Engaging Literacy Practices to Promote Learning for Ethnically Diverse Students Presented By Office of Superintendent of Public Instruction ELA Team Assessment, Teaching & Learning & Title I/Part A Meet Our Team Amy Baunsgard-Heusser, ELA Specialist Cindy Knisely, Reading Assessment Specialist Beth Simpson, Reading Assessment Specialist LaWonda Smith, Program Manager, Title I Part A, Reading/Language Arts Learning Goals Participants and Presenters will arrive at a shared understanding about: Using culturally/ethnically responsive teaching to build relationships Utilizing the three shifts of ELA to engage students in deeper learning Building a system of education to support the whole child from birth to career and college readiness The Iceberg That Sank The Titanic Threading Themes Ethnically diverse populations Assessment Instructional landscape Differentiated instruction Definition of Literacy In the Washington State Comprehensive Literacy Plan (CLP), literacy is defined as the ability to effectively read, write, speak, think, create, problem solve and reflect in order to participate in a democratic multicultural society. (State of Washington, 2012). The Definition Expanded The authors of the CLP recognize that literacy development begins at birth, Integrates listening, speaking, reading, writing, and critical thinking across all media types, Knowledge to recognize and use language appropriate to a situation, and The ability to think, create, question, solve problems, and reflect. Culturally/[Ethnically] Responsive Teaching A pedagogical perspective oriented towards placing a student's cultural and social identity at the center of an educational process meant to affirm and develop a student's academic achievement, cultural competence, and critical consciousness. LEARNLEARN: Build your knowledge about Ethnically responsive teaching. EXPERIENCEEXPERIENCE: See Ethnically responsive teaching in action. BECOME: BECOME: Spark your own development and Ethnically responsive practice. "Classroom teachers and other educators need to understand that achievement, or lack thereof, is an experience of an accomplishment. It is not the totality of a student's personal identity, or the essence of his or her human worth." Geneva Gay, University of Washington Culturally/[Ethnically] Responsive Teaching: Theory, Research and Practice Ethnically Responsive Teaching https://www.youtube.com/watch?v=nGTVjJuRaZ8 Washingtons Focus on the Achievement Gap Definition of the AG State Goal Number / data for our state Principal responsibility Teacher responsibilityeature=player_detailpage&v=Ahhj 3wxxkdM Student Support Teaching the Whole Child Identity and Achievement Equity and Excellence Developmental Appropriateness Culturally Relevant Pedagogy Brown-Jeffy, Shelly & Cooper, Jewell E. Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, Winter 2011. Identify and Achievement Identity development Cultural heritage Multiple perspectives Affirmation of diversity Public validation of home-community cultures Developmental Appropriateness Learning Styles Teaching Styles Cultural Variation In Psychological Needs Motivation Morale Engagement Collaboration Teaching the Whole Child Skill development in cultural content Bridge home, school and community Learning outcomes Supportive learning community Empower students Student Teacher Relationships Caring Relationships Interaction Classroom atmosphere Equity and Excellence Dispositions Incorporate multicultural curriculum Equal access High expectations for all Ethnically Relevant Pedagogy Mathematics (Common Core) Science (Next Generation Science Standards) Social Studies (Washington specific) The Arts (Washington specific) Health and Fitness (Washington specific) World Languages (Washington specific) English language arts (Common Core) The Three ELA Shifts Regular practice with complex text and its academic language. Reading, writing and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction. Shift in English Language Arts Academic Language Regular practice with complex text and its academic language The Standards build a staircase of text complexity so that students are ready for the demands of college and careers. Closely related to text complexityand inextricably connected to reading comprehensionis a focus on academic vocabulary: words that appear in a variety of content areas (such as ignite and commit). Early LearningBeck and McKowen Shift One: Past and Present What it used to look like Little emphasis on text complexity. Vocabulary questions often focus on prior knowledge rather than context; little emphasis on tier two words. Figurative language questions focused on literary terms. What it should look like Strong emphasis on text complexity. Vocabulary questions focus on the meaning of words in context; a strong emphasis is placed on tier two words and those words important to the central idea or theme. Figurative language questions focus on the meaning of the text, not just the terms. Changes to the Lexile Bands Source: Office of the Superintendent of Public Instruction Qualitative Criteria Literary Text Complexity Rubric Source: Office Superintendent of Public Instruction Qualitative Criteria Informational Text Complexity Rubric Source: Office Superintendent of Public Instruction Analyzing the Text Office of Superintendent of Public Instruction Three Tiers of Vocabulary Tier Three: Domain Specific Tier Two: Generally Academic Tier One: Everyday Speech Three Tiers of Words Tier 3 - Highly specialized, subject-specific; low occurrences in texts; lacking generalization E.g., federalism, legislation, militia, discrimination Tier 2 - Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas E.g., principle, relative, innovation, argument, potential, investigate Tier 1- Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level E.g., slave, hiding, freedom, war, escape Tier Three Words Are OFTEN Defined In the Text Civil rights- the nonpolitical rights of a citizen; especially : the rights of personal liberty guaranteed to U.S. citizens by the 13th and 14th amendments to the Constitution and by acts of Congress. Immigration- to come into a foreign country to live. Prohibition- the period in U.S. history between 1920 and 1933 when the sale and manufacture of alcoholic beverages was forbidden by law. Tier Two Words Are NOT Usually Defined By the Text Not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher Far less well defined by contextual clues in the texts in which they appear Far less likely than Tier 3 words to be defined explicitly within a text Frequently encountered in complex texts yet are particularly powerful due to their wide applicability to many sorts of reading Tier Two Words To Teach The word is central to understanding the text. The word choice and nuance are significant. Students are likely to see this word frequently. Students will be able to use this word when writing in response to the text. It is a more mature or precise label for concepts students already have under control. The word lends itself to teaching a web of words and concepts around it. Criteria For Selecting Words To Teach What are the barrier words? Does this word keep the student from understanding the text? What is the importance of the word for understanding the text? What does the word choice bring to the meaning of the text? (E.g., precision, specificity?) What is the general utility of the word? Is it a word that students are likely to see often in other texts? Are there multiple meanings? Will it be of use to students in their own writing? What is the students prior knowledge of the word and the concept(s) to which it relates? How does the word relate to other words, ideas, or experiences that the students know or have been learning? Are there opportunities for grouping words together to enhance understanding of a concept? Classifying Vocabulary From Texts Use what you learned from the slides and the reading to determine the tier levels of the words in Freedom Walkers that you circled and underlined. Write the Tier 1, Tier, 2 and Tier 3 words on your graphic organizer. Three Column Vocabulary List Tier One Tier Two Tier Three determined Three-column vocabulary list Tier One Tier Two Tier Three determined enforced denied obstacle disqualify rigged literacy registering racial segregation Jim Crow laws white supremacy discriminated segregation poll tax color public bus people race restaurants sleep theaters Reading, writing and speaking grounded in evidence from text The Standards place a premium using evidence from both informational and literary text(s) to present careful analyses, well-defended claims, and clear information. The Standards expect students to answer questions that depend on their having read the text or texts with care. In the early grades, the Standards require cultivation of narrative writing. In secondary writing, effective argumentative and informational writing must utilize evidence based on sequence and details generated from careful reading of the text. Students should be able to answer a range of text- dependent questions that require inferences built from the text. Shift in English Language Arts Evidence From Text The Common Core Emphasis on Evidence Rather than asking students questions they can answer solely from their prior knowledge and experience, the standards call for students to answer questions that depend on their having read the texts with care. The Common Core Emphasis on Evidence Students should be able to answer a range of text- dependent questions, whose answers require inferences based on careful attention to the text. The Common Core Emphasis on Evidence Students will focus on evidence-based writing along with the ability to inform and persuade. Students are expected to build strong narrative writing skills throughout the grades. The Common Core Emphasis on Evidence Student experiences and opinions alone will not prepare them for the demands of college, career, and life. What do the CCSS say about Evidence in Reading? Reading Anchor Standard 1 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 the text. Reading Anchor Standard 8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. What do the CCSS say about Evidence in Writing? Writing Anchor Standard 1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Writing Anchor Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.id reasoning and relevant and sufficient evidence. What do the CCSS say about Evidence in Speaking and Listening? Speaking and Listening Anchor Standard 3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric Speaking and Listening Anchor Standard 4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience What is a Text Dependent Question? A question that can only be answered by going back to the text. A question that requires the student to give supportive reasoning. A question that focuses on short, challenging but important portion of the text. A question that instigates further writing or discussion. Why Do We Ask Text Dependent Questions? To give students an immediate and specific purpose for reading closely To build toward the BIG Idea To activate reading strategies To offer a similar background entry point To provide students the opportunity to be critical thinkers Using Evidence: Past and Present Not Text Dependent Simple recall or superficial analysis. Little or no emphasis on using textual evidence to support answers or opinions. Reading and writing prompts that asked students to make-things up. Text Dependent Focus on careful reading and analysis of text. Strong emphasis on using textual evidence while answering questions. Reading and prompts that require students to make and support claims and inferences. Text Dependent Questions Not Text-Dependent Text-Dependent In Freedom Walkers, Rosa Parks had to make tough choices. How do you deal with difficult decisions? Who do you lean on for help? Many people were on the same bus Rosa Parks rode that Thursday evening. Describe a time you felt pressure to do what others expected you to do. The word reluctantly is used in paragraph four. Look the word up in the dictionary. Then, talk with your table about something you were reluctant to do and how you dealt with the situation. In Freedom Walkers, Rosa Parks make tough choices. Describe what Rosa Parks might have been thinking and feeling when the bus driver spoke to her that Thursday evening. Many people were on the same bus Rosa Parks rode that Thursday evening. What were their reactions to the situation and why might they have reacted in such a way? The author chose to use the word reluctantly in paragraph 4. How does that word help you better understand what the passengers on the bus were going through? From Freedom Walkers, by Russell Freedman In Freedom Walkers, Rosa Parks make tough choices. Describe what Rosa Parks might have been thinking and feeling when the bus driver spoke to her that Thursday evening. Rosa was on her way home from a long day of tailoring and pressing clothes so she was probably just thinking about getting home. She had thought about this situation previously and determined that if it ever came up, she would not give up her seat to a white person. The fact that she had thought of this situation makes me aware of how important this was to her. When the driver threatened to call the police, Rosa replied quietly which makes me think she was scared but in control of the situation. Many people were on the same bus Rosa Parks rode that Thursday evening. What were their reactions to the situation and why might they have reacted in such a way? Using a highlighter, mark details from the text that answer this question. With a pencil, write down your rational for the evidence you selected. Share your ideas with someone sitting near you. Did you select the same evidence? Did you have the same rational? The author chose to use the word reluctantly in paragraph four. How does that word help you better understand what the passengers on the bus were going through? Form a group of 5. Have each person from the group choose a role from the reading. Reenact the bus scene. Pay particular attention to the facial expressions, voice intonation, and body language to demonstrate the meaning of reluctantly. Shift Two: Past and Present What it used to look like Focus on simple recall or superficial analysis. Little or no emphasis on using textual evidence to support answers or opinions. Use of decontextualized writing prompts that asked students to make- things up. What it should look like Focus on careful reading and analysis of text. Strong emphasis on using textual evidence while answering questions. New writing prompts require students to make and support claims and inferences, Shift in English Language Arts Content Rich Non-Fiction Building knowledge through content-rich nonfiction The Standards recommend that K-5 students need a balance of fiction and non-fiction For secondary ELA classes, emphasis has been placed on literary nonfiction throughout the school day. Topics for reading, writing and discussion may come from history/social studies, science, health and fitness, and technical subjects. Shift Three: Past and Present What It Used To Look Like Equal representation of informational and literary texts. Limited focus on the quality of informational texts. What It Should Look Like More informational texts as students move through the grades Greater focus on content-rich informational texts at all grades Students are learning from the texts they read. Example Texts Non-Fiction Appendix B of the Common Core State Standards (page 11) ELA: Abraham Lincoln The Gettysburg Address (9-10) G.K. Chesterton The Fallacy of Success (11) History/Social Studies Charles Mann Before Columbus: The Americas of 1491 (9-10) FedViews by the Federal Reserve Bank of San Francisco (11) Science, Math, and Technical Subjects Richard Preseton The Hot Zone: A Terrifying True Story (9-10) Wayt W. Gibbs Untangling the Roots of Cancer (11) Comparing Text Complexity Traditional Text The 1955 Montgomery Bus Boycott took place in Alabama. It began when Rosa Parks refused to give up her seat on a bus to a white man. She was arrested and fined. In response to her treatment, Martin Luther King Jr. created a large scale movement to effect change. His goal was to get enough African Americans to stop riding the busses so that it would make an impact to the business. He was arrested and charged with crimes. Later the Supreme Court deciding that racially segregated seating on busses violated the U.S. Constitution. 94 Words/FK: 7.4/Lexile: 910 Comparing Text Complexity Modern Text To be effective, a boycott would need the united support of the citys African American bus riders. Most of them could not afford to own automobiles. How would they get to work? Asking blacks to protest for their rights in the segregated South of the early 1950s was asking them to summon uncommon personal courage to put their livelihoods and even their physical safety on the line. They could be fired from their jobs, harassed on the streets, or worse. The Ku Klux Klan and other white supremacy groups did everything they could to intimidate blacks into submission. And they did not shrink from violence. Blacks who broke the Jim Crow color bar might be terrorized, beaten, or even murdered. (Freedman, 2006). 120 Words/FK: 8.2/Lexile: 990 The Montgomery Advertiser A Primary Source Document December 6, ve/09/ r.jpg Best Practices For Teaching Rich Non-Fiction In High School Provide challenging reading material, across the content areas for secondary students. Timothy and Cynthia Shanahan state that advanced literacy instruction should be embedded within content-area classes and should be a focus of middle and secondary school settings (2008). Instructional supports are needed to encourage students. Anticipate the challenges so that you can teach them how to negotiate the works (Shanahan, T., 2013). Teachers should model reading aloud and frequently stop to verbalize [name] active reading strategies such as: visualizing (add visual for learners) questioning, connecting, predicting, and evaluating. Best Practices For Teaching Rich Non-Fiction In High School Kids enjoy controversy! Reading and talking about controversial articles may be the best and fastest way to accelerate the average students interest in the world and to initiate entry into national and international adult conversations (Schmoker, 2011). Plan effective mini-lessons before, during and after reading that help students carefully analyze the text in multiple ways with various perspectives (Zemelman, S., Daniels, H., and Hyde, A., 2005). In Closing Opening Up Opportunities No human culture is inaccessible to someone who makes the effort to understand, to learn, to inhabit another world. - Henry Louis Gates Jr. Have you considered Teaching a new topic Teaching a new author Advocating for a community cause Building a discussion group Career and College Ready Elementary and Middle School students can demonstrate progress toward college and career readiness in English language arts and literacy. High School Students can demonstrate college and career readiness in English language arts and literacy by: thinking, knowing, going, and acting Conely, David T. Getting Ready for College, Careers, and the Common Core (2012). Smarter Balanced Assessment System Insert Triangle (System Triangle) Summative, Interim, Digital Library https://scale.stanford.edu/sites/default/files/engagement_framework_taylor-scale.pdf Extra Resources Dr. Mary Curtis, Lesley University describes vocabulary strategies that work across content areas Explicit Vocabular Teaching Strategies Video PBS News Hour SeriesKelly Gallaghers Article of the Week ArchivesBlast Kills Four Children; Riots Follow Two Youth Slain; State Reinforces Birmingham Police, September 16, 1963: Washington Post/United International Articles Works Cited Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words To Life: Robust Vocabulary Instruction. New York: Guliford, Print. Brown-Jeffy, Shelly, and Jewell E. Cooper. "Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature." Teacher Education Quarterly (2011). Web. Buxton, Sarah, and Allyson Nusser. "Best Practices for Teaching Non-Fiction Reading in Grades 3-8." Staff Development Workshops. New Jersey, Edison. Mar Lecture. Works Cited Coleman, David, Susan Pimental, and Jason Zimba. "Achieve the Core." Achievethecore.org. Student Achievement Partners, Web. 26 Sept Conley, David T. Getting Ready for College, Careers, and the Common Core. San Francisco: Jossey-Bass, Print. A & E Networks. "Montgomery Bus Boycott." History.com. A&E Television Networks, Web. 23 Sept Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, Print. Works Cited Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, Print. Gay, Geneva. "Preparing for Culturally Responsive Teaching." Journal of Teacher Education 53.2 (2002): Web. "Preparing America's Students for Success." Common Core State Standards Initiative. Council of Chief State School Officers, Web. 23 Sept Schmoker, Michael J. Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD, Print. Works Cited Shanahan, Timothy, and Cynthia Shanahan. "Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy." Harvard Educational Review 78.1 (2008): Web. Shanahan, Timothy. "Letting the Text Take the Center Stage: How the Common Core Will Transform English Language Arts Instruction." American Educator (2013): Web. United States. Education. Superintendent of Public Instruction. Washington State Comprehensive Literacy Plan: Birth to Grade 12. Seattle: BERK: Strategy, Analysis, and Communications, Print. Works Cited Zemelman, Steven, Harvey Daniels, and Arthur A. Hyde. Best Practice: Today's Standards for Teaching and Learning in America's Schools. 3rd ed. Portsmouth, NH: Heinemann, Print.