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Module 2A for Elementary
Teachers
Florida Standards for ELA & Literacy: Focus on Instructional Shifts
2
Transitioning to Florida Standards: Project Overview
• Project is Race to the Top funded • All charter schools eligible to participate• Develop and deliver targeted training and technical assistance
specific to charter schools in two major areas: 1) Implementation of the Florida Standards
2) Access and use of a Local Instructional Improvement System (LIIS) to analyze student achievement data to drive instruction and increase student academic achievement
• No cost to charter schools
3
Professional Development Session Alignment Set 1
Governing Board
School Leaders Module 3PARCC
Module 6 Florida Standards Math Module 7
ELA & Data Use
Teachers Math
Leadership Teams Session 2
Session1
ELAData Use
Data Use ELA Math
Data Use
4
Professional Development Session Alignment Set 2
Governing Board
School Leaders
Module 5 Florida Standards ELA
Module 6 Florida Standards Math Module 7
ELA & Data Use
Module 8 Math & Data Use
Teachers Math
Leadership Teams
Session 4
Session3
ELAData Use
AssessmentsData
AnalysisVAM
Florida Standards
Data &ELA
Data &Math
Session 5
Session 6
5
Module 2ELA
Module 1 Data Use
Module 3Math
Module 4 Data Use
Module 5 ELA
Module 6 Math
Module 7 ELA & Data
Use
Module 8Math &
Data Use
You Are Here
Module Outcomes
• Assess understanding of Florida Standards for ELA & Literacy and the related instructional shifts
• Explore grade level expectations of the Florida Standards for ELA leading to the College and Career Readiness Anchor Standards (CCR) and Reading Standards: Foundational Skills, K-5
• Discuss required instructional shifts for Florida Standards• Examine instructional practices that are consistent with the Florida
Standards instructional shifts• Engage in collaborative discussion about the standards, the shifts,
and related practices• Identify relevant resources for implementation and create a peer
support network
7
8
8 Components of Full Florida Standards Implementation
Today’s Agenda
9
• Welcome and Introductions• Pre-Assessment• Overview of K-5 Florida Standards for ELA• Instructional Shifts and Related Instructional Practices• Lunch• Continuation of Instructional
Shifts and Related Practices• Next Steps• Post-Assessment and Wrap Up
Pre-Assessment
Introductory Activity
10
Guide Page
4
Section 1
11
Examining the Vertical Progressions
of the Florida Standards for ELA &
Literacy
Today's Presentation
12
Florida Standards for ELA & Literacy: Focus on Instructional Shifts
Vertical Progressions
Instructional Shifts
Goals of K-12 Florida Standards for ELA &
Literacy Aligned Curriculum
• Increase rigor in core and intervention instruction
• Improve student proficiency on grade level outcomes & graduate all students ready for college and careers
13
Big Ideas of the Florida Standards for ELA & Literacy
Vertical progression of College and Career Readiness
standards and grade level standards
Three Instructional Shifts • Building knowledge through
content-rich text• Using evidence in reading,
writing & speaking• Text complexity & academic
language
14
A New Way To Work:Florida’s Additional Instructional Shifts
15
• Curriculum mapping in layers• Chunk the course content standards and identify the “big
ideas.”• Define the major learning goals for each of the big ideas.• Describe the learning progressions or scales associated
with each learning goal.• Create or identify appropriate assessments to monitor
student progress toward attainment of the major learning goals for the course.
Vertical Progressions of CCR Anchor and Grade Level Standards
16
• Backward mapping by strand + cluster• 10 CCR for reading literature & informational text• 10 CCR for writing• 6 CCR for speaking and listening• 6 CCR for language
• Reading: Foundational Skills, K-5• Disciplinary Literacy, 6-12
CCR Anchor Standards
Corestandards.org17
Strand: ReadingCluster: Key Ideas & Details
College & Career Readiness Anchor Standard #1
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.
K-5 Grade Level Standards Associated with CCR Reading 1
Grade K: With prompting and support, ask and answer questions about key details in the text.
Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
18
Activity 1: Examining the Florida Standards for ELA, K-5
19
Activity 1: Examining the Vertical Progressions of the Florida Standards for ELA, Grades K-51. In mixed grade table groups, pairs select a strand to explore: reading,
writing, language, speaking and listening, or reading foundational skills.
2. Pairs trace the standard from grade to grade, examine grade level expectations, and consider how the grade level expectations lead to the College and Career Readiness Anchor Standard.
3. Pairs discuss how the Florida Standards for ELA can support grade level agreements about the focus of instruction. Volunteers will share with the whole group.
Guide Pages
6-8 Appendix A
Let’s Take A Break…
20
Be back In 15 minutes…
Shift #1: Building Knowledge
Through Content-Rich Nonfiction
Section 2
21
Today’s Presentation
22
Florida Standards for ELA & Literacy: Focus on Instructional
Shifts
Vertical Progressions
Instructional Shifts
Three Instructional Shifts for Florida Standards
23
Building knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
Instructional Shift #1: Building Knowledge Through Content-Rich Text
24
Why Does Content-Rich Matter?
25
Reciprocal Relationship
Deepen language and literacy skills by reading, writing about, and discussing meaningful, life-enriching content-rich
text
Deepen content knowledge using discipline-specific language and literacy
skills to learn independently
Instructional Practice Aligned with Shift #1: Texts Talking to Each Other
26
Multimodal, multi-
genre text sets
Literature
Literary nonfiction
and informatio
nal text
Digital text
Primary source
documents
Based on Cappiello & Dawes, 2013, p.22
Solar System Text Set
27
Thematic topic
Sunburst Model Text Set
28
Core text
Complementary multimodal, multi-genre
text
Complementary multimodal, multi-genre
textComplementary multimodal, multi-genre
text
Complementary multimodal, multi-genre
text
Complementary multimodal, multi-genre
text
Duet Model Text Set
29
Compare Contrast
Implications of the Use of Text Sets
30
Discuss with a partner:
What are the implications of text sets if they are used multiple times per year in every grade level? In terms of currently available materials? For professional development? Other implications?
Examples of Content-Rich Text Grades K-5
31
K-1 Stories Arnold Lobel Frog and Toad Together
K-1 Read-Aloud Poetry John Langstaff “Over in the Meadow”
2-3 Read-Aloud Stories Rudyard Kipling “How the Camel Got His Hump”
2-3 Read-Aloud Informational Text Russell Freedman Lincoln: A Photobiography
4-5 Poetry Carl Sandburg “Fog”
4-5 Informational Text Patricia Lauber Hurricanes: Earth’s Mightiest Storms
• With training from Student Achievement Partners, elementary school teachers are revising current literature anthologies to align with the Florida Standards for ELA, grades 3-5• Specify key content: Big ideas and important understandings• Increase text-dependent questions focused on comprehension of
content• Increase text-dependent questions focused on Tier 2 academic
language• Include culminating text-based writing task• Include additional tasks
• See http://www.edmodo.com for more information
Basal Alignment Project
32
Activity 2: Instructional Shift #1
33
Activity 2: Building Knowledge Through Content-Rich Nonfiction, K-5
Part 1. In table groups of K-1, 2-3, and 4-5 educators, teacher leaders reflect on a video example relative to text selection to build content knowledge. Follow along with the lesson plan as you watch the video. Use the discussion prompts to discuss why this is an exemplar of content-rich text and to identify key understandings.
View VideoGuide Pages 10-16
Activity 2: Instructional Shift #1
34
Activity 2: Building Knowledge Through Content-Rich Nonfiction, K-5
Part 2. For application and practice, K-1, 2-3, and 4-5 pairs of educators read a brief excerpt of an exemplar informational text to identify key ideas and understandings. Using a Florida Standards-aligned lesson planning template, pairs will complete the sections on lesson content to build knowledge and skills. Pairs share their emerging plans with others at the table.
Guide Pages 10-11
Lesson Template20-24
Shift #2: Reading, Writing, and
Speaking Grounded in Evidence
Section 3
35
Instructional Shift #2: Reading,writing, and speaking grounded in evidence, both literary and informational
36
1. Reading like a careful writer 2. Textual evidence is central to ELA standards: R1, W9, SL 2,3,4
Teachers Do This . . . So That Kids Can Do This
• Reread the text multiple times• See in the text what the standards
demand
Select complex text that addresses specific standards
• Text-based answers• Learn how texts are constructed
Read the text closely, identifying all the key
teaching points
• Learn how to learn from the text itselfCreate text dependent
questions and experiences
What is Close Reading?
38
Close reading requires a substantial emphasis on readers figuring out a high quality text. This "figuring out" is accomplished primarily by reading and discussing the text. Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts. Thus, close reading is an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means.
~Timothy Shanahan
39
Creating Text-Dependent Questions
Phase 1: Read the text closely before creatingtext-dependent questions
Step I: Identify the core content understandings and key ideas
Step 2: Identify vocabulary and
language structures for
focus of questions
Step 3: Identify hard sections for
focus on questions
Based on Guide to Creating Text-Dependent Questions. http://www.achievethecore.org/
40
Creating Text-Dependent Questions
Phase 2: Create coherent sequences of text dependent questions
Step 4: Create text-dependent questions,
starting with easier ones
Step 5: Specify the lesson standards
associated with the questions
Step 6: Create the culminating
assessment aligned to the standards
Based on Guide to Creating Text-Dependent Questions. http://www.achievethecore.org/
Text-Dependent Questions
•Alice in Wonderland: How would you react if you saw a talking rabbit?
• In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.
•The Talking Cloth: Did you ever take a trip to a far-off country? What did you bring back from your trip?
How did Alice react when she saw the talking rabbit?
What makes Casey’s experiences at bat humorous?
We just learned that the cloth originated in Africa. Why does the author include this information?
Not Text-Dependent Text-Dependent
Instructional Shift #2: Reading, writing, and speaking grounded in evidence, both literary and informational
42
Purposeful Writing (NAEP 2011)Grade 4: 30% to narrate, 35% to explain,
35% to persuadeGrade 8: 30% to narrate, 35% to explain,
35% to persuadeGrade 12: 20% to narrate, 40% to
explain, 40% to persuade
Writing is the Neglected “R”
43
“Writing today is not a frill for the few, but an essential skill for the many.”
Report of the National Commission on Writing in America’s Schools and Colleges (2003)
And that was 10 years ago!
44
Reading & Writing Go Hand in Hand
“When reading and writing instruction include significant opportunities for students to write about text, students have the potential to improve not only content knowledge, but also skills in reading comprehension.”
Graham & Hebert, 2010Based on a meta-analyses of 93 studies of writing instruction
Only 25% of students in grades 8 and 12
demonstrated proficient or advanced
performance on the 2011 assessment.
Wide disparity of performance
of males and females
2011 NAEP Writing Assessment
45
Purposeful Writing EmphasizesWriting to Sources
46
Increase attention to writing that requires use of evidence from texts• Careful analyses• Well-defended claims• Clear information
Narrative writing to convey personal experience is still
important, but comprises far less of instructional time than does argument and
informational writing
Frequent Opportunities to:
47
Use technology to produce, collaborate &
share writing
Conduct research that integrates reading, writing
& presentation
Engage in the writing process & write for different audiences
1. Routine writing2. Extended writing
Instructional Shift #2: Reading,writing, and speaking grounded in evidence, both literary and informational
48
K-5 Speaking & Listening 1. Comprehension & Collaboration
(SL 1-3)2. Presentation of Knowledge &
Ideas (SL 4-6)
49
Receptive language
Expressive language
Oral language Listening Speaking
Written language
Reading(decoding + comprehension)
Writing(written composition)
Integration of Reading, Writing, Speaking and Listening
Speaking Grounded in Evidence
50
Oral language is the foundation for reading and writing
Integrate spoken and written language to advance communication, collaboration, and cognitive skills
Engage students in active discussion in which they defend point of view with evidence
Activity 3: Instructional Shift #2
51
Activity 3: Reading, Writing, and Speaking with Evidence, K-5
Part 1. In table groups of K-1, 2-3, and 4-5 educators, teacher leaders reflect on a video example of close reading instruction based on a content-rich nonfiction text. The focus is on the teacher’s text-based questions and the students’ text-based answers that use textual evidence to support reading comprehension and knowledge building.
View VideoGuide Pages 26-28
Bon Appétit
52
Reflecting on the Morning Session
53
Know, Think, Do Reflection ActivitySpend 2 minutes reflecting on the morning session: Activities 1 and 2 and Part 1 of Activity 3. Use these questions to guide your reflection:
What Do I Know Now? What Do I Think Now? What Can I Do Next?
Select a person at your table to go first and each take a turn sharing a single idea about what you know now.Go around the group a second time and share one idea you think now.Lastly, go around the group and share one idea about what you can do next at your school.
Activity 3: Instructional Shift #2
54
Activity 3: Reading, Writing, and Speaking with Evidence, K-5
Part 2. For application and practice, K-1, 2-3, and 4-5 educators develop text-dependent questions for an excerpt of an exemplar content-rich informational text to help students build knowledge. Participants continue to use the Florida Standards-aligned lesson planning template from Activity 3, completing the section related to text-dependent questions.
Guide Pages 26-27 & 29-31
Shift #3: Complex Text and Its
Academic Language
Section 4
55
Shift #3: Regular Practice with Complex Text and Its Academic Language
56
Why is text complexity so important?
57
• Huge gap between complexity of college and high school texts.
• What students can read, in terms of complexity, is the greatest predictor of success in college. (ACT, 2006)
• Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts)
• Florida Standards emphasize increasing text complexity from elementary through high school. They also focus on building both general academic vocabulary & domain-specific vocabulary as critical to comprehension.
58
• Levels of meaning or purpose• Structure• Language conventionality & clarity• Knowledge demands
Qualitative
• Word length or frequency• Sentence length• Text cohesion
Quantitative
• Variables specific to particular readers such as motivation, knowledge, and experiences
• Variables specific to particular tasks such as purpose and complexity of the task assigned and questions posed
Reader and Task Considerations
Features of Text Complexity
Revised Grade Level Bands
59
Florida Standards Band
ATOS Degrees of Reading Power
Lexile Framework
Flesch-Kincaid Coh-Metrix Formula
2nd-3rd 2.75-5.14 42-54 420-820 1.98-5.344th-5th 4.97-7.03 52-60 740-1010 4.51-7.736th-8th 7.00-9.98 57-67 925-1185 6.51-10.349th-10th 9.67-12.01 62-72 1050-1335 8.32-12.12
11th-12th 11.20-14.10 67-74 1185-1385 10.34-14.20
Academic Vocabulary
60
“Words are not just words. They are the nexus - the interface - between communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understandings.”
Adams, 2009, p.180
Research recommendations to improve academic language
Explicit teaching of academic
vocabulary within text
context.
Focus on general
academic language (Tier 2 words) that are
in common word families, but unfamiliar
to some students; 90% words across
content areas.
Provide multiple
exposures to new
vocabulary.
Do not ignore discipline-
specific vocabulary:
10% of words in academic
texts are unique &
unfamiliar to most students
(Tier 3).
Focus attention on
grammatical structures
(e.g., figurative language) in
context.
Academic Language Instruction
61
Activity 4: Instructional Shift #3
62
Activity 4: Complex Text and Academic Language, K-5
Part 1. In table groups of K-1, 2-3, and 4-5 educators, teacher leaders reflect on a video example of close reading instruction based on a content-rich nonfiction text. The focus of viewing and discussion is text-dependent questions and text-based answers that target academic language.
View VideoGuide Pages 33-36
Activity 4: Instructional Shift #3
63
Activity 4: Complex Text and Academic Language, K-5
Part 2. For application and practice, Grades K-1, 2-3, and 4-5 groups will develop text-dependent questions that focus on academic language. They will use the same Florida Standards-aligned lesson planning template, completing the section related to text-dependent questions on academic language. Partners will discuss possible performance tasks for their lessons using Appendix B’s performance tasks as a guide.
Guide Pages 33-35
Using the EQuIP Rubric to
Assess Alignment
Section 5
64
65
Ensuring Alignment with the EQuIP Rubric
How well does the lesson align with the Florida Standards for ELA & Literacy?
Use the EQuIP rubric to examine:
Alignment to the rigor of the Florida Standards for ELA
& Literacy
Key areas of focus in the Florida
Standards for ELA & Literacy
Instructional supports Assessment
Activity 5: Using the EQuIP Rubric to Assess Alignment
66
Activity 5: EQuIP Rubric, K-5 In table groups of K-1, 2-3, and 4-5 educators, teacher
leaders will use the EQuIP rubric to assess the extent to which the video lesson exemplar aligns with the Florida Standards for ELA and the instructional shifts.
•Alignment to the rigor of the Florida Standards for ELA & Literacy
•Key areas of focus in the Florida Standards•Instructional supports•Assessments
Guide Page
38
Let’s Take A Break
67
Be back in 10 minutes….
Next Steps
Section 6
68
What Is Collaboration?
69
“A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve your individual and collective results.”
—DuFour, DuFour, & Eaker, Getting Started: ReculturingSchools to Become Professional Learning Communities
(2002)
Activity 6: Next Steps
70
Florida Standards for ELA Alignment & Instructional
Shifts
Impact on Aligned Curriculum & Shifts in
Instruction
1
2
3
In within-school grade level groups, discuss how Florida Standards for ELA alignment and the instructional shifts impact classroom instruction. What needs to be done to accommodate these shifts at your grade level?
Guide Page
40
Closing Activities
71
Homework
72
• Prior to returning for Module 5, please develop and teach one or more Florida Standards for ELA aligned lessons using the lesson planning template. • Use your school’s current curriculum or Basal Alignment Project
lessons for lesson activities aligned with the Florida Standards for ELA & Literacy.
• Use the EQuIP rubric to assess the alignment of your lesson(s). Bring aligned lesson plans with you to Module 5.
Module Outcomes
• Assess understanding of Florida Standards for ELA & Literacy and the related instructional shifts
• Explore grade level expectations of the Florida Standards for ELA leading to the College and Career Readiness Anchor Standards (CCR) and Reading Standards: Foundational Skills, K-5
• Discuss required instructional shifts for Florida Standards• Examine instructional practices that are consistent with the Florida
Standards instructional shifts• Engage in collaborative discussion about the standards, the shifts,
and related practices• Identify relevant resources for implementation and create a peer
support network
73
Post-Assessment and Session Evaluation
74
Where Are You Now?
Assessing Your Learning
Guide Page
42