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2012 Louisiana Textbook Adoption
Review Committee Training
English Language Arts and LiteracyMay 9, 2012
Louisiana Department of Education 2
2012-13 2013-14 2014-15PreK GLEs CCSS CCSS
K CCSS CCSS CCSS
Grade 1 CCSS CCSS CCSS
Grade 2 Transitional CCSS CCSS
Grades 3-8 Transitional Transitional CCSS
High School
Transitional Transitional CCSS
Implementation OverviewNew standards and assessments for ELA and mathematics will be
phased in over several years
No changes – teach current GLEs, and take current assessments
Teach and assess CCSS only
Teach combination of GLEs and CCSS based on crosswalk documents
Assess GLEs being taught during transition
Louisiana Department of Education
2012-13• Curriculum
– Transitional Curriculum• ELA : Grades 2 through English IV• Math: Grades 2 through Algebra 2
– CCSS-based New Comprehensive Curriculum• Kindergarten and Grade 1 Math
– CCSS Implemented via Extensive Professional Development• Kindergarten and Grade 1 ELA (No Comprehensive Curriculum)• Align questions and tasks in basals to CCSS• Various components phased in as PD is provided
– No development of state curriculum for other grades• LDOE collaborates with other states to select curricular materials
for Grades 2 and higher in ELA and math
• Transitional Assessments– Grades 3-8, EOC tests
Louisiana Department of Education
Common Core State Standards• Overview of ELA/Literacy standards
– Organization and Structure– Horizontal and Vertical Alignment
• Evaluation Tool #1• Terminology and Additional Resources
– Publishers’ Criteria
• Content shifts (Priority Review Considerations)– Content Shift #1: Complex Text– Content Shift #2: Building Knowledge– Content Shift #3: Evidence
• Evaluation Tool #2• Exemplar• Evaluation Tool #3
Louisiana Department of Education
Organization and Structure
Strand
(Focus Topic) College and Career Readiness Anchor
Standard
Grade-Specific
Standard
(Focus Topic) College and Career Readiness Anchor
Standard
Grade-Specific
Standard
(Focus Topic) College and Career Readiness Anchor
Standard
Grade-Specific
Standard
Louisiana Department of Education
Organization and Structure
6
Sample ELA/Literacy Standards
Focus Topics from College and Career Readiness Anchor Standards
RL.K.3
Louisiana Department of Education
Organization and Structure
7
RI . 4 . 2Strand Grade Standard Number
Coding Scheme
Louisiana Department of Education
Organization and Structure
8
L . K . 2bStrand Grade Standard Number
Coding Scheme
Louisiana Department of Education
Horizontal and Vertical Alignment
Writing Standard 7Conduct research
Writing Standard 9Draw evidence from
reading
Speaking and Listening Standard 4
Share findings from research
Reading StandardsRead and understand what read, including
for research
Horizontal Alignment a.k.a Integration
Louisiana Department of Education
Horizontal and Vertical Alignment
“While the standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task” (p. 5, CCSS).
Louisiana Department of Education 11
Horizontal and Vertical Alignment
• Pair literary texts with informational texts
• Locate evidence from texts to support written answers in questions and tasks
• Present information researched in tasks
• Study language conventions in reading texts
• Include questions and tasks that address standards many times in varied ways with multiple texts
Integration Examples
Louisiana Department of Education
Horizontal and Vertical Alignment
RI.4.5• Describe the overall
structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Vertical Alignment a.k.a. Progression
RI.5.5• Compare and contrast the
overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Louisiana Department of Education
Horizontal and Vertical Alignment
RF.1.4a, b, cRead with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with
purpose and understanding.b. Read grade-level text orally with
accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vertical Alignment a.k.a. ProgressionRF.2.4a, b, cRead with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with
purpose and understanding.b. Read grade-level text orally with
accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Evaluation Tool #1
English Language Arts and LiteracyMay 9, 2012
Louisiana Department of Education
Evaluation Tool #1
• Review the tool. (5 min.)• How does the tool connect to the organization and
structure of the CCSS?
Louisiana Department of Education
Evaluation Tool #1
• Overview of how to use the tool• Specific directions provided to the publishers
Louisiana Department of Education 17
Evaluation Tool #1
Grade-Specific Standard
Grade Level
Chapters and page #s for Grade 4 only
CCSS Strand
Louisiana Department of Education 18
Evaluation Tool #1
Committee members evaluate
publisher alignment.
Louisiana Department of Education 19
Evaluation Tool #1
The lettered item must be interpreted within
the above context.
When standards have letters below the stem…
Louisiana Department of Education 20
Evaluation Tool #1
Standard sets expectations for student
performance.
Is the content of the materials sufficient for students to
adequately meet the standard? Example:• Does student’s edition contain
tasks that promote discussions involving these skills?
• Does teacher’s edition provide strategies for better discussions, enabling teachers to provide opportunities for students to meet these standards?
When standards focus on student performance…
Louisiana Department of Education 21
Evaluation Tool #1
• Completed by publisher– Title of Textbook and Publisher– Date of Copyright– Column labeled “To be completed by publisher”– Questions after each strand and at the end
• Verified by the committee– Will complete the column labeled “Committee Standards
Alignment Evaluation” using the provided rubric at the top of the first page
Terminology and Additional Resources
English Language Arts and LiteracyMay 9, 2012
Louisiana Department of Education
Terminology and Additional Resources
• Literary text• Informational text• Emergent-reader texts• Complex text• Text-dependent questions• Academic vocabulary• Syntax• Evidence• Resource List
Louisiana Department of Education 24
Terminology and Additional Resources
Page 31 of the CCSS for ELA/Literacy
Louisiana Department of Education
Terminology and Additional Resources
• (Appendix A Glossary Screen Shot)
Louisiana Department of Education
Terminology and Additional Resources
• Read the Revised Publishers’ Criteria for K-2. (15 min.)• Should be familiar with both documents before reviewing
the materials
Content Shifts
English Language Arts and LiteracyMay 9, 2012
Louisiana Department of Education
Content Shifts
Students will read and understand grade-level complex
text independently and proficiently and express that
understanding clearly through writing and speaking about text.
Main Goal of the CCSS for ELA/Literacy
Louisiana Department of Education
Content Shifts3 Shifts 6 ShiftsRegular practice with complex text and its academic vocabulary
3. Appropriately complex text
6. Academic vocabularyBuilding knowledge through content-rich nonfiction and informational text
1. Balance literature and informational text (K-5)
2. Literacy as part of science and social studies/history; informational text as part of ELA (6-12)
Reading and writing grounded in evidence from text
4. Questions regarding text are text-dependent
5. Writing to inform or argue using evidence
Louisiana Department of Education
Priority Review Considerations
Content Shift #1: Regular practice with complex
text and its academic vocabulary
English Language Arts and LiteracyMay 9, 2012
Louisiana Department of Education
Content Shift #1
• What is the appropriate text to teach at each grade level? Defined by…– Reading Standard 10– Reading Foundational Skills Standard 4 (K-5)– Text Complexity and Text Types (Page 31)– Page 32– Appendix A and Appendix B
• The Publishers’ Criteria further refines that criteria.
Regular practice with complex text
Louisiana Department of Education
Reading Standard 10
Louisiana Department of Education
Reading Standards for Text ComplexityKindergarten Grade 1
(Literary Texts)Grade 2
(Informational Texts)
(Reading Foundational Skills)
Louisiana Department of Education
Reading Standards for Text ComplexityGrade 3 Grade 4
(Literary Texts)Grade 5
(Informational Texts)
(Reading Foundational Skills)
Louisiana Department of Education
Children at the kindergarten and grade 1 levels should be expected to read texts independently that have been specifically written to correlate to their reading level and their word knowledge. Many of the titles listed above are meant to supplement carefully structured independent reading with books to read along with a teacher or that are read aloud to students to build knowledge and cultivate a joy in reading.
Louisiana Department of Education
Content Shift #1
• Staircase of text complexity– Read-aloud texts well above grade-level band; read-along texts
in grade-level band; independent reading at reading level of student
– Extensive opportunities to encounter complex text • Through read aloud and read along
• 50/50 balance between literature and informational text• High-quality texts, worth reading and rereading, richly
illustrated, when appropriate, and well written• Reading foundations key to success with complex text
(learn to read and read to learn simultaneously)
Additional Text Selection Criteria
Louisiana Department of Education
Content Shift #1
Qual
itativ
e
Reader and Task
Quantitative
Text Complexity Definition(page 31 and Appendix A)
Louisiana Department of Education
Content Shift #1Resources for Determining Text Complexity
(Appendix A, Page 32 and Appendix B, and Other Tools)
Louisiana Department of Education
Content Shift #1Resources for Determining Text Complexity
(Appendix A, Page 32 and Appendix B, and Other Tools)
Louisiana Department of Education 41
Content Shift #1
Louisiana Department of Education
Content Shift #1
• Text Complexity Grade-Band Level Chart• Text Complexity Qualitative Rubrics• Text Complexity Questions for Reader and Task
Resources for Determining Text Complexity(Appendix A, Page 32 and Appendix B, and Other Tools)
Louisiana Department of Education
Content Shift #1
• Text Complexity Process– Quantitative – place in grade-level band
• Lexile, ATOS, Flesch-Kincaid, etc.• Text complexity chart (updated)
– Qualitative – further define where to use within band• Rubrics• Professional judgment
– Reader and Task – further define how best to teach text• Is the content appropriate for age level?• What areas are potentially difficult for students?• What vocabulary should be taught?• What is the big idea and key student understandings?• What questions/tasks will get at those understandings and what
standards align with those understandings?
Determining Text Complexity – Appendix A
Louisiana Department of Education
Content Shift #1
Read “Insect Olympics” and analyze its complexity. (20 min.)• Quantitative Measures
– ATOS: 4.4– Flesch-Kincaid (FK): 4.5– In what grade-level band does this article fit?
• Qualitative Measures– Use the appropriate rubric to analyze the article
• Reader and Task– What should be taught with this text?
Text Complexity Analysis Practice
Content Shift #1
Domain-Specific (Tier III)• hyperbole• metaphor• cell wall• amoeba• equation• GDP
Academic (Tier II)• consequence• criteria• substantial• justify• persist• (words essential for
meaning, but not often easily defined in the text)
Vocabulary Tiers
Louisiana Department of Education
Content Shift #1
• Role in complex text • One of two features of text most predictive of student
difficulty (Chall 1996, Stanovich 1986, Nelson et al 2012)• There is in fact a great deal of powerful academic
vocabulary in these texts. • From, “Officer Buckle” third grade (department, attention,
speech, applauded, frowned, onstage, swivel, frowned, afterward, announced, discovered, grinned, roared, enormous, bowed)
• Vocabulary is difficult to catch up.
Academic vocabulary is essential.
Louisiana Department of Education
Content Shift #1
Which words should be the focus?– Essential to text– Likely to appear in future text
Which words should get more time and attention?– More abstract words (persist v. checkpoint; noticed v. accident)– Words which are part of semantic word family (secure, securely,
security, secured)
Academic Vocabulary
Louisiana Department of Education
Content Shift #1
• When should you provide the meaning; when should students determine from context?
• How should words be taught?– Distributed practice– Use the text
• Differences (applaud vs. clap; isolated vs. alone)
Academic Vocabulary
Louisiana Department of Education
Content Shift #1
• Explicit and systematic instruction (focus on sequenced and structured teaching of phonological awareness)
• Need lots of distributed practice
• Need ongoing diagnostic support (assessment)
• Should be happening simultaneously with read alouds of complex text
Reading Foundations
Louisiana Department of Education
Additional Alignment Considerations
• Possibly as much as vocabulary predicts student performance
• Questions and tasks addressing syntax
Syntax
Louisiana Department of Education
Additional Alignment Considerations
• We must address fluency.
• With the arrival of more complex text, more students will struggle to read fluently.
• How to address this?
Fluency
Content Shift #2: Building knowledge through content-rich nonfiction and
informational text
English Language Arts and LiteracyMay 9, 2012
Louisiana Department of Education
Content Shift #2
• 50/50 balance• As students are learning to read in K-1, they should also
exercise their ability to comprehend complex text through listening and responding to read-aloud texts
• In grades 2+, students begin reading more complex texts through read alongs, thus consolidating the foundational skills with reading comprehension.
• Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.
Read-Alouds with Informational Text
Louisiana Department of Education
Content Shift #2
• Literacy in social studies/history, science, and technical subjects embedded in K-5; connections to content areas
• Additional resources referenced on Evaluation Tool #2– Page 33 in the CCSS for ELA/Literacy– PARCC Model Content Frameworks
Sequencing Texts to Build Knowledge
Louisiana Department of Education 55
Content Shift #2
Louisiana Department of Education
Content Shift #2
Content Shift #3: Reading and writing grounded
in evidence from text
English Language Arts and LiteracyMay 9, 2012
Louisiana Department of Education
Content Shift #3
• Students demonstrate understanding of text in writing, speaking, and research.
• Writing to sources– Text-dependent questions– “Evidence Standards”: Reading Standard 1 and Writing
Standard 9
• Research tasks – Develop from the text and topics studied– Offer students chance to reflect on a text or topic and connect it
to other texts, events, or ideas (compare/contrast, investigate concept or idea, explore real-life connections, etc.) AFTER students fully demonstrate understanding of individual text
Reading and Writing Grounded in Evidence
Louisiana Department of Education
Content Shift #3
• Questions that can only be answered with evidence from the text
• Can be literal but can also involve analysis, synthesis, evaluation
• Focus on word, sentence and paragraph as well as larger ideas, themes or events
• Focus on difficult portions of text in order to enhance reading proficiency
Text-Dependent Questions
1. In “Casey at the Bat,” Casey
strikes out. Describe a time when
you failed at something.
2. In “Letter from a Birmingham Jail,”
Dr. King discusses nonviolent
protest. Discuss, in writing, a time
when you wanted to fight against
something that you felt was unfair.
3. In “The Gettysburg Address”
Lincoln says the nation is
dedicated to the proposition that
all men are created equal. Why is
equality an important value to
promote?
What makes Casey’s
experiences at bat humorous?
What can you infer from King’s
letter about the letter that he
received?
“The Gettysburg Address”
mentions the year 1776.
According to Lincoln’s speech,
why is this year significant to the
events described in the speech?60
Content Shift #3Text-Dependent Questions
Louisiana Department of Education
Content Shift #3
• More time outside the text less inside• Going outside the text privileges those who have that
experience• It is easier to talk about our experiences than to analyze
the text• That being said….
Why use text-dependent questions?
Louisiana Department of Education
Content Shift #3
• Multiple readings often make this unnecessary• Too often provides information students can glean from
careful reading of the text- in many cases provide a complete summary
• Almost impossible to wean students from this• Similarly challenging to move teachers away from
providing this “smoothing of the road” • Research base?
Why limit pre-reading?
Louisiana Department of Education
Content Shift #3
• Be focused around the big ideas and key understandings of a text (allow students to demonstrate understanding of what is most important in the text); not a reading strategy or device that is not important to understanding.
• Use standards to provide specific wording and expectations for knowledge (standards are not the focus)
• Focus student attention on difficult sections of text
• Expect thorough response
Text-dependent questions should…
Louisiana Department of Education
Content Shift #3
• Should relate to big ideas and key understandings
• These types of culminating assignments will be a significant shift for students and teachers
Culminating Activities
Louisiana Department of Education
Content Shift #3
From “Hot and Cold Summer” Trophies 5th grade:• “To avoid someone means to keep away from them so
that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first? (pg. 23)”
• Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?
Academic Vocabulary and Text-Dependent Questions
Evaluation Tool #2
English Language Arts and LiteracyMay 9, 2012
Louisiana Department of Education
Evaluation Tool #2
• Review the tool.• How does the tool connect to the shifts and the Priority
Review Considerations?
Louisiana Department of Education
Evaluation Tool #2
• Overview of how to use the tool• Specific directions provided to the publishers
Louisiana Department of Education 69
Evaluation Tool #2Category
Description of shift/criteria
Louisiana Department of Education 70
Evaluation Tool #2
How completed may vary based on choice above
Can complete for individual grade or grade cluster
Louisiana Department of Education 71
Evaluation Tool #2
Additional Resources may
need to be referenced
Louisiana Department of Education 72
Evaluation Tool #2
• Completed by publisher (all but the last column)• Verified by the committee (will complete the last column)• Specific considerations:
– Limit responses as much as possible to the provided boxes (some expansion is acceptable, but be reasonable)
– Provide specific examples as appropriate, but focus only on exemplars; do not provide every available example
– It is acceptable to reference Additional Resources included in this presentation as necessary
Alignment Exemplar
English Language Arts and LiteracyMay 9, 2012
Louisiana Department of Education
Alignment Exemplar
• “When Charlie McButton Lost Power” by Suzanne Collins
• Listen to the read aloud as instructed by the text.• Think about the types of questions being asked and
alignment to CCSS.
Louisiana Department of Education
Alignment Exemplar
• Many questions not text dependent• Virtually all culminating assignments not text dependent• Focus on comprehension strategies• Do not focus as strongly on academic (Tier II) vocabulary
Not Aligned to CCSS
Louisiana Department of Education
Alignment Exemplar
• Do not typically “within and across grade levels…systematically develop the knowledge base of students”
• Some number of texts not aligned in terms of complexity
• Typical lack of balance between narrative and informational texts at each grade level
Not Aligned to CCSS
Louisiana Department of Education
Alignment Exemplar
Vocabulary and Leveled Text – 4th Grade Example
• Shelter, splattered, fixed, rescue
• Journal, tremors, traction, interval, volunteered, retrieve
• Generation, abandoned, languished, terrified, warble, galvanized, debris, hoisted, shuddered
Not Aligned to CCSS
Louisiana Department of Education
Alignment Exemplar
• “When Charlie McButton Lost Power” by Suzanne Collins
• Now look at the revised version. What are the differences?
• How does the revised version align to the Priority Review Considerations and Evaluation Tool #2?
Evaluation Tool #3
English Language Arts and LiteracyMay 9, 2012
Louisiana Department of Education
Evaluation Tool #3
• Publisher completes title of textbook, publisher, and date of copyright
• Everything else is completed by the committee• Summary of Tool #1 and Tool #2 with additional
questions• Complete tool during independent review over the
summer• Committee will make independent decision about
whether to Adopt or Reject a particular submission• Discuss review in October, and can make changes then