ENTRANCE CARD

1. ENTRANCE CARD How well do you know the MACF/CCSS? What questions do you have about the Massachusetts Curriculum Frameworks 2011/Common Core State Standards?

2. GOALS FOR TODAY • Become familiar with the organization and content of the Massachusetts Curriculum Framework for ELA and Literacy • Understand the 3 shifts in literacy • Introduce weekly plan for instruction using the MACF

3. Overview of the 2011 Massachusetts curriculum framework for ELA & Literacy August Institute

4. Teachers Channel Video Introduction-ELA/Literacy Why do we need common standards?

5. Students Who Are College and Career Ready • What does it mean to be college and career ready? • Read the designated section of page 9 • Record 1or 2 golden lines. • Share out at your tables • Share with the whole group

7. Design and Organization K−12 standards Grade-specific end-of-year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards

8. Are the Common Core State Standards and the Massachusetts Curriculum Framework the same? • The Massachusetts Curriculum Framework incorporate all of the CCSS. • Each state was able to add 15% new standards. • Massachusetts added Pre-K concepts and select other standards. • Look for the “MA” beside the standard number

9. Transitioning MCAS to the New PARCC AsssessmentObjective: (1) Fairness (2) Maintain Trendline 2012-2014 Near Full Implementation MCAS Focus on standards common to former and new Frameworks Will also assess selected standards from new Frameworks not included in former Frameworks WIDA 2014 + Full Implementation PARCC Add PARCC website ACCESS WIDA Standards

10. How are the MACF & CCSS Organized?

11. Teachers Channel Video Introduction-ELA/Literacy History of the Common Core Standards

12. Design and Organization Three main sections • PK−5 (cross-disciplinary) • 6−12 English Language Arts • 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

13. Foundational Skills

14. Reading Foundational Skills Four categories (standards 1−4) • Print concepts (K−1) • Phonological awareness (K−1) • Phonics and word recognition (K−5) • Fluency (K−5) • Foundational skills are a starting point and not an end point • Differentiated instruction- meet students individual needs in strengths as well as challenges

15. Reading Comprehension (standards 1−9) • Standards for reading literature and informational texts • Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts • Aligned with NAEP Reading framework Range of reading and level of text complexity(standard 10, Appendices A and B) • “Staircase” of growing text complexity across grades • High-quality literature and informational texts in a range of genres and subgenres

16. Reading Standards Informational Text • Key ideas and details • Craft and structure • Integration of knowledge and ideas • Range of Reading and Level of Text Complexity

17. Teachers Channel Video Introduction-ELA/Literacy Writing What is the percentage of each type of writing completed during the course of the year? What will you change for the 2012-2013 school year? Why?

18. Writing “ To build a foundation for college and career…students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding…and conveying real and imagined experiences and events. …to appreciate that a key purpose of writing is to communicate clearly to an external audience…to adapt form and content…to accomplish a particular task and purpose.”

19. Writing Writing text types and purposes (standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework

20. Writing Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing Research (standards 7−9) Engaging in research and writing about sources Range of writing (standard 10) Writing routinely over various time frames

21. Informational Writing Aligned to Content

22. Teachers Channel Video Introduction-ELA/Literacy Speaking and Listening What do you do now to facilitate discussion? How do you facilitate a text based discussion? What is different? How do we hold students accountable?

23. Speaking and Listening Comprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts, including through the use of technology

24. Anchor Standards for Language Conventions of Standard English (Standards 1-3) • Using standard English in written and spoken form • Command of grammar and usage • Command of capitalization, spelling, punctuation Knowledge of Language • Knowledge of how language functions in various contexts Vocabulary Acquisition and Use (Standards 4-6) • Determining word meaning and nuances • Use of context, word parts and references to clarify meaning of words • Understanding figurative language, word relationships, and nuances of meaning • Acquire academic and domain-specific vocabulary

25. Standard Trace • Jigsaw • Standard 1, Reading Information • Standard 1, Writing • Standard 2, Speaking and Listening • Standard 6, Vocabulary • Trace standard from kindergarten – grade 5 • Each group creates a student learning goal for one grade.

26. key shifts required to make the MACF/CCSS a reality

27. 3 Shifts in ELA/Literacy • Building knowledge through content-rich non-fictionand informational texts • Regular practice with complex text and its academic vocabulary • Reading, writing and speaking grounded in evidence from text

29. Shift 1: Building Knowledge Through Content-Rich Non-fiction and Informational Text • Much of our knowledge base comes from informational text • Makes up vast majority of required reading in college/workplace (80%) • Informational text harder for students to comprehend than narrative text • Yet students are asked to read very little of it in elementary and middle school (7% to 15%) • Standards moves percentages to 50:50 at elementary level and 75:25 at secondary level

30. Shift 2: Regular Practice with Complex Text and Academic Vocabulary • Gap between complexity of college and high school texts is huge • What students can read, in terms of complexity is greatest predictor of success in college (ACT study) • Too many students reading at too low a level (<50% of graduates can read sufficiently complex texts) • Standards include a staircase of increasing text complexity from elementary through high school • Standards also focus on building general academic vocabulary so critical to comprehension

31. Measuring Text Complexity Appendix A in the CCSS identifies the following factors as determining text complexity: • Quantitative measures look at factors impacting “readability” as measured by particular computer program. • Qualitative measures examine levels of meaning, knowledge demands, language features, text structure, and use of graphics as measured by an attentive reader. • Reader and Task considers additional “outside” factors that might impact the difficulty of reading the text. • David Pook

32. Quantitative Measures and the CCSS New Lexiles Ranges from elementary to high school

33. Quantitative Measures and Real Texts Lexile Score: 680 Grade Band Placement: 2-3 (?!!)

34. Qualitative Measures ofText Complexity There are additional qualitative factors to consider when determining the complexity of a text: • Meaning/Purpose • Knowledge Demands • Language Features • Text Structures • Use of Graphics Judgments about these factors add additional information to the process of determining text complexity that Quantitative Measures cannot assess.

35. Reader and Task • The demands of the task can raise the level of complexity.

36. Shift 3: Reading and Writing Grounded in Evidence from Text • Most college and workplace writing is evidence-based and expository in nature (not narrative) • Ability to cite evidence differentiates student performance on the National Assessment • Writing Standards ask students to respond to evidence-based writing prompts (inform/argue) • Speaking and Listening standards require students to prepare for and refer to evidence on ideas under discussion • Reading standards require students to respond to text-dependent questions with evidence-based claims • Text dependent questions force students to draw information from the text, rather than rely on background knowledge

37. Questions and Real Texts What book was Miss Franny reading when the bear came into the library? What did the men say when they were teasing Miss Fanny? Will Opal and Amanda ever be friends? Explain how reading the story made you feel about visiting a library?

38. Reading Series Questions and Real Texts What book was Miss Franny reading when the bear came into the library? How are Opal and Franny alike? Give details to support your answer. What did the men say when they were teasing Miss Fanny? Explain how reading the story made you feel about visiting a library?

39. Reading Based in Evidence What do we learn about Ms. Franny in the first paragraph? Embarrassed means to feel ashamed or uncomfortable. A student might feel embarrassed if he/she fell in the lunch room and everyone laughed at them. Why is Ms. Franny embarrassed? On page. 32, what details about Ms. Franny reveal something that she and Opal have in common? The sequence of questions should not be random but should build toward more coherent understanding… that build gradual understanding of its meaning. Achievethecore.org

40. Writing Based in Evidence Culminating Writing Task: How do Ms. Franny and Opal become friends?

41. What’s Hot and What’s Not? Adapted from Sue Pimental

42. IMPLEMENTING THE MASSACHUSETTS CURRICULUM FRAMEWORKS

43. Afternoon Agenda • Instruction • Close Reading Practice • Building Academic Vocabulary • Deepen your understanding: professional development • Curriculum Resources • Close reading lessons • Daily schedule • Literacy block schedule • Assessment • Assessment Overview for 2012-2013

44. What is Close Reading? • Close Reading: Access to Complex Text • Read Access for All and What is Close Reading? • Turn and talk to a partner about the definition of close reading. • How is this practice different than how we have approached the teaching of reading? • Read Pre-reading, Background Knowledge, Supporting Struggling Readers • How is this approach beneficial to your students?

45. What is close reading? • A shared reading using text dependent questions that guides students to analyze the most complex parts of a text • Close reading is the methodical investigation of a complex text through answering text dependent questions geared to unpack the text’s meaning. Close reading directs students to examine and analyze the text through a series of activities that focus students on the meanings of individual words and sentences as well as the overall development of events and ideas. It calls on students to extract evidence from the text as well as draw non-trivial inferences that logically follow from what they have read. (David Pook)

46. Close Reading

47. Close Reading Exemplars • Read the first portion of Close Reading Exemplars and CCSS • Jigsaw with small groups • Learning Objectives • Design Principles • Close Reading Exemplars and Text Dependent Questions • Each group shares the most salient points

48. Creating Text Dependent Questions

49. Planning & Teaching Close Reading • Provide multiple opportunities for students to interact with the text • Allow students to make sense of text • Do not pre-teach vocabulary • Provide limited background information that is not available from the text but is necessary for comprehension • Choose a sufficiently complex text • Identify vocabulary, syntax, literary elements, sentences, and paragraphs to be addressed • Create a series a of text dependent questions leading to a culminating open ended writing task

50. Play-Doh • Read “Toys!”: Amazing Stories Behind Some Great Inventions Don L. Wulffson • Lexile 920 • Common Core Appendix B • Grade 4-5, Informational Texts