COSA, April 2013 [email protected]. How does this relate to capacity for the common core?

COSA, April [email protected]

How does this relate to

capacity for the common

core?

training & techniques

planning for a

texts & tools

Consider theCommon

Corefewer, higher,

better

Consider theCommon

Corereading across texts & in emerging

environments

Consider theCommon

Coreequity

Consider theCommon

Coreequality ofequality offiction & fiction &

nonfictionnonfiction

Consider theCommon

Coreconnectivity

Consider theCommon

Coretext complexity & rigorous

tasks

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Key Ideas and Details2. Determine central ideas or themes of a text and analyze their development; summarize the key supportingdetails and ideas.

Key Ideas and Details3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Reading Anchors

Craft and Structure4. 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 or tone.

Craft and Structure5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Craft and Structure6. Assess how point of view or purpose shapes the content and style of a text.

Reading Anchors

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

Integration of Knowledge and Ideas8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as wellas the relevance and sufficiency of the evidence.

Integration of Knowledge and Ideas9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Reading Anchors

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

Reading Anchors

complex texts & tasks

collaborative conversations

writing to analyze

close reading

writing to argue



writing to analyze

close reading

writing to argue

something learned as an adult

&how it was learned

optimal driving conditions

Conditions of Learning • Conditions of Learning • Cambourne Cambourne

immersion


demonstration


expectation

Conditions of Learning • Conditions of Learning • CambourneCambourne

responsibility


employment


approximation


feedback

What makes texts & tasks complex ?

complex texts . . .

The inherent difficulty of reading and comprehendinga text combined with consideration of reader and task variables;in the Standards, a three-part assessment of textdifficulty that pairs qualitative and quantitativemeasures with reader-task considerations.(CCSS, pp. 31, 57; Reading, pp. 4–16)

complex texts . . .

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)

complex texts . . .

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)

OrganizationPurpose

Potential Areas of Text Complexity

Teaching for Access ● Fisher

Prior KnowledgeSentence Structure



Connection of IdeasGenre



Specific Vocabulary



CCSS lenses forqualitative evaluation

levels of meaning*

single level of meaning

multiple levelsof meaning

(literary texts)

purpose*

explicitly statedpurpose

implicit purpose,may be hiddenor obscure

(informational texts)

structure

simple complex

structure

explicit implicit

structure*

conventional unconventional

(chiefly literary texts)

structure*

events relatedchronologicalorder

events relatedout of chronologicalorder


structure*

traits of a commongenre or subgenre

traits specific toa particular discipline

(chiefly informational texts)

structure

simple graphics sophisticated graphics

structure

graphics unnecessary or merely supplementaryto understanding the text

graphics essential tounderstanding the textand may provide information not otherwiseconveyed in the text

language conventionality & clarity

literal figurative or ironic


clear ambiguous,purposefullymisleading


contemporary,familiar

archaic,otherwiseunfamiliar


conversational general academic &domain specific

knowledge demands: life experiences*

simple theme complex orsophisticatedtheme

(literary texts)


single theme multiplethemes

(literary texts)


common, everydayexperiences or clearlyfantastical situations

experiences distinctlydifferent from one’s own

(literary texts)


single perspective multiple perspectives

(literary texts)


perspective(s) likeone’s own

perspective(s) unlikeor in opposition toone’s own

(literary texts)

knowledge demands:cultural/literary knowledge*

everyday knowledgeand familiarity withgenre conventionsrequired

cultural and literaryknowledge useful


knowledge demands:cultural/literary knowledge*

low intertextuality(few if any references/allusions to other texts)

high intertextuality(many references/allusions to other texts)


knowledge demands:content/discipline knowledge*

extensive, perhapsspecialized discipline-specific content knowledgerequired

everyday knowledgeand familiarity withgenre conventionsrequired


knowledge demands:content/discipline knowledge*

high intertextuality(many references to/citations of other texts)

low intertextuality(few if any referencesto/citations ofother texts)


Grade 4

tasks: whatwill it take?

assessment consortiumsshowcase items



writing to analyze

close reading

writing to argue

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.



Focus Lesson“I do it”

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

TEACHER RESPONSIBILITY(none)


Independent

“You do it alone”




Focus Lesson

Guided Instruction

“I do it”

“We do it”

Independent“You do it alone”




Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Multiple exchanges between students and peers as well as students and adults

Conversations are centered on grade level texts and topics - providing opportunities for students to practice new vocabulary, especially content-specific vocabulary.

Follow rules for discussion, such as listening to others and taking turns speaking.

Asking and answering questions to confirm understanding of key details and seek clarification

Slagle

CAFFÈ AMERICANO TALL▪GRANDE▪VENTICAFFÈ LATTECAFFÈ MOCHACAPPUCCINOCARAMEL MACCHIATO CINNAMON DOLCE LATTEESPRESSO 140˚ESPRESSO CON PANNA 160˚ESPRESSO MACCHIATO 180˚PEPPERMINT WHITE CHOCOLATE MOCHA DRIPSKINNY CARAMEL LATTE WETSKINNY CINNAMON DOLCE LATTE DRYSKINNY HAZELNUT LATTE EXTRA-FOAMSKINNY VANILLA LATTE NO FOAMSYRUP FLAVORED LATTE SPLIT SHOTVANILLA LATTE SINGLE-SHOTWHITE CHOCOLATE MOCHA QUAD-SHOT

KID’S TEMP(STARBUCKS, 2008)

coffee: a menu of words

coffee please!

Function: Ordering Coffee from a specific coffee shop

Forms: Tall, Grande, Venti, Skinny, Soy, Wet, Steamer, Latte, Whip

Fluency: May I please have two grande soy chai lattes and one skinny vanilla steamer with no whip.

Slagle, adapted from Focused Approach

coffee please!

FORMS By Levels of English Proficiency

Beginning Level: ________, please!(Coffee)

Early Intermediate level: Can I have two _______ _________, please? (grande, lattes)

Intermediate level: May I have two _______ ______ _____ please? (grande, chai, lattes)

Proficiency level: May I please have two _____ _____ _____ ______?(grande, soy, chai, lattes)

Slagle, adapted from Focused Approach

THINKINGMULTIPLE INTELLIGENCES

LEARNING STYLELANGUAGE ACQUISITIONLITERACY DEVELOPMENT

SCHEMAINTERESTSREADINESS

CA CCSS SKILLS & STRATEGIES

Slagle

creatingconditions

forcollaboratio

n

Enough background knowledge to havesomething to say.

Fisher & Frey

A topic of interest.

Fisher & Frey

An authentic reason to interact.

Fisher & Frey

Expectations of and accountability for the interaction.

Fisher & Frey

An established community of

learners that encourage

& support

each other.

Fisher & Frey

Understanding of the task.

Fisher & Frey

Knowledge of the norms of interaction.

Fisher & Frey



writing to analyze

close reading

writing to argue

Keeping your eyes on the text to read the content very carefully, paying attention to details

Stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately

Requires active thinking and analyzing of the content to make decisions.

Supports students’ comprehension in different disciplines

Read the Text-What is the author saying? Reread the text for a specific purposes

Collaborative Conversations Reread the text multiple times using

comprehension tools to help clarify issues Answer Questions

Write about the Reading

Developing Our Capacity

+

What teaching behaviors do you see?What inferences can you make about theteacher’s beliefs?How could these behaviors & beliefs bechanged or built upon?

complex text & tasks

+



+


close reading



writing to analyze

close reading

writing to argue



writing to analyze

close reading

writing to argue

- +=

Text Types and Purposes

1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately throughthe effective selection, organization, and analysis of content.


3 Write narratives to develop real or imagined experiences orevents using effective technique, well-chosen details, and well structured event sequences.

Production and Distribution of Writing

4Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, andaudience.


5Develop and strengthen writing as needed by planning, revising,editing, rewriting, or trying a new approach.


6Use technology, including the internet, to produce and publishwriting and to interact and collaborate with others.

Research to Build and Present Knowledge

7Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.


8Gather relevant information from multiple print and digitalsources, assess the credibility

andaccuracy of each source, andintegrate the information while avoiding plagiarism.


9Draw evidence from literary or informational texts to supportanalysis, reflection, and research.

Range of Writing

10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

The Common Core State Standards require that the balance ofwriting students are asked to do parallel the balance assessedon the National Assessment of Educational Progress (NAEP):

In elementary school, 30 percent of student writing should be to argue, 35 percent should be to explain/inform, and 35 percent should be narrative.

In middle school, 35 percent of student writing should be to write

arguments, 35 percent should be to explain/inform, and 30 percent should be narrative.

In high school, 40 percent of student writing should be to write

arguments, 40 percent should be to explain/inform, and 20 percent should be narrative.

These forms of writing are not strictly independent; for example,arguments and explanations often include narrative elements,and both informing and arguing rely on using information orevidence drawn from texts.



writing to analyze

close reading

writing to argue

writing in the common core classroom

7. Conduct short research projects that build knowledge about a topic.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.9. Begins in Grade 4.

7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Classroom

Snapshot



writing to analyze

close reading

writing to argue

writing in the common classroom

Write opinion pieces on topics or texts, supporting a point of viewwith reasons and information.

a. Introduce a topic or text clearly, state an opinion, and createan organizational structure in which related ideas are grouped tosupport the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., forinstance, in order to, in addition).

d. Provide a concluding statement or section related to theopinion presented.

Write opinion pieces on topics or texts,supporting a point of view withreasons. a. Introduce the topic or text they are writing

about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g.,

because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

Writing to Argue or Persuade

What I Know About Essays that Argue or Persuade

They state a strong opinion.

What I Need To Think About Before Writing

Do I have a strong opinion about a topic or issue?



They try to get readers to agree with their views.


How can I get others to share my views?



They contain facts and opinions.


Do I have enough facts to support my opinions?

Characteristics of Arguing or Persuading Essays

A good arguing or persuading essay . . .-Influences readers to accept a position or to take

action.-Includes an opening paragraph that gets the

reader’s attention and tells the writer’s position.-Has middle paragraphs that give reasons and

facts that support the position.-Includes reasons that are presented in a logical

order.-Has a closing paragraph that summarizes the

position or makes a call to action.

Organization of Arguing or Persuading Essays

Introduction with topic sentence.What is the writer’s position?

Middle paragraphs with support.What facts does the writer provide to support

opinions?

Conclusion with call to action.How does the writer restate his or her position?

Example: I am going to try to convince you that chocolate is a healthy snack.

State your argument.

Example: Former U.S. president Bill Clinton thinks that junk food should be taken out of vending machines.

Important people or experts can make your argument seem more convincing.

Example: A Snickers bar has 280 calories and 30 grams of sugar.

Facts, numbers, and information can be very convincing.

Example: Your donation might just get this puppy off the street and into a good home.

Getting people to feel happy, sad, or angry can help your argument.

Example: Believe me! I’ve been there before. I’m just like you.

If people believe and trust in you, you’re more likely to persuade them.

Example: This is a one-time offer. You can’t get this price after today.

Try to convince your audience that this issue is so important they must act now.

Example: A recent study found that students who watch TV during the week don’t do as well in school.

Using reliable research can help your argument seem convincing.

COSA, April [email protected]

Documents

COSA, April 2013 [email protected]. How does this relate to capacity for the common core?