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Day 1 begins with building a safe place for honest and open discourse about the intersection: race, equity, and instruction. It’s also a day where we push participants to start digging around metacognitively to examine their beliefs and question their practice. Everyone here should have attended Pathway I, and should be revisiting Institute with new questions, new concerns, and new perspective. Some of today is review. Some is new. For example:

● Participants engage with one other as they begin to build a community. They have an opportunity to discuss what they implemented in Pathway I, and how that went.

● In addition to the Institute Participation norms, facilitators introduce the norms of courageous conversations.● Participants revisit a text addressing equity called “More than Celebrating Diversity.” This is in place of the “Equity

Literacy for All” article,” although it dives deeply into equity literacy.● As in Pathway I, participants engage in a self-reflection, but in this case, it’s directly linked to the equity literacy article,

and from there they review the “Unpacking Equity” slide from Pathway I.

This takes the morning, and all this is done in the wake of Kate’s keynote, which should get them feeling an urgency around addressing these issues.

The afternoon is where we begin to integrate the content work into the equity discourse. In Pathway I, we really focus on the Reading standards, with some dip into the Language standards. We analyze text and take participants through activities that they can replicate in the classroom but also demonstrate how to build knowledge and vocabulary, how to more closely examine structure, and how to craft questions. It’s geared mainly to teachers. Pathway II is different, because we get more deeply into the comprehensive process that builds to writing about text. It’s geared more toward coaches, as we try to support coaches in the complex task of harnessing all the moving parts in planning and instruction, especially of students who are emergent multilinguals. So on Day 1, we begin with LANGUAGE. This includes the language we speak casually, academic language, the languages of America, the language of power. We address beliefs and stereotypes that normally accompany this conversation through three videos, all of which focus on emergent multilinguals. Finally, we address the language of text through a text-complexity analysis of the text that we will focus on for the remainder of the week. We close with the idea that in order to support students as they dive deeply into language, whether it’s speaking, listening, reading, or writing, we have to start from the end: where we want them to be, and then put learning experiences in place—or adapt learning experiences—to ensure that they get to that place.

Facilitators Only: Narrative of the Day

Understanding LanguageGrades 6–12 ELA II Day 1

We know from experience the hard work teachers face every day as they strive to help their 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 immersive training through our Institute, and the option of support through our website offerings.

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STANDARDS INSTITUTE

About Us

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• Information about YOU

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

• you are an ELA teacher coach.

• you hold a different role.

• you teach in a district school.

• you teach in a charter school.

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

STANDARDS INSTITUTE

About Us

Introductions

1. Find someone you haven’t met yet.2. Introduce yourself. Share your name, role, and homebase.3. Share one learning from the previous Institute that has stuck

with you and that you have implemented.4. With your partner, find a new pair, and introduce your

partner, repeating what he/she had said.

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WHERE ARE WE?

The Week at a GlanceDay 1: Understanding Language

• Navigating language complexity that lives in the text requires thoughtful support.

• What can it look like in instruction?

Day 2: Scaffolding Up to Standards-Aligned Tasks

• The text that we put in front of students shows them what we think about them.

• How do we make sure all students can access complex text?

Day 3: Building and Processing Knowledge and Language

• We write from models.• What is the connection between being able to unpack the complex

structure of a text and equitable reading and writing outcomes?

Day 4: Academic Language Supports and Standards-Aligned Writing Instruction

• Building structured standards-aligned writing opportunities solidifies knowledge and learning.

• How do you scaffold understanding and expression of understanding through standards-aligned tasks?

Day 5: Planning for Action

• To be agents of change, we need to construct a new story. • How do we ensure equitable outcomes for all our students?

Participants will be able to:

• Describe several equitable instructional practices that support language development.

• Describe the intersection of academic language, academic conversations, and the standards.

• Identify educational practices that support language development in a lesson.

I. Developing a Community Centered in Equity

II. Lunch

III. Language and the Standards

IV. The Apprenticeship Model

V. Observing Classroom Practices

VI. Paradigm Shifts

VII. Language and Text Complexity

VIII. Backward Planning Design

IX. Closing

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DAY 1

Objectives and Agenda

• Take responsibility for yourself as a learner.

• Honor time frames (start, end, and activity).

• Be an active and hands-on learner.

• Use technology to enhance learning.

• Strive for equity of voice.

• Contribute to a learning environment in which it is “safe to not know.”

• Identify and reframe deficit thinking and speaking.

BUILDING THE CONTAINER

Norms That Support Our Learning

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UNBOUNDED STANDARDS INSTITUTE

We Take Data Seriously

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

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

Keynote Debrief

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

I’m challenged by…, and I wonder….OR

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

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

Journal

Our Approach: The Intersection

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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.

1. Stay engaged: Staying engaged means “remaining morally, emotionally, intellectually, and socially involved in the dialogue” (59).

2. Experience discomfort: This norm acknowledges that discomfort is inevitable, especially in dialogue about race, and that participants make a commitment to bring issues into the open. It is not talking about these issues that create divisiveness. The divisiveness already exists in the society and in our schools. It is through dialogue, even when uncomfortable, the healing and change begin.

3. Speak your truth: This means being open about thoughts and feelings and not just saying what you think others want to hear.

4. Expect and accept non-closure: This agreement asks participants to “hang out in uncertainty” and not rush to quick solutions, especially in relation to racial understanding, which requires ongoing dialogue (58–65).

Courageous Conversations

In your journals, please take five minutes to answer the following questions; you may need to reword questions based on your role in the education system. You will not be sharing these answers.

1. What are the objectives of my diversity efforts?

2. Who or what are my diversity efforts intended to “fix?”

3. What resources do I have to address diversity, and how do I go about it?

4. What adult education or professional development does my system provide regarding diversity?

5. How does diversity show up in my curriculum (on paper and taught?)

BUILDING THE CONTAINER

Equity Literacy

Journal

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Gorski challenges us to consider equity beyond celebrations.

As you reread this article, keep your role in mind.

When you get to the Say Something indicators in your article, share your thoughts about your reading with a table partner. Include how your reading was shaped by your role.

BUILDING THE CONTAINER

More than Celebrating Diversity

ONLINE

Return to your journaled questions.

Review your answers.

Take five minutes to add new thinking as a result of:

• the reading• your table conversations• our debrief

BUILDING THE CONTAINER

Equity Literacy: Self Reflection

Journal

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

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

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

Educational equity ensures that all children—regardless of circumstances—are receiving 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.

BUILDING THE CONTAINER

Unpacking Equity

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.

We experience the world through our culture, language, and values. We must be intentionally inclusive of students whose culture, language, and value system may be unfamiliar or different from our own. This includes holding space for academic English, while also making the classroom a safe space for students to use variants of English and languages other than English.

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.

There is no scope-and-sequence for the acquisition of knowledge and language, and all student knowledge and language is an asset. We as educators must leverage student knowledge and language as we scaffold students toward independence with complex texts and tasks.

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EXAMINE BIAS AND ITS ROLE IN OUR WORK & LEARNING

Principles for Language Equity and Learners

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What protocols, processes, or strategies have we engaged in this morning that:

• ensure equity of voice?

• amplify language?

• support productive and thoughtful conversation?

PROCESS CHECK

Strategies to Amplify Language: So Far

Multiple interactions (layered approach) with equity through reading, speaking, listening, and connections between reading and discussing on the same topic (Singleton/Equity Literacy/Kate’s Keynote)

Keynote: writing, speaking, and listening to alternative perspectives (ideas and language models)

Articulating Connections with language principles through writing and speaking

February 2016 – Session 1 19

Lunch

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DAY 1

Objectives and AgendaParticipants will be able to:

• Describe several equitable instructional practices that support language development.

• Describe the intersection of academic language, academic conversations, and the standards.

• Identify educational practices that support language development in a lesson.

I. Developing a Community Centered in Equity

II. Lunch

III. Language and the Standards

IV. The Apprenticeship Model

V. Observing Classroom Practices

VI. Paradigm Shifts

VII. Language and Text Complexity

VIII. Backward Planning Design

IX. Closing

What are the priorities for instructional design that provides for the rigor of the standards for all?

Cite Evidence From:

• Kate Gerson’s Keynote

• Poster Walk

• Pre-reading: Equity Literacy

• Graphs

• The Standards

ACADEMIC CONVERSATION

Discussion Prompt

ACADEMIC CONVERSATION

Listening & Speaking in Collaborative Groups

SYNTHESIZE CONVERSATION

POINTS

BUILD ON AND/OR

CHALLENGE A PARTNER’S IDEAS

PARAPHRASE

SUPPORT IDEAS WITH

EXAMPLES

ELABORATE AND CLARIFY

STANDARDS AND

PRIORITIES

What are the priorities for instructional design that provides for the rigor of the standards for all?

Cite Evidence From:

• Morning Keynote

• Poster Walk

• Colleagues

• Graphs

• Texts (Understanding Language & Equity)

• The Standards

ACADEMIC CONVERSATION

Discussion and Debrief

PLANNING WITH STANDARDS IN MIND

Academic Conversation and the Standards

Review the Speaking and Listening standards in the app.

How often do educators in your district observe, plan, or assess with Speaking and Listening standards in mind?

This Is Why

All students bring valuable knowledge, culture, and LANGUAGE to the classroom.

ACADEMIC CONVERSATION

A Lens into Learning and Development

Vestibulum congue

Socio Cultural

Language and

Literacy

Content Understanding

and Thinking Skills

Psychological

Dimensions of Learning

and Development

ACADEMIC CONVERSATION

Why It Matters to Students

How would intentionally planning opportunities for academic conversations support what these students value in education?

This Is Why

Students need well-structured opportunities to practice language to learn it. Amplify, do not simplify, language.

ACADEMIC LANGUAGE

Define Academic Language

This Is Why

The language gap exists for all students, not just emergent multilinguals and linguistically marginalized students.

The 30 Million Word Gap, Hart & Risley, 1995

Language Matters for All Students

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The question is not “Are they ready?”

The question is “Are we ready?”

Place yourself in the role of an apprentice, learning a skill or method. (You choose the skill).

What is the process of an apprenticeship? What are the reasons for each step in an apprenticeship?

Take 5 minutes with your table, and list out the process from apprenticeship to expertise in the development of a skill (use your journal).

ACTIVITY

Apprenticeship

The Model Requires:• Instruction before there is development• Participation is central in the development of knowledge. • Teachers view their non-English speakers with legitimacy

not by correcting every mistake. • High Challenge with High Support (scaffolding) • Availability of accomplished models—teachers need to set

a high bar for themselves • Acceptance of peripheral participation as a natural stage • The development of student agency, voice, and autonomy• Learning can be observed as changes in participation over

time.

THE APPRENTICESHIP MODEL

Learning as Apprenticeship

This Is Why

We are the gatekeepers of academic language in the classroom.

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VIDEO VIEWING

Moises and Grade 8

MOISESVideo Viewing at Institute● Instructional● Merciful● Thoughtful

1. Select a timekeeper.

2. Beginning with the first question, each person has 15 seconds to share his/her/hir response for that question.

3. This process moves around the table.

4. Repeat process with remaining questions.

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WHIP AROUND

Sharing What You Are Seeing

A Paradigm Shift

LEADERS

From:● Beginning with

observational feedback of lesson

● Providing feedback that reflects knowledge of pedagogy

To:● Getting ahead of instruction with support

and feedback during planning and then providing observational feedback based on plans

● Providing feedback that reflects knowledge of pedagogy and curriculum, texts, standards, and scaffolding

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TEACHERS

From:● “Fidelity to

Curriculum”● Teaching lessons and

moving on

To:● “Fidelity to Results” through thoughtful

use of curriculum● Planning with intentionality and deep

knowledge of the curriculum, texts, and standards to anticipate needs and scaffolds for success

Know Better, Do Better…• Know your curriculum; it is your roadmap.

• Know the text deeply; annotate text complexities to identify potential roadblocks.

• Know your standards; they are your compass.

• Know your students; they are your passengers and co-pilots.

• Know yourself; you are the driver who is responsible for successfully delivering all of your passengers to their destination.

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Know Better, Do Better:Text Complexity and LanguageKnowing how to give students what they need to access a complex text begins with studying its

aspects of complexity.

TEXT COMPLEXITY

Complexity and Sufficiency

How we plan instruction around a text sets the foundation for success or failure. With dense texts especially, we must focus on language.

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Meaning Structure

KnowledgeLanguage

Text featuresGenre

Organization

BackgroundPrior curriculum and

instruction

Layers of meaningPurposeConcept complexity

VocabularyFigurative languageRegional/archaic dialectsSentence lengthSentence structure

Text Complexity (Qualitative)

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TEXT COMPLEXITY

Informational Density

Our mothers and fathers were werewolves. They lived an outsider’s existence in the caves at the edge of the forest, threatened by frost and pitchforks. They had been ostracized by the local farmers for eating their silled fruit pies and terrorizing the heifers. They had ostracized the local wolves by having sometimes-thumbs, and regrets, and human children. (Their condition sometimes skips a generation). Our pack grew up in a green purgatory. We couldn’t keep up with the purebred wolves, but we never stopped crawling. We spoke a slab-tongued pidgin in the cave, inflected with frequent howls. Our parents wanted something better for us; they wanted us to get braces, use towels, be fully bilingual.

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TEXT COMPLEXITY

Grammatical Features

• Information density

-Dependent clauses

-Phrases within sentences

• The use of subjective pronouns

• The use of adverbial clauses and phrases to situate events

Adverbial clause: Group of words that plays the role of an adverb. As in all clauses, an adverbial clause contains a subject and a verb. For example:- Keep hitting the gong hourly. (normal

adverb)- Keep hitting the gong until I tell you to

stop. (adverbial clause)

Subjective pronoun examples: she, he, they, it

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TEXT COMPLEXITY

Grammatical Features

• Ellipses

• Use of abstract nouns

• Use of devices for backgrounding and foregrounding information

• Passive voice

• Combination of complex and simple sentences

An abstract noun is a word that names something you cannot see, hear, touch, smell, or taste. For example:- consideration- parenthood- belief

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TEXT COMPLEXITY

Analyzing for Language and Structure

Directions:• Reread the excerpt independently.

• Annotate for the language and structure features of complex text.

• Prepare to share.

text

VocabularyFigurative languageRegional/archaic dialectsSentence lengthSentence structure

Our mothers and fathers were werewolves. They lived an outsider’s existence in the caves at the edge of the forest, threatened by frost and pitchforks. They had been ostracized by the local farmers for eating their silled fruit pies and terrorizing the heifers. They had ostracised the local wolves by having sometimes-thumbs, and regrets, and human children. (Their condition sometimes skips a generation). Our pack grew up in a green purgatory. We couldn’t keep up with the purebred wolves, but we never stopped crawling. We spoke a slab-tongued pidgin in the cave, inflected with frequent howls. Our parents wanted something better for us; they wanted us to get braces, use towels, be fully bilingual.

Our mothers and fathers were werewolves. They lived an outsider’s existence in the caves at the edge of the forest, threatened by frost and pitchforks. They had been ostracized by the local farmers for eating their silled fruit pies and terrorizing the heifers. They had ostracised the local wolves by having sometimes-thumbs, and regrets, and human children. (Their condition sometimes skips a generation). Our pack grew up in a green purgatory. We couldn’t keep up with the purebred wolves, but we never stopped crawling. We spoke a slab-tongued pidgin in the cave, inflected with frequent howls. Our parents wanted something better for us; they wanted us to get braces, use towels, be fully bilingual.

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TEXT COMPLEXITY

Language

VocabularyFigurative languageRegional/archaic dialectsSentence lengthSentence structure

Our mothers and fathers were werewolves. They lived an outsider’s existence in the caves at the edge of the forest, threatened by frost and pitchforks. They had been ostracized by the local farmers for eating their silled fruit pies and terrorizing the heifers. They had ostracised the local wolves by having sometimes-thumbs, and regrets, and human children. (Their condition sometimes skips a generation). Our pack grew up in a green purgatory. We couldn’t keep up with the purebred wolves, but we never stopped crawling. We spoke a slab-tongued pidgin in the cave, inflected with frequent howls. Our parents wanted something better for us; they wanted us to get braces, use towels, be fully bilingual.

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TEXT COMPLEXITY

Structure

Our mothers and fathers were werewolves. They lived an outsider’s existence in the caves at the edge of the forest, threatened by frost and pitchforks. They had been ostracized by the local farmers for eating their silled fruit pies and terrorizing the heifers. They had ostracised the local wolves by having sometimes-thumbs, and regrets, and human children. (Their condition sometimes skips a generation). Our pack grew up in a green purgatory. We couldn’t keep up with the purebred wolves, but we never stopped crawling. We spoke a slab-tongued pidgin in the cave, inflected with frequent howls. Our parents wanted something better for us; they wanted us to get braces, use towels, be fully bilingual.

Knowledge

BackgroundPrior curriculum and instruction

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text

TEXT COMPLEXITY

Knowledge and Meaning

what is a werewolf? a heifer? a silled fruit pie? what are sometimes-thumbs? purgatory? green purgatory? slab-tongued pidgen?

How much do students need to understand before reading this passage; how much understanding comes from the context; and how much is intentionally left vague at this point in the text?

Layers of meaningPurposeConcept complexity

Meaning

Who is narrating?What is the purpose?There is conceptual complexity at play here. To what extent do we suspend our disbelief? How do we support students in sitting with uncertainty in a text?

REFLECTION

Analyzing Complexity

Usually we start with meaning when we are analyzing for complexity.

To what extent does the analysis change when we begin with language?

Speed Share: find someone new, discuss for one minute, rotate, repeat.

Backward Planning Design with Standards and Rigor

How we plan instruction around a text has a direct impact on how successful we and our students will be with it.

ACTIVITY: St Lucy’s Home for Girls Raised by Wolves

Read and Annotate

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Additional Handout of

story

St Lucy’s Home for Girls Raised

by Wolves

As you read:● annotate for

text complexity.

● track your experience in making meaning from this text.

Actual Analysis

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BACKWARD PLANNING

Identifying the Key Understanding

Building Meaning• What do I want students to understand about this text?• What grade-level Reading standard(s) does this text lend itself

to as a focus for instruction?

Expressing Understanding of Meaning• What do I want students to be able to do to express their

understanding of this text and content?

SHARE WHAT YOU LEARNED

Give One, Get One, Move On

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ROUND 1

When you hear “Give one,” form pairs, and discuss two examples of language complexity that you noticed in this text.

ROUND 2

When you hear “Move on,” find a new partner, and discuss two examples of structural complexity that you noticed in this text.

ROUND 3

When you hear “Move on,” find a new partner, and unpack your initial understanding of this text as a whole.

What protocols, processes, or strategies have we engaged in this afternoon that:

• ensure equity of voice,

• amplify language,

• support productive and thoughtful conversation?

PROCESS REFLECTION

Strategies to Amplify Language

REFLECTION

Have We Met Our Objectives?

Day 1: Understanding Language: Equitable Instructional Practices Required for Accelerating Language Development

Are we now better prepared to:• Describe equitable instructional practices and the essential conditions

required for accelerating language development?

• Describe the intersection of academic language, academic conversations, and the standards?

• Recognize educational practices that support language development?

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UNBOUNDED STANDARDS INSTITUTE

We Take Data Seriously

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

continue to new window

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

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• More information on Creative Commons’ licenses can be found here: https://creativecommons.org/licenses/

About This Deck

60

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