Visit my blog and website: READING & WRITING INTERSECTIONS COMMON CORE LITERACY STANDARDS PRESENTATION BY DR. DEA CONRAD-CURRY PARTNER

Visit my blog and website: www.partnerinedu.com

READING & WRITING INTERSECTIONS

COMMON CORE LITERACY STANDARDSPRESENTATION BY DR. DEA CONRAD-CURRY

PARTNER IN EDUCATION

Follow me on Twitter @doctordea

Explain the organization of the Common Core reading and writing standards

Describe the dependence of the Common Core reading standards on the Common Core writing standards

Apply a model for connecting reading and writing in your classroom and discipline of study THAT supports the standards & assessment

Today’s Objectives

© 2013 Partner in Education

3

STRANDS

K-5 FOUNDATIONAL SKILLSK-5 FOUNDATIONAL SKILLS

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

ReadingLiterature & Informational

CCR Anchor

Standard

CCR Anchor

Standard

Key Ideas & Details

Craft & Structure

Integration of Knowledge &

Ideas

Text Complexity

Writing

CCR Anchor Standard

CCR Anchor Standard

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Text Types & Purpose

Production & Distribution of

Writing

Research to Build Knowledge

Range of Writing

1.

2.

3.

4.

5.

6.

Speaking/Listening

CCR Anchor Standard

CCR Anchor Standard

Comprehension & Collaboration

Presentation of Knowledge &

Ideas

Language

CCR Anchor Standard

CCR Anchor Standard

1.

2.

3.

4.

5.

6.

Conventions of Standards -

English

Knowledge of Language

Vocabulary Acquisition &

Use

Organization of the CCSS ELA Standards

Office of Special Education and Supports Graphic designed by Chicago Public Schools Office of Special Education and Supports

READING Key Ideas and Details Craft and Structure Integration of Knowledge & Ideas Range of Reading & Text Complexity

Reading Anchor Standards Organized by Strand Specific CCR Sets

© 2012-2013 Partner in Education

4

WRITING Types and Purposes Production and Distribution Research to Build & Present Knowledge Integration of Knowledge & Ideas Range of Writing

Writing Anchor Standards Organized by Strand Specific CCR Sets

© 2012-2013 Partner in Education

5

ELA Model Content Frameworks 2012

Slide Copyright 2013 Partner in Education

6

Source: PARCC Model Content Frameworks for ELA/Literacy, Grades 3-11. (2012, November)

How will PARCC assessment be

structured?

Student summative performance levels will

be based on the Performance-Based

Component AND End-of-Year component

7


Three Types of Student Response


8

1. Evidence-Based Selected-ResponseDesigned to measure reading

2. Technology-Enhanced Constructed-Response

Designed to measure reading3. Prose Constructed-Response

Designed to measure reading & writing

9

Key Ideas & Details (Reading Standards for Informational Text)

Grade K Grade 1 Grade 2

1. With prompting and support, ask and answer questions about key details in a text.

1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what,where, when, why, and how to demonstrate understanding of key details in a text.

2. With prompting and support, identify the main topic and retell key details of a text.

2. Identify the main topic and retell key details of a text.

2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.


10


Grade 3 Grade 4 Grade 5

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text whenexplaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

2. Determine two or more main ideas of a text andexplain how they are supported by key details;summarize the text.

3. Describe the relationship between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

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.

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


11



1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite several pieces of textual evidence to supportanalysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite the textual evidence that most strongly supportsan analysis of what the text says explicitly as well asinferences drawn from the text.

2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

2. Determine two or more central ideas in a textand analyze their development over the course of the text; provide an objective summary of thetext.

2. Determine a central idea of a text and analyze itsdevelopment over the course of the text, including its relationship to supporting ideas; provide an objectivesummary of the text.

3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individualsinfluence ideas or events).

3. Analyze how a text makes connections among anddistinctions between individuals, ideas, or events(e.g., through comparisons, analogies, or categories).


12

READING STANDARDS FOR HISTORY / SOCIAL STUDIES GRADES 6-12

Grades 6-8 Students Grades 9-10 Students Grades 11-12 Students

Key Ideas and Details

1. Cite specific textual evidence to support analysis of primary and secondary sources

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationship among key ideas and details.

3. Identify key steps in a text’s description of a process related to history/social studies (e.g. how a bill becomes law, how interest rates are raised or lowered).

3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

13

READING STANDARDS FOR SCIENCE & TECHNICAL SUBJECTS GRADES 6-12


Key Ideas and Details

1. Cite specific textual evidence to support analysis of science and technical texts.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Common Core Shifts

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

Source: AchievetheCore.org. http://www.achievethecore.org/steal-these-tools © 2013 Partner in Education

ELA Task Generation Model: Research

• Always provides multiple texts• Grades 3 and 4: anchor text and one additional• Grades 5-11: anchor text and two additional

• Third text may be multi-media with transcripts

• Always has two sessions• Session 1 writes a summary or analytic regarding

anchor text• Session 2 writes an analytic synthesis of all texts

• Always answer one vocabulary item for each text• Always answer 2 EBSR and/or TECR items for each

text

15Slide Copyright 2013 Partner in Education

• Session 1:– Students reading an anchor text

– Answer one vocabulary question.

– Answer two EBSR and/or TECR items

– Then, they write a summary or short analysis of

the piece.

Understanding the Research Simulation Task16Slide Copyright 2013 Partner in Education

• Session 2:– Students read second source

– Answer one vocabulary item


– Students read third source (may be digitized)



– Synthesizing understandings into an analytic essay using textual evidence from several of the sources.


SUMMARY WRITING

REQUIRED OF EVERY STUDENT DURING RESEARCH SIMULATION TASK© 2013 Partner in Education

18

19

The Rule StrategyKey Ideas & Details

Delete unnecessary words or sentences conjunctions, prepositions, personal references, interruptions by the author w/opinion or examples, superfluous descriptors

Combine repeated and/or similar words as one reference Substitute words

For unfamiliar concepts: vast stretches—large area To categorize: axes, mauls, and hammers are tools

Keep or create a topic sentence May or may not be the first sentence May be at the end of the paragraph or in the middle

Examine transitions and text structure To verify topic sentence To fully understand and retain the author’s purpose

Adapted from: Day, Jeanne D.(1986). Teaching summarization skills: influences of student ability and strategy difficulty. Cognition and Instruction 3(3). 193-210.


20

• Problem / Solution• Comparison


21

Paragraph #

Circle Strategies Used: Deleted Unimportant Words, Combined Repeated Words, Substituted Unfamiliar Words, Found or Created a Topic Sentences, Examined transitions & text structure

Main Idea ____________________________________

_____________________________________________

_____________________________________________

_____________________________________________


NAME ____________________ TEXT _________________ PAGES _______ DATE __________

Finding the Main Idea and Summarizing TextParagraph #Circle Strategies Used: Deleted Unimportant Words, Combined

Repeated Words, Substituted Unfamiliar Words, Found or Created a Topic Sentences, Examined transitions, & text structure

Main Idea ____________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Paragraph #Circle Strategies Used: Deleted Unimportant Words, Combined

Repeated Words, Substituted Unfamiliar Words, Found or Created a Topic Sentences, Examined transitions & text structure

Main Idea ____________________________________

_____________________________________________

_____________________________________________

_____________________________________________



Main Idea ____________________________________

_____________________________________________

_____________________________________________

_____________________________________________

22

Paragraph #


Main Idea ____________________________________

_____________________________________________

_____________________________________________

_____________________________________________




Main Idea ____________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Paragraph #


Main Idea ____________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Summary

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Inferences based on Text Evidence

_______________________________________________________________________________________________

_______________________________________________________________________________________________

23

Writing a SummaryStep 1: Read the text marking & defining unknown words

Step 2: Reread: 1) underline important words; 2) make annotations in the margin: thesis & key ideas

Step 3: Use annotations to make a brief outline or write bullet points

Step 4: Writing the actual summary:

First Sentence: Mention the author, specific genre, topic, and title of the reading in your first sentence.

Second Sentence: Beginning with words like “according to” or John Doe develops the idea that…” state the thesis/main idea. You may include a reference to the text structure in this sentence (compare, contrast, question/answer, etc.

Third Sentence: Begin with beginning, presenting ideas in the order in which they were discussed in the selection. Introduce the author’s key points with citation verbs and expressions (e.g., the author points out, according to). Use transitional expressions to make connections between ideas. Include only the most important point and supporting details. Paraphrase, do not copy sentences.Include key content terms used in the reading.Do not include your personal opinions or experiences.


In the (section, article, advertisement) titled ___________________

by ________________ the author introduced the (topic, idea, concept,

history, problem) of _______________ and asserts that

____________________.

The author began by (explaining, illustrating, summarizing, describing)

________________________________. The author continued by

(explaining, illustrating, summarizing, describing) ____________________.

Midway through the article, the author _______________ the relationships

between ___________________.

The main point of the article was ___________________________.

Example of a Summary Frame

• Session 2:– Students read second source



– Students read third source (may be digitized)



– Synthesizing understandings into an analytic essay using textual evidence from several of the sources.


26

RESEARCH TASK GENERATION MODEL: GRADES 3-5

RI STANDARDS 1 2 3 4 5 6 7 8 9 EBSR/TECR

Grade 3

Rltshp b/w Concepts X X XRI.2, 3, 5

Role of Illustrations X X X

Grade 4

Rltshp b/w Concepts X X X RI.2, 3, 5, 6, 8Role of Illustrations X X X

Grade 5

Visual & Multimedia Elements X X

RI.2, 3, 5, 6, 8Rltshp b/w Concepts X X X

Role of Illustrations X X X©2013 Partner in Education

RESEARCH TASK GENERATION MODEL: GRADES 6-11

Task Focus Writing Assesses EBSR/TECR Assesses

Point of View & Purpose

RI.1, 6, 9 RI.2,3, 5

RH.1, 6, 9 RH.2, 3, 5

RST.1, 6, 9 RST.2, 3, 5

Relationship of Ideas

RI.1, 3, 9 RI.2, 3, 5, 6, 9

RH.1, 3, 9 RH.2, 3, 5, 6, 9

RST.1, 3, 9 RST.2, 3, 6, 9

Use of Illustrations & other Visuals

RI.1, 7, 9 RI.3, 5, 6, 7, 8

RH.1, 7, 9 RH.3, 5, 6, 7, 8

RST.1, 7, 9 RST.3, 5, 6, 7, 8

Analysis of Argument

RI.1, 8, 9 RI.2, 3, 5, 6, 8

RH.1, 8, 9 RH.2, 3, 5, 6, 8

RST.1, 8, 9 RST.2, 3, 5, 6, 8©2013 Partner in Education

28

Integration of Knowledge and Ideas (Reading Standards for Informational Text)

Grade K Grade 1 Grade 2

7. With prompting and support, describe the relation-ship between illustrations and the text in which they appear

7. Use the illustrations and details in a text to describe its key ideas.

7. Explain how specific images (e.g., a diagramshowing how a machine works) contribute to and clarify a text.

8. With prompting and support, identify the reasons an author gives to support points in a text.

8. Identify the reasons an author gives to support points in a text.

8. Describe how reasons support specific points theauthor makes in a text.

9. With prompting and support, identify basicsimilarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

9. Compare and contrast the most important pointspresented by two texts on the same topic

29



7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate under-standing of the text (when, where, why, how, etc.)

7. Interpret information presented visually, orally, orquantitatively (charts, graphs, maps, diagrams, timelines, etc.) contributes to an under-standing of the text in which it appears.

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve aproblem efficiently.

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause / effect, sequence).

8. Explain how an author uses reasons and evidence to support particular points in a text.

8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

30



7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherentunderstanding of a topic or issue.

7. Compare & contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

7. Evaluate the advantages and disadvantages of usingdifferent mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant andsufficient to support the claims.

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing dif-ferent interpretations of facts.

9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

31

READING STANDARDS FOR HISTORY / SOCIAL STUDIES GRADES 6-12


Integration of Knowledge and Ideas

7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

7. Integrate and evaluate multiple sources ofinformation presented in diverse formats and media(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8. Distinguish among fact, opinion, and reasonedjudgment in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with otherinformation.

9. Analyze the relationship between a primary andsecondary source on the same topic.

9. Compare and contrast treatments of the same topic in several primary and secondary sources.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

32

READING STANDARDS FOR SCIENCE & TECHNICAL SUBJECTS GRDS 6-12


Integration of Knowledge and Ideas

7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) inorder to address a question or solve a problem.

8. Distinguish among facts, reasoned judgment based on research findings, and specu-lation in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

9. Compare and contrast findings presented in a textto those from other sources (including their own experi-ments), noting when the findings support or contradict previous explanations or accounts.

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

33

Online Resources


Common Core State Standards Initiative http://www.corestandards.org/

PARCC Model Content Frameworks (pdf) Grades 3-11:

http://www.parcconline.org/sites/parcc/files/PARCCMCFELALiteracyAugust2012_FINAL.pdf

Grades K-2: http://www.isbe.state.il.us/common_core/pls/level2/html/ela-mcf-guides.htm

Achievethecore.org http://www.achievethecore.org/steal-these-tools/close-reading-exemplars

Engage New York (preK through 12) http://www.engageny.org/english-language-arts

ReadWorks.org Grades K-6

Basal Alignment Project (grades 3-5) http://www.edmodo.com/home#/ Register, opening your home page, go to left column and join a group Enter this code for the Basal Alignment Project group: ETUYRM There is also an anthology alignment group

Common Core Curriculum Maps (all grades) http://commoncore.org/maps/

English for Everyone: an ELL site but has extended uses http://englishforeveryone.org/

Common Core Curriculum Maps http://commoncorestandards.com/ela/k-12-curriculum-maps/

Documents

Visit my blog and website: READING & WRITING INTERSECTIONS COMMON CORE LITERACY STANDARDS PRESENTATION BY DR. DEA CONRAD-CURRY PARTNER