Cathy Shide Cathytegrated@bluetie

1. Common Core State Standards for English Language Arts and Content Literacy: The Key Shifts and Classroom Instruction Cathy Shide Cathy.integrated@bluetie.com

2. Goals • Review of Standards and Organization • Key Shifts • Close Reading and Text Dependent Questions • Text Complexity – How to choose books? • Throughout the day we will be • Exploring implementation ideas and making plans • Resources – Close reading lessons; Reading Streets Text Dependent Questions Grades 3-5; Anthology Unit Text Dependent Guides 6-8; Informational Text Strategies and Formative Assessment Suggestions Developed by Cathy (Carter) Shide, cathy.integrated@bluetie.com

3. Something to think about! http://www.youtube.com/watch_popup?v=6Cf7IL_eZ38&vq=medium A Day Made of Glass Did You Know? What will students need to be successful?

4. What do you know about Common Core ELA?What have you done? • Do more thinking • Defend their answers all subject • Not teaching the same objectives • Worded differently • Reading and writing standards • Not much • Research and evidence!!

5. Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

6. Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

8. Appendix A • Reading • Why Text Complexity Matters • The Standards Approach to Text Complexity • Key Considerations in Implementing Text Complexity • Standards’ Grade Specific Text Complexity Demands • Sample Annotated Reading Texts • Reading Foundational Skills • Phoneme-Grapheme Correspondences • Phonological Awareness • Orthography • Writing • Definitions of Three Text Types • The Special Place of Argument • Speaking & Listening • Special Role in Literacy • Read Alouds and Reading-Speaking-Listening Link • Language • Overview • Conventions and Knowledge of Language • Vocabulary Developed by Cathy (Carter) Shide, cathy.integrated@bluetie.com

9. Karen Wixson, PhD, University of Michigan

11. The Background of the Common Core Initiated by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) with the following design principles: • Result in College and Career Readiness • Based on solid research and practice evidence • Fewer, higher and clearer

12. Create a graphic organizer Turn your paper horizontally (landscape) .Fold your paper into fourths.

13. The CCSS Requires Three Shifts in ELA/Literacy Building knowledge through content-richnonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

14. Shift #1: Building Knowledge Through Content-Rich Nonfiction88Frizzbee3519 14

15. Content Shift #1 Content-Rich Nonfiction • 50/50 balance K-5 • 70/30 in grades 9-12 • Studentslearning to read should exercise their ability to comprehend complex text through read-aloud texts. • In grades 2+, students begin reading more complex texts, consolidating the foundational skills with reading comprehension. • Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

16. Building Knowledge Through Content-Rich Nonfiction: Why? • Students are required to read very little informational text in elementary and middle school. • Non-fiction makes up the vast majority of required reading in college/workplace. • Informational text is harder for students to comprehend than narrative text. • Supports students learning how to read different types of informational text.

17. Content Shift #1 Sequencing Texts to Build Knowledge • Not random reading • Literacy in social studies/history, science, technical subjects, and the arts is embedded • Resources Page 33 in the CCSS for ELA/Literacy – The Human Body

18. Shift #2:Reading, Writing and Speaking Grounded in Evidence From Text, Both Literary and Informational 18

19. Reading, Writing and Speaking Grounded in Evidence from Text: Why? • Most college and workplace writing requires evidence. • Ability to cite evidence differentiates strong from weak student performance on NAEP • Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text. • Being able to locate and deploy evidence are hallmarks of strong readers and writers

20. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Content Shift #2 Text-Dependent Questions Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

21. Sample Informational Text Assessment Question: Pre-Common Core Standards High school students read an excerpt of James D. Watson’s The Double Helix and respond to the following: James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.

22. Sample Literary Question: Pre-Common Core Standards From The Adventures of Tom Sawyer Have the students identify the different methods of removing warts that Tom and Huckleberry talk about. Discuss the charms that they say and the items (i.e. dead cats) they use. Ask students to devise their own charm to remove warts. Students could develop a method that would fit in the time of Tom Sawyer and a method that would incorporate items and words from current time. Boys played with dead cats and frogs, during Tom’s time. Are there cultural ideas or artifacts from the current time that could be used in the charm?

23. Sample Text Dependent Question: Common Core Standards From The Adventures of Tom SawyerWhy does Tom hesitate to allow Ben to paint the fence? How does Twain construct his sentences to reflect that hesitation? What effect do Tom’s hesitations have on Ben?

24. Shift #3:Regular Practice with Complex Text and Its Academic Language

25. Regular Practice With Complex text and Its Academic Language: Why? • Gap between complexity of college and high school texts is huge. • What students can read, in terms of complexity is greatest predictor of success in college (ACT study). • Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts). • Standards include a staircase of increasing text complexity from elementary through high school. • Standards also focus on building general academic vocabulary so critical to comprehension.

26. What are the Features of Complex Text? • Subtle and/or frequent transitions • Multiple and/or subtle themes and purposes • Density of information • Unfamiliar settings, topics or events • Lack of repetition, overlap or similarity in words and sentences • Complex sentences • Uncommon vocabulary • Lack of words, sentences or paragraphs that review or pull things together for the student • Longer paragraphs • Any text structure which is less narrative and/or mixes structures

27. Scaffolding Complex Text The standards require that students read appropriately complex text at each grade level – independently (Standard 10). However there are many ways to scaffold student learning as they meet the standard: • Multiple readings • Read Aloud • Chunking text (a little at a time) Provide support while reading, rather than before.

28. Close Analytic Reading • Requires prompting students with questions to unpack unique complexity of any text so students learn to read complex text independently and proficiently. • Not teacher "think aloud“. • Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions. • Text dependent questions require text-based answers – evidence.

29. Name the Standard Read each of the standards for each strand, Reading for Literature or Informational Text; Writing; Speaking and Listening; Language Create a name for each standard with 1-5 word phrases

35. www.achievethecore.org

36. Structure of the Standards Strand • Four Strands: Reading, Writing, Speaking and Listening, Language • K-5 Foundational strand • Each strand has Science/technology and social studies standards for literacy • Text complexity standards are listed by grade “bands”: K-1, 2-3, 4-5, 6-8, 9-10, 11-12, CCR – College and Career Ready) Anchor Standard Grade-Specific Standard

37. Identify the Standard RI . 4 . 2 Standard Number Grade Strand

38. Identify the Standard W. 11-12. 1b Grades Strand Standard Number

39. Performance tasks Match the task to a standard Brainstorm other standards this task could also assess Where are these tasks?

40. Cathy Carter Educational Consultant Fill in top line with words that begin with FAntonyms are listed

41. Cathy Carter Educational Consultant Fill in top line with words that begin with FAntonyms are listed

42. Cathy Carter Educational Consultant Fill in top line with words that begin with FAntonyms are listed

43. Cathy Carter Educational Consultant Contradictory/Reciprocal Examples -

44. Research statements • Kindergarten students’ vocabulary size is a predictor of comprehension in middle school. (Scarborough, 1998) • Students with poor vocabulary by third grade have declining text comprehension scores in fourth and fifth grade. (Chall, Jacobs and Baldwin, 1990) • A single book reading improved significantly children’s expressive vocabulary. (Senechal and Cornell, 1993) • Vocabulary instruction has a strong connection to comprehension. (McKeown, Beck, Omanson and Perfetti, 1983) • Pre-instruction of words gave fourth grade students greater gain. (Brett, Rothlein and Hurley, 1996)

45. Words heard in an hour • Poverty: 615 words • Middle class: 1251 words • Professional: 2,153 words Hart and Risley, 1995

46. First Tier Words Basic words run, ball, is Second Tier Words Academic words Found in many curriculum areas vocabulary, example, create, add Third tier words Content words Low-frequency words Words needed to understand the concept nutrient, digestive, ingesting Beck and McKeown, 1985 Three-tiered Approach

47. Impact of Direct Vocabulary Instruction

48. Check it out *Page 8 Fill in the blanks with words on the paragraph to develop a meaning for you

49. *Page 8 The questions that p_____ face as they raise chi____ from in ____ to adult life are not easy to an___. Both fa____ and m____ can become concerned when health problems such as co____ arise any time after the e____ stage to later life. Experts recommend that young ch____ should have plenty of s____ and nutritious food for healthy growth. B____ and g____ should not share the same b____ or even sleep in the same r____. They may be afraid of the d____.

50. The questions that pourltrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.