Leading Common Core English Language Arts Implementation

1. Leading Common Core English Language Arts Implementation Doug Fisher Contact me at www.fisherandfrey.com Videos on our FisherandFrey YouTube Channel

2. 4 Domains • Reading • Writing • Speaking and Listening • Language 32 new standards

3. Where to start . . . . • Reading standard 1 • Reading standard 10 • Writing standard 1 • Speaking and Listening standard 1

4. 10. Read and comprehend complex literary and informational texts independently and proficiently.

5. State standards were forward-mapped Existing State Standards

6. Anchor standards are backward-mapped Backward design of CCSS-ELA standards

8. Assessing Texts • Quantitative measures • Qualitative values • Task and Reader considerations

10. Levels of Meaning and Purpose • Density and complexity • Figurative language • Purpose

11. Levels of Meaning and Purpose Is it about talking animals, or the USSR? Is it entertainment, or political satire? Is it straightforward, or ambiguous? 1370L Grades 11-12

12. Author’s Purpose • Allegory for tolerance • Mirrored events of early Civil Rights movement (1961) “Now, the Star-Belly SneetchesHad bellies with stars.The Plain-Belly SneetchesHad none upon thars. Those stars weren’t so big. They were really so smallYou might think such a thing wouldn’t matter at all..” But, because they had stars, all the Star-Belly SneetchesWould brag, ‘We’re the best kind of Sneetch on the beaches.’With their snoots in the air, they would sniff and they’d snort‘We’ll have nothing to do with the Plain-Belly sort!’And whenever they met some, when they were out walking,They’d hike right on past them without even talking.” 530L Grades 2-3

13. Complex themes • Relationship between love and pain • Masculinity • Loyalty and war 730L Grades 2-3

14. Structure • Genre • Organization • Narration • Text features and graphics

15. Structure Changes in narration, point of view Changes in font signal narration changes Complex themes 560L Grades 2-3

16. Structure • Stream of consciousness narration • Unreliable narrators • Nonlinear structure • Time shifts written in italics 870L (grades 4-5)

17. Language Conventions • Standard English and variations • Register

18. Language Conventions Non-standard English usage “Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.” (Stanley, 1996, p. 2) AD 660L (Adult-directed)

19. British slang circa 1982 “The doorbell went. I put the blind back to how it was, checked I'd left no other traces of my incursion, slipped out, and flew downstairs to see who it was. The last six steps I took in one death-defying bound. Moron, grinny-zitty as ever. His bumfluff's getting thicker, mind. "You'll never guess what!" "What?” "You know the lake in the woods?" "What about it?" "It's only"--Moron checked that we weren't being overheard--"gone and froze solid! Half the kids in the village're there, right now. Ace doss or what?" ATOS 4.4 Grades 2-3 Bumfluff- light facial hair (“peach fuzz”) Ace doss-easy and fun

20. Knowledge Demands • Background knowledge • Prior knowledge • Cultural knowledge • Vocabulary

21. Knowledge Demands Domain-specific vocabulary (radioactive, acidity, procedure, vaccination) Background knowledge (diseases, safety risks, scientific experimentation) 1100L Grades 6-8

22. Cultural Knowledge Demands • Buddhist philosophy • Search for spiritual enlightenment • Eightfold Path to Nirvana 1010L Grades 6-8

23. It’s not enough to have complex text in the room. Students need to read and discuss complex text.

24. Comprehension and Collaboration 1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

25. K-2 Features • Following the rules of discussion • Moving from participation to turn taking • Sustaining discussion through questioning • Adult support

26. 3-5 Features • Preparation for discussion • Yielding and gaining the floor • Posing and responding to questions • From explaining own ideas to explaining the ideas of others

27. 6-8 Features • Using evidence to probe and reflect • Collegial discussions include goals and deadlines • Questions connect ideas from several speakers • Acknowledge new information

28. 9-10 Features • Use prepared research in discussion • Voting, consensus, and decision making • Ensure hearing full range of opinions or options • Summarizeand synthesize points of disagreement

29. 11-12 Features • Civil, democratic discussions • Questions probe reasoning and evidence • Resolving contradictions • Determine what additional info is needed

30. Talk occurs on grade level topics, texts, and issues.

31. 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.

32. Close Analytic Reading

33. Creating a Close Reading

34. Use a short passage Creating a Close Reading

35. Use a short passage Re-reading Creating a Close Reading

36. Use a short passage Re-reading “Read with a pencil” Creating a Close Reading

37. Use a short passage Re-reading “Read with a pencil” Text-dependent questions Creating a Close Reading

38. Use a short passage Re-reading “Read with a pencil” Text-dependent questions Give students the chance to struggle a bit Creating a Close Reading

39. Differences Between K-2 and 3-5?

40. Types of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part

41. General Understandings • Overall view • Sequence of information • Story arc • Main claim and evidence • Gist of passage

42. General Understandings in Kindergarten Retell the story in order using the words beginning, middle, and end.

43. Key Details • Search for nuances in meaning • Determine importance of ideas • Find supporting details that support main ideas • Answers who, what, when, where, why, how much, or how many.

44. Key Details in Kindergarten • How long did it take to go from a hatched egg to a butterfly? • What is one food that gave him a stomachache? What is one food that did not him a stomachache?

45. It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”

46. Foods that did not give him a stomachache Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake watermelon Foods that gave him a stomachache • Apples • Pears • Plums • Strawberries • Oranges • Green leaf

47. Vocabulary and Text Structure • Bridges literal and inferential meanings • Denotation • Connotation • Shades of meaning • Figurative language • How organization contributes to meaning

48. Vocabulary in Kindergarten How does the author help us to understand what cocoon means?

49. There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”

50. Author’s Purpose • Genre: Entertain? Explain? Inform? Persuade? • Point of view: First-person, third-person limited, omniscient, unreliable narrator • Critical Literacy: Whose story is not represented?