Appendix A Jigsaw Activity

1. Appendix A Jigsaw Activity By Illinois State Board of Education English Language Arts Content Area Specialists

2. Purposes/Outcomes • Understand the key implementation ideas behind the Common Core State Standards • Define terms such as text complexity, writing text types, and close reading • Understand the characteristics of a college or career ready student

3. Kathleen McNeary Area IA Erik Iwersen Area I-BB, BC, BD Amy Robinson Area I-C Jill Brown Area II Katy Sykes Area III and IV Kathi Rhodus Area V and VI

4. Appendix A Activity • Consists of: • Key Implementation Factors • Key Design Considerations • Prioritizing Text Complexity • Determining Text Complexity • Implementing Text Complexity • Three Writing Types • Writing: Argument vs. Persuasive • Speaking and Listening • Language • Vocabulary • Characteristics of a College/Career Ready Student

5. Key considerations: Increased emphasis on Informational text

6. Prioritizing text complexity • Too much scaffolding has occurred but it still has it’s place. • Publishers have created texts that offer too much support. FACTS: • Text Complexity has steadily declined since 1963. • Hayes, Wolfer, and Wolf (1996) • Only AP textbooks met newspaper readability levels in 1992. • Hayes and Ward, (1992) • 350 point Lexile gap found between end of high school and beginning of college. • Williamson, (2006).

7. Three Writing Text Types • Argumentative • Demonstrates logically a point of view, position or belief • Informational/Expository • Conveys information accurately • Explanation is for clarification • Narrative • Conveys experience either imaginative or real • Creative Writing beyond Narrative • Poetry • Monologue vs. dialogue • Suspense

9. Persuasive VS. Argument • Persuasive • Appeals to emotions rather than logic. • Argument • Convinces audience based on logic and sound reasoning.

10. Speaking and Listening • Receptive vs. Expressive Language • Oral Language • Purposeful and systematic in even earliest of grades • Foundation for written language skills • Listening comprehension outpaces reading comprehension • Allocate instructional time building listening skills

11. Vocabulary • Tier One Words- Consist of basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc. • Tier Two Words - High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc. • Tier Three Words - Low frequency use and limited to specific knowledge domains: isotope, lathe, peninsula, refinery,etc. Best learned when teaching specific content lessons such as geography, science, etc.Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

12. Characteristics of a college/career ready student • Developsand builds strong content knowledge with increased complexity • Demonstrates independence • Responds to the varying demands of audience, task, purpose and content discipline • Comprehends as well as critiques • Values evidence • Utilizes technology and digital media strategically and capably • Understands other perspectives and cultures. These portraits exemplify students who are college and career ready.

13. Additional Resources Common Core Standards • www.corestandards.org • Literacy in History/Social Studies, Science and Technical Subjects 6-12 • Text Complexity Supplemental Information • Appendix B – Text Exemplars, Sample Performance Tasks, Cross Content Nonfiction and Informational Text • Appendix C – Student Writing Samples • Publisher’s Criteria for K-2 and 3-12

14. Contact Information Katy Sykes ksykes@i-kan.org Jill Brown jbrown@kidsroe.org