close reading & complex text - standards institute · day 3: close reading and complex text •...

Close Reading & Complex TextELA I Grades 9-12Day 3

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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UNBOUNDED

Our Approach

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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.

FEEDBACK

Processing Feedback

Plus Delta

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WHERE ARE WE?

The Week at a Glance

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Day 1: The Foundation

● Equity is the Standards and Shifts.● What can it look like in instruction?

Day 2: Building Knowledge with a Volume of Reading: Selecting and Scaffolding Text• Knowledge begets knowledge.• How is building knowledge an equity move?

Day 3: Close Reading and Complex Text• The texts we offer students show them what we think about them.• How do we make sure all students can access complex text?

Day 4: Attending to Language, Craft, and Structure• Unpacking the structure of text.• What is the connection between equitable reading and writing outcomes, and being able to

unpack the complex structure of a text?

Day 5: Bringing It Together with a Focus on Equity• Writing our story: How do we ensure equitable outcomes for all our students?

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UNBOUNDED STANDARDS INSTITUTE

Share Your Learning!

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Participants will be able to:

• Apply a shared understanding of the intersection of language equity and learners to make instructional decisions.

• Explain how text complexity analysis impacts instructional focus.

• Apply the Juicy Sentence protocol to scaffold student understanding of text.

• Develop scaffolding questions aligned to a standard.

I. Setting Up the Day

II. Equity and Language

III. Assessing Text Complexity

IV. Juicy Sentences

V. Lunch

VI. Juicy Sentences (cont)

VII. TDQs and Scaffolding

VIII. Reflection on Equity

IX. Closure

DAY 3

Objectives and Agenda

BUILDING THE CONTAINER

Norms That Support Our Learning•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.

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Asking Questions

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Taking Notes

Stretching Yourself

Inspired by Jennifer Abrams

Where You Might Be During the Week

• Moments of Validation

• Moments of Reminding

• Moments of New Information

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

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You’ve adopted the curriculum.

You’re using the complex texts.

You’re following the pacing guide.

Your students are still struggling.

You don’t want to read everything out loud and explain it.

What do you do?

Break the cycle

PROBLEM OF PRACTICE

The Shifts and Close, Analytic Reading

THEY DON’T

CARETHEY AREN’T ENGAGED

THEY AREN’T

DOING THE

HOMEWORK

THEY DON’T GET IT

IT’S TOO

HARD FOR

THEM

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REFLECTION

Factors Within and Outside My Control

Factors within my

control

pacing calendar

shared planning time

attendance

planning time

Journal

BUILDING THE CONTAINER

Unpacking EquityFOCUS DAY 3

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 are receiving high-quality, grade-level, and standards-aligned instruction with access to high-quality materials and resources.

We become change agents for educational equity when we acknowledge that we are part of an educational system that holds policies and practices that are inherently racist and that we have participated in this system. We now commit to ensuring that all students, regardless of how we think they come to us, leave us having grown against grade-level standards and confident in their value and abilities.

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FOCUS DAY 3:

We are the gatekeepers of academic language in the classroom. We must provide students with well-structured, intentional opportunities for collaboration that amplifies academic language.

Academic English proficiency is critical for all students. We must model academic language, provide instruction using grade-level complex text, and ensure opportunities for students to practice academic language in an academic context.

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EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNING

Principles for Language, Equity, and Learners

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COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTS

The Shifts and Close Reading

COMPLEX TEXT AND ACADEMIC LANGUAGE

• Develop reading comprehension to gain more from reading.

• Grow vocabulary through conversation, direct instruction, and reading.

• Determine word meanings, appreciate the nuances, and expand range of words and phrases.

EVIDENCE TO SUPPORT CLAIMS

• Read carefully and grasp information, arguments, ideas, and details based on textual evidence.

• Answer a range of text-dependent questions and infer based on careful attention to the text.

KNOWLEDGE THROUGH NON-FICTION

• Build content knowledge to support independent learning.

• Develop strong general knowledge and vocabulary to be successful readers and be prepared for college, career, and life.

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ADOPT AN ALIGNED CURRICULUM

Linking FactorsImplementing a curriculum that considers these linking factors involves exposing students to grade-level text, with appropriate support.

•Fluency allows the brain to focus on comprehension.

•Breadth of vocabulary increases comprehension.

•Background knowledge increases fluency, vocabulary, and comprehension.

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Background Knowledge

Fluency

Vocabulary

PATH FOR TODAY

Setting the Context

The Question of Our Time

Core Proficiencies: This unit develops students’ abilities to make evidence-based claims through activities based on a close reading of the Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.

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Obama receives Nobel Peace Prize in Oslo

A Just & Lasting Peace by President Barack Obama

Text-Complexity Factors

Read the text, and annotate the factors that make this text complex for 10th graders.

(Lexile 1100L - 1200L)

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Meaning Structure

KnowledgeLanguage

Text featuresGenre

Organization

BackgroundPrior curriculum and

instruction

Layers of meaningPurposeConcept complexity

VocabularySentence lengthSentence structureFigurative languageRegional/archaic dialects

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ACTIVITY

Assess Text Complexity

TEXT COMPLEXITY

Calibration and Consensus

Extremely Very

Moderately Slightly

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If the complexity isn’t there,

then it doesn’t have a place in

classroom instruction.

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ACTIVITY

Text Complexity: Structure

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ACTIVITY

Text Complexity: Language Features

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ACTIVITY

Text Complexity: Purpose and Knowledge Demands


Digging Deeper into Comprehension and Complexity

What might be going on when students struggle with making sense of sentences that are critical to reaching an overall comprehension?

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• Fluent reading is reading accurately at a rate that sounds conversational.

• Fluent reading does not ensure comprehension.

• Lack of fluent reading ensures lack of comprehension.

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Problems of practice:

In what ways should a text complexity analysis impact our instructional decisions?

How do we make time for students to slow down and deconstruct the critical pieces of longer text that are the keys to understanding?

COMPLEXITY IMPACTS TIME IN INSTRUCTION

Factors Within and Outside My Control

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Break

Back in 15

A Close Reading Strategy To Amplify Language Elevating Student Agency

Juicy Sentences

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The Importance of Complex Text

Wars that used to be between nations have often become wars inside nations. Conflicts have reappeared because of hate for certain ethnicities and the collapse of nations. These conflicts often put civilians in the middle of dangerous and violent situations that they have no way to escape, with no end in sight.

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Lincoln had less than a year of schooling. Books were scarce and so was paper. He worked his arithmetic problems/ on a board/ and cleaned the board with a knife/ so he could use it again.

Moreover, wars between nations have increasingly given way to wars within nations. The resurgence of ethnic or sectarian conflicts, the growth of secessionist movements, insurgencies, and failed states – all these have increasingly trapped civilians in unending chaos.

Wars that used to be between nations have often become wars inside nations. Conflicts have reappeared because of hate for certain ethnicities and the collapse of nations. These conflicts often put civilians in the middle of dangerous and violent situations that they have no way to escape, with no end in sight.

Moreover, wars between nations have increasingly given way to wars within nations. The resurgence of ethnic or sectarian conflicts, the growth of secessionist movements, insurgencies, and failed states – all these have increasingly trapped civilians in unending chaos.

JUICY SENTENCES

The Importance of Syntax

Read the definition of syntax on the “Syntax 1818” handout.

Paraphrase the definition at your table, and be ready to share out:

• A paraphrased definition.

• Why understanding syntax is important as educators.

• How attending to syntax can address the Principles of Equity we have established today.

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JUICY SENTENCES

Juicy Sentences: What Are They?

Juicy Sentences are sentences:

• Within a complex text that are critical to understanding of the text.

• That may have unusual or confusing syntax.

• That are worth unpacking as a class.

• That can serve as a teachable moment supported by Language and Reading standards.

• That model strong writing for students to emulate.

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slide in handout

JUICY SENTENCES

How Do We Select Them?

Select a Juicy Sentence using the following four considerations:

• Sentence Meaning: How important is this sentence to overall understanding of the text?

• Sentence Language: Is there important academic vocabulary or language in the sentence?

• Sentence Structure: What is important about the structure of the sentence in terms of alignment to a Language standard?

• Sentence Writing: How can this link directly to the kinds of writing my students are working on?

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slide in handout

JUICY SENTENCES

What Is the Process?

The sentence is read aloud.

Students rewrite or paraphrase the sentence.

Teacher checks paraphrasing with class.

Students write what the sentence means.

Teacher checks student understanding of meaning.

Students write what they notice about the sentence.

Teacher provides direct instruction on

specific grammar or language.

Students write a new sentence using the structure.

Teacher reviews sentences for evidence of understanding.

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ATTEND to the language of the standards

AMPLIFY language

slide in handout

At the dawn of history, its morality was not questioned; it was simply a fact, like drought or diseases-the manner in which tribes and then civilizations sought power and settled their differences.● What about this sentence’s meaning makes it a good

sentence to deconstruct using the Juicy Sentence protocol?

● What kind of structure in the text would you want to identify in a mini-lesson for students to practice?

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JUICY SENTENCES

Let’s Try One!

1. How did this process allow various entry points for students across a continuum of reading and writing proficiency?

2. How did this process address the Language standards?

3. How did this process address the Writing Standards?

4. How did this process adheres to the Principles of Language, Equity, and Learners?

5. How did practicing this as an educator – doing the student work - better prepare you to teach the process?

6. How can this process impact next steps in instruction?

JUICY SENTENCES

Getting Meta: Debrief

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JUICY SENTENCES

Comparing the Structures

At the dawn of history, its morality was not questioned; it was simply a fact, like drought or diseases-the manner in which tribes and then civilizations sought power and settled their differences..

Since the beginning of time, People have been hunters and gathers; People now have reached a point were they are stable enough to turn hunting into a sport or time of pleasure: it is no longer a matter of life or death if food is gathered it is now a form of sport.

Where did the student succeed and fail in copying this sentence structure?

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At the dawn of history, its morality was not questioned; it was simply a fact, like drought or diseases—the manner in which tribes and then civilizations sought power and settled their differences.

Since the beginning of time, People have been hunters and gathers; People now have reached a point were they are stable enough to turn hunting into a sport or time of pleasure: it is no longer a matter of life or death if food is gathered it is now a form of sport.

If this represented a trend in student answers, what elements of grammar might you have to revisit in a mini-lesson?

JUICY SENTENCES

Identifying Trends in Student Work

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Review the three student work samples.

Identify the trends and hypothesize:

• What did the teacher focus on in the direct instruction to support students?

• What additional support or mini-lesson focus would benefit the students?

Handout from

facilitator

REFLECTION

Morning Wrap-Up

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OneCentral

Takeaway

What am I not squared away on?

Connecting Day 2: How does this build

on the work of yesterday? How is

it different?

How are the shifts

performing as a function of

equity?

TAKEAWAYS AND

QUESTIONS ON CHART

PAPER

BREAK TIME!

LUNCH

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WHERE ARE WE?

Objectives and AgendaParticipants will be able to:

• Apply a shared understanding of the intersection of language equity and learners to instructional decisions.

• Explain how text complexity analysis impacts instructional focus.

• Apply the Juicy Sentence protocol to scaffold student understanding of text.

• Develop scaffolding questions aligned to a standard.

I. Setting Up the Day

II. Equity and Language

III. Assessing Text Complexity

IV. Juicy Sentences

V. Lunch

VI. Juicy Sentences (cont)

VII. TDQs and Scaffolding

VIII. Reflection on Equity

IX. Closure

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15 minutes at your tables:

1. Count off by tables (table 1, table 2…)2. Using your ‘Juicy Sentence Choices Handout,’

determine with your table which sentence you will choose. Examine the sentence meaning and construction.

3. Determine a language/grammar element that may create difficulty in understanding for students.

4. Identify the standard to which your mini-lesson would align; ideally a language standard that correlates to your identified grammar issue(see handout for ideas).

5. Practice the juicy sentence protocol for this sentence with your table . Keep notes for yourself; you will be facilitating this.

6. You will have a chance to either co-present or individually present your lesson with another group.

PRACTICE: PART I

Juicy Sentence Instruction: Your Turn

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PRACTICE: PART II

Juicy Sentence Instruction: Your Turn

55 minutes with new groups:

1. Find two people from different tables to form a triad. Each of you should have a different sentence.

2. Take 5 minutes to copy your sentence onto a piece of chart paper.

3. Each group member will have 15 minutes with the rest of the group as student-participants. (see packet handout: Implementing the Protocol)

4. You may not get through the entire process.

5. At the end of each 10 minute session, participants can jot down feedback (what went well, even better if) to hand to peers after everyone has finished.

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Teachers: Where can I apply the Juicy Sentence protocol to enhance reading comprehension and support student language, fluency, and writing?

Instructional Leaders: Have I seen this in action? Which teachers do I know who would try this immediately? Which coaches would be most receptive to this practice?

Partners: What schools and districts that I work with would benefit from this information? How could I get it to them?

Keep in Mind:

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

● Academic English proficiency is critical for all students. We must model academic language, provide instruction using grade-level complex text, and ensure opportunities for students to practice academic language in an academic context.

REFLECTION/DEBRIEF

Equity and Language

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COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFT

In Service of Comprehending Grade-level Text

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

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

BREAK

Back in 15 Minutes

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Scaffolding for Student Success

Text Dependent Questions

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ATTEND TO THE LANGUAGE OF THE STANDARDS

RI.4: What’s the Difference in Alignment?

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• What figurative language does the author use in this speech?

• What is the tone the author creates?

• Determine the meaning of words and phrases the author uses in his speech and analyze how his word choice has a cumulative impact on the meaning and tone of the lecture.

• Compare the tone of paragraph 10 to paragraph 11 and 12. How does Obama’s use of language in each of these paragraphs impact his message and tone?

ATTEND TO THE LANGUAGE OF THE STANDARDS

RL.9-10.4: The Difference In Rigor and Alignment

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Central Question:

After Atticus’s speech to the court in

Chapter 21, how do both the jury and

the black community take a stand?

Scaffolds:

• How is this case literally about

black and white?

• How is this case black and white,

figuratively speaking?

• Describe the irony of Atticus’s

statement.

• What do Atticus’s words mean

without irony?

• Atticus is speaking with irony here.

What do his words really mean?

Central Question:

How does the language Atticus uses in his speech to the court demonstrate his entrenchment and struggle with living in a racist society and his own privilege?

Scaffolds:

• What is the code to which Atticus refers? What is the evidence of her offense?

• What is the lie to which Atticus refers, and what evidence does he use to dispute it?

• How does Atticus use the terms “black” and “white” to advance his argument?

• In what ways does his language place him in the 1930s? Has this argument changed?

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The Shifts

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In what ways does Atticus’s courtroom speech move the plot forward? How does this episode build on your understanding of what happened the previous night at the jail?

Construct a plot diagram for To Kill A Mockingbird, identifying the exposition, rising action, climax, falling action, and resolution.

1. Regular practice with complex text and its academic language

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Intentionally building knowledge through content-rich nonfiction

ACTIVITY

Complexity Analysis (Question) PROMPT/QUESTION: Based on your determination of the meaning of words and phrases as President Obama uses them in his Nobel Acceptance Speech, analyze how his word choice has a cumulative impact on the meaning and tone of the lecture.

What are the critical understandings and sections of text students must understand to answer the question?

● What is tone? How is it different from mood?● What words will trip up students and are necessary?● What words are essential for impact on meaning?● What words are essential for impact on tone?● What paragraphs need to be compared to focus students on changes in tone?

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How do we turn this information into questions students can answer using evidence from the text?

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ACTIVITY

Scaffolding for Close Reading

As you answer the questions, consider the extent to which:

• The questions scaffold students toward the ability to answer the central question.

• Your understanding of the text and question changes when you do the student work before providing instruction.

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ACTIVITY

Discuss

Now that you have answered the scaffolding questions, as a table, use evidence from the speech to discuss:

How has President Obama’s word choice had a cumulative impact on the meaning and tone of the lecture?

SCAFFOLDING

A Closer Look

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Scaffolding IS: Generative (useful in a range of lessons or contexts).

An amplification of accessibility (creating an on-ramp into the work so the student can engage and benefit).

A means to develop learner autonomy (to apprentice the student, over time, to support her/himself).

Support that allows students to accomplish more than they could independently.

Planned and/or in the moment.

TEMPORARY

SCAFFOLDING

Developing a Series of Text-based Scaffolded QuestionsTask:

● With your table, identify the standard that your question aligns to.

● As a table, craft three or four text-based questions that scaffold students for success in answering this question—without giving the answer away.

● Post these questions on chart paper beneath the central question.

● Select a member from the table to share out.

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POST-IT: Affirm & Question

❏ Are we rigorous and true to a standard?

❏ Which one? How do you know?

❏ Did we effectively move the student to be able to

answer the central question without revealing the

answer?

Gallery Walk

EQUITABLE ACCESS: INSTRUCTIONAL DECISIONS

• This activity included Moments of Validation because...

• This activity included Moments of Reminding when...

• This activity included Moments of New Information such as...

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FEEDBACK

Feedback on the Process

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

State Standards Goal: students leave the lesson having read, analyzed, and understood what they have READ.

ADOPT ALIGNED CURRICULUM

Recounting the Process: One in a Series of Many

QuestionScaffoldScaffold


QuestionScaffoldScaffold Scaffold












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The 21st Century Cognitive Shift of Lesson “Preparation”

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objective

text selection

check for understanding

aligned TDQs

Standard

Shifts

academic vocab

hook

text complexity

knowledge building

pacing

scaffolding

additional scaffolds for my English Learners

knowing my kids equity

language amplification

how does this fit in year progressionactivities

engagement

reading the lesson identifying areas

where additional scaffolding may be needed

reading the text

doing the work of the lesson

ADOPT ALIGNED CURRICULUM

Choices

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Create and Teach to Grade

Level

? Create, Teach with Scaffolds to

Grade Level

? Adapt and Scaffold Aligned

Curriculum

?

REFLECTION

Have We Met Our Objectives?

Day 3 – Close Reading and Complex Text: The text that we put in front of students shows them what we think about them.

Are we now better prepared to:

• Apply a shared understanding of the intersection of language equity and learners to instructional decisions?

• Explain how text complexity analysis impacts instructional focus?

• Apply the Juicy Sentence protocol to scaffold student understanding of text?

• Develop scaffolding questions aligned to a standard?

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CONTINUOUS IMPROVEMENT

Feedback

Lightbulb Moments?

Please fill out the survey located at www.standardsinstitutes.orgClick ‘Summer 2019’ at the top of the pageClick ‘Details’ in the center of the page

http://www.standardsinstitutes.org

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close reading & complex text - standards institute · day 3: close reading and complex text •...

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