Bristol Tennessee City SchoolsProfessional Development | June 19, 2012
Kelly VanceEnglish Teacher, English Core Curriculum Coach THS
Common Core English Language ArtsGrades 3-12
Write the following information on an index card----NO NAMES!
1.One fact about your professional life2.One fact about your personal life3.One little known or unusual fact about yourself.
Anticipation Guide 1. The ELA Common Core Standards are more specific than our current standards. _______ Agree ______Disagree
2. ELA will be tested under the Common Core during ________ Agree _____ Disagree the 2012-2013 school year.
3. Literacy is a shared responsibility of multiple content ________ Agree _____ Disagree Areas in Common Core.
Exxon Common Core Commercials
Exxon Common Core Commercial #2
Sometimes we can become overwhelmed by tasks that seem enormous.
The important thing is that we keep moving forward.
Sometimes we can become overwhelmed by tasks that seem enormous.
The important thing is that we keep moving forward.
Broken Escalator
Outcomes
At the conclusion of this workshop, you will be able to
plan appropriate classroom libraries and other reading materials to scaffold students to higher standards;
apply grade-appropriate instructional strategies that enrich comprehension of complex text, vocabulary, and fluency;
incorporate reading comprehension strategies specific to informational texts;
use best practices and classroom materials to meet the CCSS for Reading.
We are moving from Snorkeling to…..
Scuba Diving
Common Core: English Language Arts Standards
CC Anchor Standards WorksheetTimer
Cracking the Literacy “CODE”
Strand Code KeyReading Standards R Reading Standards for Literature RL Reading Standards for Informational Text RI Reading Standards: Foundational Skills RF Reading Standards for Literacy in History/Social Studies RH Reading Standards for Literacy in Science & Technical Subjects RST
Writing Standards W Writing Standards for Literacy in History/Social Studies,
WHST Science, & Technical Subjects
Speaking & Listening Standards SL
Language Standards L
How to read a Common Core Reading Standard (grade-specific standard)
RI.4.3Strand
Grade
Number assigned to Standard
Reading Informational Grade 4
Key Ideas & Details: 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.
Reading
Egg Timer
Reading Comprehension Spiraling Worksheet
Reading Foundational Skills K-5
Foundational Reading Skills Background Knowledge
How do you address foundational reading skills in your classroom?
Foundational Skills in CCSS
Print concepts
Phonological awareness
Phonics phones
Phonics and word recognition
Word Families Paint Swatches
Flip Books
Fluency
# 20
Differentiating Instruction
Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.
—Common Core State Standards (2010a, 15)
Key Points of CCSS ELA
Reading• Balance of literature and informational texts• Text complexityWriting• Emphasis on argument and informative/explanatory writing• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress on general academic and domain-specific vocabulary
Selecting Appropriate Text
Text complexity
Text quality
Range of text types
Text Complexity
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)
(Common Core State Standards Initiative 2010a, 57)Online Clock Countdown
Why the need to increase the level of text complexity?
8th grade “school books” published after 1963 are equivalent (in terms of difficulty) to books used in the5th grade from 1942-1962.
• The wording of 12th grade text published after 1963 was simpler than the 7th grade texts published prior to 1963.
Lexile Ranges
(Common Core State Standards Initiative 2010b, 8)
Text Complexity Grade Band in the Standards
Old Lexile Ranges
Lexile Ranges Aligned to CCR Expectations
K–1 N/A N/A
2–3 450–725 450–790
4–5 645–845 770–980
6–8 860–1010 955–1155
9–10 960–1115 1080–1305
11–CCR 1070–1220 1215–1355
Where can you find Lexile measures?
1. Lexile Look up2. Accelerated Reader
Lexile Chart Handout
Lexile Literature
1700 - Discourse on the Method…
1400 - The Scarlet Letter
1300 - Brown vs. Board of Ed.
1200 - War and Peace
1100 - Pride and Prejudice
1000 - Black Beauty
900 - Tom Swift in the Land of Wonders
800 - The Adventures ofPinocchio
700 - Bunnicula: A Rabbit Tale of Mystery
600 - A Baby Sister for Frances
500 - The Magic School Bus Inside the Earth
400 - Frog and Toad are Friends
300 - Clifford’s Manners
Why Lexile Alone Isn’t Enough
These books are typically taught in high school literature classes …
• The Grapes of Wrath – 680 L – 4th grade• Fahrenheit 451 – 451 L – between 2nd & 3rd grade• Fallen Angels – 650 L – 4th grade • A Farewell to Arms – 730 L – between 4th & 5th grade• Lord of the Flies – 770 L – between 4th & 5th grade• Brave New World – 870 L – between 5th and 6th
Text Complexity
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)
(Common Core State Standards Initiative 2010a, 57)Online Clock Countdown
Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion
Step 1: Quantitative Measures
Step 2: Qualitative Measures
Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language
conventionality• Language clarity• Prior knowledge
demands
Step 3: Reader and Task
Considerations such as:•Motivation•Knowledge and experience•Purpose for reading•Complexity of task assigned regarding text•Complexity of questions asked regarding text
Step 4: Recommended Placement
32Bookmark
Text Quality
The CCSS describe quality texts as “classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content.”
(Common Core State Standards Initiative 2010b, 2)
Literature Informational Texts
Stories Drama PoetryLiterary Nonfiction and Historical, Scientific, and Technical Texts
Includes children’s adventurestories, folktales, legends,fables, fantasy, realistic fiction,and myth
Includes staged dialogue and brief familiar scenes
Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free versepoem
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digitalsources on a range of topics
Range of Text Types
(Common Core State Standards Initiative 2010a, 31)
Range of Text Types for K–5
Range of Text Types
Literature Informational TextsStories Drama Poetry Literary Nonfiction Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels
Includes one-act and multi-act plays, both in written form and on film
Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics
Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience
(Common Core State Standards Initiative 2010a, 57)
Range of Text Types for 6–12
Distribution of Literary and Informational Text
Grade Literary Informational
4
8
12
Stop Watch
National Assessment of Educational Progress (NAEP) Reading Framework
Distribution of Literary and Informational Passages by Grade in the 2009 National Assessment of Educational Progress (NAEP) Reading Framework
(Common Core State Standards Initiative 2010a, 5)
Grade Literary Informational
4 50% 50%8 45% 55%
12 30% 70%
Appendix B Text Exemplars
Read across exemplars for your grade level span and identify specific examples that demonstrate complexity, quality, and range.
Review- Pass the Plate
• To help students identify what they already know about a subject, introduce the activity Pass the Plate.
• Arrange participants into small groups. • Give each group one plastic plate and one vis-à-vis marker.• The group will be given three minutes to record anything
that comes to mind regarding the given topic. • This might include facts that they know, implications that
they see in their teaching, opinions, or questions. • One person will start by writing a thought or idea on the
plate. Next, he or she will pass the plate to the next person in the group. The plate will circulate around the group until the three minutes are complete.
Reading Comprehension
Close Reading
Close, strategic reading is one of the most powerful and enjoyable ways to develop the ability to think critically and evaluate information—to literally become smart. Students should therefore have abundant daily opportunities to carefully read and reread texts for intellectual purposes—and with a pen in hand.
Close Reading Interview
Page protectors, highlighting tape, post it pointers
Comprehension Strategies
Strategies for Developing an Accurate Representation of Text Say what the text means.Make ideas cohere.Strengthen vocabulary. Focus on purposeful reading through questioning.Develop genre and text structure knowledge.Use graphic organizers.
Strategies for Applying Relevant KnowledgeThink aloudDiscussionWriting
What the text says:
What I think about that:
My opinion based on details from the text:
Synthesis 3-5Topic:_________________
What does the text say?
Literal
What does it mean?
interpretive
What does it matter?
reflective
Synthesis 6-12 Topic:_________________
Demonstrating Comprehension
Similarities
Summarizing
Compare and contrast
Determining the meaning of words
Point of view
Literature Only
Focus on determining theme
Figurative language
Point of view
Informational Text Only
Domain-specific words
Explain the relationships between concepts
Qualities of an Effective Performance Task
Students should be active participants.
Intended outcomes should be clear and measure something important.
Students should engage in higher order thinking to complete the task.
Task should demonstrate mastery of knowledge.
Sample Performance Task
(Common Core State Standards Initiative 2010c, 76)
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.
What grade level is this?
Innovative English Language Arts Sample (continued)
(Dolan et al. 2011, 55)
Innovative English Language Arts Sample
(Dolan et al. 2011, 50)
Bloom’s Taxonomy Internet Resources
Building Vocabulary
Three tiers of words
Vocabulary Research
• Yet research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words. (Betts, 1946; Carver, 1994; Hu & Nation, 2000; Laufer, 1988).
• Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure in a variety of contexts to the words they are trying to learn. (Landauer & Dumais, 1997)
• In fact, at most between 5 and 15 percent of new words encountered upon first reading are retained, and the weaker a student’s vocabulary is the smaller the gain (Daneman & Green, 1986)
Index Card Vocabulary Activity
• To illustrate the importance of students encountering vocabulary in multiple contexts, we will try this activity:
• 1st Take 3 minutes to write down all the different contexts for the word “Strike” for example “3 strikes and you’re out”
• 2nd With a shoulder buddy, compare your lists• 3rd How many different contexts did we come up
with as a group?
• Rocket Timer
Vocabulary- Explicit Instruction
• What’s That Word?
• Pre-teaching words students will have difficulty with while reading
• Vocabulary rings for words with similar meanings
• Teaching roots/prefixes/suffixes
• More?
Vocabulary Knowledge Rating
Building Vocabulary- How can you support vocabulary acquisition in your classroom?
Vocabulary Instruction Reflection
What is new to your thinking about vocabulary instruction?
What is one question you still have about how to support students in vocabulary acquisition?
What is one new action you will take as you plan for vocabulary instruction?
Partner with someone to share a thought
Reading Informational Text
What are some strategies we can use to support our students reading of informational text?
Anticipation Guide
I
Informational Text SuperHero
Review and Closing
Where will you place your post it now on the Common Core Continuum?
Closing
Digging into the Reading Standards Grades 3-12
Kelly Vance
Date: June 19, 2012