Common Core State Standards

Common Core State Standards English Language Arts/Literacy Six Instructional Shifts

Learning Target for Today’s Staff Meeting: • I can balance the amount of literature and informational text in my classroom. (Shift 1)

Six InstructionalShifts in ELA/Literacy Common Core Six Instructional Shifts: English Language Arts/Literacy Shift 1: Balance of literature and informational text 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

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

Shift 1 dEfined 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

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

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 2013 • 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.

Shift 1: Let’s Sort it all out… Use the cards at your table to complete the sort! Literary Informational

“ 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

Shift 1: Balance of Literature and Informational Text

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

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.

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?

Text Complexity 15 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

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?

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 17

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

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… 19 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605 Choose an excerpt of text from Appendix B:

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

Step 1: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion 21 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

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) 22 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

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. 23 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 1: Quantitative Measures 24 Finding a Lexile Measure for Text: http://www.lexile.com/findabook/

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 25

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/ 26 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

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

Step 1: Quantitative Measures Finding a ATOS Book Level for Text: http://www.arbookfind.com/ 28

Step 1: Quantitative Measures 29

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.) 30 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

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 31 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 1: Quantitative Measures 670L Lexile Text Measure: 4.5 ATOS Book Level: In which of the text complexity bands would this novel fall? 32 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

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

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. 34 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 2: Qualitative Measures • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands 35 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

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. 36 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

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. 37 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

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? 38 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 2: Qualitative Measures 39

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: 40 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 2: Qualitative Measures Our initial placement of Number the Stars into a text complexity band changed when we examined the qualitative measures. Quantitative Remember, however, that we have completed only the first two legs of the text complexity triangle. Qualitative Reader and Task The reader and task considerations still remain. 41 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 3: Reader and Task • Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text 42 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 3:Reader and Task Considerations Questions for Professional Reflection on Reader and Task Considerations: http://www.ksde.org/Default.aspx?tabid=4605 The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text. 43 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

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. 44 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 4: Recommended Placement Recommended Placement After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference. 45 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 4: Recommended Placement 670L Lexile Text Measure: 4.5 ATOS Book Level: 46 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 4: Recommended Placement Based upon all the information—all three legs of the model—the final recommendation for Number the Stars is…. 47 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 4: Recommended Placement COMMON CORE STATE STANDARDS English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix B: Text Exemplars and Sample Performance Tasks Grades 2–3 Text Exemplars.............................................................................................. 37 Stories........................................................................................................ 37 Gannett, Ruth Stiles. My Father’s Dragon................................................. .37 Averill, Esther. The Fire Cat....................................................................... .37 Steig, William. Amos & Boris....................................................................... 38 Shulevitz, Uri. The Treasure........................................................................ 38 Cameron, Ann. The Stories Julian Tells....................................................... 38 MacLachlan, Patricia. Sarah, Plain and Tall................................................ .38 Rylant, Cynthia. Henry and Mudge: The First Book of Their Adventures......39 Stevens, Janet. Tops and Bottoms................................................................40 LaMarche, Jim. The Raft...............................................................................40 Rylant, Cynthia. Poppleton in Winter.............................................................40 Rylant, Cynthia. The Lighthouse Family: The Storm......................................41 Osborne, Mary Pope. The One-Eyed Giant (Book One of Tales from the Odyssey)...........................................................41 Silverman, Erica. Cowgirl Kate and Cocoa......................................................42 48 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 4: Recommended Placement Template for Text Complexity Analysis and Recommended Placement Form The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band. Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future. 49 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Step 4: Recommended Placement 50 Source: Kansas State Department of Education http://www.ksde.org/Default.aspx?tabid=4605

Common Core State Standards