ELA Common Core Transition Team “The Cornerstone of Common Core: Complex Text”

1. Welcome. Please sign in. ELA Common Core Transition Team“The Cornerstone of Common Core: Complex Text”

2. Introductions

3. Establish a team of expert practitioners who studies, implements, and shares best practices built upon the principles of the Common Core Standards and PARCC Model Content Frameworks. • Build capacity for each school site and the district to promote rich and meaningful professional development experiences conducted by knowledgeable trainers. • Build capacity through the investment in human resources to create quality language arts, science, and social studies curriculum based on the Common Core Standards. Purpose of the ELA Common Core Transition Team

4. Each meeting will address specific topics built around the Standards, the PARCC Model Content Frameworks, and the instructional shifts. • Some “sit and get” will be necessary to provide vital information, but where possible, the learning will be activity based. • Each time, you will be given opportunities to share, collaborate, plan, and process learning with your colleagues. • Each session will require homework which may include preparation for the next meeting or implementation of best practices in your classroom. • We hope these meetings will allow you the opportunity to be creative and productive, shaping the training and curriculum writing activities of summer 2013. How will our meetings be organized?

5. Attendance. To become an expert in this area, regular participation with the group is essential. Please try to attend all meetings. You will be compensated for the afternoon meetings. • Collaboration. The success of this team hinges upon the work you do in conjunction with your colleagues. Please participate in all group activities. • Classroom Implementation. Homework is a required component of being on the team and will include implementation of activities in your classroom. • Portfolio of Lessons and Student Work. Please keep all of your lesson materials and student work in an organized folder. This could become the basis of training and future curriculum. • A Good Attitude and an Adventurous Spirit! What are the expectations?

6. A chance to become a leader in Common Core implementation in our district • Prospective opportunities to work with others in building curriculum and improving best practices • Being at the forefront of change • Benefits for your students • A chance to work with other quality teachers on a regular basis What are the rewards?

7. Monday, September 24, 2012 8:30-3:30 • Monday, November 5, 2012 8:30-3:30 • Monday, December 10, 2012 afternoon • Friday, January 18, 2013 8:30-3:30 • Monday, February 18, 2013 afternoon • Monday, March 11, 2013 8:30-3:30 • Monday, April 8, 2013 afternoon • Friday, May 3, 2013 8:30-3:30 Meeting Dates

8. Text Complexity Basics

9. Read pages 2-4 silently. • Highlight and text code the document as follows: • Use an “R” to mark any reference to research/findings about text complexity. • Use an “I” to mark any reference to the implications of the research. • Discuss the findings at your table. For each of the four sections, identify the instructional practices the research supports. Appendix A:Research Supporting Key Elements of the Standards

10. Increase the complexity of texts in the classroom. • Require students to read content-related texts outside of class and hold them accountable. • Require more frequent close reading of expository texts in and outside the classroom. • Provide opportunities for reading complex texts that increase skill, concentration, and stamina. • Provide complex texts rich with language, knowledge, and ideas. • Provide exposure to complex texts for ALL students, regardless of ability and background. The Instructional Implications of the Research on Text Complexity

11. Three-part Model for Measuring Text Complexity This model should be used together with grade-specific standards that require increasing sophistication in students’ reading comprehension ability.

12. The quantitative dimension of text complexity refers to those aspects—such as word frequency, sentence length, and text cohesion—that are difficult for a human reader to evaluate when examining a text. These factors are more efficiently measured by computer programs. • Refer to the “Supplemental Information for Appendix A: New Research on Text Complexity.” Quantitative Dimensions of Text Complexity

13. Qualitative dimensions of text complexity refer to those aspects of text complexity best measured by an attentive human reader, such as levels of meaning, structure, language, and knowledge demands. • Refer to pages 5-6 in Appendix A. Qualitative Dimensions of Text Complexity

14. Levels of Meaning (literary texts) or Purpose (informational text) • Structure • Language Conventionality and Clarity • Knowledge Demands Qualitative Dimensions of Text Complexity

15. In your group, read out loud the descriptions of the four elements of qualitative features of text. • Highlight key descriptors and in the margin list titles of books, plays, and/or articles that serve as examples. • Discuss your examples with the group. If you don’t have any examples, write down the examples of your group members for future reference. • These examples provide with you anchors to help you in the future. • Share with the whole group. Qualitative Dimensions of Text ComplexityPages 5-6 Appendix A

16. Qualitative Rubric

17. Locate the excerpt from The Longitude Prize and the blank copy of the qualitative rubric. • On the qualitative rubric, write the following readability information: Lexile – 1300L and SourceRater 10.7. • Read the article silently. As you are reading, highlight and make notes about the text structure, language/conventions, levels of meaning/purpose, and knowledge demands directly on the document. • Discuss your findings and complete the text complexity rubric as a group. Practice with Complexity

18. Levels of Meaning (literary texts) or Purpose (informational text) • Structure • Language Conventionality and Clarity • Knowledge Demands Whole-Group SharingRate each of these areas as low, moderate, or high complexity.

19. In addition to quantitative and qualitative features, “variables specific to readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered in determining whether a text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge.” Reader and Task Considerationspage 4 – Appendix A

20. Decision Time!In what grade would you teach this excerpt from The Longitude Prize?

21. 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. Recap: Determining Text Complexity A Four-step Process:

22. Beyond Quantitative & Qualitative Complexity

23. Introduction (pg. 1) “The criteria make plain that developing students’ prowess at drawing knowledge from the text itself is the point of reading; reading well means gaining the maximum insight or knowledge possible from each source.” (bottom paragraph) Revised Publishers’ Criteria for the Common Core State Standards in ELA & Literacy

24. Key Criteria for Text Selection • Text Complexity • Range & Quality of Texts • In grades 3-5, literacy programs shift the balance of texts and instructional time to include equal measures of literary and informational texts. • In grades 6-12, ELA programs shift the balance of texts and instructional time towards reading substantially more literary nonfiction. literacy informational ELA literary nonfiction Publishers’ Criteria – ELAPlease turn to pg. 5.

25. Standards require aligned ELA curriculum materials in grades 6–12 to include a blend of literature (fiction, poetry, and drama) and a substantial sampling of literary nonfiction, including essays, speeches, opinion pieces, biographies, journalism, and historical, scientific, or other documents written for a broad audience. (See p. 57 of the standards for more details.) Most ELA programs and materials designed for them will need to increase substantially the amount of literary nonfiction they include. The standards emphasize arguments (such as those in the U.S. foundational documents) and other literary nonfiction that is built on informational text structures rather than literary nonfiction that is structured as stories (such as memoirs or biographies). Of course, literary nonfiction extends well beyond historical documents to include the best of nonfiction written for a broad audience on a wide variety of topics, such as science, contemporary events and ideas, nature, and the arts. (Appendix B of the Common Core State Standards provides several examples of high-quality literary nonfiction.) B. In grades 6-12, ELA shifts toward more literary nonfiction.

26. Given the emphasis of the Common Core State Standards on close reading, many of the texts selected should be worthy of close attention and careful re-reading for understanding. To become career and college ready, students must grapple with a range of works that span many genres, cultures, and eras and model the kinds of thinking and writing students should aspire to in their own work. Also, there should be selections of sources that require students to read and integrate a larger volume of material for research purposes. (See Appendix B of the standards for grade-specific examples of texts.) C. The quality of suggested texts is high – they are worth reading closely and exhibit exceptional craft and thought or provide useful information.

27. At specific points, the Common Core State Standards require certain texts or types of texts. In grades 9–12, foundational documents from American history, selections from American literature and world literature, a play by Shakespeare, and an American drama are all required. In early grades, students are required to study classic myths and stories, including works representing diverse cultures. Aligned materials for grades 3–12 should set out a coherent selection and sequence of texts (of sufficient complexity and quality) to give students a well-developed sense of bodies of literature (like American literature or classic myths and stories) as part of becoming college and career ready. Please turn to pg. 6.D. Specific texts or text types named in the standards are included.

28. Often in research and other contexts, several texts will be read to explore a topic. It is essential that such materials include a selected text or set of texts that can act as cornerstone or anchor text(s) that make careful study worthwhile. The anchor text(s) provide essential opportunities for students to spend the time and care required for close reading and to demonstrate in-depth comprehension of a specific source or sources. The additional research sources beyond the anchor texts then enable students to demonstrate they can read widely as well as read a specific source in depth. E. Within a sequence or collection of texts, specific anchor texts are selected for especially careful reading.

29. Key Criteria for Text Selection • Text Complexity • Range & Quality of Texts • Curricula provide texts that are valuable sources of information. Informational texts in science, history, and technical subjects may or may not exhibit literary craft, but they should be worth reading as valuable sources of information to gain important knowledge. It is essential that the scientific and historical texts chosen for careful study be focused on such significant topics that they are worth the instructional time for students to examine them deliberately to develop a full understanding. exhibit literary craft Publishers’ Criteria – Social Studies, Science, & Technical SubjectsPlease turn to pg. 15.

30. Curricula include opportunities to combine quantitative information derived from charts and other visual formats and media with information derived from text. Publishers’ Criteria – Social Studies, Science, & Technical Subjects

31. Recap: Text Selection Beyond the 2 Q’s • ELA must strive towards reading substantially more literary nonfiction. • Quality of writing should make text worthy of close attention. • Standards should drive the types of text selections. • Wide reading is necessary but should be anchored by a text or text set. • Content area classes need texts worth reading to teach their significant topics. • Content area classes must use texts, visual formats, and media to teach valuable knowledge.

32. Considering the reader… • does not trump qualitative and quantitative text complexity. • should influence choices amongst complex texts. • determines the support provided within the instruction. The Reader & the Task Considerations

33. Considering the reader… The Reader & the Task Considerations

34. Considering the task… • moves us away from 1 standard at-a-time teaching. • means asking what standards beg to be addressed with the text. • possibly means saying “goodbye” to some of our favorites. The Reader & the Task Considerations

35. Considering the task… The Reader & the Task Considerations

36. Adam Posed by Anne Finch (1709) Could our first father, at his toilsome plow, Thorns in his path, and labor on his brow, Clothed only in a rude, unpolished skin, Could he a vain fantastic nymph have seen, In all her airs, in all her antic graces, Her various fashions, and more various faces; How had it posed that skill, which late assigned Just appellations to each several kind! A right idea of the sight to frame; T’have guessed from what new element she came; T’have hit the wav’ring form, or giv’n this thing a name. The Reader & The Task ConsiderationsLet’s Try It Out

37. The Reader & Task Rubric “Adam Posed” • Considering how you might use this poem and the context in which it might be taught, complete the reader and the task rubric for “Adam Posed.” • What elements of this poem would require the most support? • What lesson or unit elements would possibly increase student motivation? • For which purposes is the text appropriate? • What features of this text beg to be discussed?

38. Now turn the poem over to the standards. • Suppose “Adam Posed” was determined to be in the text complexity range of late 8th grade – early 9th grade. • Look over the 8th & 9th grade standards to see if any particular standards beg to be addressed with this text. • Give everyone enough time to read and make an individual determination before discussing.

39. Let’s Discuss • Which grade seemed the best, most natural fit for “Adam Posed”? • What standards seemed to beg to be addressed? • In 8th grade, what subtle clues were there that emphasized a focus on a specific genre during that grade level? • How might focusing on only 1 standard be detrimental to teaching this poem? • Are there any texts you/your department might need to move to another grade or stop teaching after doing a similar process?

41. Please move your materials and sit with your grade level. • If you teach multiple grades, choose one to focus on today. • If you teach seniors, join the 11th grade team.

42. PARCC – Partnership for Assessment of Readiness for College and Careers • ELC – Educator Leader Cadres • 20-24 educators from each PARCC state • 3-year commitment to deep analysis of CCSS & PARCC documents & peer-to-peer professional development • How PARCC differs from other assessment designs: PARCC’s first concern is what is good instruction; creation of the assessment comes afterward and is modeled on the instruction. PARCC Updates

43. PARCC Model Content Frameworks (updated August 2012) – a curriculum planning tool to assist in choosing texts, designing lessons, and understanding the standards progression • PARCC Evidence Statements (coming soon!) – designed to show the various ways students can show evidence of mastery for each “claim” (Claims are similar to FCAT reporting categories but less isolated) • PARCC Item and Task Prototypes (released August 2012) – useful for building assessment and to show educators how major shifts in the standards will be reflected in the assessment PARCC Documents

44. CCSS Shifts Supported by PARCC Item & Task Prototypes Reading standard #1 (citing evidence) and #10 (text complexity) are the bookend standards; they are assessed in every item. • Citing Evidence • Some items require multiple pieces of evidence. • Vocabulary questions will require identification of context clues. • Some items will require the sorting or organizing of textual evidence. • Prose-based responses will always require incorporation of textual evidence.

45. CCSS Shifts Supported by PARCC Item & Task Prototypes Reading standard #1 (citing evidence) and #10 (text complexity) are the bookend standards; they are assessed in every item. • Text Complexity • All PARCC texts will go through 3 readability measures, the qualitative rubric, and then will be assessed based on whether the standards beg to be addressed. • PARCC texts will be quality literature - worthy of in-depth discussion. • PARCC texts and text groupings will reflect a vast range of text types/genres.

46. Each grade level includes • Narrative Summary of ELA/Literacy Standards – detailed overview of what each student should be able to do • Content Framework Chart – shows how one might organize the standards into 4 quarters within a school year • Key Terms and Concepts – more details for what should be included in that grade’s curriculum • Writing/Speaking & Listening Progression – shows what new skills are added or increased in complexity Organization of thePARCC Model Content Frameworks

47. Turn to your grade level: 6th – pg. 40 9th – pg. 67 7th – pg. 49 10th – pg. 77 8th – pg. 58 11th – pg. 87 • Highlight or mark with a star • The Narrative Summary • The 2 sections under the Key Terms regarding short texts and extended text PARCC Model Content Frameworks

48. Read the sections you highlighted or starred and discuss with your team what specifically students should be able to read and do in your grade level. • Write a bulleted list of what students should be able to do under the appropriate heading on the orange chart. • Pay special attention to wording since the charts should show a progression within a particular skill. PARCC Model Content Frameworks

49. Write the skills specific to the citing evidence here. Put all speaking & listening tasks, except vocabulary and using evidence, here. Write all other writing tasks here. Put reading tasks that are informational OR could be both here. Also add any specific types of texts (found in the key terms section).

50. Discuss with your group – • Are there any texts you currently use that may be appropriately complex and sing to any of the tasks? • What tasks additionally lend themselves to a science or social studies class? • What paired or grouped texts do you see needing to be added? • Using tape, arrange your charts on the walls organized by grade level. • Please visit grade levels above and below to see the progression. When you are finished,