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April 09th, 2021

4/9/2021

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Helping Students Tackle Nonfiction Texts
Micah Schutte, Secondary ELA Literacy TOSA 
Micah.Lepore@jeffco.k12.co.us
Tiffany Wright Secondary ELA,
​Literacy TOSA Tiffany.Wright@jeffco.k12.co.us

Tackling nonfiction texts can be a difficult task for all types of readers across all different content-areas. It can be hard to know how or where to start in supporting students in our classrooms with such an essential skill. 

As educators we know that it’s important to read complex texts independently and proficiently in college, in the workplace, and in life. More specifically, we know that students need to have developed the skill, concentration, and stamina to read complex nonfiction texts as adults. So how do we, as teachers, develop students’ skills, concentration, and stamina?

Here’s what we know that matters to student reading growth:
  • Marilyn Jager Adams (2009) notes, “To grow, our students must read lots, and more specifically they must read lots of ‘complex’ texts—texts that offer them new language, new knowledge, and new modes of thought” (p. 182). 
  • Richard Allington (2002) states that, “Many students in grades 5–12 struggle to learn from content-area textbooks that don't match their reading levels.” 
  • Students must have proficiency in word recognition as well as language comprehension, which includes background knowledge, vocabulary, and an understanding of how texts work and become more complex (literacy knowledge). 
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As you move into your final units and begin planning for next year, consider these tips:
  • To increase background knowledge and vocabulary, create text sets of varying complexity on managed topics (e.g., picture books, single page articles, videos, books, infographics);
  • To deepen background knowledge, include a diverse set of texts from a variety of perspectives and points of view;
  • To build an understanding of how texts work and become more complex, explicitly teach the ways nonfiction texts can grow in complexity. More specifically, in nonfiction text structure, vocabulary, and central ideas are often the text qualities that present challenges to readers. (See Discipline-specific Nonfiction Strands of Text Complexity for more information about some of the Qualitative and Quantitative measures of texts across grade bands.). 

For example, you might model the strategies you use to:
  • break-down complex sentence structure with two or more concepts presented; 
  • examine morphology, figuring out challenging and unfamiliar words;
  • track central ideas that are implied across texts.

As you mull over these considerations, connect with your colleagues to extend and redesign instruction that will help students tackle increasingly more complex nonfiction texts.

References

Adams, M. J. (2009). The challenge of advanced texts: The interdependence of reading and learning. In E. H. Hiebert (Ed.), Reading more, reading better: Are American students reading enough of the right stuff? (pp. 163–189). New York, NY: Guilford.

Allington, R. (2002). You Can't Learn Much from Books You Can't Read. Educational Leadership, 60, 16-19.
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March 24th, 2021

3/24/2021

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March is World Language Month
 Julie Doyle, Jeffco World Language Coordinator julie.doyle@jeffco.k12.co.us

​"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart."
Nelson Mandela

March 7th - 13th was National Foreign Language Week.  To kick it off, Governor Polis proclaimed February World Languages and Cultures Month. In this proclamation. Governor Polis honored our own Becky Loftus, Spanish Teacher at Three Creeks Elementary and Colorado Congress of Foreign Language Teachers 2021 Teacher of the Year!

The purpose of this celebration is to: 
  • Learn about similarities and differences among cultures.
  • Promote awareness about the importance of traditions in various cultural climates.
  • Foster an understanding and empathy between individuals of diverse cultural backgrounds.
  • Celebrate and develop a love for foreign languages and cultures.

Today we are experiencing challenges and opportunities on a global scale.  As educators we work together with our students and communities to overcome global divisions and fear. A great way to stay engaged and connected on a global scale is through international student exchange. Through international student exchange, the youth of today can learn to meet the global challenges of tomorrow by building bridges of cross-cultural understanding. 

Did you know that Jeffco Public Schools partnered with host families from all over our district normally hosts about 75 international exchange students from all over the world?  Last year was a difficult year for international student exchange for obvious reasons but we are looking forward to a much rosier 2021!  International student exchange encourages new perspectives for students that open their hearts and minds to the world. If you or some of your students’ families are interested in hosting or in being an international exchange student, please reach out to me for more information. 

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March 08th, 2021

3/8/2021

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Building a Music Program to Meet the Standards
Amy Woodley, Jeffco Music Coordinator
​ amy.woodley@jeffco.k12.co.us

March is Music In Our Schools Month! It’s a great time for music educators and administrators to check in and make sure your music program is on track to meet the artistic, social-emotional, and curricular needs of the students in your school. I often get questions about how to maximize the benefits of a school’s music program, and I love helping schools find creative solutions. 

The Colorado Academic Standards are a great place to start when thinking about the role your music program plays in your school. The music standards go deep at every grade level, but also give a lot of flexibility on how to address each Grade Level Expectation. This is where the needs of individual students become an important guide for making decisions on what to offer. As you look ahead to next year, here are some questions that you might want to consider:  

  • What is the philosophy for K-12 music education in your articulation area? When administrators and teachers share common values, the individual student growth is significant and the program as a whole will thrive.
  • What is the flow of the K-12 music program in your area? What opportunities are available at every level? What part does choice enrollment play in your school’s needs? What supports are needed to facilitate learning K-12?
  • Elementary General Music is often where a child’s passion for music comes alive! A wide variety of musical experiences, from singing and playing instruments to composing and performing, is an important first step in helping students build connections and become lifelong musicians. What supports do educators and students need to make these experiences possible?  
  • Passion in music can be expressed in a number of ways, and it is important to give choice to students who may seek one pathway over another. In middle school and high school, Choir, Band, Orchestra, and other music electives are part of a comprehensive curriculum and each gives students a choice and voice in their learning. Many students come to your school with previous experience on an instrument or in choir, and are looking for pathways to continue their learning. What structures are in place at your school to help every student develop their talents?
  • Leveled ensembles maximize the effectiveness of Colorado Academic Standards in Music. A student’s grade level and their ability level are often correlated, but not always. Approaching scheduling from an equity lens, and providing students the opportunity to learn at their experience level helps every student find success. If you do find yourself combining experience levels for ensembles, how can you maximize learning opportunities for every student in every class? 

As you reflect on the music program in your school, don’t be afraid to dream big! We often get stuck on our current reality, but with a little creativity and collaboration, you will be able to make great things happen for your students. Please reach out to me anytime you need a thought partner in this process. Great music and arts programs benefit ALL Jeffco students!

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February 24th, 2021

2/24/2021

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Building Relationships with All Students

By: Ali Tanner
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Every day in classrooms across Jeffco, whether virtual or in-person, educators are working hard to build and maintain relationships with their students.  This is no easy task.  We aren’t just building relationships with students on the surface, but striving to cultivate a lasting connection with far less face-to-face time than ever before.  Our ‘teacher hearts’ know the positive impact that relationships can have on the learning culture of our classrooms.  Research also supports this idea, with Teacher-Student Relationships having a whopping 0.52 effect size according to John Hattie’s work in Visible Learning.  We know quality teacher-student relationships play a foundational role for student success.  
As we reflect on the culture of our classrooms and our touchpoint with students, we might consider these questions (adapted from the Distance Learning Playbook, pg. 51 and 62): 
  • In what ways are you planning to stay connected with your students?  With families?
  • In what ways do students seek connections with you?
  • What do you need to be mindful of when planning discussion opportunities for students virtually or in-person? 
  • How will your students know you hold their abilities in high regard?

One strategy you could use to continue to deepen your conversations and relationships with students is called “What’s in MY News?”.  This strategy, shared by Sarah K. Ahmed in Being the Change, provides a place and space for your students (and yourself if you’d like to join in) to share what is on their mind - what is currently ‘their news’.  Examples of student news could range from “I am worried about my grade” to “tomorrow is my birthday.”  This strategy could be adapted for content specific news (maybe tied to self-reflection and assessment) or more open-ended depending on your students and your classroom.    
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Start off with a blank table like the one shown above. Model for the students how they might complete each section of the table, being sure to make connections between what we are feeling, why we might be feeling it, and what we can do moving forward.  Once they have completed the table, you could create an opportunity for students to share their news, or use this as a silent reflection tool. To start, you might consider using only the first two columns.  Then, as your students grow comfortable with the strategy, you can add in the identity and action pieces.  Any way you choose to adapt and use this strategy in your classroom, you are sure to learn a little bit more about your students and, in turn, strengthen your relationship with them.  
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February 22nd, 2021

2/22/2021

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Science: Journey or Destination?

The science team was presented with a fun challenge of creating a key for an assessment sample from the Wonder of Science.  Fifth grade teacher-extraordinaire, Lynn Story reached out requesting the solution to identifying the mystery location presented in an assessment from theWonderofScience.com.  She explained that her students were engrossed in the exercise and were looking for confirmation.  

Lightbulb!  The science team offered to meet with Ms. Story’s students the following week so they could present their evidence that supported their answers. We couldn’t wait to meet the students to hear their responses, but there was something big missing - we didn’t know the REAL answer!  How exciting!  And what a great opportunity to dive into the reality of scientists all over the world!  Of course, we wanted to give it a go. So on a Friday evening, with puzzled looks from our spouses, we started to work.  After Googling any possible answers unsuccessfully, we rolled up our sleeves and engaged in the exercises of the assessment.  Texting back and forth, the team couldn’t come to an agreed upon location and ended with high hopes that the 5th graders at Leawood could set us straight. ​
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Where was this video shot?

The time-lapse video provides clues that guide students to identifying the location of the video.  Additional data such as length of shadows at specific times throughout the day, compass direction of the shadow, and temperatures offer further hints to help narrow down the location.

 We won’t ruin your own fun, but rest assured the students at Leawood provided convincing evidence for their responses.  Lynn Story also reached out to Paul Anderson, creator of the assessment from the WonderofScience.com and Bozeman Science on YouTube, who confirmed her students’ responses!  

If your students want to stump the science team or share their learning adventures, please reach out!

Yay Science,
Megan Hurley and Cathy Goodheart
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February 22nd, 2021

2/22/2021

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The Power of Questioning

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By Lindsey Kjoller

As teachers we know the benefits of supporting students with small groups or individually based on specific learning needs. The ability to masterfully guide students’ thinking and foster a learning environment of curiosity and discovery, is the magic of powerful coaching in these small groups. In this section of the Distance Learning Playbook, Coaching and Facilitating, Fisher, Frey, and Hattie dive into the importance of questioning and prompting in successful coaching and facilitating. Second only to teacher talk, questioning is the number one teaching strategy used by teachers.

John Hattie has done extensive research on effect size, ranking 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie identifies 0.4 as the hinge point, or the point in which an influence impacts a students growth about a year. Questioning has an effect size of 0.48. Teachers ask a lot of questions, in fact between 100 and 350 a day (Brualdi, 1998; Clinton & Dawson, 2018; Livin & Long. 1981; Mohr, 1998). If we can incorporate metacognitive strategies into these questions, the effect size increases to 0.55.

Being specific with the types of questions we use can help guide students towards meaningful learning. When students are unable to answer questions, teachers can use prompts to focus on the cognitive and metacognitive processes that support students. There are several different types of prompts teachers might use to support student thinking including prompts that: 
  • reference background knowledge
  • point a student towards a process or procedure
  • help the student reflect on their thinking to determine next steps

Similarly, simple cues can artfully guide a student's thinking. Types of clues include:
  • visual (graphics or simple highlights of an error)
  • verbal drawing attention to something important
  • gestures to draw attention to something a student missed or to key an idea
  • environmental cues using our surroundings to influence student thinking 

Teacher talk moves that focus on revoicing, repeating, reasoning, adding on, and think alouds are another way teachers might thoughtfully push students with their cognitive and metacognitive thinking. Although these teacher discourse moves were designed to support student engagement in mathematical discussions, they are general enough to apply in many different content areas. 

If you are interested in learning more about the art of questioning and metacognitive strategies, consider diving into more from Douglas Fisher and Nancy Frey in the Gradual Release of Responsibility Instructional Framework.

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February 16th, 2021

2/16/2021

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K-5 Sample Literacy Lessons
Opinion Mini Unit

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In partnership with Ed Tech, Science and Social Studies, the ELA team has created sample lessons for the Claims, Evidence, and Reasoning unit in Bridge to Curriculum.  Colorado Academic Standards and the proficiency scales from multiple contents are represented in the units. 

They are a three week mini unit as part of the larger Claims, Evidence and Reasoning unit of study.  Included are:

  • Daily lessons for reading and writing.  
  • Materials linked for digital access (or printed or available in your library
  • Prioritized standards
  • Learning Goals and Success Criteria for each day
  • Embedded tech tools and standards

Lessons are designed to be taught in person or remotely.  These lessons do not include work from the Foundational Unit (phonemic awareness, phonics, word study).

Ideas are also included for instruction beyond the three week scope of these mini-units.

Enjoy - and please reach out to a member of the team if you have any questions!

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February 09th, 2021

2/9/2021

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Engagement

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By Stacey Paulson
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Engagement seems to be a buzz word lately.  It’s being elevated in professional learning, through different on-line platforms, studied in teams and yet this isn’t a new concept we’ve paid attention to. Many of you might be familiar with the research from Fredricks, Blumenfeld, & Paris (2004) about the 3 dimensions of engagement: behavioral, cognitive and emotional. Behavioral engagement is observable academic behaviors or actions. Learners sit in desks, listen, keep their cameras on, and turn assignments in on time. Cognitive engagement refers to the psychological effort learners put forth.  For example, planning, setting goals and monitoring progress. And the third dimension is emotional engagement.  This is when learners have a sense of belonging.  They engage in discussions and seek help when needed. (Distance Learning Playbook, p. 102)  In this blog: What Does Student Engagement Look Like the author connects to the 3 dimensions and uplifts 5 engagement opportunities for you to explore in your classroom practice. What might engagement look like at the beginning of class, during instruction, in groups, during independent work time and at the end of class?  

While the 3 dimensions are interrelated and provide us ways to think, reflect and plan with engagement in mind, the Distance Learning Playbook (p.104) also provides a Continuum of Engagement based on Amy Berry’s research (2020).


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This continuum presents engagement through the perspective of passive to active.  Where engagement and disengagement each have varying degrees of being active and passive.  The continuum moves from disrupting to driving, which to me, is a very different way to think about the overarching concept of engagement. This leaves me wondering about my lessons and the strategies I implement. So, I’m asking myself:
  • How am I best supporting the learners I serve? 
  • How might I accept all my learners wherever they are on this continuum?
  • What might I adjust for those moving from participating (doing) to driving?  
  • What might learners need who are avoiding to start participating?

I think I’ll start with 3 different people in mind. I’m going to also consider my relationship with each of them, implications for my teaching, the feedback I provide as well as the scaffolds they may need. Want to get started with me?  Who might you choose to focus your reflection?
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February 03rd, 2021

2/3/2021

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“We are striving to forge our union with purpose. To compose a country committed to all cultures, colors, characters and conditions of man.” —Amanda Gorman, ‘The Hill We Climb’

February may be the shortest month of the year in terms of number of days, but anyone who has taught through the month of February knows that it is a mighty month. We have Groundhog Day (although, there’s something about the past year that feels a little like a continual version of Bill Murray’s Groundhog Day!), President’s Day, and, of course, the month-long celebration of Black History Month. Black History Month is an opportunity to focus on highlighting courageous leaders such as Harriet Tubman, Frederick Douglass, Malcolm X, and Rosa Parks. It is also a month to celebrate Black voices and perspectives through the sharing of stories, poetry, oration, and narratives that demonstrate the experiences and contributions of foundational Americans.  It is 28 days to affirm cultural traits and contributions and reframe thinking. In Jeffco, we not only want to make sure we take the time to celebrate Black History Month, but also to honor that these stories should not only be taught this month, but all throughout the curriculum. 

As Teaching Tolerance reports, students throughout the country often encounter curriculum that does not fully address the history of Black Americans. “What students often get instead is a condensed version of factoids, a February full of “holidays and heroes,” when they can explore sanitized experiences of Black people without any context.”1 The Social Studies curriculum team is currently adjusting unit-specific materials to push teaching beyond chronicles of “famous firsts”, exceptional Black people, and trauma spotlights in relation to marginalized populations in the United States. Honoring Black history is inextricably connected with the broader objectives of racial justice and racial healing for people from all communities, and pushing ourselves to think intersectionally about other marginalized social identities that can lead to compounding struggles. As Audre Lorde states “There is no thing as a single-issue struggle because we do not live single-issue lives”.  Some highlights include: 
  • 3rd grade curriculum has shifted to a regional studies model to allow for students to explore the indigenous cultures across the western region as both a cornerstone of historical experience but also as a keystone of current events.  
  • 4th grade Colorado history has expanded historical narratives to include figures such as Dr. Justina Ford and the Trujillo family.  
  • 5th grade units focus on identity and reframes the story of Indigenous people and the roots of slavery. 
  • Moving towards early US History in 8th grade finds students exploring the historical context of a newly formed country and the divisive idea of chattel slavery and its place in America’s history. 
  • High school students explore the unresolved issues of inequality that are elevated in the Civil Rights Movement and the Equal Rights Amendment. Teachers are encouraged to expand key figures such as Rosa Parks from beyond a single token act of sitting on a bus to her dedication and service in the fight for equal rights that started long before 1955 and lasted throughout the remainder of her life.  Students also engage in world events to expand their knowledge of inequities and intolerance, which is evident in their studies of the Nazi Holocaust in 11th grade.

So why share all that?  The social studies team, through the strong partnership with the Equity,  Diversity, & Inclusion team, are collaborating in the work of allyship and are working to move Jeffco beyond the bite sized pieces of Black history to infuse our curriculum with the rich history of our country that is Black History, Indigenous History, Womens’ History, and also continues to elevate the history of the United States.  We are also working with other content areas such as English/ Language Arts, to create strong connections across content areas and through disciplinary literacy to expand opportunities for students to engage in these topics.

To conclude, we are excited to see the lessons of Black history, and ways the teachers and schools will  honor the resilience, creativity, and vitality of Black people in the face of inequity and violence, past and present.  And just how we encourage the use of other commemorative months such as American Indian Heritage Month (November), Asian Pacific Heritage Month (May), and Women's History Month (March) to highlight stories and contributions of various American groups, we also strive to do the same within the curriculum and resources available to teachers and students in Jeffco. Below you will find a list of resources to support learning, discovery, and lesson planning this month from several trusted sources.  Jeffco teachers can find various resources across grade levels in Bridge to Curriculum that support examples mentioned above.  

Resources:
  • Equity, Diversity, & Inclusion and Jeffco Public Schools Racial Equity Resources 
  • The Founders of Black History Month | BLACK HISTORY THEMES, ASALH
  • Teaching Black History in 2021, EverFi 
  • February 2021: Honoring Black Agency & Black Joy, Facing History 
  • Black History Month: Teaching Beyond Slavery, Teaching Tolerance 
  • Why We Need Black History Month, Teaching Tolerance 
  • Scholastic Black History Month Lesson Plans and Teaching Resources
  • Black History Month Lessons & Resources | NEA 
  • Recent and Upcoming Literary Releases by Black Authors, The Root
  • The 18 Best Black Books of All Time for Black History Month  
  • Black History Month Is Every Month & This Book List Is Here for It 
  • Black History and Literature resources, ActivelyLearn
  • Resources for Black History Month, CommonLit

Contact information:
Sarah.Hurd@jeffco.k12.co.us and Natalie.Schaefer@jeffco.k12.co.us - Curriculum & Instruction TOSAs/ Social Studies
Citations:
  1. Dillard, C. (2019, January 11). Why We Need Black History Month. Retrieved February 02, 2021, from https://www.tolerance.org/magazine/why-we-need-black-history-month 

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February 01st, 2021

2/1/2021

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Feedback: the Gateway to Student Success

Have you ever run into a former student out in public like the grocery store, or a concert?  Most likely, that student shared a memory with you about something that you said to them or how you showed them support.  Providing feedback is a powerful way to influence a student’s thinking, achievement, and progression of learning with content as well as non-academic components that attribute to student success. Feedback as defined by Hattie and Timperley, “Feedback relating to actions or information provided by an agent (teacher, peer, book, parent, internet, experience) that provides information regarding aspects of one’s performance or understanding” (2007). It is timely, specific, and corrective. For example,  “You paid attention to detail and used appropriate inverse operations to find solutions. You seem to be having some trouble with outlining your steps in a sequential way. This video might be helpful. We will continue to work on this together until you have it mastered!” in lieu of “Good job, or you need to fix your assignment”.  Hattie’s work on effect size describes .40 as the “hinge point” for identifying what is effective in the effort to advance a student’s achievement. The effect size of feedback is 0.66, showing positive results in student growth and learning (Hattie, 2018). 

Providing corrective feedback paired with processes information is even more impactful. This feedback structure should address three questions for learners(Fisher et al., 2021).
  • Where am I going?
  • How am I going there? 
  • Where will I go next?
When teachers encourage and guide students with feedback, students are supported in the journey of knowing what success looks like, how they might address the inconsistencies between implementation and success, and moving their thinking and actions forward. 

For more information on tech tools to support giving virtual feedback, visit Jeffco Ed Tech Blog, Fine Tune Your Feedback With Digital Tools. ​
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