Day 1 ELA Sessions - Standards Institute

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Day 1 ELA SessionsThe Foundation: Understanding the ELA/Literacy Standards and Shifts in InstructionGrades P-3Winter Institute 20181

DAY 1 OBJECTIVESSELF-ASSESSMENTPre-Day 1 Session1 Not Capable2 Unsure3 I Believe So, WithSome Practice4 Absolutely, YesPost-Day 1 Session1 Not Capable2 Unsure3 I Believe So, With SomePractice4 Absolutely, YesI can define the mostsignificant shifts in ELA.I can recognize that the shiftschange the focus of teachingwith the standards.I can explain how each shiftframes rigorous instruction.I can apply an understandingof the demands of thestandards and shifts toinstructional practicesI can describe the need forstudents to have practicewith complex text.I can begin applying some characteristics of textdependent questions toevaluate and improve thequality of questions written.I can identify the connectionsbetween building knowledgeand accessing complex text.2

Equity: Envision It So You Can See ItFor all educators, it is important to have a clear vision of what educationally equitableenvironments look like. Gorksi and Salwell provide 5 Principles to guide you. Using these principles and the principles we have shared about our beliefs at Unbounded.org, do the following:4 min – j ot down concrete examples of what an equitable education environmentwould look like, sound like, and feel like to students, families, and staff6 min – share in pairs at your tables, looking for commonalities and new ideas toexpand your thinking5 min – whole group sharing of ideas you heard that will help all of usLooks LikeSounds LikeFeels Like3

rbes!Magazine:!Skills!Employers!Seek!1. Ability"to"work"in"a"team"structure"2. Ability"to"make"decisions"and"solve"problems"3. and"outside"an"organization"4. Ability"to"plan,"organize,"and"prioritize"work"5. Ability"to"obtain"and"process"information"6. "sell"and"influence"others"" "CCSS!Speaking!and!Listening!Standards!1. ressing"their"own"clearly"and"persuasively"2. "and"orally"3. nd"use"of"evidence"4. nce"such"that"listeners"can"follow "5. "6. Adapt"speech"to"a"variety"of"contexts ""Correspondences"and"Commonalities:""""""!!4"

Dimensions!of!Complexity!!!!!!5"

6varying levels of complexity orabstraction; experiences portrayed areuncommon to most readerso Life Experiences: Explores themes ofthat may be difficult to identify orseparate; theme is implicit or subtle andmay be revealed over the entirety ofthe texto Meaning: Multiple levels of meaningsentences with several subordinatephrases or clauses and transition wordsthemes; experiences portrayed arecommon to many readerso Life Experiences: Explores severalclearly distinguished from each other;theme is clear but may be conveyed withsome subtletyo Meaning: Multiple levels of meaningcompound sentences, with some complexconstructionso Sentence Structure: Primarily simple ando Sentence Structure: Many complexfamiliar, conversational; rarelyunfamiliar or overly academico Vocabulary: Mostly contemporary,that is sometimes unfamiliar, archaic,subject-specific, or overly academiceasy to understand with some occasionsfor more complex meaningo Conventionality: Largely explicit andillustrations or graphics support selectedparts of the texto Use of Graphics: If used, a range ofo Vocabulary: Fairly complex languagecontains some abstract, ironic, and/orfigurative languageo Conventionality: Fairly complex;graphics support or extend the meaning ofthe texto Use of Graphics: If used, illustrations orexperiences portrayed are everyday andcommon to most readerso Life Experiences: Explores a single theme;is obvious and revealed early in thetext.o Meaning: One level of meaning; themesentenceso Sentence Structure: Mainly simpleconversational languageo Vocabulary: Contemporary, familiar,straightforward, easy to understando Conventionality: Explicit, literal,illustrations directly support and assist ininterpreting the text or are not necessaryto understanding the meaning of the texto Use of Graphics: If used, eithereasy to predicto Organization: Is clear, chronological orSlightly ComplexMany references or allusions to other textsor cultural elementsSome references or allusions to other textsor cultural elementsFew references or allusions to other texts orcultural elementsNo references or allusions to other texts orcultural elementso Intertextuality and Cultural Knowledge: o Intertextuality and Cultural Knowledge: o Intertextuality and Cultural Knowledge: o Intertextuality and Cultural Knowledge:sophisticated or abstract themes;experiences portrayed are distinctlydifferent from the common readero Life Experiences: Explores complex,meaning that are difficult to identify,separate, and interpret; theme is implicitor subtle, often ambiguous and revealedover the entirety of the texto Meaning: Multiple competing levels ofsentences with several subordinateclauses or phrases; sentences oftencontain multiple conceptso Sentence Structure: Mainly complexunfamiliar, archaic, subject-specific, oroverly academic language; may beambiguous or purposefully misleadingo Vocabulary: Complex, generallycontains abstract, ironic, and/orfigurative languageo Conventionality: Dense and complex;graphics are essential for understandingthe meaning of the texto Use of Graphics: If used, illustrations orstorylines and occasionally be difficult topredicto Organization: May have two or moreModerately ComplexText AuthorAdapted from Appendix A: Research Supporting Key Elements of the Standards, Common Core State Standards for English Language Arts and Literacy in History/Social Studies and Science and TechnicalSubjects T STRUCTUREshifts and more complex characterso Organization: May include subplots, timeo Organization: Is intricate with regard tosuch elements as point of view, time shifts,multiple characters, storylines and detailVery ComplexExceedingly ComplexText TitleLITERATUREText Complexity: Qualitative Measures Rubric1

Day 1: Video observation WorksheetDirections: View each video and answer the questions to identify low inferenceevidence.QuestionsWhat standards are at thecenter of this lesson?Is a majority of the lessonis spent listening to,reading, writing, orspeaking abouttext(s)? Identify evidence.Are the text(s) at or abovethe complexity levelexpected for the grade andtime in the school year?Do the text(s) exhibitexceptional craft andthought and/or provideusefulinformation? Whereappropriate, are the textsrichly illustrated?Do the questions and tasksaddress the text byattending to its particularstructure, concepts, ideas,events, and details?Provide evidence.Video #1Video #2

Write First: Focus on EquityDirections: How do the videos adhere to or not adhere to the Principles of Equity below? Equity is engaging in practices that meet students where they are and advances theirlearning by giving them what they need. It’s about fairness, not sameness. Equity ensures that all children – regardless of circumstances – are receiving high-qualityand Standards-aligned instruction with access to high-quality materials and resources. We want to ensure that Standards-aligned instruction is a pathway to the equitablepractices needed to close the gaps caused by systemic and systematic racism, bias, andpoverty.Video 1: The Sneetches by Dr. SeussVideo 2 : The Garden of Abdul Gasaziby Chris Van Allsburg8

ard"and"a"shift:"!"!!!9"

Staying!on!Topic!"!!!!12"

Consider!Your!Curriculum and Instructional Practice!Where do I provide opportunities for regular practice with complex text and itsacademic language?Where do I provide opportunities for reading, writing, and speaking grounded inevidencefrom text, both literary and informational?""""""""""""Where do I provide opportunities for intentional knowledge building through content"richnonfiction?""""""""""!13"

figurative language include subplots, time shifts and more complex characters. Use of Graphics: If used, illustrations Multiple levels of meaning or graphics support or extend the meaning of the text. o. Organization: May have two or more storylines and occasionally be difficult to predict. o. Use of Graphics: If used, a theme is clear but may .

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