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Literacy in the Service of Science Day 2: Equity and Close Reading Mary Kirby, ESD 123 Migrant Education Literacy Specialist Georgia Boatman, ESD 123 Regional Science Coordinator

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Welcome Back! Synectics! Working with migrant students is like________ because. Share your response with your table group. Each table group will share one with the entire group.

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Goals Deepen understanding of the Common Core Standards for English Language Arts Identify the connections between CCSS-ELA and Next Generation Science Standards Develop awareness of academic language Deepen knowledge of Migrant Students Develop strategies deepening science content understanding through CCSS-ELA Following procedures Reading science content for understanding Academic vocabulary

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True or False Migrant Education is a Federal program. 1965 Passage of Elementary and Secondary Education Act (Title 1, Part A). 1966 act to include Title 1, Part C, to include Migrant Education Program to address special needs of mobile farm worker children. 2001 No Child Left Behind Act updated Migrant Education laws.

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True or False A student qualifies as migrant if the family newly moved to the state of Washington for the purpose of agricultural or fishing work 40 months ago. The defining characteristic of a migrant worker is mobility -Move across district boundaries within or outside of the state within the last 36 months -Seek temporary or seasonal work in agriculture or fishing industries

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Multiple Choice Migrant students whose education has been interrupted during the regular school year and who are failing, or most at risk of failing, to meet the States academic content and achievement standards are classified as: A.English Language Learners B.Tier 3 Student C. 504 Student D.Priority for Service Student

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Multiple Choice What was the average total family income for migrant farmworkers in 2013? A.$22,000 to $23,850 B.$17,500 to $19,999 C.$15,000 to $16,500 D.$24,000 to $25,499

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True or False The state Migrant Program funds school age students from age 5 to 19. Federal funds are allocated by a formula based on each states per pupil expenditure for education and counts of eligible migratory children, age 3 through 21, residing within the state.

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Multiple Choice List the four largest migrant districts in the state of WA in order from highest number to lowest. A.Pasco, Yakima, Wenatchee, Kennewick B.Yakima, Pasco, Kennewick, Wenatchee C.Pasco, Kennewick, Yakima, Wenatchee D.Yakima, Kennewick, Wenatchee, Pasco 2013-2014 School Year YakimaKennewickWenatcheePasco 5109337024622154

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Multiple Choice In 2010-2011 what percent of migrant students within WA K-12 system were classified as Limited English Proficient? A.51% B.57% C.64% D.70% In WA state, 9% of our student population is LEP. 75% of all K-5 th grade ELLs were born in the US.

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True or False WA has the fifth highest number of migrant students. California, Texas, Florida, Washington, Oregon May 2014, WA reported 21,433 migrant students

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Migrant Does NOT Mean: Immigrant (legal or undocumented) He/she cant speak English Hispanic (or any other race or ethnicity) Migrant forever: Eligibility lasts for 3 years unless there is another qualifying move

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Areas of Concern What do you predict are the areas of concern related to migrant students? Try to come up with at least 5 in your table groups

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Do you see the areas you brainstormed in the video?

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Seven Nationally Recognized Areas of Concern for Migrant Students Migrant Lifestyle Richness and Opportunity: Bicultural Dual Language Global Competency School Engagement Educational Support in the Home Instructional Time Access to Services Health English Language Development Educational Continuity

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Seven Nationally Recognized Areas of Concern for Migrant Students How do you see the Seven Areas of Concern affecting your students? your school? your community?

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A Educational Continuity B Time for Instruction C School Engagement D English Language Development E Education Support in the Home F Health G Access to Services Go to the paper for your letter

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7 Non-dominant subgroups Four accountability groups from NCLB Economically disadvantaged Major racial and ethnic groups Students with disabilities Limited English language proficiency Additional student diversity subgroups in NGSS Gender: Girls Alternative education students Gifted and Talented

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All Standards All Students Read Next Generation Science Standards Appendix D pages 3-12 Work with your partner to research your subgroup Note strategies for your subgroup on post-its (one per post-it)

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A Economically disadvantaged B Major racial and ethnic groups C Students with disabilities D Limited English language proficiency E Gender: girls F Alternative education students G Gifted and talented All Standards All Students Girls Migrant

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Silent Gallery Walk Reflection

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Close Reading 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. CCR Anchor Standard #1

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What Is Close Reading Operational Definition Characteristics Examples Non-Examples Close Reading

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Your Turn Read the chapter What is Close Reading? Answer the following questions: On page 36 the authors state that we should not imply that we ignore the readers experience and attend closely to text and nothing else, explain their reasons for this statement using examples from the text. How does your experience with Close Reading compare with the authors description? Dont forget to cite examples from the text to support your answer. Use sticky notes to capture key ideas and evidence that help you answer the questions

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Reading Strategies These strategies do Engage students in close analysis of content area texts Support comprehension and critical thinking skills through active reading These strategies do NOT Take away from content instructional time Require teachers to focus solely on reading instruction

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Close Reading Strategy Three-Two-One 3 key ideas in the text 2 things that connect to my experiment and how 1 thing I need more information about

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Sticky Notes in Margins Record Key ideas/evidence in each paragraph or on each page Use to speak about/summarize the text before writing Organize to create a flow for writing

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Box T Chart Compare/contras two pieces of text Compare/contrast two sources of information: experiment and text Compare two competing arguments with evidence

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Text Dependent Questions As a strategy to focus student reading As a reason to take notes in text

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Reading Strategies These and many other reading strategies are merely written accounts of the things strong readers do in their heads. Thinking aloud, reading with students, giving students time and different ways to process, and modeling the behaviors of a critical reader is most powerful.

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Text Dependent Questions Drive Close Reading Less time spent front-loading texts means more time in the text itself Close reading requires a purpose for students, especially for reluctant readers Well-crafted questions foster investigation and further inquiry in students It is easier to talk about personal experiences than analyze the text

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Text-Dependent Questions... Can only be answered with evidence from the text. Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. Focus on difficult portions of text in order to enhance reading proficiency. Can also include prompts for writing and discussion questions.

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Text-Dependent Questions are not Low-level, literal, or recall questions Focused on comprehension strategies Just questions

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Creating Text Dependent Questions Read your student text noting key vocabulary, elements of structure and language, and meaning in the text. Using your guide and examples, try to write some text dependent questions of your own. Try for one of each category!

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Why Questions? Questions are the Swiss army knife of an active, disciplined mind trying to understand texts or concepts and communicate that understanding to others. Some questions, like the biggest blade, do most of the work; other questions, similar to the corkscrew or leather punch, are more specialized, used only on rare occasions but essential when needed. It would be nice if we could just give each student such a set of cognitive tools and send them into the world; the truth, however, is that they need not only the questions themselves but the knowledge of which ones to ask and how and when to ask them. ~Jim Burke

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Be Prepared to Summarize your article and share your TDQ

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Homework Administer the Argument from Evidence pre- assessment item to your students PRIOR to any additional instruction on engineering design. Bring your student pre-assessments to the next session for scoring Bring a student roster for recording student scores Engage students in strategies for academic vocabulary and close reading Note successes and challenges and be prepared to debrief the experience at Session 2.

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Wrap-Up