mins. questions) • Other team members are Travelers and visit other schools’ presentations. • Rounds to complete: Two • After second round, return to ILT ‘home’ Talkers and Travelers

9. What did you learn that will help your school?

10. Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Standards review

11. Reading Foundation Skills • Reading Comprehension • Reading Literature • Reading Information • Writing Standards • Language Standards • Speaking and Listening ELA and literacy Standards

12. Reading Standard #1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Reading Standard #10 Read and comprehend complex literary and informational texts independently and proficiently. What do the Anchor Standards Say?

13. Staircase of learning progression Reading Standards for Literature/Informational Reading Standards for History/Social Studies, Science and Technical Subjects

14. What are some keylearnings you gleaned?

16. Components for Powerful Learning Professional Learning Cycle

17. Powerful Practice Close Reading review

18. Independently do a quick write around these questions: 1. What is Close Reading? 2. Why should we do Close Reading? 3. What do we want to be mindful of when planning a lesson that includes Close Reading? 4. What connection does Annotation have with Close Reading? Connecting to our previous learning

19. In simple terms… Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. What is Close reading?

20. Close Reading, as a multifaceted strategy for teaching reading, should be situated within a broader, comprehensive literacy framework. Close Reading of text is not only, or even primarily, an English language arts strategy. It can be an effective strategy for deepening content knowledge and learning to read like an expert in all academic disciplines. -Aspen Group Why Should we do Close Reading?

21. Teaching Close Reading demands teachers have substantive knowledge and under- standing of text complexity and text-dependent questions—what they are and how they are employed in teaching Close Reading. Close Reading is used judiciously and employed for specific learning outcomes. Close Reading builds skill and motivation in the reader. -Aspen Group Why Should we Do Close reading?

22. Understanding your purpose in reading • Understanding the author’s purpose in writing • Seeing ideas in a text as being interconnected • Looking for and understanding systems of meaning Close reading: 4 major components

23. Annotation is a note of any form made while reading text. “Reading with a pencil.”

24. Annotation slows down the reader in order to deepen understanding.

25. Reading Standard #1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Reading Standard #10 Read and comprehend complex literary and informational texts independently and proficiently. What do the Anchor Standards Say?

26. Components for Powerful Learning Professional Learning Cycle

27. Powerful Practice Text dependent questions

28. As an ILT create a K-W-L chart. • What do you know about Text Dependent Questions? • What do you want to know? • Timekeeper: 10 mins. What do we mean by ‘Text Dependent questions?’

29. Read the article: “Text Dependent Questions” by Drs. Fisher and Frey (15 mins) Facilitators—Lead a discussion with your ILT around insights as the recorder completes the Learn column. (15 mins) What do some experts say?

30. Moves from literal to interpretive Requires students to return to the text to formulate responses Text-dependent Questioning (Another Specialized Piece of Equipment)

31. 80-90% of (CCSS) reading standards require text-dependent analysis yet over 30% of questions in major textbooks do not. Sue Pimentel, Lead Author of Common Core State Standards for ELA/Literacy

32. 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? In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a 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” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? Non-Examples and Examples Not Text-Dependent Text-Dependent

33. Progression of Text-dependent Questions Whole Standards 8 & 9 Acrosstexts 3 & 7 Entire text 6 Segments 4 & 5 Paragraph 2 Sentence Word 1 Part

34. Creating Text-Dependent Questions

35. Example: Kindergarten

36. Be clear on purpose. • Reading like a historian • Reading like a scientist • Reading like a mathematician • Reading like a writer Text Dependent Questions and Content

37. Content area: Math Questions students might ask themselves when reading a math textbook… What is the main idea covered in these pages? What are the learning objectives for these pages? What new terms or new vocabulary are introduced? What new procedures are introduced? What types of problems will be solved on these pages?

38. What information is given in the problem? What is it you need to find out? What is it asking? What are some important words that tell us about the mathematics in the problem? What are words that have multiple meanings (different function in math—even/odd/left/sum/whole) What do we have to infer? Possible TDQ for Word problems

39. More ExamplesCulinary ArtsArticle on Red Robin’s Operations Manager: Bob Merullo

40. Career and Tech ExamplesAutomotive/Collision RepairArticle on Power Tools…

41. www.teachertube.com Impact of asking TDQs

42. Read the passage Read the questions Discuss which are TDQ and which aren’t Write additional Text Dependent Questions! Let’s practice!

43. In grade level/department alike groups, • Share the text you’re planning on using • Use the ‘Progression Triangle’ to design questions aligned to each component for practice application

44. Progression of Text-dependent Questions Whole Standards 8 & 9 Acrosstexts 3 & 7 Entire text 6 Segments 4 & 5 Paragraph 2 Sentence Word 1 Part

45. Things to think about: • Does the answer require students to have read and understood the text? • How easy is it to find the answer in the text? • Will the response provide more than a 1 or 2 word answer? • Does the question require evidence from the text? • Are you asking a variety of questions? • Do your questions encourage higher level thinking skills? Tips for revising TDQs

46. . .. It’s not about guessing what the teacher wants to hear or about finding a particular answer. It is about the process of thinking, making sense, and persevering in the fact of not knowing exactly how to proceed. Kay Merseth, a senior fellow with the Carnegie Foundation For The Advancement Of Teaching Productive Struggle

47. www.achievethecore.org • Basal Alignment Project • Anthology Alignment Project • www.newsela.com • Appendix B • Literacy Design Collaborative • commoncore.americachieves.org Resources

48. Lunch Time!! (45 mins.)

49. To lead and support the implementation of a strong instructional focus (ELA shifts) and Powerful Practice (Close Reading) To facilitate conversations with colleagues around the implementation of an agreed upon instructional practice To facilitate conversation around looking at data and student work Role of ILT

50. Components for Powerful Learning Professional Learning Cycle