September 28: High School
000_HS Agenda 09282023.docxAgenda
Pre-work
For your pre-work, we’d like to ask you to do a few things.
Please read, “Jacqueline Woodson on Africa, America, and Slavery’s Fierce Undertow.” Reading the text will provide context for the questions in the Task Analysis Guide.
Please review the Task Analysis Guide for “Jacqueline Woodson on Africa, America, and Slavery’s Fierce Undertow.” Once you’ve reviewed both the lower-level and higher-level questions, please respond to the following:
What do the lower-level questions add up to? What do they require students to know about the text? What do they require of the teacher
What do the higher-level questions add up to? What do they require students to know about the text? What do they require of the teacher?
Finally, please review the three task sheets for the Woodson text. After you’ve looked over the task sheets, please respond to the following:
What do you notice about the work across the three task sheets? What do the task sheets require of students? What do they require of the teacher?
What would be the result if you utilized all three task sheets for different groups of students in one classroom?
00_Woodson article_section.pdfJacqueline Woodson
Please read "Jacqueline Woodson on Africa, America and Slavery’s Fierce Undertow" prior to reviewing the questions on the task analysis guide.
TAG Sample_Woodson.pdfSample Task Analysis Guide (TAG)
Please review the lower-level demand questions and the higher-level demand questions. Then, compose a quick write in response to the following questions:
What do the lower-level questions add up to? What do they require students to know about the text? What do they require of the teacher?
What do the higher-level questions add up to? What do they require students to know about the text? What do they require of the teacher?
Base Task Sheet
Scaffolded Reading
Scaffold for EML
Please review all three of the task sheets posted above. After reviewing the set, please respond to the following questions:
What do you notice about the work across the three task sheets? What do the task sheets require of students? What do they require of the teacher?
What would be the result if you utilized all three task sheets for different groups of students in one classroom?
Materials for Our Work Together on Zoom
Alexander_My Family.pdfMy family taught me ‘the act of voting is democracy made manifest’
Please read the linked text by Elizabeth Alexander. After you've read, please take some notes on what this text is about. What is Alexander saying ?
02_General_ELATaskAnalysisGuide_2020_0729_FM.pdfGeneral Task Analysis Guide
Google Slides
Please post:
The comprehension question you're team created.
A purpose statement that situates the task for students.
Please be sure to include your school name on the post.
Resources
7_IFL-Student-Centered-Routines-updated chart.pdfStudent-Centered Routine Guide
Comprehension Change Idea
Planning Forward _Comprehension task.pdfComprehension Planning Guide for PLC
Bridge to Practice
The purpose of this bridge to practice is for you to create a high-level comprehension task for a text from the curriculum. To be successful with this bridge to practice
Work with your team to discuss the text that students will read. What are the big ideas in the text? What would you need to hear from students to know that they got the gist of the text?
Next, work to craft a high-level comprehension question. Please remember, the question should:
keep students in the text.
require students to synthesize what they learned from the beginning, middle, and end of the text.
provide an “educative nugget” that situates the text for students without giving away what you want to hear from students. (Ex. from Woodson, “Woodson’s essay is a recounting of her experience traveling to Ghana with her family and the internal tension she felt visiting the country from where her ancestors were removed and forced into slavery…”)
Work with your team to create a task sheet that utilizes student-centered routines to help students respond to the comprehension question.
Finally, use the task with students and reflect on how instruction went:
What went well with implementing the comprehension task?
What do you want to work on next time?
We'll discuss how it went (or where you are in planning if you haven't yet engaged in the task) during our meeting in October.
Please let us know if you have any questions!
Sara (smd94@pitt.edu), Glenn (gln4@pitt.edu), and Tony (tpetrosk@pitt.edu)