Common Core State Standards

3-5

Reading Coaches’ MeetingJanuary 2012

Purpose of Common Standards

To improve U.S. educational attainment by focusing schools on higher learning goals

To standardize educational opportunityTo focus attention on fewer, higher, better

standards (more on outcomes than on processes)

What Makes These Standards Special?Independent analysis indicates that they

are more rigorous/demanding than the standards of 37 States

Internationally benchmarkedInclude all grades (K-12) and emphasize

disciplinary literacyIncreased stress on expository text,

critical reading, and use of technologyRecognizes importance of text difficulty

and the value of canonical text

Backmapping: Reading Key Ideas

Quote from literary and informational texts to support statements about the text (5)

Draw on details and examples from text to support statements about the literary and informational texts (4)

Ask and answer questions to demonstrate understanding, explicitly using the text (literary and informational) as the basis for answers (3)

Ask and answer such questions as who, what, where, when why, and how to demonstrate understanding of key details/information and events in literature and informational text (2)

Ask and answer questions about key details/information and events in literature and informational text (1)

With prompting and support, ask and answer questions about details/information and events in literature and informational text (K)

What Do You Notice About the Progression?

There is an emphasis on informational text from the earliest grades and classical literature, myths, and stories from around the world

The skills become more specific and demandingRecognition of details as a support to broader

interpretation of textThe strong stress on using information as

evidenceDue to the vocabulary, content, and structure of

the text, more rigorous instruction is required

Let’s Explore The Common Core!

STRANDS

How are the

Strands Divided?

Similarities & Differences to

NGSSS

What ‘s New?

How will it impact your instruction?

Literature

Informational Text

Foundational Skills

Writing

Speaking and Listening

Language

Jigsaw of CCSS

•Count off to be assigned an Expert Group.•As a team, each group will complete the chart for their strand (grades 3-5) and post their findings on chart paper.•Each Expert Group will present their findings. Share hints for highlighting as well as AHAAHAs! •Each group will be given 15 minutes to prepare and 71/2 minutes to present!

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

2. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

A Four-step Process:

1. Determine the quantitative measures of the text.

2. Analyze the qualitative measures of the text.

3. Reflect upon the reader and task considerations.

4. Recommend placement in the appropriate text complexity band.

8

Text complexity is defined by:

Works in the public domain: a. generally between 50-75 years oldb. the copyright has expiredc. the intellectual property rights are forfeitedd. if they are not covered or protected by intellectual property lawsExamples include: English language, Formulae of Newton’s Physics, the works of Shakespeare and Beethoven

The term is not normally applied to situations when the creator of a work retains residual rights in the work, in which case the use of the work is used with the words “under license” or “with permission”

Selections from the public domain should be published from a wide variety of sources that are not likely to be familiar to students

These will be utilized on tests as they were published or as closely and reasonably as can be accomplished

Public Domain

My Shadow by Robert Louis Stevenson

I have a little shadow that goes in and out with me,And what can be the use of him is more than I can see.He is very, very like me from the heels up to the head;And I see him jump before me, when I jump into my bed.

The funniest thing about him is the way he likes to grow-Not at all like proper children, which is always very slow;For he sometimes shoots up taller like an india-rubber ball,And he sometimes gets so little that there's none of him at all.

He hasn't got a notion of how children ought to play,And can only make a fool of me in every sort of way.He stays so close beside me, he's a coward you can see;I'd think shame to stick to nursie as that shadow sticks to me!

One morning, very early, before the sun was up,I rose and found the shining dew on every buttercup;But my lazy little shadow, like an arrant sleepy-head,Had stayed at home behind me and was fast asleep in bed

Exemplar Texts

Text samples provided to demonstrate the level of complexity and quality the CCSS require (Appendix B)

Choices serve as guideposts in helping teachers select similar complexity, quality and range for their own classrooms

They are not a partial or complete reading list.

Sample Performance Tasks for 3rd GradeStories /Poetry Informational Text

Poppleton in Winter by Cynthia Rylant; Illustrated by Mark Teague

Students explain how Mark Teague’s illustrations contribute to what is conveyed in Cynthia Rylant’s Poppleton in Winter to create the mood and emphasize aspects of characters and setting in the story.RL.3.7

Lincoln: A Photobiography by Russell Freedman

Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photobiography is supported by key details in the text. RI.3.2

Charlotte’s Webb by E. B. White

When discussing E. B. White’s book Charlotte’s Web, students distinguish their own point of view regarding Wilbur the Pig from that of Fern Arable as well as from that of the narrator. RL.3.6

The Story of Ruby Bridges by Robert Cole

Students read Robert Coles’ retelling of a series of historical events in The Story of Ruby Bridges. Using their knowledge of how cause and effect gives order to events, they use specific language to describe the sequence of events that leads to Ruby desegregating her school. RI.3.3

Fireflies by Paul Fleischman

Students read Paul Fleischman’s poem “Fireflies,” determining the meaning of words and phrases in the poem, particularly focusing on identifying his use of nonliteral language (e.g., “light is the ink we use”) and talking about how it suggests meaning. RL.3.4

Ah, Music! by Aliki

Students use text features, such as the table of contents and headers, found in Aliki’s text Ah, Music! to identify relevant sections and locate information relevant to a given topic (e.g., rhythm, instruments, harmony) quickly and efficiently. RI.3.5

Sample Performance Tasks for 4th Grade

Stories /Poetry Informational TextAlice’s Adventures in Wonderland by Lewis Carroll

Students make connections between the visual presentation of John Tenniel’s illustrations in Lewis Carroll’s Alice’s Adventures in Wonderland and the text of the story to identify how the pictures of Alice reflect specific descriptions of her in the text. RL.4.7

Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger

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. RI.4.8

The Secret Garden by Frances Hodgson Burnett

Students explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples from the text. RL.4.1

The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It by Steve Otfinoski’s

Students interpret the visual chart that accompanies Steve Otfinoski’s The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It and explain how the information found within it contributes to an understanding of how to create a budget. RI.4.7

Tuck Everlasting by Natalie Babbitt

Students read Natalie Babbitt’s Tuck Everlasting and describe in depth the idyllic setting of the story, drawing on specific details in the text, from the color of the sky to the sounds of the pond, to describe the scene. RL.4.3

Volcanoes by Seymour Simon

Students determine the meaning of domain-specific words or phrases, such as crust, mantle, magma, and lava, and important general academic words and phrases that appear in Seymour Simon’s Volcanoes. RI.4.4

“Casey at the Bat” by Ernest Lawrence

Students refer to the structural elements (e.g., verse, rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the Bat” when analyzing the poem and contrasting the impact and differences of those elements to a prose summary of the poem. RL.4.5

We Are the Ships: The Story of Negro League Baseball by Kadir Nelson

Students compare and contrast a firsthand account of African American ballplayers in Negro Leagues to a secondhand account of their treatment found in books such as Kadir Nelson’s We Are the Ships: The Story of Negro League Baseball, attending to the focus of each account and the information provided by each.

“Telescopes” by Colin A. Ronan

Students determine the main idea of Colin A. Ronan’s “Telescopes” and create a summary by explaining how key details support his distinctions regarding different types of telescopes. RI.4.2

Sample Performance Tasks for 5th Grade

Stories /Poetry Informational TextThe Black Stallionby Walter Farley

Students describe how the narrator’s point of view in The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr. RL.5.6

Horsesby Seymour SimonHurricanes: Earth’s Mightiest StormsBy Patricia Lauber

Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. RI.5.5

The Little Prince by Antoine de Saint-Exupery

Students summarize the plot of Antoine de Saint-Exupery’s The Little Prince and then reflect of the challenges facing the characters in the story while employing those and other details in the text to discuss the value of inquisitiveness and exploration as a theme of the story. RL.5.2

About Time: A First Look at Time and Clocksby Bruce Koscieiniak

Students explain the relationship between time and clocks using specific information drawn from Bruce Koscieiniak’s About Time: A First Look at Time and Clocks. RI.5.3

Bud, Not Buddyby Christopher Paul Curtis

The Birchbark Houseby Louise Erdrich

Students compare and contrast coming-of-age stories by Christopher Paul Curtis (Bud, Not Buddy) Louise Erdrich (The Birchbark House) by identifying similar themes and examining the stories’ approach to the topic of growing up. RL.5.9

“Seeing Eye to Eye”by Leslie Hall

Students quote accurately and explicitly from Leslie Hall’s “Seeing Eye to Eye” to explain statements they make and ideas they infer regarding sight and light. RI.5.1

“Fog”by Carl Sandburg

“The Echoing Green”by William Blake

Students determine the meaning of the metaphor of a cat in Carl Sandburg’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s “The Echoing Green.” RL.5.4

The Secret Garden by Frances Hodgson Burnett

Students explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples from the text. RL.4.1

The Secret GardenExcerpt from “There’s No One Left”Literary Text

• LA4.2.1.2 Character Development(RL4.1 Refer to details and examples in a text when explaining what

a text says explicitly and when drawing inferences from the text. RL4.3 Describe in depth a character, setting, or event in a story of drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

• LA.4.2.2.1 Text Features (RL4.7 Refer to details and examples in a text when explaining what

a text says explicitly and when drawing inferences from the text.)

Flashback – Descriptive then Chronological OrderText CodingAuthor’s Toolbox for Bringing a Character to Life

What happened that formed and shaped Mary’s personality?How has the cholera outbreak affected Mary?

Tyrannical

gay, stammered, cross, fretful , governess, Manor, veranda, muttering, amuse, heaps

tyrannical

rulingunjustly

pleasant

pleasing

enjoyable

cruel or harsh

terrorizing

irrationally insisting on

complete obedience

dictator T-Rex bullying

Love Bird votingU.S.

President

Character Development/Point of View

19

Character Development/Point of ViewOther ways to say…

describe character bother feels change attitude opinion

Understanding how the character is developed by the writer helps the reader understand the events of a text.

Students explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples from the text. RL.4.1

Text Coding/ Selective Highlighting

Helps to understand the importance of major concepts within a piece of text

Extends text discussionDictated by the essential question and/or the theme to

help to set the purpose for readingSome markings may stand aloneOther markings may overlap

P - What happened that formed and shaped Mary’s personality?

C - How has the cholera outbreak affected Mary?

P

C

Performance Task/Essential QuestionStudents explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples from the text.

How does the author reveal Mary’s selfish behavior?

A.By comparing Mary to other children in the village.B.By explaining Mary’s relationship with her mother. C.By explaining how Mary was raised by her Ayah.D.By describing Mary as sickly, fretful and ugly.

How did the cholera outbreak impact Mary’s life?A.She lost the only person she every cared about. B.Her mom gave her up to escape the disease. C.The English governess came to teach her.D.She lost her beloved hibiscus garden.

Questions?