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Structures and Systems

Homework, Annotation, and Accountable Independent Reading

Purpose of this Session

• Participants will be able to: Understand the features and intent of homework,

annotation ,and accountable independent reading systems

Identify ways in which these structures and systems support instruction and the instructional shifts and standards

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Structures and Systems Designed to Support

Curriculum and Instruction

Curriculum

Structures and Systems

Instruction

Purposes of Homework

• Research-informed, consistent, and scaffolded• Prepare students for college and careers

Address volume of reading Build students’ familiarity with CCSS Build students’ analytical and processing skills

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Homework Design Features

• Assigned everyday• Students are expected to do 45 minutes/night• Types of homework:

Reflective Writing Assignments Accountable Independent Reading (AIR) Assignments that extend the day’s learning or

prepare students for the following day’s lesson

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Homework and Homework

Accountability Investigation• Each pair reads one set of homework and homework

accountability, focusing on its purpose, design features, and connections to lesson instruction:

Set 1: 9.1, Unit 2, Lesson 5 and Lesson 6 (p. 3) Set 2: 9.1, Unit 3, Lesson 2 and Lesson 3 (pp. 4–5) Set 3: 9.1, Unit 3, Lesson 5 and Lesson 6 (p. 4)

• In pairs, discuss the following questions: What connections do you notice between the homework

assignment and the lesson instruction and assessment? What do you notice about the ways in which students are held

accountable for doing homework? What impact does this have on the lesson you just read? What do you notice about the effect of homework structures on

teacher time?

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Reflecting on NY Curriculum Modules’ Approach to

Homework• In your table groups, discuss:

What’s different about the NY Curriculum Modules’ approach to homework?

Which pieces of this system currently exist in your school or district? Which pieces push your thinking?

What challenges do you anticipate? What ideas do you have to meet those challenges?

Accountable Independent Reading

Purpose and Design• Review the prefatory material focusing on Part

2 “Our Approach to Homework” (pages 4–6) • In pairs, discuss:

What are some key design considerations for Accountable Independent Reading?

What is the purpose behind the NY Curriculum Modules’ approach to Independent Reading?

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Focus Standards and Accountable Independent

Reading• Read the following lesson excerpts, focusing

on the Independent Reading assignment and accountability:

9.1 Unit 1, Lesson 5 (pp. 9–10) 9.1 Unit 1, Lesson 6 (p. 4)

• In your table groups, discuss: What do you notice about the AIR assignment? What purpose do focus standards serve to:

• Build students’ reading skills?• Promote a culture of accountability?

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Reflecting on Accountable

Independent Reading• In your table groups, discuss:

What current Accountable Independent Reading systems exist in your school or district?

Which components seem easiest to implement? Which seem more challenging?

What ideas do you have to meet those challenges?

Purposes of Annotation

• Helps students achieve deeper textual understanding

• Supports students towards independence as readers

• Scaffolds students towards independent dialogue with text

• Annotation is more difficult than simply answering questions because it requires independent thinking!

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Annotation Design Features

• Consistent codes• Codes are introduced gradually and

strategically throughout lessons and units• Students should have consistent practice with

annotation to hone their skills and build independence as readers

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Annotation Investigation

• Read the following lesson excerpts: Unit 1 Lesson 3 (pp. 5–7) Unit 1 Lesson 5 (pp. 3–8) Unit 2 Lesson 7 (p. 4)

• As you read, focus on how annotation: Is introduced Builds in cognitive complexity throughout units

AnnotationPurpose and Design

• What are the cognitive tasks that the annotation codes are asking students to do?

• What do you notice about how these tasks progress cognitively over time?

• Which tasks might be most challenging for your students?

• What scaffolds might your students need?

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Reflecting on Annotation

• In your table groups, discuss: Is annotation something you might consider

using? What about annotation seems easiest to

implement? What seem more challenging? What ideas do you have to meet those

challenges?

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Session Reflection

• How do these structures support student learning?

• What supports might teachers need to implement these structures and systems effectively?

• What next steps can you identify?

Q & A

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Please go to engageny.org/novnti and select “Online Parking Lot” for any NYSED related

questions.

Thank You!

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