English Language Arts Foundational Services

1. Statewide System of SupportFoundational Services Illinois State Board of Education In Collaboration with Regional Offices of Education/Intermediate Service Centers and the Illinois Center for School Improvement

2. English Language ArtsFoundational Services Peoria Regional Office of Education Cindy Dollman Assistant Regional Superintendent

3. Multi-Tiered System of Support (MTSS/RtI)Statewide System of Support • Focus Areas: • Continuous Improvement Process (Rising Star) • Common Core ELA • Common Core Math • Teacher Evaluation • Balanced Assessment

4. The CCSS Shifts Build Toward College and Career Readiness for All Students

5. What Are the Shifts at the Heart of PARCC Design (and the Standards)? • Complexity:Regular practice with complex text and its academic language. Engage with Complex Text

6. What Are the Shifts at the Heart of PARCC Design (and the Standards)? • 2.Evidence: Reading and writing grounded in evidencefrom text, literary and informational. Extract and Employ Evidence

7. What Are the Shifts at the Heart of PARCC Design (and the Standards)? 3.Knowledge:Building knowledge through content rich nonfiction. Build Knowledge

8. Nine Specific Advances in the PARCC ELA/Literacy Assessment Demanded by the Three Core Shifts. . .

9. Shift 1:Regular practice with complex text and its academic language • PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. • PARCC rewards careful, close reading rather than racing through passages. • PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic languagethat pervades complex texts.

10. The Shift Kits

11. Needs Assessments

12. Text Complexity

13. Text Complexity Model • 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

14. Quantitative Measures Resources • Grade Band Ranges Chart • Internet databases for quantitative measures (Lexile and ATOS book level)

15. 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

16. Lexile ranges realigned to Common Core Old Lexile Ranges Realigned Lexile Ranges

17. Quantitative Measures Resources Lexile Analyzer: www.lexile.com/findabook/ AR BookFinder: www.arbookfind.com

18. Qualitative Measures Resources • Rubric for Literary Text • Rubric for Informational Text

19. Qualitative factors of text complexity • Levels of meaning/purpose • Text structure • Language conventionality and clarity • Knowledge Demands: Life Experiences • Knowledge Demands: Cultural/Literary Knowledge • Knowledge Demands: Content/Discipline Knowledge

20. Qualitative Measures Resources The Qualitative Measures Rubrics for Literary and Informational Text: http://www.ksde.org/Default.aspx?tabid=4778#TextRes 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.

21. Qualitative Measures Resources 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.

24. Reader and Task Considerations Resources • Questions for Professional Reflection

25. Reader and Task Considerations Resources Questions for Professional Reflection on Reader and Task Considerations: 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.

26. Reader and Task Considerations Resources 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.

28. Students need to engage with: • Grade-appropriate materials for exposure to structures, content, vocabulary • Instructional-level materials that allow them to progress • Easy materials that allow them to practice. • If familiar/interesting, material can be more challenging. • If unfamiliar/uninteresting, material may need to be less challenging. – More at K-12 Teachers: Building Comprehension in the Common Core

29. Close Reading

30. Process • Students and teachers understand multiple reads will occur • Independently • By proficient readers including teacher • Vocabulary instruction with a focus on Tier 2 words • Questions will follow Common Core Standards structure

31. To Implement Close Reading Use Shorter texts Read multiple times Read slowly and deliberately Annotate the text Identify patterns: repetition, contradictions, similarities. commonalities Identify unfamiliar vocabulary words (Tier II Words) Write about the text using evidence to support student responses

32. Close Reading: Annotate Number the paragraphs Chunk the text Underline and circle Left margin: What is the author saying? Right Margin: Dig Deeper into Text

33. Annotate the Text

35. Sample Process for Informational Text Key Ideas and Details State what the text says explicitly and support it with evidence. Identify the central idea and theme(s). Analyze relationships, concepts, or events. Craft and Structure Interpret words and phrases. Analyze features and structures of text. Discuss purposes and points of view. Integration of Knowledge and Ideas Evaluate the different medias. Integrate information from several sources to address related themes and concepts.

39. Story Map K-5 Graphic Organizer Setting Characters Problem or Goal Sequence of Events Outcome Theme

40. SOAPS Speaker Occasion Audience Purpose Subject

41. Connections Text to Self Text to Itself Text to Text Text to World

42. Identifying Theme Was the outcome of the story good or bad? Explain why. What lesson does the main character learn? What lesson did you learn from the story?

44. Author’s Purpose There is a purpose for each text. Author’s purpose: • Entertain • Explain • Inform • Persuade

45. Author’s Purpose

46. Inferences

47. Concluding Activities for Close Reading Number one sentence Number one word Note to author

48. Academic Vocabulary

49. ELA Common Core Vocabulary Standards Reading Strand Reading Anchor Standard #4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, analyze how specific word choices shape meaning or tone. Language Strand Language Anchor Standard #4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate. Language Anchor Standard #6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

50. Research Behind Vocabulary Instruction • Effective vocabulary instruction has to start early, in preschool, and continue throughout the school years (Nagy, 2005). • Teaching vocabulary helps develop phonological awareness (Nagy, 2005) and reading comprehension (Beck, Perfetti, & McKeown, 1982). • Vocabulary instruction needs to be long-term and comprehensive (Nagy, 2005) for ELs (Carlo, August, & Snow, 2005; Calderón et al., 2005).