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ELA Shifts 1 and 3

ELA Shifts 1 and 3. “Sometimes I sum up the standards by saying, read like a detective and write like an investigative reporter. More and more I feel like I should say, “ Read like a detective and write like a conscientious investigative reporter .”

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ELA Shifts 1 and 3

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  1. ELA Shifts 1 and 3 “Sometimes I sum up the standards by saying, read like a detective and write like an investigative reporter. More and more I feel like I should say, “Read like a detective and write like a conscientious investigative reporter.” - David Coleman, “Bringing the Common Core to Life”

  2. Agenda: Afternoon Session 12:30-1:00 Welcome/Introduction ELA Common Core Treasure Hunt 1:00-2:00 Session I Group A Group B Shifts: 1 & 3 Shifts: 4, 5, & 6 2:00-2:15 Break 2:15-3:15 Session II Group A Group B Shifts: 4, 5, & 6 Shifts 1 & 3 3:15-3:30 Wrap-Up Curriculum Mapping Input Morning Session 8:30-9:00 Welcome/Introduction ELA Common Core Treasure Hunt 9:00-10:00 Session I Group A Group B Shifts: 1 & 3 Shifts: 4, 5, & 6 10:00-10:15 Break 10:15-11:15 Session II Group A Group B Shifts: 4, 5, & 6 Shifts 1 & 3 11:15-11:30 Wrap-Up Curriculum Mapping Input

  3. Clear Learning Targets • I can balance the amount of literature and informational text in my classroom. (Shift 1) • I can use three measures to analyze text complexity. (Shift 3)

  4. Clear Learning Targets • I can generate questions that require my students to engage deeply with text. (Shift 4) • I can provide my students opportunities for writing to inform or argue using evidences. (Shift 5) • I can identify and plan instruction on Tiers 1, 2, and 3 words. (Shift 6)

  5. Treasure Hunt Knowing where to find information is just as important as knowing the information. A question can be answered effectively when one knows how to use the available tools. Use your treasure map to navigate the ELA Common Core State Standards.

  6. Word Bank:

  7. Answe r Key

  8. Six Shifts in ELA Common Core The new English Language Arts Common Core State Standards contain many changes in learning standards, but they can be grouped into 6 main shifts. The shifts are directly linked to the College and Career Readiness Standards. Shift 1: Balance of literature and information text (K-5) *50% of information text by 4th grade Shift 2: Literacy across all content areas (6-12) Shift 3: Staircase of complexity Shift 4: Question and Answers: text-dependent Shift 5: Writing to inform or argue using evidences Shift 6: Academic Vocabulary

  9. Shift 1: Balance of Literature and Informational Text I can balance the amount of literature and informational text in my classroom.

  10. What is Shift 1?Balance of literature and informational text (K-5) -50% of information text by 4th grade Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational. Anchor Standards R.I 1-10 R.L 1-10

  11. Shift 1: Guiding Questions • What will this mean we have to change about our practice? • What challenges will we face as we make this shift? • What are the implications for my classroom/school as we implement Shift 1?

  12. Why is Shift 1 so important? • “80% of text adults read is informational, 80% of text read in school is literary.” National Geographic School Publishing 2003 • Informational texts have a variety of formats, most of which are different from literary texts. • Reading informational texts requires different reading strategies and apply those strategies differently • Informational Texts and literary text are written and read for different purposes.

  13. Nonfiction Text Structures Description Compare/Contrast Cause and Effect Chronology/Sequence Procedural Persuasive Question/Answer Problem/Solution

  14. Signal Words Point the Way… Text Structure & Signal Words Description/ Hierarchical List Cause & Effect Compare/ Contrast Problem/ Solution Question & Answer Sequence For instance For example Furthermore Such as Also To begin with Most important Also In fact In addition And to illustrate Since Because This led to On account of Due to As a result of For this reason Consequentially Then…so… Therefore thus In like manner Likewise Similar to The difference between As opposed to After all However And yet But Nevertheless On the other hand One reason for the… A solution A problem Where The question is One answer is Recommendations include How When What Next Why Who How many The best estimate It could be that One may conclude Until Before After Finally Lastly First…last… Now…then On (date) At (time) First, second Meanwhile Not long after initially

  15. To become effective readers of informational texts, students need to understand: • the features that identify nonfiction writing; • the selective way nonfiction is read according to the reader’s purpose; • the ways organizational features such as indexes, content pages, glossaries and headings help the reader access the text; • the specialized language and language structures used to convey information; • how visual literacy such as photographs, diagrams, maps and charts combine with written text to convey information; • how information in captions and labels combines with running text to convey information; • strategies for using prior knowledge and experience to engage in inquiry

  16. Shift 1: Fiction and Non-Fiction Use the cards at your table to complete the sort! Literary Informational

  17. Shift 1: Putting it into Practice 1. Use the chart paper at your table to generate a list of informational texts types that you can use in your classroom. 2. Include a short description of how you will use it.

  18. “ If we include more informational text in early schooling, we put children in a better position to handle the reading and writing demands of their later schooling. We would like to see a day when children “read to learn” and “learn to read” from the earliest days of schools and throughout their school careers.” - Nell Duke

  19. Shift 1: Balance of Literature and Informational Text

  20. Shift 3: Staircase of Complexity I can use three measures to analyze text complexity.

  21. What is Shift 3?Staircase of Complexity In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level. Anchor Standard R10. Read and comprehend complex literary and informational texts independently and proficiently.

  22. Shift 3: Guiding Questions • What will this mean we have to change about our practice? • What challenges will we face as we make this shift?

  23. Text Complexity Specifically, within reading standard #10: Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently. Example Grade-level Standard (2nd grade and 4th grade): RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605 25

  24. So… What do the Common Core Standards mean by text complexity? What is a text complexity band? and How do we ensure the texts our students are reading are in the appropriate text complexity band?

  25. Overview of 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. Quantitative Qualitative 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 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605 27

  26. Common Core State 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

  27. Where do we find texts in the appropriate text complexity band? We could…. Use available resources to determine the text complexity of other materials on our own. or… Choose an excerpt of text from Appendix B: 29 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  28. Determining Text Complexity 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. A Four-step Process: 30 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  29. Step 1: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion 31 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  30. Step 1: Quantitative Measures The Quantitative Measures Ranges for Text Complexity: This document outlines the suggested ranges for each of the text complexity bands using: Lexile Text Measures ---or--- ATOS Book Levels (Accelerated Reader) 32 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  31. 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 either the Lexile text measures or the ATOS book level (or both). For illustrative purposes, let’s choose Lois Lowry’s 1989, Number the Stars. 33 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  32. Step 1: Quantitative Measures Finding a Lexile Measure for Text: http://www.lexile.com/findabook/ 34

  33. Step 1: Quantitative Measures Number the Stars by: Lowry, Lois It's 1943 Copenhagen and the Jews of Denmark are being "relocated," so Annemarie Johansen's best friend, ... 670L Number the Stars by: Lowry, Lois It's 1943 Copenhagen and the Jews of Denmark are being "relocated," so Annemarie Johansen's best friend, ... 670L 35

  34. 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) http://www.lexile.com/account/register/ • Allows user to receive an “estimated” Lexile score • Accommodates texts up to 1000 words in length • Texts of any length can be evaluated using the Professional Lexile Analyzer—educators can upgrade to this tool for free by requesting access http://www.lexile.com/account/profile/access/ 36 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  35. Step 1: Quantitative Measures • Additional Resources for Lexile Measures: • Overview video • http://www.lexile.com/about-lexile/lexile-video/ • “What Does the Lexile Measure Mean?” http://lexile.com/m/uploads/downloadablepdfs/WhatDoestheLexileMeasureMean.pdf • “Lexile Measures and the Common Core State Standards” • http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/ 37 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  36. Step 1: Quantitative Measures Finding a ATOS Book Level for Text: http://www.arbookfind.com/ 38

  37. Step 1: Quantitative Measures 39

  38. Step 1: Quantitative Measures For texts not in the AR Bookfinder database, consider using The ATOS Analyzer: http://www.renlearn.com/ar/overview/atos/ • No registration is required (however, you must provide an email address to receive results) • Three methods of analysis are available: ATOS for Books – for submitting complete text of a book ATOS for Books with Estimated Word Count – does not require full text, just three 150-word passages ATOS for Text– works well for short, full-text submissions (short stories, magazine/newspaper articles, etc.) 40 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  39. Step 1: Quantitative Measures • Additional Resources for ATOS Book Level Measures: • Accelerated Reader Website • http://www.renlearn.com/ar/ • “Accelerated Reader and the Common Core State Standards” • http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf 41 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  40. Step 1: Quantitative Measures 670L Lexile Text Measure: 4.5 ATOS Book Level: In which of the text complexity bands would this novel fall? 42 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  41. 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

  42. Step 1: Quantitative Measures Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle. Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations. 44 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  43. Step 2: Qualitative Measures • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands 45 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  44. Step 2: Qualitative Measures The Qualitative Measures Rubrics for Literary and Informational Text: http://www.ksde.org/Default.aspx?tabid=4605 The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors. 46 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  45. Step 2: Qualitative Measures Because the factors for literary texts are different from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same. And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubrics. Instead, four points along each continuum are identified: high, middle high, middle low, and low. 47 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  46. Step 2: Qualitative Measures So… How is the rubric used? And how would Number the Stars fair when analyzed through the lens of the Literary Text Rubric? 48 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

  47. Step 2: Qualitative Measures 49

  48. Step 2: Qualitative Measures From examining the quantitative measures, we knew: 670L Lexile Text Measure: 4.5 ATOS Book Level: But after reflecting upon the qualitative measures, we believed: 50 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

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