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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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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
COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTS
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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COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTS
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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• (Addressing Takeaways and questions)
TAKEAWAYS AND QUESTIONS
Trending….
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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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, and share where you are from if there are new faces.
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15 minutes at your tables:
1. As a table, select a sentence from the text, critical to its meaning, that highlights an area of complexity identified in the complexity analysis.
2. Identify what you would provide for a mini-lesson based on areas of complexity.
3. Identify the standard to which your mini-lesson would align (see handout for ideas).
4. Practice with your group how you would deliver instruction around this sentence.
5. You will have a chance to either co-present or individually present your lesson with another group.
6. Ensure you have your own copy of notes.
PRACTICE: PART I
Juicy Sentence Instruction: Your Turn
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PRACTICE: PART II
Juicy Sentence Instruction: Your Turn
45 minutes with new groups:
1. Count off by 4.
2. Write down your number.
3. Relocate with all of the other individuals in the room who share your number.
4. Take 5 minutes to copy your sentence onto a piece of chart paper. You will likely have a partner who shares your number AND sentence. If so, you will co-teach.
5. Each individual/pair who shares a sentence will instruct for 10 minutes using Juicy Sentence Protocol, with the rest of the group as student-participants. (see packet handout: Implementing the Protocol)
6. 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.
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?
BREAK
Back in 15 Minutes
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COMMIT TO ADAPTIVE CHANGE WITHIN THE SHIFTS
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.
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
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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?
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