Modesto

1. Modesto Common Core Reading October 11, 2012

2. Today’s agenda Focus for the day – Reading AM Session 1. Understanding Rigor/Relevance Framework 2. Exploring the Reading strand in the CCSS 3. Practice with Text Complexity 4. Text Based Questions.

3. Today’s agenda • PM Session • Create a literacy unit using the R/R Framework • Incorporate text you identified in the Text Complexity exercise • Incorporate Text based Questions • Design a Quad D assessment • January – Reflection/sharing

4. Six Shifts in ELA/Literacy • Balancing Informational and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary

5. Smarter Reading Targets

6. CCSS ELA & Literacy Strand • Foundational Skills K-5 • Will be measured by teachers • K-2 intensively • 3-5 Systematically at grade levels • Assessmentts • Formative • Diagnostis • Modify instruction and remidiation

7. Reading Standards for LiteratureK-5 and 6-12 • Anchor standard 1 governs standards 2-9 • Focuses and use evidence to support analyses, claims conclusions, and inferences about text • Standard 1 underlies each Assessment Target

8. Reading Standard 1 • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

9. What is a claim? “Claims” are the broad statements of the assessment system’s learning outcomes, each of whichrequires evidencethat articulates the types of data/observations that will support interpretations ofcompetence towards achievementof the claims

10. The Smarter Balanced Assessment Consortium English Language Arts Content Specifications Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text. Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences. Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

11. Assessment Targets (evidence) Describe the expectations of what will be assessed by the items and tasks within each claim. Prioritized content Shows how one or more of the Common Core State Standards (or parts of standards) address the target

12. Claim 1 • Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. • Targets 1–7 correspond with literary texts • Targets 8–14 correspond with informational texts • The assessment targets incorporate the content clusters from the Common Core State Standards

13. Assessment targets for Literacy Key Details - DOK 1,2 Central Ideas – DOK 2 Word Meaning – DOK 1,2 Reasoning and Evaluation – DOK 3,4 Analysis within or across texts – DOK 3,4 Text stimulus and features – DOK 3,4 Language Use – DOK 2,3

14. Assessment Targets for Informational Text Key details – DOK 1,2 Central Ideas – DOK 2 Word Meaning – DOK 1,2 Reasoning and Evaluation – DOK 3,4 Analysis within or across texts – DOK 2.3 Elem; 3,4 MS and HS Text Structures and Features – DOK 2 Elem, 3,4 MS and HS Language Use – DOK 2,3 Elem; 3 MS and HS

17. New assessment prototypes http://www.smarterbalanced.org

18. Shift 1 Balancing Literature and Informational Text

19. Literary/Informational Text

20. Reading Framework for NAEP 2009

21. Shift #2 Building Knowledge in the Disciplines

22. How is reading history/social studies different from other types of reading? • History is interpretive. • History is an argument in favor of a particular narrative. • Who the author is matters. (sourcing) • The author’s purpose matters. (bias and perspective) • A single text is problematic. (corroboration)

23. How is reading science and technical reading different from other types of reading? • Focus is on claims and counter claims • Precise details, complex details and processes • Analyze results by comparing • Determining what question is being raised • Navigate text, graphs, tables, charts • Evaluate basis for claims

24. Shift #3 Staircase of Txt Complexity

25. Overview of Text Complexity • Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity Quantitative Qualitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

26. Staircasing Texts Toward CCR Text at High End of Grade Band End of Year Text Between Middle and High End of Grade Band Text Near Middle of Grade Band Text Between Low End and Middle of Grade Band Text at Low End of Grade Band Beginning of Year

27. Step 1: Qualitative Measures • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands

28. Step 2: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion

29. Text Complexity Grade Bands and Associated Lexile Ranges

31. Lexile Analyzerhttp://www.lexile.com/analyzer/

32. Step 3: Reader and Task • Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text

33. Step 4: Recommended Placement Step 4: Recommended Placement After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.

34. Shift #4 Text Based Answers

35. High-quality, Text-dependent Questions & Tasks • “Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts.” • “More questions that can be answered only with reference to the text.” • “Sequences of questions should elicit a sustained discussion.” • Tasks must “require the use of more textual evidence.”

36. Shift #5 Writing from Sources

37. NAEP 2011 Writing Framework

38. Writing and Research the Analyzes and Deploys Evidence • Draw evidence from texts to support and develop: • Analysis • Reflection • Research • Increase opportunities to write in response to sources • Extensive practice with short, focused research projects • “typically taking a week and occurring—at a minimum—quarterly” • Increase focus on argumentation and informative writing, less narrative writing

39. Shift #6 Academic Vocabulary

40. Tier I - words of everyday speech Tier II - general academic words, typically found in text, ways to communicate simple ideas Tier III - domain-specific words (informational text) Language Progressive Skills

41. Close Reading Students will: • engage with a text of sufficient complexity • examine its meaning thoroughly and methodically • read and reread deliberately. • understand the central ideas and key supporting details.

42. Close Reading • reflect on the meanings of individual words and sentences; • understand the order in which sentences unfold; and the • development of ideas over the course of the text, • gather observations about a text • more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

43. Close Reading • Students can: • Make comparisons and synthesize ideas • Use meaning developed through the analysis of words, phrases, sentences and paragraph to make connections among ideas across multiple text

44. Selecting texts • Short text of sufficient complexity • Poems, short stories, magazine articles • Extended texts • Book-length information text, magazine with a series of related articles or stories or a website with multiple related pages of grade-level text

45. Cite evidence and analyze content • Students learn to draw sufficient evidence from a range of different types of complex text

46. Understand and apply vocabulary • Academic vocabulary is taught in context • Helping students make connections • Identify patterns in language • Acquire word meaning through reading • Build fluency, improve comprehension

47. Understand and apply grammar • Students will gain a strong command of grammar and usage through extensive reading

48. “Reading to learn” • Explicit comprehension instruction should not be delayed until students are able to read grade-level text independently. • Read-alouds and the use of text-based discussions are opportunities to help students learn from complex informational text, especially when students are just learning to read or if students struggle to read informational text independently (Beck & McKeown, 2001; Snow, Burns, & Griffin, 1998).

49. Students who struggle • Students who struggle with reading can successfully handle informational text when instruction includes • explicit teaching of text structure, • procedural facilitators such as think sheets, prompt cards, and mnemonics, and • the use of teacher modeling and guided feedback (Gersten & Baker, 2000, 2001; Williams, 2008) – From K-12 Teachers: Building Comprehension in the Common Core

50. Young children’s preference • When discussion followed the read-aloud, students seemed to prefer informational text. • When no discussion followed the read-aloud, the students preferred narrative text. • Research also suggests that students are more likely to select informational text for independent reading if their teacher used the informational text in a read-aloud Dreher & Dromsky, 2000; Duke, Bennett-Armistead, & Roberts, 2003). – From K-12 Teachers: Building Comprehension in the Common Core