Wiki

1. Wiki http://pugetsoundesdccss-ela.wikispaces.com Wireless: Network: asd-adm-1 Password: spring12

2. Common Core State Standards • Define the knowledge and skills students need for college and career • Developed voluntarily and cooperatively by states; more than 40 states have adopted • Provide clear, consistent standards in English language arts/Literacy and mathematics Source: www.corestandards.org

3. Washington’s Common Core Implementation Timeline

4. Statewide Transition and Implementation Supports • National Resources– ongoing • Content-specific implementation support plans and resources: underway to help guide districts' smooth transition to CCSS. Statewide professional development at each grade level will be coordinated by partners across the state. • CCSS “Toolkit” for Implementation Support • Samples of meeting/presentation protocols that can be used with different groups and audiences

5. A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

6. Smarter Balanced Assessment Consortium (SBAC) Timeline

7. Important Websites CCSS: http://www.corestandards.org/ Smarter Balanced Assessment Consortium: http://www.SmarterBalanced.org/ OSPI: http://www.k12.wa.us/CoreStandards/Transition.aspx

8. Text Complexity http://pugetsoundesdccss-ela.wikispaces.com Defining Rigor through Research and the Common Core Standards

9. Outcomes for today • Define text complexity and describe why it matters • Practice reading complex text and using text-based evidence in discussion • Evaluate text complexity of a non-fiction passage • Identify implications for our work as school and district leaders

10. ELA / Literacy: The 6 Major Shifts • Balance of Literary and Informational Texts • Literacy in the Content Areas • Increased Complexity of Text • Text-based Questions and Answers • Writing Using Evidence • Academic Vocabulary October 2011

11. The ELA Document Structure Introduction • K-5 • Reading • Foundational Skills • Writing • Speaking and Listening • Language • 6-12 • Reading • Writing • Speaking and Listening • Language • Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C

12. Text Complexity Specifically, within reading standard #10: Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently. Progression of Reading Standard 10: Appendix A, page 10

13. Why does text complexity matter? • Read Appendix A, pages 2, 3 and top half of 4 • Identify a passage that you feel has implications for your work • Identify a back up passage

14. Three Levels of Text Protocol • Form a group of three people • Identify a time keeper and a facilitator • One person has up to three minutes to: • read the passage • tell about what he/she thinks about the passage • tell about what implications for his/her work • The group responds for up to two minutes

15. Reflect the process Refer to the anchor standards, what were the Reading and Speaking/Listening standards that were addressed during this activity?

16. Break

17. Overviewof Text Complexity • Text complexity is defined by: Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Qualitative Quantitative Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Reader and Task

18. Where do we find texts in the appropriate text complexity band? We could... Choose an excerpt of text from Appendix B: Use available resources to determine the text complexity of other materials on our own. or…

19. Determining Text Complexity • A Four-step Process: Determine the quantitative measures of the text. Quantitative Qualitative Analyze the qualitative measures of the text. Reader and Task Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band.

20. Step 1: Quantitative Measures Step 1: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion

21. Lexiles The Quantitative Measures Ranges for Text Complexity

22. Step 1: Quantitative Measures Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using the Lexile text measures. For illustrative purposes, let’s choose Harper Lee’s 1960 novel To Kill a Mockingbird.

23. Step 1: Quantitative Measures • Finding a Lexile Measure for Text: http://www.lexile.com/findabook/

24. Step 1: Quantitative Measures

25. Kansas Common Core Standards Quantitative Measures Ranges for Text Complexity Grade Bands * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

26. Step 1: Quantitative Measures 870L Lexile Text Measure: ATOS Book Level 5.6

27. Step 1: Quantitative Measures For texts not in the Lexile database, consider using the Lexile Analyzer: http://www.lexile.com/analyzer/ • Registration is required (free) • Allows user to receive an “estimated” Lexilescore • Accommodates texts up to 1000 words in length • Texts of any length can be evaluated using the Professional LexileAnalyzer

28. Step 2: Qualitative Measures Step 2: Qualitative Measures • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands

29. Step 2: Qualitative Measures The Qualitative Measures Rubrics for Literary and Informational Text:

30. Partner Share • How do the demands for text complexity increase from low to high?

31. Step 2: Qualitative Measures

32. Step 2: Qualitative Measures From examining the quantitative measures, we knew: 870L Lexile Text Measure: 5.6 ATOS Book Level: But after reflecting upon the qualitative measures, we believed:

33. Step 3:Reader and Task Considerations • Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text

34. Step 3:Reader and Task Considerations The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom.

36. Step 4: Recommended Placement Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is….

37. Step 4: Recommended Placement In this instance, Appendix B confirms our evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band.

38. Step 4: Recommended Placement Template for Text Complexity Analysis and Recommended Placement Form:

39. Evaluate a text • Using the Surface Tension selection from the Foss Water Unit, evaluate the text complexity. • Use the four-step process to make a placement recommendation • What level is this text?

40. Lexile http://www.lexile.com/analyzer/

41. A Letter From Birmingham As you watch the video, write down quotes from David Coleman that support the claim that the CCSS call for a different approach to instruction. http://usny.nysed.gov/videos/engageny/closereading-letterfrombirminghamjail.mp4 l

42. Table Talk • Share the quotes from David Coleman that support the claim that the CCSS call for a different approach to instruction. • What questions did this video generate for you? • What do you agree with? What do you disagree with?

43. Implications What are some implications for your school or district as you consider the levels of text complexity called for in the Common Core Standards? How will you share the your new learnings about Common Core back to your building or district?

44. Research Base • ACT, INC. Report (2006) • Common Core State Standards (2010) • National Reading Panel Report (2000) • Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy Grades K-2 and Grades 3-12 (2011) • RAND Report: Reading for Understanding: Toward an R&D Program in Reading Comprehension (Snow, 2002) • Reading in the Disciplines: The Challenge of Adolescent Literacy (Lee & Spratley, 2010)

45. One Word • As you think about the ELA Common Core Standards, what is the first word that comes to mind?

46. Wrap Up • Exit Ticket • Feedback Form • Clock Hours

47. Balance of Literary and Informational Texts Literature includes • Stories • Drama • Poetry Informational Text includes • Literary Nonfiction • Personal essays • Speeches • Opinion pieces • Biographies • Memoirs

48. Literacy in the Content Areas • At K-5 • Emphasis on literary experiences in content specific domains • Instruction in science and history/social studies • Grades 6-12 • Teaching content specific literacy • Reading is critical in building knowledge in content areas

49. Text-based Questions and Answers • Rich discussions dependent on common text • Focus on connection to text • Develop habits for making evidence based arguments in discussion and writing October 2011

50. Writing Using Evidence • Students compose arguments and opinions, informative/explanatory pieces, and narrative texts • Focus on the use of reason and evidence to substantiate an argument or claim • Emphasize ability to conduct research – short projects and sustained inquiry • Students incorporate technology as they create, refine, and collaborate on writing October 2011