CCSS for ELA February 17 for Teachers

8/2/2019 CCSS for ELA February 17 for Teachers

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February17,20128:00-3:30

CommonCoreStateStandards

forEnglish

LanguageArts

February17,2012

8:00-3:30


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K-12 College & Career ReadinessAnchor Standards

Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; citespecific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the keysupporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of atext.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical,connotative, and figurative meanings, and analyze how specific word choices shape meaning ortone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portionsof the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.2

Strand

Cluster

Standards


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K-12College&Career

ReadinessAnchorStandards

Circleeachstrand.

Underlineeachcluster.

Placeastarbesidethe

mostchallengingstandard

ineachstrand.


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K-12 College & Career ReadinessAnchor Standards

Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; citespecific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the keysupporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of atext.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical,connotative, and figurative meanings, and analyze how specific word choices shape meaning ortone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portionsof the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually andquantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of thereasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or tocompare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.4


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CollegeandCareer

AnchorStandardforReading

#2-Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupporBngdetails

andideas.[RL2]

Highlightand/ornotethedifferencesinthestandard

asitprogressesthroughthegradelevels(K-12).

Lookatthegradelevelsbelow,on,andaboveforthegradeyouteach.Askyourself-Whatisitthat

studentsmustknowandbeabletodoatmygrade

level?


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DontForget

TheAppendices!

A

B

C


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A WhyTextComplexityMaZers

One of the key requirements of the Common CoreState Standards for Reading is that all students

must be able to comprehend texts of steadilyincreasing complexity as they progress throughschool. By the time they complete the core,students must be able to read and comprehend

independently and proficiently the kindsof complex texts commonly found incollege and careers.

Appendix


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TextComplexity

2006ACT,Inc.ReportReadingBetweentheLines

Readingdemandsofcollegeandtheworkforcehave

increasedoverthepast50yearswhileK-12textshave

becomelessdemanding.

Studentsneedsustainedexposuretoexpositorytext

todevelopimportantreadingstrategies.


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Thegoalforallreadersshouldbe

Tounderstandwhatisread.

Toexpressthatunderstandingthroughspeakingandwri\ngaboutthetext.

Toreadwithapurpose.

Toexpectthetexttomake

sensetothereader.


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ALookattheK-2Reader:

Learningtoreadiskeytosuccess.

Thefocusmustbeonreadingwithease

andfluency.

Thereneedstobeafocusonlearningtoread

forinforma0on,notjustforentertainment.

ThereshouldbeanexpectaBonthatbeginningreadersarepurposeful

readers,speakingandwri0ng

aboutwhattheyreadwithan

understandin aboutthetext.


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ALookatthe3-5Reader:

LiteracyinstrucBonshouldbecenteredon

carefulexamina0onofthetextitself.

Studentsneedtoreadcloselytodrawevidence

fromthetext.

Studentsneedtoreadtextofadequaterange

andcomplexity.

ThereshouldbeacloseconnecBonbetweencomprehensionoftext

andtheacquisiBonofknowledge.


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AThree-PartModel

FormeasuringTextComplexity


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Close

Reading


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Thereareknownknowns.Thereare

thingsweknowthatweknow.There

areknownunknowns.Thatistosay,

therearethingsthatweknowwedontknow.Buttherearealsounknown

unknowns.Therearethingswedont

knowwedontknow.

Readthispassagesilently:

DonaldRumsfeld,Newsweek


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Effec\veFirstReadings

Haveyouevergonethroughastoplightand

thought,Wasthatlightgreen?

Haveyoueverarrivedatades\na\onwithout

considera\onofhowyougotthere?

Some\mesafirstreadingcanresemble

thisphenomena!WhatdidIjustread?


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Considerfourkeyques\ons:

1. HaveIprovidedmystudentswithareadingfocus?

2. Aremystudentswillingandabletoembrace

confusion?

3.Canmystudentsmonitortheirowncomprehension?

4.Domystudentsknowanyfix-itstrategiestoassist

themwhentheircomprehensionbeginstofalter?


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ReachingNewHeights

StudentscometouswithanIreaditandImdonementality.

Wemustshow/teachthemthevalueofasecondreading.

HumptyDumptysatonawall,

HumptyDumptyhadagreatfall.

AlltheKingshorsesandalltheKingsmen,

CouldntputHumptytogetheragain.


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Deepreading,orslowreading,isa

sophisBcatedprocessinwhichpeoplecan

criBcallythink,reflect,andunderstandthewordstheyarelookingat.Withmost,that

meansslowingdown-evenstoppingand

rereadingapageorparagraphifitdoesnt

sinkit-toreallycapturewhattheauthoris

tryingtosay.Expertswarnthatwithout

readingandreallyunderstandingwhats

beingsaid,itisimpossibletobeaneducated

ciBzenoftheworld,aknowledgeable

voterorevenanimaginaBvethinker.

LauraCasey


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Wheredoesclosereadingappear

intheCommonCoreStateStandards?

CollegeandCareerReadiness

AnchorStandardsforReading

R.1:Readcloselytodetermine

whatthetextsaysexplicitlyand

tomakelogicalinferencesfromit;

citespecifictextualevidencewhen

wriBngorspeakingtosupport

conclusionsdrawnfromthetext.


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Threekeyques\onstoaskstudents

aertheyhavereadsomething:

1. Whatdoesitsay?(Literal)

2. Whatdoesitmean?(InterpretaBon)

3. Whatdoesitmaer?(ReflecBon)

(self, family, peers, community, country, humankind)


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Take

A

Break


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Vocabulary

Mostchildrenbeginfirstgradewithabout6,000

wordsofspokenvocabulary.Theywilllearn3,000

morewordsperyearthroughthirdgrade.However,

notallwordshaveequalimportanceinlanguage

instrucBon.So,howdoweknowwhichwordswe

needtoteach?


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Weconsider3typesof

vocabulary

wordsforteachingand

assessingword

knowledge.

Tier1

Tier2

Tier3

Basic

VocabularyHighFrequency/Mul\pleMeaning

Subject

Related


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TierOneWords-themostbasicwordsthatrarely

requiredirectinstrucBonandtypicallydonothave

mulBplemeanings.Ex.book,girl,sad,run,orange

TierTwoWords-generalacademicwordsthat

arefarmorelikelytoappearinavarietyofdomains.

Ex.masterpiece,fortunate,industrious,benevolent,

establish,verify

TierThreeWords-lowfrequencywords

thatappearinspecificdomainssuchas

subjectsinschool,hobbies,occupaBons,

technology,weather,etc.


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Tier2wordsarethemostimportant

wordsfordirectinstruc\on.

Contain multiple meanings

Used across a variety of contexts

Characteristic of mature language users

Allows students to describe concepts in a

detailed manner

Important for reading comprehension


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Considerthefollowingques\ons

whendeterminingwhichTier2

wordstochooseforinstruc\on:


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Howgenerallyusefulistheword?

Isitawordthatstudentsarelikely

toseeoeninothertexts?

Willitbeofusetostudentsin

their own wri\ng?


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Howdoesthewordrelatetootherwordsorideasthatthestudents

knoworhavebeenlearning?


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Whatdoesthewordchoicebring

tothetext?

Whatroledoesthewordplayin

communica\ngthemeaningof

thecontextinwhichitisused?

Appendix


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B

TextExemplarsand

SamplePerformanceTasks

Appendix


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RL=ReadingLiterature

RI=ReadingInforma\onalText

SL=SpeakingandListening

W=Wri\ng

L = Language RL K 7 Reading Literature


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RL.K.7=ReadingLiterature

Kindergarten

Standard7

RI.1.5=ReadingInformaBonalText

1stGrade

Standard5

RL.3.6=ReadingLiterature

3rdGrade

Standard6

RI.4.4=ReadingInformaBonalText

4thGrade

Standard4


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SixShisinELA/Literacy

K-5,BalancingInforma\onal&LiteraryTexts

6-12,BuildingKnowledgeintheDisciplines

StaircaseofComplexity

Text-BasedAnswers

Wri\ngfromSources

AcademicVocabulary
http://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpage


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TheComprehensionToolkit

Toooeninprimarygrades,wehavedefined

comprehensionastheabilitytoanswerfactual

quesBonsortoretellastory.Whilebothofthese

kindsofthinkingarevaluable,theydonottellanywherenearthewholestoryofcomprehension.

The Primary Comprehension Toolkit

Teachers Guide p. 12


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ReadingcomprehensionistheevoluBonofthought

thatoccursasweread.Trueunderstandinghappens

whenreadersmergetheirthinkingwiththetext,

askquesBons,drawinferences,thinkaboutwhats

important,andsummarizeandsynthesize.This

enablesthemtousetheirnewunderstandingto

askfurtherquesBonsandguidenew

learning.ThisacBve,construcBve,strategicthinkingprocessentailsfar

morethansimplyretelling.The Primary Comprehension Toolkit

Teachers Guide p. 12


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ThetoolkitisdesignedtohelpkidsnegoBate

informaBonaltext,tothinkaboutwhattheyare

reading,andtoholdthatthinkingsothatthey

understandandrememberit-andcanuseittoguidenewlearningandthinking.

The Comprehension Toolkit Teachers Guide p. 8


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Kindergarten=First4ClustersThroughouttheyear

Grades1-2=AllClusters

First12Weeks

Grades3-5=AllClusters

First9-12Weeks


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ScaffoldingRequires

GradualReleaseofResponsibility

Showingkidshowandgivingthem\meto

prac\ce.

Thereare5Stepsinthegradual

releaseofresponsibility.


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Step1 TeacherModeling

Theteacherexplainsthestrategy.

TheteachermodelshowtoeffecBvelyusethe

strategytounderstandtext.

Theteacherthinksaloudwhenreadingtoshow

thinkingandstrategyuse.


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Step2GuidedPrac\ce

TheteacherpurposefullyguidesalargegroupconversaBonthatengagesstudentsinafocused

discussionthatfollowsalineofthinking.

TheteacherandstudentspracBcethestrategy

togetherinasharedreadingcontextreasoning

throughthetextandco-construcBngmeaning

throughdiscussion.

Theteacherscaffoldsthestudentsaemptsand

supportstheirthinking,givingspecificfeedback

andmakingsurestudentsunderstandthetask.


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Step3 Collabora\vePrac\ce

Studentssharetheirthinkingprocesseswith

eachotherduringpairedreadingandsmall-group

conversaBons.

Theteachermovesfromgrouptogroup

assessingandrespondingtostudentsneeds.


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Step4IndependentPrac\ce

Aerworkingwiththeteacherandwithother

students,thestudentstrypracBcingthestrategy

ontheirown.

Thestudentsreceiveregularfeedbackfromthe

teacherandotherstudents.


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Step5 Applica\onoftheStrategy

StudentsusethestrategyinauthenBcreading

situaBons.

Studentsusethestrategyinavarietyofdifferent

genres,sengs,contexts,anddisciplines.


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11:00-12:30


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Kindergartenp.1

FirstGradep.57

SecondGradep.115

ThirdGradep.207

FourthGradep.267

FihGradep.339


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Wri\ng:THENandNOW

NCSC

OS

CCSS

vs

Appendix


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C

SamplesofStudentWri\ng

Handout-Wri\ngsamplesthathavebeenannotatedtoillustrate

thecriteriarequiredtomeettheCommonCoreStateStandardsforpar\culartypesofwri\ng-argument,informa\ve/explanatorytext,

andnarra\ve-inagivengrade.Eachofthesamplesexhibitsat

leastthelevelofqualityrequiredtomeettheWri\ngstandards

forthatgrade.


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ELAInventory

RL

RI

W

L SL

Documents

CCSS for ELA February 17 for Teachers