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English Language Arts Common Core Laura Hooven, NCDPI Robin Ventura, NCDPI

WELCOME!!. English Language Arts Common Core Laura Hooven, NCDPI Robin Ventura, NCDPI. Session Goals. Today you will: Learn about the NC Instructional Shifts within the ELA Common Core Analyze Texts for Quantitative, Qualitative, and Reader & Task Elements

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English Language Arts Common Core Laura Hooven, NCDPI Robin Ventura, NCDPI

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  1. WELCOME!! English Language Arts Common CoreLaura Hooven, NCDPIRobin Ventura, NCDPI

  2. Session Goals Today you will: • Learn about the NC Instructional Shifts within the ELA Common Core • Analyze Texts for Quantitative, Qualitative, and Reader & Task Elements • Create a “Placemat” for Analysis of Instructional Texts You Will Use Next Year • Analyze Lessons for Scaffolding Opportunities and Alignment with Instructional Shifts

  3. Agenda

  4. Logistics • Parking Lot • Restrooms • Breaks/Lunch

  5. Essential Question • How can I ensure my choice of reading selections across grade levels is appropriate? How can these choices challenge my students to increase critical thinking skills and global connections while helping them gain a greater intrinsic value of reading?

  6. Three Instructional Shifts

  7. Building Knowledge through Content-Rich Nonfiction and Informational Text • Students read a balance of informational and literary texts. • Students access the world through texts. • Teachers embed literacy experiences in content area instruction.

  8. Reading and Writing Grounded in Evidence from Texts • Students have rigorous conversations that are dependent on a common text. • Classroom experiences stay deeply connected to the text. • Students use evidence to support arguments during discussion. • Writing emphasizes use of evidence to inform or make an argument.

  9. Regular Practice with Complex Texts and Its Academic Vocabulary • To be college and career ready, each year students make a “step” of growth on the “staircase” of complexity. • Students read grade appropriate texts around which instruction is centered. • Teachers create more time and space for close and careful reading (depth vs. breadth). • Teachers constantly build students’ vocabulary (Tier II) so that they are able to access grade level complex texts.

  10. Answering Hard Questions What are hard questions? Why do we need to practice answering them?

  11. Answering Hard Questions I just participated in training on the six shifts. Now I hear there are only three. What do I do now?

  12. Myth Busters!

  13. Myth or Fact? The Common Core State Standards represent a modest change from current practice.

  14. Myth or Fact? The Common Core State Standards will transform schools.

  15. Myth or Fact? The Common Core State Standards say that English teachers can only teach fiction/literature 30% of the time.

  16. Myth or Fact? The Common Core State Standards say that High School English teachers have to teach a whole Shakespearean play every year.

  17. Myth or Fact? In Appendix B, the text exemplars provide the official reading list for English Language Arts.

  18. Myth or Fact? Text complexity is just like AR – you can label the books in your library.

  19. Myth or Fact? Because of the Common Core State Standards, you can no longer teach cursive writing.

  20. Text Complexity

  21. Analyzing a Text for Complexity • Identify a quantitative measure • Determine qualitative measure • Consider your readers and the task you expect them to complete • Make a recommended placement

  22. Identify the quantitative measure. Use lexile.com (or your district’s measure). http://www.lexile.com/

  23. Determine the qualitative measure Choose a portion of text, preferably in the middle. (In some cases use two passages.) Annotate the portion of text you have selected. Look for : • Levels of meaning/purpose • Structure • Language • Knowledge demands

  24. The Book Thief Annotations Students are likely to find the following characteristics challenging: • the historical setting; • much of the text is figurative with extensive use of metaphor, including personification of death itself; • the innovative stylistic techniques used - the most obvious is the narrator Death’s use of boldface text to relay certain information; • the intertwining, multiple themes.

  25. To complete the qualitative measure... Match your annotations to the Text Complexity Qualitative Rubric.

  26. Book Thief Marcus Zusak

  27. Matching our annotations to the rubric

  28. Reader and Task Reader variables (such as motivation, knowledge and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed).

  29. Consider Reader and Task What aspects of the text will likely pose the most challenge for my students? • Content or theme concerns or challenges? • Text structure challenges? • Language feature challenges? • Knowledge and experience demands? • Motivation for and interest in the text?

  30. What Common Core State Standards should I focus on when teaching this text? (refer to the shorthand document) • What are natural areas of focus for this text? • With what standards do my students need the most practice? Will the complexity of any before, during and after reading tasks or the complexity of any questions asked about the text interfere with the reading experience? What supports do I need to provide so that all of my students (even those who are struggling readers) can access the text?

  31. Pulling it all together… It is important to consider all sides of the triangle equally to determine placement. Lexile measurement Annotations & rubric Your class & your assigned task

  32. What do we do with all of this information?

  33. Text complexity bands for placement of text: • K-1 • 2-3 • 4-5 • 6-8 • 9-10 • 11-CCR

  34. Why is this process important?

  35. How would teachers use the placemats? • Discuss at tables • Share ideas

  36. “Realizing that some of the books on the Lexile scale were not what I expected, but diving into the form to complete text complexity helped rationalize how to really score the book’s difficulty.” -quote from a teacher

  37. Time-out!

  38. Answering Hard Questions How do I know if a text is “complex” enough to meet the standards? How do I teach my students to read difficult materials when we don’t have time to read even simple texts in class?

  39. A Guide for Text Complexity Analysis • Tool for leading you through the text complexity process • Step by step protocol for analyzing a text and completing a placemat

  40. Group Practice Using A Guide for Text Complexity Analysis, complete a placemat in your grade band group.

  41. Your turn!!Create a Placemat Pick one of the texts that you brought with you today to complete a placemat. You will need: • A Guide for Text Complexity Analysis (on your CD) • sticky notes for annotations • the rubric (informational or literary to match your text) • the shorthand document • the placemat

  42. Group Poster • Share placemats with your grade band table group. • Select one placemat from your table to showcase. • Create a poster to display.

  43. Lunch!

  44. Answering Hard Questions Our students cannot read the materials we put in front of them now. How will they be able to handle more complex text?

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