THE ART OF COACHING by Elena Aguilar

Today’s post is a referral to an excellent book on coaching.  Check out my review of THE ART OF COACHING by Elena Aguilar.  It’s a must-read!

APPROACHES TO THE COMMON CORE: Trajectory Analysis*

No matter what grade or subject you teach, you need to know not only about the standards for the grade(s) you teach, but also for the grades before and after.  Why?  Because you need to know how prepared your students are supposed to be when you meet them, and you need to know what your responsibilities are.  Moreover, by closely examining a standard’s entire trajectory, you can determine where your students actually are in terms of their development.  As one teacher remarked as we looked at the grade-by-grade path of Reading for Informational Text (RIT) Standard #1 (see below), “I can tell you where each of my students are on this chart.  They’re all in seventh grade, but looking at the descriptions, I can see that three of my students are on the fifth-grade level, about five are on the sixth-grade level, and the rest are where they should be.  And now I need to think about how I’m going to get them all up to speed, not just on the seventh-grade level but ready for eighth grade.”

Let’s consider the trajectory of RIT Standard #1.  I have modeled how to analyze these standards with the first few grades (underlining key word differences and jotting notes in the right-hand column) and left the rest blank for you to use as a PD exercise.  You can find a FREE electronic version of this chart, called “RIT Standard 1 Trajectory Analysis Chart” on the TLC “Standards” page.[1]  PS—This analysis process works best if participants pair up to discuss their interpretations, then share out with the whole group.  Partnering generates more ideas (and useful questions) than solo independent work.

	STANDARD	DIFFERENCE FROM PREVIOUS GRADE?
RIT K.1	With prompting and support, ask and answer questions about key details in a text.	N/A
RIT 1.1	Ask and answer questions about key details in a text.	Ask questions without prompting.
RIT 2.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.	Use 5W’s and H questions, not just any old questions.
RIT 3.1	Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	Refer to the text when answering questions.
RIT 4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RIT 5.1	Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RIT 6.1	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RIT 7.1	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RIT 8.1	Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RIT 9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RIT 11-12.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

*This post, which previously appeared in slightly different form as a MiddleWeb Guest Article called “Common Core Trajectory Analysis,” is an excerpt from my next book, a work-in-progress.  Stay tuned for details!

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[1] The TLC “Standards” page is found at: http://www.literacycookbook.com/page.php?id=138

TEST PREP CRUNCH TIME CHECKLIST

Though the term “March Madness” commonly refers to NCAA Basketball, it might also describe what’s happening in schools around the country, particularly in my home state of New Jersey, as teachers prepare their students for high-stakes standardized tests.  Although now it’s really April Madness.

I was talking with one teacher today whose students have announced that they “don’t care” how they do on their upcoming NJ ASK tests.  What this really means is: “I care desperately, and I’m terrified that I’m not going to do well.”  One thing we can do for such anxious students is figure out what they need help with and focus our attention on those needs.  On the TLC Website “NJ ASK Prep” page, I’ve added a FREE download called “NJ ASK Prep Checklist” for this purpose.

Even if you’re not in New Jersey, you might find it helpful as a model for quickly checking on some common questions that students should be able to answer regarding reading and writing assessments.

PS—If you have any questions about this document, please don’t hesitate to Email me (sarahtantillo@literacycookbook.com).  We’re all in this together.

SOCRATIC SEMINARS MADE EASY*

One terrific method for training students in how to conduct intelligent conversations is Socratic Seminars.  Students learn how to use effective habits of discussion, explain their ideas, and support them with evidence (Take THAT, Common Core Standards!).  Different educators have different ways of conducting Socratic Seminars.  Here is my favorite recipe, and please note that I have made all of the resource documents available for FREE on the TLC “Socratic Seminars” page:

1. Direct four students to sit in the middle of the room, circled by the rest of the class.  Everyone in the class has read the same text (story, article, editorial, chapter…) or undergone the same experience (such as a field trip or science lab); these four are responsible for discussing a given set of questions about it for a given amount of time (I recommend 10 minutes).  NOTE: They are the only ones who speak; even you will not say a word once the discussion has begun.  See the TLC “Socratic Seminars” page for the following documents: Socratic Seminar Questions on Persuasive Texts and Socratic Seminar Questions on Short Stories.  Also, consider adapting questions from the Book Talk Project for Class Novel; each group can discuss a different chapter.
2. At the same time, select four others in the outside circle to observe the four participants; the observers will complete a checklist and give feedback on their designated participant’s performance.  See the TLC “Socratic Seminars” page for Socratic Seminar Observation Checklist.
3. Everyone else in the class takes guided notes on the discussion.  (NOTE: Sample questions for guided notes are included in the question files, Socratic Seminar Questions on Persuasive Texts and Socratic Seminar Questions on Short Stories.)
4. Use a detailed rubric to score each of the discussants.  See the TLC “Socratic Seminars” page for Socratic Seminar Rubric.
5. After the discussion, invite the observers to share a few positive comments, then provide your own specific constructive feedback so that everyone in the room will learn more about how to do well.
6. Lather, rinse, repeat.  Rotate the participants.  Although you probably won’t have time in one class period for every student to experience every different role, assure them that eventually they will all have numerous chances to discuss in the middle, be an observer, and take notes.  NOTE: Plan ahead!  Having a well-organized grade-recording system will make your life easier.

TIPS FOR INTRODUCING SOCRATIC SEMINARS:

• Make a big deal about how important Socratic Seminars are for the skills they teach.  College students participate in seminars, and this practice—both the discussions and the note-taking (a skill college students MUST HAVE but many struggle with)—will help them in the future.
• Don’t rush into the discussions without establishing your expectations for each role.  Explain the logistics fully and patiently.  Take as much time as you need to clarify terms on the rubric, observation checklist, and guided notes organizer.  Describe what a solid performance looks (and, of course, sounds) like, and be sure to emphasize that this is a group DISCUSSION, not just four people delivering monologues.  How they respond to one another will affect their grade.  Remind them to use strong vocabulary and academic language (or “accountable talk” or “habits of discussion,” or whatever you call it), and point to any helpful posters for reference.  Also, stress the importance of proper volume.
• Customize the discussion questions and guided notes organizers as needed, but the rubric and observation checklist can stay the same.  It is generally best if different groups do not discuss exactly the same material (because the discussions can become repetitious and boring), but if they must, they should address it from different angles.  For example, if you want five groups to discuss Elie Wiesel’s Night,[1] give each group a different chapter or set of questions to tackle.
• Make sure note-takers are clear about what good notes look like. They did not emerge from the womb knowing how to take notes.  Show them models.  Teach them shortcuts and common abbreviations.
• The observers’ job is to provide positive feedback.  At least initially, it’s best to limit observers’ comments in the post-Seminar debrief discussion to “what the person I observed did WELL.”  After each participant has received some positive strokes, you can offer “things to work on for next time.”  Later on, after you’ve trained students in effective CONSTRUCTIVE feedback, then you can encourage that form of response.
• To ease students’ nerves the first time around, make the first time a “dry run” for credit and feedback, not a major grade.  While some students relish having an audience, others would rather flee the country.  To accustom them to this potentially unsettling new ground, you might want to start with shorter sessions (say, six minutes) and questions on familiar topics—for example, how they feel about various holidays or which movies they like the best.  You might also use this opportunity to prompt personal reflection, such as with the following questions: 1) What are your high school and college plans? 2) What do you think your biggest challenges will be? 3) How do you expect to deal with these challenges?  Once they’ve gained their footing, you can shift their attention to more academic topics and texts.  The bottom line is this: If you can make everyone as comfortable as possible when launching this challenging task, it could become an invaluable tool in your classroom.  Indeed, in one class where I coached the co-teachers, their students began to REQUEST Socratic Seminars as a way to process what they were learning.
• Keep in mind that in order to conduct effective discussions about texts, students must read and analyze texts effectively.  Check out the TLC “Analyzing Literature” page for more information on how to teach students how to annotate and analyze texts.
• Here again are the key documents you’ll need in order to run Socratic Seminars.  They can be downloaded for FREE from the TLC “Socratic Seminars” page:
•      Socratic Seminar Observation Checklist
•      Socratic Seminar Questions on Persuasive Texts
•      Socratic Seminar Questions on Short Stories
•      Socratic Seminar Rubric
•      Book Talk Project for Class Novel
•      Habits of Discussion 1-pager

*This entry is adapted from a chapter in The Literacy Cookbook, which can be ordered HERE.

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[1] Wiesel, E. (2006).  Night.  (M. Wiesel, trans.) New York, NY: Hill and Wang. (Originally published 1958.)

FREE Workshop on “Connecting Reading, Writing, and Test-Prep Instruction”!

If you live in Northern New Jersey or New York City, you might want to attend the free workshop I will present at the Springfield (NJ) Barnes & Noble, on April 17, from 5:00-7:00pm.  The topic is “Connecting Reading, Writing, and Test-Prep Instruction.”  We will address the Comprehension Process and how to apply it; review the four key critical reading skills and how to teach them; and practice strategies that connect reading, writing, and test-prep in order to strengthen literacy instruction in every grade and subject.

I will also be signing copies of The Literacy Cookbook.  Click HERE to register because space is limited.  I hope to see you there!

FREE ACCESS CODE to The Literacy Cookbook Website

Hi, all– I’ve noticed from some reviews of my book that a few people have had trouble finding the FREE ACCESS CODE to The Literacy Cookbook Website.  It’s on page 4 of the Introduction.  And when you sign up for FREE, you will also receive a 50%-off code for when your 30-day free trial expires.  This means that for a mere $25, you will have a full year of access to more than 1,200 documents!  If you have any questions, please send me an Email at sarahtantillo@literacycookbook.com

Thanks again to those who have purchased the book!  (PS–If you haven’t ordered a copy yet, you can find it here.)

OPEN-ENDED RESPONSE Care Package

As much as we would like to know what the PARCC Assessments are really going to look like, this year all we have to go on is what our State Department of Education tells us.  And in my home state of New Jersey, we have been informed (via a memo dated 11-26-12) about the test specs for the grades 3-8 ELA NJ ASK, so people are focused on preparing for what we DO know.

We know, for example, that students will have 30 minutes to read each of the various passages (“literature and informational text”), complete anywhere from 6 to 10 multiple-choice questions (depending on their grade level), and write one open-ended response.

If your students are struggling with open-ended responses, I’d like to offer a few tips.  If you are not in NJ, your test specs might be different, but I’m hoping the tips will still be useful.

I recommend breaking down the 30 minutes with this simple formula: 10-10-10.

THE FIRST 10:
Students should read the open-ended response question carefully, then annotate the passage based on that question.  NOTE: Some teachers tell their students to preview the multiple-choice questions: I think that is a BIG MISTAKE because it wastes time, and students who read incorrect answer choices could become confused.  Moreover, the types of critical reading questions are utterly predictable.  There are four: 1) paraphrasing (AKA literal comprehension), 2) inference, 3) vocabulary in context, and 3) inferring main idea questions.  The only unknown is how many the students will see of each.  For more information on the key critical reading skills and how to teach them, check out the TLC “Comprehension 101” page and my book, The Literacy Cookbook, which explains them in more depth.

To explain the purpose of annotating, the teaching script might go something like this: “You are looking for ideas and evidence that will help you answer the open-ended question.  So when you see something useful, underline it.  Let me show you what I mean….  Now let’s try this together….  Now try one on your own….”  It’s important to model annotation repeatedly and to point out that we annotate differently for different genres (On the TLC “Analyzing Literature” page, check out the “Generic Rubrics for Annotating Fiction/Narratives and Nonfiction”).

THE SECOND 10:
Students should then answer the multiple-choice questions.  You might ask, “Why don’t they jump to the open-ended question while it is fresh in their minds?”  For several reasons.  In the course of answering the multiple-choice questions, they will review the content and will probably develop a clearer understanding of the text.  Completing these questions will give them a sense of accomplishment and progress, and it will earn them more points since the multiple-choice questions count for more points than the open-endeds do.  Doing them second will ensure that they get done.

THE THIRD 10:
Students should write their open-ended response paragraph(s).  Different schools use different acronyms to support this process, but the basic formula is as follows: 1) Restate the question, 2) Answer the question, giving evidence from the text and explaining it, and 3) Provide a punchy insight.  For more information on how to teach students to write punchy insights, check out this TLC Blog entry: “Punchy Insights, or How to Avoid Writing Like a Robot.”  The most common problem I see with students’ writing in these responses is that although they plug in evidence, they fail to provide context for it or explain how it supports their argument.  For more ideas on how to teach students about context, check out these TLC Blog entries: “QUOTE SANDWICHES, PART I: Why EVERYONE Needs to Know the Recipe” and “QUOTE SANDWICHES, PART II: Drawing a Picture of ‘Context.’”

If you haven’t already seen it, following is my Open-ended Response Rubric (NOTE: A Word version of this document can be found on the TLC “NJ ASK Prep” page).  I derived it from an analysis of State-released exemplars.

OPEN-ENDED RESPONSE RUBRIC

4	_      RESTATES the question, using NAMES instead of pronouns. _      Answers ALL PARTS of the question, writing 4-6 sentences per question part. _      Provides an insightful explanation using AMPLE, ACCURATE, AND RELEVANT EVIDENCE from the text and your own ideas to support your argument. _      Ends with a PUNCHY STATEMENT/INSIGHT. _      Uses effective transitions for smooth flow. _      Uses strong vocabulary. _      NO ERRORS in mechanics or usage.
3	_      RESTATES the question. _      Answers ALL PARTS of the question, writing 3-4 sentences per question part. _      Provides an explanation using ACCURATE, RELEVANT EVIDENCE from the text and your own ideas to support your argument. _      Ends with SOME INSIGHT. _      Uses transitions. _      Uses some strong vocabulary. _      FEW ERRORS in mechanics or usage.
2	_      May not RESTATE the question. _      May not answer ALL PARTS of the question, giving only 2-3 sentences per question. _      Provides a weak/incoherent explanation using SKIMPY, INACCURATE, OR IRRELEVANT EVIDENCE. _      Ending is repetitious/weak. _      No transitions, choppy. _      Uses weak vocabulary. _      MANY ERRORS in mechanics or usage.
1	_      Does not RESTATE the question. _      Does not answer ALL PARTS of the question, giving 0-2 sentences per question. _      Fails to provide EVIDENCE from the text or your own ideas to support your argument. _      Ending is repetitious/weak/missing. _      MANY ERRORS in mechanics or usage.

©2009 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com

If you haven’t already shown students this rubric (which I hope is somewhat more concrete than “demonstrates understanding of the text” and other such criteria), I would walk them through it ASAP.

Finally, make sure students practice timed questions in class with a timer.  You might think you are “saving class time” or “giving them more practice” by assigning open-ended responses as homework, but you won’t be able to ensure that students are practicing properly, and you will end up spending MORE class time on test prep trying to re-teach what students practiced incorrectly.  Have them take a timed practice, then score it and give them feedback; if they don’t earn at least 3 out of 4, they should rewrite it based on your feedback.  They can rewrite it after school or for homework since the goal is to learn how to improve the response, and in fact you will probably want to meet with individuals or small groups to discuss what they need to work on.  Once students master the task in a timed situation, you can move on to the rest of your curriculum.  You don’t have to do test prep 24/7!!!

“Supporting Teachers with the Common Core” INTERVIEW

I am pleased and honored to report that the March issue of School Leadership Briefing features an interview in which I discuss “Supporting Teachers with the Common Core”!!!

Here’s the link to the interview. (PS–It’s 8 minutes long.)

Here’s the blurb: Sarah Tantillo joins us to offer some very practical advice for school leaders as they implement the Common Core, especially as it relates to supporting teachers as they unpack the new standards and begin to understand what the standards mean both literally and for instructional purposes. Tantillo is the author of the book, The Literacy Cookbook: A Practical Guide to Effective Reading, Writing, Speaking, and Listening Instruction. She consults nationally with schools seeking to improve student achievement, coaching K-12 schools on literacy instruction, data-driven instruction, school culture-building, and strategic planning.

If you haven’t seen my Website yet, click here.  If you have any questions, please feel free to reach out to me at sarahtantillo@literacycookbook.com

Punchy Insights, or How to Avoid Writing Like a Robot*

If you think about why we READ books, magazines, newspapers—really, anything other than a grocery list—it’s because we want to learn something.  We want to understand something we didn’t grasp before, or we want to know more about something, know it more deeply.  Whether reading fiction or nonfiction, we’re looking for an argument or a message—something that makes us say, “Aha.”  In short, we’re looking for insights.

Unfortunately, many well-intentioned elementary and middle school teachers who want their students to write well ignore this point.  Instead, they provide students with formulas which result in—you guessed it—formulaic writing.  Students follow their directions perfectly and end up writing things that are perfectly dull.  For reasons which I have never understood, many teachers have relied on this dictum: “First, tell ‘em what you’re gonna say, then tell ‘em, then tell’ em what you told ‘em.”  You can spot the results a mile away.  They include phrases such as “I’m going to,” and “My first reason is, my second reason is…” then a conclusion that repeats the thesis, often verbatim.

It’s truly a wonder I’m not bald.

I want to tell these people: You are not helping!  Your students might be able to write basic, boring paragraphs and essays, but now I have to undo all of their robotic habits and teach them how to write something that people would actually want to read.  Why don’t you just do that in the first place???

There, I’ve said it.

Now, how can I help?  Let’s return to the primary goal of any decent piece of writing: to express an insight.  How can you elicit insights from, say, a 3^rd-grader?  Believe it or not, it’s not that difficult.  The first step is clarifying that this is what good writers do: they convey arguments, messages, and lessons.  So readers should look for these arguments, messages, and lessons.  For instance, you could say to your students: “Let’s think about the story we read yesterday.  What lesson did we learn from ‘The Emperor’s New Clothes’?[1]  What was the author trying to tell us?”

As much as students can understand what they read, they should be able to express that understanding orally and in writing.  If you ask them inference questions while reading, they will draw inferences that ultimately add up to insights about the text.  However, if you limit yourself to the bottom level of Bloom’s Taxonomy with literal comprehension questions such as, “What is the setting?” and “Who are the main characters?” then you should not blame students for failing to draw inferences.  The main idea or argument is an ACCUMULATION of inferences.  So you have to start with one inference at a time, brick by brick, until you have a recognizable structure, something that makes you say, “Aha!” or at a minimum, “I know what that thing is.”

One way to steer students toward insights is to ask them questions that—wait for it—elicit insights.  My “Punchy Insights Poster” on the TLC “Writing 101” page does just that.  I encourage students to respond to one of the questions below in their conclusion:

PUNCHY INSIGHTS: Message/lesson learned? Broader implications for all of us? Connections to my values/hopes/dreams? How will this piece change how people think? What does the author want us to remember?

Depending on what grade you teach, you might want to modify this poster.  Some teachers have re-worded it as a series of sentence starters—such as, “The author of this story wants us to remember _______.”  Others have kept the questions but altered the vocabulary.  It might also help to post sample insights about texts that students have read.  Like this: “In How the Grinch Stole Christmas,[2] Dr. Seuss wants us to remember that Christmas is about more than just gifts and presents.”

Active reading leads to more effective writing.  The drive to find insights when reading increases the likelihood that students will convey such insights in their own writing.  And it’s crucial that we point out to students that THIS IS THE GOAL OF GOOD WRITING.  Revealing insights is what you want to do when you write.

As we prepare instruction to illustrate this point, we must be thoughtful about which texts we point students toward, to ensure that they’ll care about the texts.  Ralph Fletcher offers this wise reminder in What a Writer Needs: “You don’t learn to write by going through a series of preset writing exercises.  You learn to write by grappling with a real subject that truly matters to you.”[3]  When we help students connect with readings or subjects that truly matter to them, they’ll find the insights they need to write about.

*This entry was adapted from The Literacy Cookbook (available for order HERE).

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[1] Found at http://deoxy.org/emperors.htm

[2] Seuss, Dr. (1957).  How the Grinch stole Christmas!  New York, NY: Random House.

[3] Fletcher, R. (1993).  What a writer needs.  Portsmouth, NH: Heinemann, p. 4.

APPROACHES TO THE COMMON CORE: Quadrant Analysis as a Way to Boost Comprehension

They say a picture is worth a thousand words.  They should also add, “And it’s a great way for students to practice comprehension skills, build background knowledge, and become inspired through inquiry.”  If you’re looking for a simple, straightforward, fun way to introduce new material, you should try Quadrant Analysis.

Here’s how it works:

1)    Find a compelling image—a photograph, a reproduction of a painting, or really anything (A math teacher told me she was going to try this with graphs.  Why not?).  Ideally it should relate to new content that you want to introduce.  For example, if you’re about to launch a unit on Civil Rights, you could use a photograph of Dr. Martin Luther King, Jr. speaking to a massive crowd in front of the Washington Monument.

2)    The first time you do this process, of course, you need to model it.  First: set it up.  Begin by drawing a giant “plus” sign on the projected image to divide it into four even quadrants.  Number the quadrants 1-4, beginning with the top left and moving clockwise, so you can later refer to “Quadrant 1” or “Quadrant 2” etc. when discussing parts of the image.  On a separate blank space nearby (where students can see your notes), draw another quadrant and number it the same way.  You will use this space to take notes.  Your students should have a copy of the image on a handout, with the bottom half of the page blank, and, if it is not already the norm in your classroom, direct them to imitate your note-taking.[1]

3)    Then, starting with Quadrant 1, complete the following steps:

• STEP #1: Describe what you see.  In other words, paraphrase what you see.
• STEP# 2: Ask questions about what you see.
• STEP #3: Draw inferences or speculate about what you see.

4)    For Quadrant 2, invite students to help you with the three steps.

5)    For Quadrant 3, have them complete the steps with a partner then share out with the class.

6)    For Quadrant 4, have them complete the steps individually then share out.

7)    Along the way, be sure to point out that artists make purposeful decisions about layout, color, shading, size, facial expressions, and so on.  And visual metaphors can be as powerful as linguistic ones.  Note the focal point(s), and compare how things appear, for example, “above the fold” as opposed to below it (PS—You may have to explain this expression as students who read their newspapers online might not be familiar with the term).

8)    Finally, ask students to write a sentence stating what message(s) they think the artist was trying to convey.  In other words, what is the main idea or argument?  They should be prepared to defend their arguments with evidence.

I love Quadrant Analysis because it is such an easy way to strengthen comprehension skills and get students excited about a new topic.  It makes the “text” readily accessible to everyone, and students invariably raise lots of questions and become more curious about the content—often to the point of wanting to do independent research!  Your next step can be to say, “Well, as a matter of fact, I happen to have a few answers to your questions right here,” as you distribute an article on the topic.

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[1] Doug Lemov calls this technique “Board=Paper.”  See Teach Like a Champion: 49 Techniques That Put Students on the Path to College (San Francisco: Jossey-Bass, 2010), 82-84.