Ohio’s New Learning Standards: Instructional Shifts

1. Ohio’s New Learning Standards: Instructional Shifts Thinking About INFOhio’s Resources Marcia Barnhart

2. This Session • Highlight specific instructional shifts for the Common Core State Standards for English Language Arts/Literacy in History, Social Studies, Science and Technical Subjects • Highlight big picture instructional shifts for mathematics, social studies and science.

3. English Language Arts:8 Key Shifts • Increase informational text • Considerations of text complexity • Emphasis on literary non-fiction • Understanding of close reading strategy • Writing that marshals arguments • Writing in response to source material • Increase in research projects • Focused instruction on academic vocabulary

4. 1.Teachers must increase the amount of informational text that students read.

5. Distribution of Literary and Informational Text Distribution of Literary Informational Passages by Grade in the 2009 NAEP Framework

6. According to Sue Pimentel • Elementary teachers will welcome this change Poll Question: Do you agree or disagree? • More time for social studies and science reading. • http://www.youtube.com/watch?v=k7yQk6a501s

7. 2. Teachers mustensure that all students engage with complex text on a regular basis.

8. Text Complexity: What? Strand: Reading Topic: Range of Reading and Level of Text Complexity Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

9. Fact: • Research shows a steady decline in the level of text complexity in classroom instruction over the last half century. (CCSS, Appendix A, p.2) Why? • Research indicates that the demands of college, careers, citizenship place on readers have either held steady or increased over the last half century. (CCSS, Appendix A, p. 1)

10. According to NAEP • Early grades have had great gains • But only 50% of the students tested can read at the eighth grade level

11. Kentucky Proficiency Averages After Implementation of CCSS • Elementary Reading 76% 48% • Middle School Reading 70% 46%

12. Question Which motivation for selecting a text do you think is the most common one used by teachers? • Availability of text • Teacher’s attraction to the text • Students’ reading level D. Students’ interests E. Local curriculum decisions F. Other

13. Text Complexity: How? Quantitative Qualitative Reader and Task

14. Dimensions such as Word Frequency Sentence Length Word Length Text Length Text Cohesion Quantitative Features ofText Complexity Quantitative Qualitative Reader and Task

15. Text Complexity Grade Bands and Associated Lexile Ranges Source: CCSS Appendix A, page 8

16. Dimensions such as: Levels of meaning Levels of purpose Structure/Organization Language conventionality Language clarity Prior knowledge demands Qualitative Features of Text Complexity Qualitative Quantitative Reader and Task

18. Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Reader and Task Considerations Qualitative Quantitative Reader and Task

19. Reader and Task Considerations

21. Text Complexity Forms http://www.ksde.org/Default.aspx?tabid=5575

22. Key Resource for Text Complexity • Appendix A – Text Complexity Triangle • Appendix B – Illustrative Texts http://education.ohio.gov/Topics/Academic-Content-Standards/English www.corestandards.org

23. 3. Teachers must Increase the amount of literary non-fiction that students readin grades 6 – 12.

24. Literary Nonfiction Reading Informational Text Standard 10 Grade 6 & 7 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as neededat the high end of the range.

25. What is literary nonfiction?

26. Literary Nonfiction … • may include elements of narration and exposition and is often referred to as mixed text; • includes essays; speeches; opinion pieces, biographies; journalism; and historical scientific or other documents written for a broad audience; • uses literary techniques usually associated with fiction or poetry and also presents information or factual material.

27. “…creative nonfiction” describes what the form is all about. The word creative simply refers to the use of literary craft in presenting nonfiction – that is, factually accurate prose about real people and events – in a compelling and vivid manner. To put it another way, creative nonfiction writers do not make things up; they make ideas and information that already exist more interesting and often more accessible.” Lee Guskind Literary Nonfiction: What?

28. Question: • Do all autobiographies fall into the category of literary nonfiction?

29. Examples of Literary Nonfiction • I Know Why the Caged Bird Sings – Angelou • Silent Spring – Carson • Autobiography of Malcolm X – Haley • Hiroshima – Hersey • My Life and Hard Times – Thurber • Black Boy – Wright • The Declaration of Independence • The Gettysburg Address

30. 4. Teachers must engage students in close reading strategies for analysis of complex text.

31. Close Reading: What is it? Teach students to “Read like Detectives.” interrogatingwhat texts tell us about the way things are and why Discussion Question: What does a detective do that can be compared to a reader engaging with a text?

32. Close Reading: How? • Don’t summarize what the text is about; allow students the luxury of discovering this for themselves. (Make them think!) • Allow the text to reveal itself to them as readers/detectives. • Lavish time and attention on text that deserves it. • Remember: the teacher is not the expert; the text is.

33. What does the CCSS mean by “text that deserves it.” “to become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing.” page 35, CCSS

34. Close Reading: How? 1. Allow them to read text to themselves. 2. Read text aloud to them so they can hear the language as it is meant to be heard. 3. Analyze text by using text-dependent discussion questions. 4. Discuss author’s use of academic vocabulary.

35. Scaffolding Complex Text • Multiple readings • Read Aloud • Chunking text (a little at a time) Provide support while reading, rather than before.

36. www.achievethecore.org

37. 5. Teachers must require student writing that marshals arguments based on valid evidence.

38. Marshal Arguments CCR.W.1 • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence

39. Questions: • What does the Common Core State Standards mean by the word argument? • True or False? Writing to persuade and writing an argument mean the same thing.

40. Persuasion vs. Argument

41. 6. Teachers must increase the amount of writing prompts that require students to respond to a source they have read.

42. Write to Sources CCR.W.9 Draw evidence from literary or informational text to support analysis, reflection, and research Teachers must be able to: Create text-dependent writing prompts that require students to rely primarily on the text to support their arguments/responses Students must be able to: Analyze and synthesize text; present careful analysis, well-defended claims, and clear information through their writing

43. Grade 3

44. Grade 6

45. Grade 9

46. 7. Teachers must increase the amount of research projects assigned.

47. Research CCR.W.7 • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation • Should have a meaningful, focused connection to the text (where possible) • Should encourage students to read closely to compare concepts and synthesize ideas across multiple texts

48. Research as the vehicle for implementation of all shifts Research projects allow for and promote: • Close reading • Increase in text complexity • Increase in literary nonfiction • Writing to sources • Exposure to academic vocabulary • Presentation skills (Speaking and Listening)

50. Thematically-Organized Collections “Kids shouldn’t have to get all their information from a single snippet of text…They (the texts) need to be a collection of information that’s systematically and thematically organized so they create a more contextual picture for students.” Barbara Stripling, Professor at Syracuse University School of Information Studies