Bristol Tennessee City SchoolsProfessional Development | June 19, 2012

Kelly VanceEnglish Teacher, English Core Curriculum Coach THS

Common Core English Language ArtsGrades 3-12

Write the following information on an index card----NO NAMES!

1.One fact about your professional life2.One fact about your personal life3.One little known or unusual fact about yourself.

Anticipation Guide 1. The ELA Common Core Standards are more specific than our current standards. _______ Agree ______Disagree

2. ELA will be tested under the Common Core during ________ Agree _____ Disagree the 2012-2013 school year.

3. Literacy is a shared responsibility of multiple content ________ Agree _____ Disagree Areas in Common Core.

Exxon Common Core Commercials

Exxon Common Core Commercial #2

Sometimes we can become overwhelmed by tasks that seem enormous.

The important thing is that we keep moving forward.

Sometimes we can become overwhelmed by tasks that seem enormous.

The important thing is that we keep moving forward.

Broken Escalator

Outcomes

At the conclusion of this workshop, you will be able to

plan appropriate classroom libraries and other reading materials to scaffold students to higher standards;

apply grade-appropriate instructional strategies that enrich comprehension of complex text, vocabulary, and fluency;

incorporate reading comprehension strategies specific to informational texts;

use best practices and classroom materials to meet the CCSS for Reading.

We are moving from Snorkeling to…..

Scuba Diving

Common Core: English Language Arts Standards

CC Anchor Standards WorksheetTimer

Cracking the Literacy “CODE”

Strand Code KeyReading Standards R Reading Standards for Literature RL Reading Standards for Informational Text RI Reading Standards: Foundational Skills RF Reading Standards for Literacy in History/Social Studies RH Reading Standards for Literacy in Science & Technical Subjects RST

Writing Standards W Writing Standards for Literacy in History/Social Studies,

WHST Science, & Technical Subjects

Speaking & Listening Standards SL

Language Standards L

How to read a Common Core Reading Standard (grade-specific standard)

RI.4.3Strand

Grade

Number assigned to Standard

Reading Informational Grade 4

Key Ideas & Details: 3. Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Reading

Egg Timer

Reading Comprehension Spiraling Worksheet

Reading Foundational Skills K-5

Foundational Reading Skills Background Knowledge

How do you address foundational reading skills in your classroom?

Foundational Skills in CCSS

Print concepts

Phonological awareness

Phonics phones

Phonics and word recognition

Word Families Paint Swatches

Flip Books

Fluency

# 20

Differentiating Instruction

Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.

—Common Core State Standards (2010a, 15)

Key Points of CCSS ELA

Reading• Balance of literature and informational texts• Text complexityWriting• Emphasis on argument and informative/explanatory writing• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress on general academic and domain-specific vocabulary

Selecting Appropriate Text

Text complexity

Text quality

Range of text types

Text Complexity

Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitative evaluation of the text: Readability measures and other scores of text complexity

Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

(Common Core State Standards Initiative 2010a, 57)Online Clock Countdown

Why the need to increase the level of text complexity?

8th grade “school books” published after 1963 are equivalent (in terms of difficulty) to books used in the5th grade from 1942-1962.

• The wording of 12th grade text published after 1963 was simpler than the 7th grade texts published prior to 1963.

Lexile Ranges

(Common Core State Standards Initiative 2010b, 8)

Text Complexity Grade Band in the Standards

Old Lexile Ranges

Lexile Ranges Aligned to CCR Expectations

K–1 N/A N/A

2–3 450–725 450–790

4–5 645–845 770–980

6–8 860–1010 955–1155

9–10 960–1115 1080–1305

11–CCR 1070–1220 1215–1355

Where can you find Lexile measures?

1. Lexile Look up2. Accelerated Reader

Lexile Chart Handout

Lexile Literature

1700 - Discourse on the Method…

1400 - The Scarlet Letter

1300 - Brown vs. Board of Ed.

1200 - War and Peace

1100 - Pride and Prejudice

1000 - Black Beauty

900 - Tom Swift in the Land of Wonders

800 - The Adventures ofPinocchio

700 - Bunnicula: A Rabbit Tale of Mystery

600 - A Baby Sister for Frances

500 - The Magic School Bus Inside the Earth

400 - Frog and Toad are Friends

300 - Clifford’s Manners

Why Lexile Alone Isn’t Enough

These books are typically taught in high school literature classes …

• The Grapes of Wrath – 680 L – 4th grade• Fahrenheit 451 – 451 L – between 2nd & 3rd grade• Fallen Angels – 650 L – 4th grade • A Farewell to Arms – 730 L – between 4th & 5th grade• Lord of the Flies – 770 L – between 4th & 5th grade• Brave New World – 870 L – between 5th and 6th

Text Complexity

Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitative evaluation of the text: Readability measures and other scores of text complexity

Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

(Common Core State Standards Initiative 2010a, 57)Online Clock Countdown

Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 1: Quantitative Measures

Step 2: Qualitative Measures

Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language

conventionality• Language clarity• Prior knowledge

demands

Step 3: Reader and Task

Considerations such as:•Motivation•Knowledge and experience•Purpose for reading•Complexity of task assigned regarding text•Complexity of questions asked regarding text

Step 4: Recommended Placement

32Bookmark

Text Quality

The CCSS describe quality texts as “classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content.”

(Common Core State Standards Initiative 2010b, 2)

Literature Informational Texts

Stories Drama PoetryLiterary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventurestories, folktales, legends,fables, fantasy, realistic fiction,and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free versepoem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digitalsources on a range of topics

Range of Text Types

(Common Core State Standards Initiative 2010a, 31)

Range of Text Types for K–5

Range of Text Types

Literature Informational TextsStories Drama Poetry Literary Nonfiction Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels

Includes one-act and multi-act plays, both in written form and on film

Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics

Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience

(Common Core State Standards Initiative 2010a, 57)

Range of Text Types for 6–12

Distribution of Literary and Informational Text

Grade Literary Informational

4

8

12

Stop Watch

National Assessment of Educational Progress (NAEP) Reading Framework

Distribution of Literary and Informational Passages by Grade in the 2009 National Assessment of Educational Progress (NAEP) Reading Framework

(Common Core State Standards Initiative 2010a, 5)

Grade Literary Informational

4 50% 50%8 45% 55%

12 30% 70%

Appendix B Text Exemplars

Read across exemplars for your grade level span and identify specific examples that demonstrate complexity, quality, and range.

Review- Pass the Plate

• To help students identify what they already know about a subject, introduce the activity Pass the Plate.

• Arrange participants into small groups. • Give each group one plastic plate and one vis-à-vis marker.• The group will be given three minutes to record anything

that comes to mind regarding the given topic. • This might include facts that they know, implications that

they see in their teaching, opinions, or questions. • One person will start by writing a thought or idea on the

plate. Next, he or she will pass the plate to the next person in the group. The plate will circulate around the group until the three minutes are complete.

Reading Comprehension

Close Reading

Close, strategic reading is one of the most powerful and enjoyable ways to develop the ability to think critically and evaluate information—to literally become smart. Students should therefore have abundant daily opportunities to carefully read and reread texts for intellectual purposes—and with a pen in hand.

Close Reading Interview

Page protectors, highlighting tape, post it pointers

Comprehension Strategies

Strategies for Developing an Accurate Representation of Text Say what the text means.Make ideas cohere.Strengthen vocabulary. Focus on purposeful reading through questioning.Develop genre and text structure knowledge.Use graphic organizers.

Strategies for Applying Relevant KnowledgeThink aloudDiscussionWriting

What the text says:

What I think about that:

My opinion based on details from the text:

Synthesis 3-5Topic:_________________

What does the text say?

Literal

What does it mean?

interpretive

What does it matter?

reflective

Synthesis 6-12 Topic:_________________

Demonstrating Comprehension

Similarities

Summarizing

Compare and contrast

Determining the meaning of words

Point of view

Literature Only

Focus on determining theme

Figurative language

Point of view

Informational Text Only

Domain-specific words

Explain the relationships between concepts

Qualities of an Effective Performance Task

Students should be active participants.

Intended outcomes should be clear and measure something important.

Students should engage in higher order thinking to complete the task.

Task should demonstrate mastery of knowledge.

Sample Performance Task

(Common Core State Standards Initiative 2010c, 76)

Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet.

What grade level is this?

Innovative English Language Arts Sample (continued)

(Dolan et al. 2011, 55)

Innovative English Language Arts Sample

(Dolan et al. 2011, 50)

Bloom’s Taxonomy Internet Resources

Building Vocabulary

Three tiers of words

Vocabulary Research

• Yet research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words. (Betts, 1946; Carver, 1994; Hu & Nation, 2000; Laufer, 1988).

• Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure in a variety of contexts to the words they are trying to learn. (Landauer & Dumais, 1997)

• In fact, at most between 5 and 15 percent of new words encountered upon first reading are retained, and the weaker a student’s vocabulary is the smaller the gain (Daneman & Green, 1986)

Index Card Vocabulary Activity

• To illustrate the importance of students encountering vocabulary in multiple contexts, we will try this activity:

• 1st Take 3 minutes to write down all the different contexts for the word “Strike” for example “3 strikes and you’re out”

• 2nd With a shoulder buddy, compare your lists• 3rd How many different contexts did we come up

with as a group?

• Rocket Timer

Vocabulary- Explicit Instruction

• What’s That Word?

• Pre-teaching words students will have difficulty with while reading

• Vocabulary rings for words with similar meanings

• Teaching roots/prefixes/suffixes

• More?

Vocabulary Knowledge Rating

Building Vocabulary- How can you support vocabulary acquisition in your classroom?

Vocabulary Instruction Reflection

What is new to your thinking about vocabulary instruction?

What is one question you still have about how to support students in vocabulary acquisition?

What is one new action you will take as you plan for vocabulary instruction?

Partner with someone to share a thought

Reading Informational Text

What are some strategies we can use to support our students reading of informational text?

Anticipation Guide

I

Informational Text SuperHero

Review and Closing

Where will you place your post it now on the Common Core Continuum?

Closing

Digging into the Reading Standards Grades 3-12

Kelly Vance

Date: June 19, 2012