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Common core ela K-2 reading developing a community of readers

Common core ela K-2 reading developing a community of readers. Outcomes for the Session. Recognize the focus, rigor, and coherence of the CCSS for ELA. (A,M) Identify instructional shifts embedded in the K-2 reading standards as they relate to reading material selection. ( A,M )

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Common core ela K-2 reading developing a community of readers

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  1. Common core ela K-2 reading developing a community of readers

  2. Outcomes for the Session • Recognize the focus, rigor, and coherence of the CCSS for ELA. (A,M) • Identify instructional shifts embedded in the K-2 reading standards as they relate to reading material selection. (A,M) • Explore how to implement Close Reading in K-2 and better understand why this is important. (A,M) • Deepen understanding of the need for complex text (even with young learners) and learn how text complexity is determined. (A,M)

  3. Essential Question: How can I teach for deeper understanding and transfer when they are just learning how to read? Long-term Transfer Goal: Intentionally design engaging learning experiences that incorporate the rigor of the Common Core Standards and lead all learners to deeper understanding and transfer. (T)

  4. Why new standards and other changes now? Readiness is a major concern. Not just for college…for career, too. ACT 2012 National Test Data: Percent of Students Meeting College Readiness Benchmark Scores

  5. Why? Decreasing levels of complexity…is widening College and workplace informational text complexity increasing in difficulty Complexity level of texts used in school decreasing in difficulty

  6. Why? Expectations are different… Elementary & secondary teachers give support and coaching to help students figure out difficult reading tasks. College teachers expect students to glean the information from text assignments on their own.

  7. Structure of the ELA Standards

  8. 4 Strands

  9. Reading Strand (Literature & Informational Text) Themes/Categories Key ideas and details Craft and structure Integration of knowledge and ideas Range and level of text complexity

  10. Key Ideas and Details A. What did the text say? Students should be able to determine what texts say explicitly and be able to summarize them (including central ideas/themes, how ideas and characters develop and interact), making logical inferences, and citing textual evidence to support conclusions.

  11. Craft and Structure B. How did the text say it? Students should be able to interpret the meanings of words and phrases and the structure of texts to determine how they affect meaning or tone, and how points of view and purpose shape content and style.

  12. Integration of Knowledge and Ideas C. What does the text mean? What is its value? How does the text connect to other texts? Students should be able to synthesize and compare information from print and digital sources, and critically evaluate the reasoning and rhetoric of a text.

  13. Range of Reading and Level of Text Complexity D. Text difficulty is specified in the standards. Learners in grades 2-12 will be asked to read more challenging text (which means that we have to teach more challenging text than we have in the past).

  14. Reading Strand (Foundational Skills) Themes/Categories K-1 • Print Concepts • Phonological Awareness K-5 • Phonics and Word Recognition • Fluency

  15. Identify the Standard Find this standard on your “placemats.” Track the journey of the learner through the K-5 progression. RL/RI. K. 1 Grade Strand Standard Number

  16. Identify the Standard Find this standard on your “placemats.” Track the journey of the learner through the K-5 progression. RL. 2. 6 Standard Number Grade Strand

  17. Identify the Standard Find this standard on your “placemats.” Track the journey of the learner through the K-5 progression. RI. K. 9 Standard Number Grade Strand

  18. Identify the Standard Find this standard on your “placemats.” Track the journey of the learner through the K-5 progression. RL/RI. 1. 10 Strand Standard Number Grade

  19. Publishers’ Criteria • Jigsaw Activity: Tables will be given a section of the Publishers’ Criteria to read. • Your Table Task: After INDIVIDUALLY reading and taking notes on your section, discuss the most important points with your team. On poster paper, create a HEADLINE that synthesizes your section into one BIG idea. Two team members will present the HEADLINE, along with some key talking points.

  20. Reading, Vocabulary Development and Knowledge – Keys to Success • Focus on being purposeful and selective when determining which materials to use AND which not to use with learners. • Purposefully choose quality informational texts linked to content areas. • Select complex texts to use as read-alouds. • Focused, coherent standards are critical steps toward CCR Anchor Standards.

  21. Publishers’ CriteriaHeadline Report: What’s the BIG Idea? As each group shares their Publishers’ Criteria HEADLINE, please record any notes or AHA’s that will help you when planning learning experiences for your students this coming year.

  22. Let’s summarize… • The Common Core State Standards for ELA… • …offer specific guidance for developing a strong foundation for K-2 learners to become competent readers. • …focus on the use of quality texts and a balanced program of literary and informational text, with complex texts used in read-alouds. • …set expectations for K-2 teachers to use high quality texts and text dependent questions so students gain background knowledge and an understanding that thinking and reading go hand-in-hand.

  23. So . . . what are the implications? • …for you? • …for your school?

  24. 10 Minute Stretch Break

  25. Close Reading Example The Big Orange Splot, by Daniel Manus Pinkwater

  26. How was this read-aloud different from a typical read-aloud?

  27. Why adjust the way we question? • Asking students to make connections to themselves, other texts and the world is a common style of questioning that guides students away from the text. This type of questioning does not lead to a deep understanding of the text. • We often ask students simple questions that require very literal thinking to ensure they have read the text. Students expend too much time and energy answering these questions rather than slowing down to consider the meaningful text-specific questions that will bring them to a deeper understanding.

  28. What Close Reading is… Close Reading is an intentionally designed experience with text. • INTENTIONALLY (strategically chosen) • DESIGNED (purposeful question(s) set by the teacher) • EXPERIENCE (students share, respond, and argue)

  29. What Close Reading is… “Close reading is NOT a teaching technique that we all now must adopt. It is an outcome to be strived for (with all learners).” –Dr. Timothy Shanahan

  30. Reading Themes/Categories in the Common Core State Standards 1st Read Key Ideas and Details What did the text say? 2nd Read Craft and Structure How did the text say it? (3rd Read) Integration of Knowledge and Ideas What does the text mean? How does the text connect to other texts? Start with a challenging text Source: Dr. Timothy Shanahan

  31. How do we read closely in K-2? • Model with read-alouds/think-alouds. • Use the standards to develop text-based questions. • Read and Re-read for various purposes. • Connect speaking/listening/writing in tasks.

  32. Text-Based Questions… • …can only be answered correctly by close reading (or close listening) of the text and demand careful attention to the text. • …require an understanding that extends beyond recalling facts. • …often require students to infer. • …do not depend on information from outside sources. • …allow students to gather evidence and build knowledge. • …provide access to increasing levels of complex text. • …call for careful and thoughtful teacher preparation. • …require time for students to process. • …are worth asking.

  33. Questions to Consider Independently answer the following questions and then discuss with a colleague: How will doing Close Reading impact my instruction? What challenges will I face with this shift?

  34. What does text complexity mean?

  35. How is Text Complexity Measured? Quantitative Factors • Lexiles, ATOS, Flesch-Kincaid… • Word frequency • Sentence length • Word choice

  36. Lexile Alignment to CCR

  37. Updated Text Complexity Grade Bands and Associated Ranges from Multiple Measures

  38. How is Text Complexity Measured? Qualitative Factors • Meaning/Purpose • Structure • Language conventionality and clarity • Background knowledge

  39. Features of a Complex Text • Subtle and/or frequent transitions • Multiple and/or subtle themes and purposes • Density of information • Unfamiliar settings, topics or events • Lack of repetition, overlap or similarity in words and sentences • Complex sentences • Uncommon vocabulary • Lack of words, sentences or paragraphs that review or pull things together for the student • Longer paragraphs • Any text structure which is less narrative and/or mixes structures

  40. How is Text Complexity Measured? Reader and Task Considerations • Cognitive capabilities of reader • Reading skills • Motivation of reader • Background knowledge • Content/theme concerns • Task related variables

  41. The Hunger Games – 7+ Quantitative Measures: The ATOS formula (used with the Accelerated Reader program) identifies this title as having a quantitative level of 5.3 . A Lexile measure for this novel is 810L . The DRP analysis resulted in a score of 42. Qualitative Measures: The qualitative measures along with the reader and task measuressupport the novel’s placement in the grades 7 and higher text complexity band. Source: http://dpi.wi.gov/files/cal/pdf/text-complex-games.pdf

  42. Determining Text Complexity Resources Found at aemissouri.weebly.com: • Access to Quantitative Analysis Tools • Text Complexity Analysis Sheet • Text Complexity Grade Band Reference Guide • Missouri Text Complexity: Qualitative Measures Rubric for INFORMATIONAL & LITERARY TEXTS • Text Complexity Reader Consideration • Excerpts from Appendix B, CCSS for ELA

  43. Text Complexity Demands Reading Standards 1 - 10

  44. Final Thoughts • Close Reading is an outcome for all readers. • There is no one right way to have students work with text dependent questions OR Close Reading. • Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text. • The CCSS require ALL students to read and engage with grade-appropriate, complex text regularly. This requires new ways of working in our classrooms.

  45. Final Reflection As a result of this session, my thinking has changed or been validated. • I used to think…. • And now I think…..

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