The Foundation for Success: Understanding the ELA/Literacy

Standards and Shifts in InstructionELA I Grades K–3

Day 1

We know from experience the hard work teachers face every day as they strive to help all students meet the challenges set by higher standards.

We are a diverse team of current and former classroom teachers, curriculum writers, school leaders, and education experts who have worked in the public, private, and nonprofit sectors.

We are dedicated to empowering teachers by providing free, high-quality, standards-aligned resources for the classroom, the opportunity for unbiased and immersive training through our Institutes, and the option of support through our website offerings.

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STANDARDS INSTITUTE

About Us

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• Information About YOU

Raise your hand if…• You are an ELA teacher.

• You are an ELA teacher coach.

• You hold a different role.

• You teach in a district school.

• You teach in a charter school.

• You teach or work in a different type of school or organization.

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If your state has a different app, download that.

ATTEND TO THE LANGUAGE OF THE STANDARDS

Download the App

UNBOUNDED STANDARDS INSTITUTE

We Take Data Seriously

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Thursday - 10-minute online Knowledge Survey Post-Test Answer key will be available.

3-minute online Daily Survey Facilitators will address feedback the following day.

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WHERE ARE WE?

The Week at a GlanceDay 1: The Foundation for Success

● Equity is the standards and shifts.● What can it look like in instruction?

Day 2: Close Reading and Complex Text● The text that we put in front of students shows them what we think about them.● How do we make sure all students can access complex text?

Day 3: Phonics and Fluency● Standards-aligned foundational skills● Systematic phonics instruction is an equity move.

Day 4: The Read-Aloud Project● The role of read-aloud● How do we provide equitable access to complex text as children learn to read?

Day 5: Bringing It Together with a Focus on Equity● Applying the work of the week● How do we ensure equitable outcomes for all our students?

Save the Date and Time: Please Join Us!

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• Begin to build a community.• Describe educationally equitable

environments. • Analyze the trajectory of learning

in the Reading standards. • Recognize that the shifts change

the focus of standards-based instruction.

• Identify academic language.• Conduct a comprehensive

text-complexity analysis.• Identify standards-aligned

instruction that incorporates the first two shifts.

• Explain the connections between building knowledge and accessing complex text.

I. Opening

II. A Focus on Equity

III. The Standards Trajectory

IV. Lunch

V. Shift 1 and Complex Text

VI. Shift 2 and Evidence

VII. Classroom Observation

VIII. Summary and Reflection

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DAY 1

Objectives and Agenda

•Take responsibility for yourself as a learner.

•Honor time frames (start, end, and 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.”

•Identify and reframe deficit thinking and speaking.

BUILDING THE CONTAINER

Norms That Support Our Learning

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Our learning is grounded in the intersection of the standards, content, aligned curriculum, and the equitable instructional practices that are essential for closing the opportunity gap caused by systemic bias and racism.

UNBOUNDED

Our Approach

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Keynote Debrief

Consider the keynote, and in your journals take three minutes to respond to the following (we will be sharing as a community):

I’m challenged by…, and I wonder….OR

Before this morning I thought…, and now I have learned….

Progressive sharing protocol: share your name and your response to one of the above frames.

Journal

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Equity exists when ...

Equity systematically promotes …

Equity may look like …

Educational Equity ensures …

We become change agents for educational equity when …

BUILDING THE CONTAINER

Unpacking Equity

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● Administration and Leadership

○ How can I direct resources to improve states of equity in schools and in classrooms?

○ What building conditions must exist to support equity in schools and in classrooms?

● Coaches – How can you emphasize equity in coaching teachers as they revise instruction, protocols, and classroom management?

● Teachers – Which aspects of your instructional practice provide all students with access to equity, and which aspects do not?

● Partner organization – How does our organization’s theory of action and activities with districts and partners support equity

BUILDING THE CONTAINER

Unpacking Equity in Our Roles

• Moments of Validation

• Moments of Reminding

• Moments of New Information

Notice where you are at any given time, and support yourself and others by:

Asking Questions

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Taking Notes

Stretching Yourself

Inspired by Jennifer Abrams

Where You Might Be During the Week

Gorski and Swalwell provide 5 Principles to guide you.

5 min. – Skim back through the Principles.

4 min. – Jot down concrete examples of what an equitable education environment would look like, sound like, and feel like to students, families, and staff using evidence from the text.

6 min. – Share in pairs at your tables, looking for commonalities and new ideas to expand your thinking.

5 min. – Whole-group sharing of ideas you heard that will help us all.

Looks Like Sounds Like Feels Like

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online

EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNING

Educationally Equitable Environments

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Why the Standards and Shifts Were Necessary

Equity and Rigor

ENERGIZER

Famous First Lines

1. “Peter stretched as he could.”

2. "Molly Lou Melon stood just taller than her dog and was the shortest girl in the first grade.”

3. "Grace was a girl who loved stories.”

4. "Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much.”

5. "Once there was a tree…and she loved a little boy.”

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“The level of preparation students need in order to be ready to enroll and succeed without remediation in credit-bearing entry-level coursework at a two- or four-year institution, trade school, or technical school.”

— Reading Between the Lines: What the ACT Reveals About College Readiness in Reading, ACT, 2006

ADOPT ALIGNED CURRICULUM

What Is College and Career Readiness?

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ACT, 2006

Performance by Comprehension

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ACT, 2006

Performance by Textual Element

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ACT Reading Benchmark

ACT Reading Test ScoreAve

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ACT, 2006

Performance by Degree of Text Complexity

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ACT Reading Test Score

ACT Reading Benchmark

Ave

rage

Per

cen

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of

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ACT, 2006

Performance by Degree of Text Complexity

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ACT Reading Test Score

ACT Reading Benchmark

Ave

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Per

cen

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of

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ACT, 2006

Performance by Degree of Text Complexity

63%of U.S. fourth-graders fail to meet the proficient benchmark.

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20171992

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Educational Equity ensures that all children—regardless of circumstances—are receiving rigorous, grade-level, standards-aligned instruction supported by access to high-quality materials and resources.

DEFINITION

Educational Equity

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We do this by:

● Acknowledging that we are part of a systematically racist system of education.

● Recognizing that we have participated in this paradigm through instruction and pedagogy.

● Committing to ensuring that all students, regardless of how we think they come to us, leave us having grown against grade-level standards, confident in their value and their abilities.

EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNING

Becoming Equity Change-Agents

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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 text.

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 text.

Ask and answer questions about key details in a text.

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.

ATTEND TO THE LANGUAGE OF THE STANDARDS

Reading Standard 1

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Identify, for your group’s standard from Grades K-4:

• How does the language of the standard change?

• How do the student outcomes change?

• What should students be able to know or do in order to meet the demands of this standard?

COLLABORATIVE PRACTICE

A Progression of Skill Building

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Objectives

• Begin to build a community.• Describe educationally equitable environments. • Analyze the trajectory of learning in the Reading standards.

Charges• Attend to the language of the standards.• Examine bias and its role in our work and our learning.

EquityEquity exists when the biases derived from dominant cultural norms and values no longer predict or influence how one fares in society.

HOW ARE WE DOING?

Morning Takeaways

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BREAK TIME!

LUNCH

ENERGIZER

Famous First Lines

1. “One winter morning Peter woke up and looked out the window.”

2. “Where’s Papa going with that axe?”

3. “In an old house in Paris that was covered with vines lived twelve little girls in two straight lines.”

4. “All children, except one, grow up.”

5. “The sun did not shine. It was too wet to play. So we sat in the house all that cold, cold wet day.”

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I. Opening

II. A Focus on Equity

III. The Standards Trajectory

IV. Lunch

V. Shift 1 and Complex Text

VI. Shift 2 and Evidence

VII. Classroom Observation

VIII. Summary and Reflection

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• Begin to build a community.

• Describe educationally equitable environments.

• Analyze the trajectory of learning in the Reading standards.

• Recognize that the shifts change the focus of standards-based instruction.

• Identify academic language.

• Conduct a comprehensive text-complexity analysis.

• Identify standards-aligned instruction that incorporates the first two shifts.

• Identify the connections between building knowledge and accessing complex text.

WHERE ARE WE?

Revisiting the Objectives

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DEBRIEF

A Progression of Skill Building

• How does the language of the standard change?

• How do the student outcomes change?

• What should students be able to know or do in order to meet the demands of this standard?

Please locate the following in the standards that we examined this morning:

• Define literary terms such as onomatopoeia, alliteration, assonance, character traits, foreshadowing, pathos, personification.

• Define rhyme scheme, couplet, acrostic, sonnet.

• Read novels, novellas, allegories, historical fiction.

• Define elements of plot, and draw a plot diagram.

• Make connections between text and yourself, text and nature, text and text, and text to world.

• Identify the type of conflict: person vs. person, person vs. nature, or person vs. self.

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ATTEND TO THE LANGUAGE OF THE STANDARDS

Diving Deeper

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definitions of literary terms

understanding of how authors manipulate language for effect

understanding figurative language

understanding what the text says

understanding the author’s purpose and intent

making sense of the text or task

previous instructional focus

standards-based instructional focus

ATTEND TO THE LANGUAGE OF THE STANDARDS

Standards as an Equity Move

Speaking and Listening Are Where Writing and Reading Begin…

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Regular Practice with Complex Text and Its Academic Language

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Shift 1

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Identify your group and Letter

Share and discuss the questions for your section with your new groups, using a timekeeper.

Read Independently, annotate, then discuss within your groups:● What is the key idea or emphasis of your section? ● What was new learning for you?● What are the implications for you as an educator?● What are the implications for all students?

ACTIVITY

Shift 1: Regular Practice with Complex Text and Its Academic Language

What is the academic language in the task in which we just engaged?

Read Independently, annotate, then discuss with your tables

● What is the key idea or emphasis of your section?

● What was new learning for you?● What are the implications for you as

an educator?● What are the implications for all

students? Share and analyze the findings for your section with your new groups, using a timekeeper.

Read Independently, annotate, then discuss with your tables

● What is the key idea or emphasis of your section?

● What was new learning for you?● What are the implications for you as

an educator?● What are the implications for all

students? Share and analyze the findings for your section with your new groups, using a timekeeper.

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ACADEMIC LANGUAGE

Text and Task

Excrescence

Excrescencenoun ex·cres·cence \ik-ˈskre-sən(t)s, ek-\a projection or outgrowth especially when abnormal

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VOCABULARY ACQUISITION

Let’s Learn a New Word

• Most language is learned implicitly.

• Word learning is most efficient when the reader (listener) already understands the context well.

• Tiny gains on a dozen words are more efficient than large gains on just one word at a time.

• What makes language valuable and important is not the words themselves so much as the understandings they afford.

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LANGUAGE AND VOCABULARY ACQUISITION

What We Know

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

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Read and comprehend (grade-level) complex literary and informational texts independently and proficiently.

ATTEND TO THE LANGUAGE OF THE STANDARDS

Reading Standard 10

Text Complexity Grade Band

Previous Lexile Ranges Lexile Ranges Aligned to Standards for CCR

K-1 NA NA

2-3 450-725 420-820

4-5 645-845 740-1010

6-8 860-1010 925-1185

9-10 960-1115 1050-1335

11-CCR 1070-1220 1185-1385

• Word Difficulty (frequency length)• Sentence Length and Syntax• Text Cohesion

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TEXT COMPLEXITY

Quantitative Measures

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TEXT COMPLEXITY

A Close Read to Identify Complexity

• 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

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TEXT COMPLEXITY

Features of Complex Text

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TEXT COMPLEXITY

Qualitative Measures

What is the difference between engagement and enjoyment?

How does an understanding of the difference between engagement and enjoyment impact how we look at the Reader-Task component?

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TEXT COMPLEXITY

Reader and Task Considerations

Teachers

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• How often do you closely read a text to assess the complexity factors before you teach with it?

• How often do you pre-read class tasks with Tier 2, or academic language in mind?

• How much time in class do you intentionally carve out to address academic language?

• How would spending more time on this aspect of preparation target the equity in your classroom?

• What are two things that you can implement immediately based on what you’ve learned so far?

Coaches and Administrators

• What evidence do you think you would see in teacher’s lesson plan if the teacher had independently conducted a text-complexity analysis before class?

• What evidence do you think you would see in a teacher’s classroom instruction and student work if the teacher had independently conducted a text-complexity analysis before class?

• How could a professional development for all school teachers about text-complexity analysis benefit all students?

JOURNALING

Reflections on Shift 1

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CCSS goal: Students leave the lesson having read, analyzed, and understood what they have READ.

Traditional goal: Students leave the lesson knowing the details of the narrative.

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COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTS

In Service of Comprehending Grade-level Text

Reading, Writing, and Speaking Grounded in Evidence from the Text, Both Literary and Informational

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Shift 2

A. Using evidence from the text, Advancing Our Students’ Language and Literacy, by Marilyn Jager Adams, what happened with the SATs in 1977?

B. How do the findings from the College Board support Marilyn Jager Adams’ conclusion that “...a great benefit of the common core curriculum is that it would drive a thorough overhaul of the texts we give students to read, and the kinds of learning and thought we expect our reading to support”?

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● Which of the questions most strongly reflect Shift 2?

● What different kinds of thinking did you have to do to answer each question?

SHIFT 2

Reading, Writing, and Speaking Grounded in Evidence from the Text, Both Literary and Informational

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BREAK TIME!

Be Back in 15 Minutes

ACTIVITY PREPARATION

Change of Perspective

We’re going to shuffle to sit at tables with others who have the same or similar job descriptions:

• Teachers• Coaches• Administrators• Partners

Introduce yourselves, saying where you are from, and share what has resonated strongly with you today.

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● Standards

● Text Complexity

● Interaction with Text

● Aligned Questions

● Evidence

● Communication

● Academic Language

VIDEO SETUP

Knowing What You Are Seeing

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VIDEO VIEWING

Grade 3: Who Stole the Mona Lisa?

1. Select a timekeeper.

2. Beginning with question 1, each person has 15 seconds to share his or her findings for that question with no feedback from other participants.

3. This process moves around the table.

4. Repeat the process with the remaining questions.

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WHIP AROUND

Knowing What You Are Seeing

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Equity exists when the biases derived from dominant cultural norms and values no longer predict or influence how one fares in society.

Equity systematically promotes fair and impartial access to rights and opportunities.

Equity may look like adding supports and scaffolds that result in fair access to opportunities, or creating opportunities for all voices to be heard.

Educational Equity ensures that all children—regardless of circumstances—are receiving rigorous, grade-level, and standards-aligned instruction with access to high-quality materials and resources.

EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNING

Write First

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Each time you talk to a partner, you build on and synthesize the ideas and language of previous partners. Try to make your answer stronger each time with increasingly better evidence, examples, and explanations.

6 min.

• Bring your notes.

• Form new triads.

• Share and discuss your written reflection.

• Record your partner’s ideas that would improve your own answer.

6 min.• Form a new triad.

• Repeat the process, incorporating your revised answer.

2 min.

• Revise your notes or reconsider your positions based on the conversations.

• Be prepared to share out.

STRONGER AT EVERY TURN

Building on and Synthesizing Ideas

Are we better prepared to:● Attend to the language of the standards?

○ Analyze how the standards create a trajectory of learning?

○ Recognize the importance of academic language?

○ Recognize the components of text complexity?

● Examine bias and its role in our work and learning?

○ Describe educationally equitable environments?

● Commit to adaptive change within the shifts?

○ Recognize that the shifts change the focus of teaching with the standards?

○ Identify instruction that incorporates the first two shifts and standards?

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REVISITING

Our Charges and Objectives

UNBOUNDED STANDARDS INSTITUTE

We Take Data Seriously

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1. Click on the grey ‘Daily Survey’ link2. Choose the appropriate link for today’s survey, i.e. Day 1, and

continue to new window

Please fill out the survey located here:standardsinstitutes.org/institute/summer-2019

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About this deck

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