BUILDING KNOWLEDGE IN GRADES 6–8
Do Now: Share your favorite work of
nonfiction and why you enjoyed it.
Leadership Pathway
Building Knowledge and
Vocabulary in Grades 6–8
Summer 2017
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Norms That Support Our Learning
• Take responsibility for yourself as a learner.
• Honor time frames (start, end, 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.”
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Feedback on Feedback
Plus
Delta
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Parking Lot
Let’s go back and see if questions were addressed . . .
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Equity
Equity isn’t giving every student the same thing; it’s giving every
student what they need. It is about fairness.
Ensuring all children—regardless of circumstance—are receiving highquality and Standards-aligned instruction is an equitable practice.
We want to ensure Standards-aligned instruction is causing the
equitable practices needed to close the gaps caused by racism, bias,
and poverty.
All week, we will explore our learning through this lens, and we will
capture those moments visibly here in our room.
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Share Your Learning
Don’t forget to jot down ideas for
•Light bulb moments
•Why I teach/lead
7
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
The Week at a Glance
Day
Monday
8:30–4:30
Tuesday
8:30–4:30
Wednesday
8:30–4:30
Thursday
8:30–4:30
Friday
8:30–2:30
Ideas
Focus and Coherence
Rigor
Observing the Standards and Shifts
Adaptations for Struggling Learners
The Foundation: Shifts 1 & 2
Text Complexity
Building Knowledge and Vocabulary: Shift 3
The Juicy Language of Text
Organizational Systems and Structures
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Objectives and Agenda
Objectives
Participants will be able to:
● Describe Shift 3 and its
importance
● Describe effective curricular
approaches to building
knowledge and vocabulary
and making evidence-based
claims
● Develop and evaluate textdependent questions
Agenda
I.Opening and Activator
II.Shift 3 Overview
III.Volume of Reading on a Topic
IV.One Module’s Methods
V.TDQs that Build Knowledge and
Vocabulary
VI.Role Teams
9
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Mini-Teams: Carousel Summarizer
Round 1: Meet your Mini-Team
at the numbered poster. Discuss
and chart your answer to the
question on the poster.
•What – What is the shift?
•Why – Why is it important?
What is the rationale behind it?
•How – What does it look like in
classrooms, curriculum, or
planning?
•Connections – How are they
related?
Team Poster Topics:
1. Shift 1: What & Why?
2. Shift 1: How?
3. Shift 2: What & Why?
4. Shift 2: How?
5. Connections across Shifts 1 & 2
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Mini-Teams: Carousel Summarizer
Round 2:
• Rotate to the poster(s) for Round 2 based on the table below.
• Read the draft.
• Add to and revise the ideas as a team. (4 min.)
Round 3:
• Rotate to the poster for Round 3 based on the table below.
• Read the draft.
• Add to and revise the ideas as a team. (4 min.)
Team
Round 1
(Draft)
Round 2
(Add/Revise)
Round 3
(Add/Revise)
1&2
Shift 1
3. Shift 2-What 5. Connections
3&4
Shift 2
5. Connections 2. Shift 1-How
Connections
1. Shift 1-What 4. Shift 2-How
5
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Objectives and Agenda
Objectives
Participants will be able to:
● Describe Shift 3 and its
importance
● Describe effective curricular
approaches to building
knowledge and vocabulary
and making evidence-based
claims
● Develop and evaluate textdependent questions
Agenda
I.Opening and Activator
II.Shift 3 Overview
III.Volume of Reading on a Topic
IV.One Module’s Methods
V.TDQs that Build Knowledge and
Vocabulary
VI.Role Teams
12
Shift 3: Intentionally Building
Shift
3: Intentionally
Building
Knowledge
Through
Content-rich
Knowledge
through Content-Rich
Nonfiction
Nonfiction
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
What Is Your Favorite Work of Nonfiction?
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Why?
•
Secondary school, college, and the workforce require
interaction with informational text.
➢ Nonfiction makes up the vast majority of required
reading in college and the workplace.
•
Interaction with informational text builds the type of
vocabulary and knowledge deemed necessary for success.
•
Informational text often has to be read differently from
narrative text.
➢There has historically been little interaction with
informational texts in elementary and middle school.
15
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Objectives and Agenda
Objectives
Participants will be able to:
● Describe Shift 3 and its
importance
● Describe effective curricular
approaches to building
knowledge and vocabulary
and making evidence-based
claims
● Develop and evaluate textdependent questions
Agenda
I.Opening and Activator
II.Shift 3 Overview
III.Volume of Reading on a Topic
IV.One Module’s Methods
V.TDQs that Build Knowledge and
Vocabulary
VI.Role Teams
16
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Volume of Reading on a Topic
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Setting the Stage
• Imagine you are 11th grade students studying the sustainability of seafood.
• You are working to determine which species are sustainable sources of
food.
• The most complex texts you will tackle in this study are authentic reports,
written by scientists, that explain whether a certain species:
– should not be fished,
– should be fished “with caution,”
– or can be widely harvested.
18
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Initial Read
Locate the article “Pacific Cod Species Report.”
Read the article, and then self-assess using a rating between 1 and 5:
1 = I don’t understand much of this at all.
3 = I understand some or even many of the words, but I really don’t
understand what it means.
5 = I completely understand this information and can use it to make a
decision about whether or not it’s a good idea to fish for Pacific cod.
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Continuing to Build Knowledge
Locate the article “Bycatch.”
•Read and discuss with a partner:
o What is bycatch?
o What kinds of animals are affected by bycatch?
20
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
And Building . . .
Now, locate the article “Sudden Death on the
High Seas.”
•Read p. 19–30
•Discuss:
– What is longline fishing?
– What bycatch is created by longline
methods?
– What are some ways to limit bycatch?
21
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6-8
What Does It Mean?
Return to the first text, “Pacific Cod Species Report.”
Some support with structure:
o Throughout the report, what are the words in all capital letters?
Headings for each section of the report
o In the table on the first page, what do the numbers represent?
Scores for each criterion
o In the table on the first page, what are the lowest and highest scores
possible? What are the score ranges for each color?
0 and 4
0 to 1.59 for Red, 1.6 to 2.39 for Yellow, 2.4 to 4 for Green
o How does the table in the summary correlate to the other sections?
22
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6-8
What Does It Mean?
How would you explain the structure?
• 6 main sections:
o Section 1: Summary with final score and subscores for 5 criteria
o Sections 2–6: Detailed scoring information for each criterion
• The 5 criteria categories are:
o (1) Life History, (2) Abundance, (3) Habitat Quality & Fishing Gear
Impacts, (4) Management, (5) Bycatch
• Each criterion has 2 subsections: Core Points, Adjustment Points
o Core points are a base score of 1, 2 or 3.
o Adjustment points are added to or subtracted from the base score
for each item, worth 0.25 points.
o The last line shows the total assigned points for that category.
23
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6-8
What does it mean?
Some support with structure:
o How do you know how many core points a criterion received?
The score and definition are in bold. A paragraph explaining the
score is directly below the selected score (1.0, 2.0 or 3.0).
o How do you understand the adjusted point score for a category?
A statement is placed directly under each item for which points
were adjusted.
Add or subtract 0.25 points for each statement.
Some statements are in bold but not the score. This is when no
points were subtracted.
o Explain how the core points and adjusted points come out to 1.75 for
Life History.
24
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Reread
1. Reread “Pacific Cod Species Report” p. 3 (Summary) , then p. 9–12
(Management, Bycatch)
•Think about what you’ve learned about bycatch and longline fishing.
•Apply any gained understanding of the structure.
2. Self-assess again:
1 = I don’t understand much of this at all.
3 = I understand some or even many of the words, but I really don’t
understand what it means.
5 = I completely understand this information and can use it to make a
decision about whether or not it’s a good idea to fish for Pacific cod.
25
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Discuss
Discuss with a partner:
• What methods are used in Pacific cod fishing?
• Is bycatch a problem in Pacific cod fisheries? Why or why not?
• Is it a good idea to fish for Pacific cod? Why or why not?
26
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
One More
• Find the report “Monterey Bay Aquarium: Seafood Watch.”
• Locate “Cod: Pacific” in each column.
– Why might this pamphlet report that it’s best to avoid Pacific cod
caught by Japanese and Russian fishermen?
27
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Debrief –
• What did you notice about the way you read the “Pacific Cod Species
Report” article the second time versus the first time?
• What enabled you to make a (likely) accurate inference about the way
Pacific cod are fished in Japan and Russia?
• What do you think about the amount of knowledge you gained about fish
and fishing during this session?
• Based on your experience in this activity, what are some curricular
implications for building knowledge and vocabulary using text sets?
28
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Make Sure You Have Both . . .
Close Reading
of Complex Text
Volume of Reading
of Texts on a Topic
Fewer pages
More pages
Grade-level
complex text
Text at different levels of
complexity
All students
same text
Student or teacher choice of text
Teaches students to attend to text
and to words
Rapidly builds knowledge and
vocabulary
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Both/And Literacy K-5 (Liben & Liben)
•CCR Standards-aligned literacy instruction must have EACH of
several elements: solid foundational reading skills, development of
academic language (vocab/syntax), growth of knowledge, application
of comprehension strategies, clear speaking and writing,
capacity/motivation for volume of reading.
•Article discusses many practices for “how,” but emphasizes shared,
close reading of appropriately complex grade-level texts with
sequenced, rich questions that demand textual evidence.
•Suggests GRAIR for volume of reading but (1) should be only a
PORTION, not majority of instructional time, and (2) students should
have wider reading choices ACROSS LEVELS (not as strict as
traditional guided/independent reading).
Guided Reading & Accountable Independent Reading
30
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Processing & Application
STOP AND JOT
•
What important understanding do you want to take away
from our discussion about Shift 3?
•
What implications does the importance of Shift 3 have for
your work? Consider:
Professional development
Planning
Curriculum
Systems/Structures
Equity
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Objectives and Agenda
Objectives
Participants will be able to:
● Describe Shift 3 and its
importance
● Describe effective curricular
approaches to building
knowledge and vocabulary
and making evidence-based
claims
● Develop and evaluate textdependent questions
Agenda
I.Opening and Activator
II.Shift 3 Overview
III.Volume of Reading on a Topic
IV.One Module’s Methods
V.TDQs that Build Knowledge and
Vocabulary
VI.Role Teams
32
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Module Overview
1. Skim the Unit Outline on page 34
What do you notice about the progression of the unit?
2. Read Part 1 on page 35
What is the purpose of Part 1?
3. Read Part 2 on page 49
How do the activities lead to the objective?
4. Preview the Tools on pages 55 and 56
How do the tools support learning?
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Part 1: Making Evidence-Based Claims
Targeted Standard RI.7.1
Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Supporting Standard(s):
RI.7.2: Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective summary of
the text.
RI.7.3: Analyze the interactions between individuals, events, and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).
SL.7.1: Engage effectively in a range of collaborative discussions (one on one,
in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
•
ACTIVITY 1:
Independent Reading
and Finding
Supporting Evidence
CLAIM: Migrant farm
workers led very
difficult lives.
Read paragraphs
6–19 and annotate or
fill in evidence to
support that claim.
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Activity 2: Read-Aloud and Class Discussion
1.
Beginning
in paragraph
how
to overcome
RI.7.1:
Cite several
pieces 6,
of Chavez
textual describes
evidence to
support
analysisthe
of unfair
what the
1.
in paragraph
Chavez
describes
how
to overcome
treatment
of farm
workers.
What
solution
doesfrom
Chavez
discover
tothe
theunfair
textBeginning
says explicitly
as well as6,
inferences
drawn
the
text.
treatment
of farm
workers.
What solution does Chavez discover to the
problem
the farm
workers
faced?
problem
the farm
RI.7.2:
Determine
twoworkers
or morefaced?
central ideas in a text and analyze their
development over the course of the text; provide an objective summary of
1.
Chavez
introducesthe
theUnited
UnitedFarm
FarmWorkers
WorkersUnion
Unionininparagraph
paragraph9.9.What
What
2.
theChavez
text. introduces
some
of the
things
union
it affect
Chicano
areare
some
of the
things
thethe
union
did did
andand
howhow
did did
it affect
the the
Chicano
society
in general?
society
in general?
RI.7.3:
Analyze
the interactions between individuals, events, and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals
1.
After aideas
long description
influence
or events). of the successes of the UFW, Chavez discusses
Governor
Deukmejian.
What effect
that the
3. After
a longGeorge
description
of the success
of the does
UFW,Chavez
Chavezsay
discusses
governor
hadeffectively
on
the farm
movement?
Governor
George
Deukmejian.
What of
effect
does Chavez
say that Governor
SL.7.1:
Engage
in aworker’s
range
collaborative
discussions
(one on
George
Deukmejian
had on the farm
movement?
(paragraph
18one, in groups,
and teacher-led)
withworker’s
diverse partners
on Grade
7 topics,
19)
texts, and issues, building on others’ ideas and expressing their own clearly.
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Activity 3: Find Supporting Evidence
Activity 4: Class Discussion of EBCs
In pairs, use the Making
EBC Tool to look for
evidence to support the
following claim:
Claim: Chavez argues union
organization is critical to
the advancement of farm
workers and the Chicano
People.
(paragraphs 6–19)
Claim: Chavez argues union organization is critical to
the advancement of farm workers and the Chicano
People.
We attacked that historical source of shame and infamy that
our people in this country lived with. We attacked that
injustice, not by complaining, not by seeking handouts, not by
becoming soldiers in the war on poverty; we organized! (line
65, par. 9)
The union survival, its very existence, sent out a signal to all
Hispanics that we were fighting for our dignity, that we were
challenging and overcoming injustice, that we were
empowering the least educated among us, the poorest among
us. (line 70, par. 10)
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Activity 5: Forming EBCs in Pairs
In pairs, use the Forming EBC Tool to make an evidence-based
claim of your own and present it to the class.
Focus your claim on paragraphs 6–19
1. Find 3 interesting and related details.
2. Connect the details. How do they connect? What
do they mean?
3. Develop a claim. Based on the evidence, what
conclusions might you draw?
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Debrief
1. As a learner, what activities were most impactful
to you, why?
2. Revisit the Standards, to what extent were they
addressed through this activity?
3. How does this lesson speak to Shifts 1, 2, & 3?
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Revisiting Text Complexity: Vocabulary
Review paragraphs 1–5 of the “California
Commonwealth Club Address” and
answer/annotate in your materials:
•Where in the text you predict students
would struggle to comprehend, including:
o Meaning or Purpose
o Structure
o Language & Vocabulary
o Knowledge Demands
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Objectives and Agenda
Objectives
Participants will be able to:
● Describe Shift 3 and its
importance.
● Describe effective curricular
approaches to building
knowledge and vocabulary
and making evidence-based
claims.
● Develop and evaluate textdependent questions.
Agenda
I.Opening and Activator
II.Shift 3 Overview
III.Volume of Reading on a Topic
IV.One Module’s Methods
V.TDQs that Build Knowledge and
Vocabulary
VI.Role Teams
44
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Text-Dependent Questions
Purposes for TDQs:
• Support learning with
scaffolding.
• Guide students to identify key
ideas and details.
• Build vocabulary.
• Build knowledge of syntax and
structure.
• Help students grapple with
themes and central ideas.
• Foster the synthesis and
analysis of information.
What are
the should
key details
Which
words
we
and ideas?
look
at for TDQs?
•• Essential
How can to
I support
students in seeing
and
understanding
the text
understanding
• Likely
to appear in future
important details and
reading
ideas?abstract words (as
• More
opposed to concrete
words)
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Text-Dependent Questions for RI.7.2
Why should we ask central idea/theme-based TDQs?
• Guide students toward the theme.
• Encourage students to look to the text to support their
answers.
• Encourage students to examine the complex layers of a
rigorous text.
• Support comprehension.
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
When Creating Text-Dependent Questions…
1.
2.
3.
4.
5.
6.
7.
Identify the Standards that are being
addressed.
Identify the core understandings and key
ideas of the text.
Target small but with critical-to-understand
passages.
Target vocabulary and text structure.
Tackle tough sections head-on: notice things
that are confusing and ask questions about
them.
Create coherent sequences of textdependent questions.
Create the assessment.
Know the
Text Well
Know the
Standard(s)
Know the
Desired
Student
Response
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
“Commonwealth Club Address” TDQs
RI.7.1: Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RI.7.2: Determine two or more
central ideas in a text and analyze
their development over the course
of the text; provide an objective
summary of the text.
RI.7.3 Analyze the interactions
between individuals, events, and
ideas in a text (e.g., how ideas
influence individuals or events, or
how individuals influence ideas or
events).




Develop 1 text-dependent
question to be used with excerpts
from “The Commonwealth Club
Address.”
Ensure it is aligned to the Standard(s),
working toward the entirety of the
Standard.
Make sure it can be answered using
evidence from the text.
Place your final draft on 2 duplicate
index cards. Write the Standard(s) at
the top.
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Mid-Workshop Guidance
1. What are the central ideas present throughout the speech and how do they
develop?
2. How did ideas, events or individuals influence each other in the text?
3. In paragraph 9, why could the union be considered “something dangerous”?
To whom? Support your answer with evidence from the text.
4. (RI.7.3, RI.7.2, RI.7.1) How did the union’s survival influence MexicanAmericans to take action? Support your answer with evidence from the text.
Revision:
(RI.7.3, RI.7.2, RI.7.1) How did the formation and effectiveness of the union
influence other events? Support your answer with evidence from the text.
49
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Triad-to-Triad Feedback
In pairs of triads, provide constructive feedback.
Is the question:
3: Standards-based and advances
core understanding of the text
2: Almost there
1: Not Standards-based/not likely
to advance core understanding
Share a comment with how the TDQ is
effective, or what needs to change.
Help your partner triad revise if needed.
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Thumb Rating: Objectives
Objectives
● Describe Shift 3 and its importance.
● Describe effective curricular approaches to
building knowledge and vocabulary and making
evidence-based claims.
● Develop and evaluate text-dependent
questions.
51
BUILDING KNOWLEDGE AND VOCABULARY IN GRADES 6–8
Role Team Time
Meet with your role team
1. Download your key learning with one another.
2. Discuss how this session is relevant to your role and what you can put into
practice.
The Juicy
Language of Text
Leadership Pathway
The Juicy Language of Text
Grades 6–8
Summer 2017
THE JUICY LANGUAGE OF TEXT GRADES 6–8
The Week at a Glance
Day
Monday
8:30 a.m.–4:30 p.m.
Tuesday
8:30 a.m.–4:30 p.m.
Wednesday
8:30 a.m.–4:30 p.m.
Thursday
8:30 a.m.–4:30
p.m.
Friday
8:30 a.m.–2:30 p.m.
Ideas
Focus and Coherence
Rigor
Observing the Standards and Shifts
Adaptations for Struggling Learners
The Foundation: Shifts 1 & 2
Text Complexity
Building Knowledge and Vocabulary: Shift 3
The Juicy Language of Text
Organizational Systems and Structures
THE JUICY LANGUAGE OF TEXT GRADES 6–8
Objectives and Agenda
Objectives:
Participants will be able to
• Determine the role of syntax
in complex text
• Closely read and dissect text
at the sentence level with
Juicy Sentences
• Observe and analyze
instruction for evidence of
standards and shifts
• Describe the ideal literacy
program
Agenda:
I.Opening and Activator
II.Naming the Challenge
III.Deconstructing Juicy Sentences
IV.Instructional Video Observation
V.Coaching Practice
VI.Mini-Team Time
57
Dr. Lily Wong Fillmore
Watch the video and note . . .
What challenges does complex text present for educators?
What does she recommend to address the challenges?
What resonates most with you about her message?
✧
✧
✧
THE JUICY LANGUAGE OF TEXT GRADES 6–8
Putting It Together
Syntax: 1818 Paragraph
Read the text.
Craft your own definition of
syntax based on what you
read.
Juicy Sentence Blog
Read and annotate the
article.
• What makes a sentence
juicy?
• What instructional
opportunities does the
juicy sentence provide?
THE JUICY LANGUAGE OF TEXT GRADES 6–8
Language Standards: What do you notice?
L.7.1.B Choose among simple, compound, complex, and compound-complex
sentences to signal differing relationships among ideas.
Vocabulary Acquisition and Use:
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on Grade 7 reading and content, choosing flexibly
from a variety of strategies.
L.7.5 Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
7.5.A Interpret figures of speech (e.g., literary, biblical, and mythological
allusions) in context.
7.5.B Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the words.
7.5.C Distinguish among the connotations of words with similar denotations.
THE JUICY LANGUAGE OF TEXT GRADES 6–8
Let’s Practice...
Tens of thousands of the children and grandchildren of farm
workers and the children and grandchildren of poor Hispanics
are moving out of the fields and out of the barrios—and into
professions and into business and into politics.
1. Copy the sentence.
2. What does this sentence mean?
3. Write other things that you notice.
4. Write a new sentence mimicking the author’s structure.
THE JUICY LANGUAGE OF TEXT GRADES 6-8
The growers only have themselves to blame for an increasing demand by
consumers for higher quality food--food
thatisn't
isn'ttainted
taintedby
bytoxics
toxics;
food
that
food food that
toxics;food
foodthat
that
doesn't result from plant mutations or chemicals which produce red,
red luscious
lusciousA
Juicy
Sentence
Deconstruction
luscious-looking
tomatoes--that
taste
like alfalfa.
looking tomatoes
that taste
tomatoes--that
tastelike
likealfalfa.
alfalfa.
The growers only have themselves to blame for an increasing demand by
consumers for higher quality food--food
thatisn't
isn'ttainted
taintedby
bytoxics
toxics;
food
that
food food that
toxics;food
foodthat
that
doesn't result from
plant mutations
or chemicals
which produce red,
red luscious
lusciousA Juicy
Sentence
Deconstruction
luscious-looking
tomatoes--that
taste
like alfalfa.
looking tomatoes
that taste
tomatoes--that
tastelike
likealfalfa.
alfalfa.
THE JUICY LANGUAGE OF TEXT GRADES 6–8
Example of Juicy Sentence Work
from “The Commonwealth Club Address”
And Hispanics across California and the nation who
don't work in agriculture are better off today
because of what the farm workers taught people
about organization, about pride and strength,
about seizing control over their own lives.
Hispanics are better off today because of what the
farm workers taught them about taking control
over their own lives.
[There] is repetition of the word about and it is
separated by commas.
People throughout the school get tired sometimes
and deserve a break of approximately three
minutes during the middle of each period to
stretch out, to read or draw, to munch on
something appropriate for a school snack.
THE JUICY LANGUAGE OF TEXT GRADES 6–8
Objectives and Agenda
Objectives:
Participants will be able to
• Determine the role of syntax
in complex text
• Closely read and dissect text
at the sentence level with
Juicy Sentences
• Observe and analyze
instruction for evidence of
standards and shifts
• Describe the ideal literacy
program
Agenda:
1.Opening and Activator
2.Naming the Challenge
3.Deconstructing Juicy Sentences
4.Instructional Video Observation
5.Coaching Practice
6.Mini-Team Time
65
Observing for Standards and Shifts
66
OBSERVING FOR THE STANDARDS AND SHIFTS IN GRADES 6–8
Observing for Standards and Shifts
7th Grade, Ms. Prabha
Standard(s):
RL.7.4, RL.7.6
Text:
Warriors Don’t Cry
Prepare:
• Look up the text’s Lexile / grade level.
• Look up the standard(s).
• Describe the “look fors” you expect to see.
Capture Evidence:
• What standard(s) are being taught?
• Is the instruction addressing the intended
standard(s)?
• Where do you see evidence of each of the shifts?
• What questions are asked and are they high-quality TDQs?
• Where do you see students working to meet content and/or skill challenges?
• Do you get a sense the environment is equitable?
OBSERVING FOR THE STANDARDS AND SHIFTS IN GRADES 6–8
OBSERVING FOR THE STANDARDS AND SHIFTS IN GRADES 6–8
After the Observation
Step 1 - Start with the Text
• Based on quantitative factors, what
grade band would this text (Lexile or
other quantitative measures) most
likely fit?
• Based on qualitative measures or
reader-task considerations, is the text
appropriately complex for the grade
level?
• Is it appropriate for the grade level?
OBSERVING FOR THE STANDARDS AND SHIFTS IN GRADES 6–8
After the Observation
Step 2 - The Standards
• What standard(s) are being taught?
• Is the instruction addressing the
intended standard(s), to the depth
expected and working toward their
entirety?
OBSERVING FOR THE STANDARDS AND SHIFTS IN GRADES 6–8
After the Observation
Step 3 - The Shifts and Aligned Approaches
• Where do you see evidence of each of
the shifts?
• What questions are asked?
• Where do you see students working to
meet content and/or academic
challenges?
• Is the instruction addressing equitable
practices?
What are the highest-leverage areas of development for this teacher?
OBSERVING FOR THE STANDARDS AND SHIFTS IN GRADES 6–8
Questions that Develop the Shifts
Complex Text
Textual Evidence
Knowledge through Nonfiction
•
•
•
•
•
•
•
•
Is a grade-level complex text at
the center of instruction?
Are students engaging in
regular practice with complex
texts and academic language?
Does instruction focus on
students reading grade-level
complex texts closely,
discerning deep meaning?
Do questions and tasks
address the text and help build
knowledge by attending to its
particular structures, concepts,
ideas, and details?
Does instruction focus on
building students’ academic
vocabulary in context
throughout instruction?
Do questions and tasks attend
to the words, phrases, and
sentences within the text?
•
•
•
•
Are students’ reading, writing,
and/or speaking grounded in
evidence from text?
Are text-dependent questions
sending students back into the
text to answer them? Are they
connected to the intended
standard(s) of the lesson?
Are lessons and tasks designed
so that students cite specific
evidence from text(s) to support
analysis, inferences, and claims,
both orally and in writing?
Are students using evidence to
build on each other’s
observations or insights during
discussion or collaboration?
Does the teacher expect
evidence and precision from
students and probe responses
accordingly?
•
•
•
Do questions and tasks
address the text and help
build knowledge by attending
to its particular concepts,
ideas, and details?
Do students read a significant
amount of nonfiction?
When the anchor text of a
unit is fiction, is nonfiction
used to supplement the text
and help build understanding
and knowledge about
historical periods, topics and
issues explored in the fiction
text?
Is instruction designed so that
nonfiction is systematically
used to build domain-specific
knowledge and vocabulary
topics?
THE JUICY LANGUAGE OF TEXT IN GRADES 6–8
Processing & Application
STOP AND JOT
•
What important understanding(s) do you want to take away
from our work in ELA?
•
What implications do you intend to act on? Consider:
Professional development (self and others)
Planning
Curriculum
Systems/Structures (including observation & feedback)
Policy & Programming
THE JUICY LANGUAGE OF TEXT IN GRADES 6–8
Mini-Team Time: Synthesis
Synthesize your learning
Based on yesterday and today’s sessions, describe the
components of an ideal literacy program that develops collegeand career-ready students.
What must teachers do?
What must students do?
What must leaders do?
THE JUICY LANGUAGE OF TEXT IN GRADES 6–8
Thumb Rating: Objectives
Objectives
• Determine the role of syntax in complex text
• Closely read and dissect text at the sentence level
with Juicy Sentences
• Observe and coach the shifts and standards in
teacher practice
• Describe the ideal literacy program
75
76
BUILDING KNOWLEDGE AND VOCABULARY AND JUICY LANGUAGE IN GRADES 6–8
Reference List
Slide
Source
13
http://www.coreStandards.org/assets/CCSSI_ELA%20Standards.pdf
17–28
adapted from EL's presentation @ http://www.Standardsinstitutes.org/sites/default/files/material/s2_ppt_text_sets_elem.pptx
19, 22–
26, 28
http://blueocean.org/documents/2012/03/cod-pacific-full-species-report.pdf
11
http://sawfish.saveourseas.com/threats/overfishing
21
abcbirds.org/wp-content/uploads/2015/05/seabird_report.pdf
27
http://www.seafoodwatch.org/-/m/sfw/pdf/guides/mba-seafoodwatch-national-guide.pdf?la=en
43, 61,
64
https://www.engageny.org/resource/grade-7-ela-making-evidence-based-claims-unit-cesar-chavez
34–41,
43
http://odelleducation.com/making-ebc-lesson/grade-7
37, 43
https://www.youtube.com/watch?v=qB1jwR1h9qo
58
https://www.youtube.com/watch?v=STFTX7UiBz0
59
William Cobbett, A Grammar of the English Language in a Series of Letters: Intended for the Use of Schools and of Young Persons in General,
but More Especially for the Use of Soldiers, Sailors, Apprentices, and Plough-Boys, 1818
68–72
http://commoncore.americaachieves.org/module/19
BUILDING KNOWLEDGE AND VOCABULARY AND JUICY LANGUAGE IN GRADES 6–8
Image Credits
Slide 1, 14: http://ecx.images-amazon.com/images/I/519HKX9M69L.jpg
https://upload.wikimedia.org/wikipedia/en/c/c4/Eat,_Pray,_Love_–_Elizabeth_Gilbert,_2007.jpg
https://books.google.com/books/content?id=bk0wBgAAQBAJ&printsec=frontcover&img=1&zoom=1&imgtk=AFLRE73uClOhUHEqvY1
HhKd3s8h0RhAbpmC9QX8TqHXcAKXa5XovlFGA6ON7cbFasr9WJLkMosmOoI3TeRV_NliRhqzMOgJLYDBwyCnh7C8pa_0McGDeLWuTNe
VMEjg2Pt-BQNeAvdHH
http://ecx.images-amazon.com/images/I/51k4RVT0XQL._SX258_BO1,204,203,200_.jpg
http://www.audioeditions.com/audio-book-images/l/Guns-Germs-and-Steel-290275.jpg
http://prodimage.images-bn.com/pimages/9780307885159_p0_v1_s192x300.jpg
Slide 13: Amy Rudat
Slide 17: Flickr: Atlantic Codfish Swimming by Glen Bowman
Slide 20: Flickr: Entangled Sperm Whale by Lauren Packard
Slide 32: https://www.flickr.com/photos/jakerust/16639995227
Slide 35: https://www.flickr.com/photos/taylar/3278568496/in/faves-138472577@N02/
Slide 43: https://www.flickr.com/photos/gruenemann/2369241878/in/faves-138472577@N02/
Slide 50: https://pixabay.com/en/personal-silhouettes-human-1264695/
Slides 52, 74: https://pixabay.com/en/team-unity-celebration-dance-150149/
Slide 53: https://c1.staticflickr.com/3/2710/4468296467_79e1da98fb.jpg
Slide 54: Shutterstock/ 70473535
Slide 58: https://www.youtube.com/watch?v=STFTX7UiBz0
Slide 53: https://pixabay.com/en/coffee-cup-coffee-break-holiday-393836/
Slide 61: Cesar Chavez Memorial at Berkely Marina https://www.flickr.com/photos/taylar/3278568496/in/faves-138472577@N02/
Slide 76: https://pixabay.com/en/be-behold-being-hands-holding-1362324/