Digging Deeper into Ohio’s Revised English Language Arts Standards Toward Curriculum Revision

1

Digging Deeper into Ohio’s Revised English Language Arts Standards Toward

Curriculum Revision

Marcia BarnhartAssistant Director

Office of Curriculum and Assessment

2

Session Objectives

• To promote a deeper understanding of the English Language Arts Common Core State Standards by examining the instructional shifts in– Reading– Writing Curriculum Revision– Language

• To provide an update on assessment

3

READING: KEY SHIFTS IN ENGLISH LANGUAGE ARTS

4

What do I need to know to revise my English language arts curriculum?

• The Common Core State Standards

• What the standards call for in terms of instructional shifts

5

6

Reading Shifts

• A new understanding of close reading

• A focus on considerations of text complexity

• The inclusion of literary nonfiction at grades 6-12

7

Close Reading: What is it?

Teach students to “Read like Detectives.”

interrogating what texts tell us about the way things are and why

Discussion Question: What does a detective do that can be compared to a reader

engaging with a text?

8

Close Reading: Why?

By engaging students effectively with rich texts that challenge them to do increasingly more complex cognitive work, we help students become more

skilled at getting more out of texts.

Close reading helps students learn to analyze the world around them and look to texts for

information that they can question and interpret on their own.

9

Close Reading: How?• Don’t summarize what the text is about; allow students the

luxury of discovering this for themselves. (Make them think!)

• Allow the text to reveal itself to them as readers/detectives.

• Lavish time and attention on text that deserves it.

• Remember: the teacher is not the expert; the text is.

10

Close Reading: How?

1. Allow them to read text to themselves.

2. Read text aloud to them so they can hear the language as it is meant to be heard.

3.Analyze text by using text-dependent discussion questions.

4. Discuss author’s use of academic vocabulary.

11

Close Reading: Resource

Bringing Common Core to Life video• one hour demonstration by David Coleman (one

of the key authors of CCSS)• video and handouts available on ODE Web site

(Academic Content Standards>English Language Arts> ELA Common Core State Standards and Model Curriculum Development

• highly recommended as PD for ELA departments

12

Curriculum Revision Reflection

Reflect on your current practice for teaching students how to read complex text.

On the session outline, write the changes that you may need to make to make the teaching of close reading a priority in your instruction.

13

Text Complexity: What?

Strand: Reading

Topic: Range of Reading and Level of Text Complexity

Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

14

Text Complexity: Why?

• Research shows a steady decline in the level of text complexity in classroom instruction over the last half century. (Appendix A, p.2)

• Research indicates that the demands of college, careers, citizenship place on readers have either held steady or increased over the last half century. (Appendix A, p. 1)

15

Text Complexity: How?

16

Quantitative Features of Text Complexity

Dimensions such as

• Word Frequency

• Sentence Length

• Word Length

• Text Length

• Text Cohesion

17

Qualitative Features of Text Complexity

Dimensions such as:• Levels of meaning• Levels of purpose• Structure/Organization• Language

conventionality• Language clarity• Prior knowledge

demands

18

19

Reader and Task Consideration

Considerations such as:• Motivation• Knowledge and

experience• Purpose for reading• Complexity of task

assigned regarding text• Complexity of questions

asked regarding text

20

making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level

engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals

modeling how to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument

engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible

immersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge

introducing background knowledge Sc

affolding f

or

Text

Complexity

21

NEW! INFOhio eBook Collection• 600+ classic audio and e-books titles.• Search by grade level/Lexile.• Download in multiple formats through and INFOhio schools online library catalogs

Contact: central@infohio.org for more information.

22

Text Complexity: Practice

• Read the selection Narrative of the Life of Frederick Douglass

• Using the Text Complexity Analysis worksheet and the Text Complexity Rubric, determine the grade band placement of this text.

• Discuss and justify your placement with others

23

Curriculum Revision Reflection

Reflect on your current practice for determining the appropriate level of text complexity for your students.

On the session outline, write the changes that you may need to make to make consideration of text complexity a priority in your instruction.

24

Literary Nonfiction: Why?

Reading Informational TextStandard 10Grade 6 & 7 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

25

Literary Nonfiction: What?

“…creative nonfiction” describes what the form is all about. The word creative simply refers to the use of literary craft in presenting nonfiction - that is, factually accurate prose about real people and events – in a compelling and vivid manner. To put it another way, creative nonfiction writers do not make things up; they make ideas and information that already exist more interesting and often more accessible.”

Lee Guskind

26

Literary Nonfiction: NAEP’S Definition

• May include elements of narration and exposition and is often referred to as mixed text

• Includes essays; speeches; opinion pieces, biographies; journalism; and historical scientific or other documents written for a broad audience

• It uses literary techniques usually associated with fiction or poetry and also presents information or factual material

27

Literary Nonfiction: How?

1. Make a quick list of texts that you use that would fit into the category of literary nonfiction.

2. Determine if you will need to increase this type of text in your curriculum revision to align to the Common Core.

3. Share your list and plans with a partner.

28

WRITING: KEY SHIFTS IN ENGLISH LANGUAGE ARTS

29

30

Writing Shifts

• An increase in writing to sources

• Emphasis on writing that marshals arguments (using evidence, evidence, evidence)

• A significant increase in the amount of research writing (short and frequent projects)

31

• CCR.W.9– draw evidence from literary or informational text to support

analysis, reflection, and research• Teachers must be able to:– Create text-dependent writing prompts that require students

to rely primarily on the text to support their arguments/responses

• Students must be able to: – Analyze and synthesize text – Present careful analysis, well-defended claims, and clear

information through their writing

Writing to Sources: What?

32

What does it look like in grade 3? Text Dependent Non-Text Dependent

Ask and answer questions regarding the plot of Patricia MacLachlan’s Sarah, Plain and Tall, explicitly referring to the book to form the basis for their answers. [RL.3.1]

One of the themes in the book, Sarah, Plain and Tall, is loss. Write about a time when you or someone you know experienced the loss of a loved one.

33

What does it look like in grade 6? Text Dependent Non-Text Dependent

Analyze in detail how the early years of Harriet Tubman (as related by author Ann Petry) contributed to her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life. [RI.6.3]

Create a story in which the main character is on the underground railroad. What would life be like for this character?

34

What does it look like in grades 9-10?

Text Dependent Non-Text Dependent

Analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for specific details that show how the theme emerges and how it is shaped and refined over the course of the novel. [RL.9–10.2]

Explore the ways that both Chinese and American superstitions drive thoughts and choices. Does superstition help generations connect, or does it separate them?

35

Three practices for strengthening reading through writing:

1. Have students write about the text they read (taking notes, answering questions, learning logs, summaries, or extended response)

2. Teach students the writing skills and processes that go into creating text

3. Increase the amount of time students write.

Writing to Sources: How?

36

Marshaling Arguments: What?

• CCR.W.1– Write arguments to support claims in an analysis

of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence

37

Persuasion Argument Appeals to the credibility,

character, or authority of the writer (speaker)

Appeals to the audience’s self-interest and sense of identity

Relies on emotional appeals Evokes emotions

Convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than evoking emotions.

Requires evidence

Argument vs. Persuasion in the Common Core

38

Marshaling Arguments: Why?

When students consider two or moreperspectives on a topic or issue, something far

beyond surface knowledge is required . They must– Think critically and deeply– Assess the validity of their own thinking– Anticipate counterclaims in opposition to their

own assertions

39

Marshaling Arguments: How?

• Students must be able to effectively arrange their thoughts to support their reasoning.

• Writing must reflect evidence of close analytic reading of complex text.

• Writing must show evidence of either advancing an argument or explaining an idea.

40

Research: What?

• CCR.W.7 Conduct short as well as more sustained research

projects based on focused questions, demonstrating understanding of the subject under investigation

• Should have a meaningful, focused connection to the text (where possible)

• Should encourage students to read closely to compare concepts and synthesize ideas across multiple texts

41

Research as the Vehicle

Research projects allow for and promote:• Close reading• Text complexity increase• Increase in literary nonfiction• Writing to sources• Exposure to academic

vocabulary• Presentation skills (Speaking

and Listening)

42

Research: Why?

The new assessments will assess the research standards.

43

Research: How?

• Students should have multiple opportunities for research (short, as well as sustained projects).

• Students should utilize multiple forms of technology to produce, publish, and collaborate with others.

44

Writing Practice

Trace the progressions of CCR.W.6-9 from K-CCR. Pay particular attention to your grade level. Consider the following:– What specific skills are needed to meet these standard

statements?– What other strands should be incorporated to help support

this shift?– What do these standard statements look like in your

classroom?– In the standard statements that remain the same from grade

to grade, how do you plan to increase the complexity?

45

Writing Reflection Takeaway

After examining the vertical articulation document for standard statements 6-9, assess your current research practices/projects. Based on what was reviewed in the vertical articulation document, consider the following:– Where do your projects land on the grade continuum? – Which skills require an increase in complexity?– What specific strategies adequately prepare students

for the skills needed in the next grade level/band?

46

Take away: Research InventoryTo determine how well you integrate research into your instruction, take an inventory of your classroom planning and instruction.

• What is your approach to teaching research?

• Examine your lesson plans. Over the course of two weeks, how many opportunities are given to allow for research?

• Take a look at your lessons. How often do you incorporate writing to sources into your literary or informational text selections?

• How often are students given the opportunity to share their research with others?

• What are the various forms of technology integrated into your research project?

47

LANGUAGE: KEY SHIFTS IN ENGLISH LANGUAGE ARTS

48

49

Vocabulary Shift

• Increased emphasis on academic vocabulary as a critical component of college and career readiness.

• Information in the following slides has been taken from Isabel Beck’s book, Bringing Words to Life.

50

Vocabulary Shift

“Vocabulary knowledge is the single greatest contributor to reading comprehension and thus a strong predictor of overall academic achievement.”

--Kate Kinsella, Isabel Beck, Robert

Marzano, Doug Fisher, et.al.

51

Vocabulary – What to teach

• Not all words have equal importance in language instruction.

• The CCSS considers three types of vocabulary words or three tiers of vocabulary – for teaching and assessing word knowledge.

• A word’s frequency of use, complexity, and meaning determines into which tier it will fall.

52

Tier 1 –Basic Vocabulary

• The words of everyday speech, usually learned in the early grades.

• These words are not considered a challenge to the average native speaker.

• Words in this tier rarely require direct instruction and typically do not have multiple meanings.

• Examples: clock, baby, happy, walk

53

Tier 2 – Academic Vocabulary

• Tier 2 words, or academic vocabulary, pervade complex text of all types.

• They are an underlying language of complexity that pervades everything complex that students read.

54

The following is a list of characteristics for Tier Two words:– Important for reading comprehension– Contain multiple meanings – Increased descriptive vocabulary (words that

allow students to describe concepts in a detailed manner)

– Used across a variety of domains, occurs more frequently in literature

Tier 2- Academic Vocabulary

55

Tier 3- Low-Frequency, Content-Specific Vocabulary

• Specific to a domain or field of study

• Far more common in informational texts than in literature.

• Explicitly defined by the author of a text

• Repeatedly used• Heavily scaffolded (e.g.,

made part of a glossary)

56

Reflection

We teach too many Tier 1 words, not enough Tier 2 words, and we’re justabout right-on with our teaching ofTier 3 words.--Doug Fisher, Secondary Literacy Conference, Spring 2007 Anaheim, CA

57

NEWS FOR OHIO’S ASSESSMENTS

58

Ohio’s DecisionOhio had been a participating member of two

consortia.

On November 15, the Ohio State Board of Education voted for Ohio to join PARCC as a governing member.

59

Ohio’s New Assessments

PARCC developed assessmentsEnglish language arts

grades 3 – 8 and high school

Mathematics grades 3 – 8 and high school

Assess the Common Core StandardsOperational school year 2014-15

State developed assessmentsScience

grades 5 and 8 and high school

Social Studies grade 5 and 8 and high school

Assess the revised Ohio standardsOperational school year 2014-15

60

61

Follow PARCC Development

• www.parcconline.org

• See ELA Content Frameworkshttp://www.parcconline.org/parcc-content-frameworks

62

How will the Literacy Standards be assessed?

• The expectation is that all content area teachers make use of the Literacy in History/Social Studies, Science, and Technical Subjects standards for instruction.

• However, the ELA assessment may include texts based on the Literacy Standards.

63

Informational Text

Grades 6 - 12If you are using a selection which is

Literary Nonfiction

Informational Text

History, Social Studies, Science, Technical Subjects Text

Use these standards

Reading Informational TextStandards #1-10

ReadingInformational TextStandards # 1- 9

Literacy Standards

64

Curriculum Revision Alignment Tool Kit

ODE will post an alignment toolkit in February 2012.

This tool will support educators in revising their curricula so that it is aligned to the revised

standards.

65

Text Complexity• www.lexile.com/findabook• http://www.lexile.com/analyzer• http://www.arbookfind.com• http://renlearn.com/ar/overview/atos/• http://kansas.bookconnect.com/default.aspx • http://www.education.wisc.edu/ccbc/books/d

etailListBooks.asp?idBookLists=549

Resources

66

Resources

Common Core videos•http://hunt-institute.orgSelect Knowledge Library and then select Common Core Standards•http://vimeo.com/25206110

Common Core Standards•www.corestandards.org

67

Academic VocabularyAppendix ACommon Core State Standards

Resources

68

Contact Hours

• Complete this online survey to receive a form for contact hours.

Survey:

• Note: if you have attended more than one content area TPD session, you will need to delete your cookies to complete the survey more than once.

69

Questions?