This Afternoon’s Goals

1. This Afternoon’s Goals

2. Common Core Shifts ELA & Content Literacy

3. Balancing Informational & Literary Texts 12th grade SHIFT 1 8th grade Increase in teaching and learning with non-fiction text 4th grade

4. SHIFT 1 Balancing Informational and Literary Texts Paired Texts: The Hero’s Journey

5. Text Complexity SHIFT 2 Expectation of proficiency and independence in reading grade level text

6. The “Stretch” Lexile Band was created to work from college/career texts backwards. Quantitative Complexity Example

7. Qualitative Text Complexity Rubric Categories • Story and Text Structure • Language Demands and Conventions • Knowledge Demands • Levels of Meaning and Purpose

8. Refusal of the Call Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances. Pre-CCSS SHIFT 2 Text Complexity

9. Refusal of the Call Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approach of his disintegration. Post-CCSS SHIFT 2 Text Complexity Excerpt from The Hero with a Thousand Faces

10. Text Dependent Questions Evidence-based questions are purposefully planned & direct students to closely examine the text SHIFT 3

11. Text Dependent Questions 80-90% of (CCSS) reading standards require text-dependent analysis yet over 30% of questions in major textbooks do not.

12. Why adjust the way we question? • Asking students to make connections to themselves, other texts and the world is a common style of questioning that guides students away from the text. This type of questioning does not lead to a deep understanding of the text. • We often ask students simple questions that require very literal thinking to ensure they have read the text. Students expend too much time and energy answering these questions rather than slowing down to consider the meaningful text-specific questions that will bring them to a deeper understanding.

13. Text-Dependent Questions… • can only be answered correctly by a close reading of the text and demand careful attention to the text. • require an understanding that extends beyond recalling facts. • often require students to infer. • do not depend on information from outside sources. • allow students to gather evidence and build knowledge. • call for careful and thoughtful teacher preparation. • require time for students to process. • are worth asking.

14. Refusal of the Call Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approach of his disintegration. Post-CCSS SHIFT 3 Text-based Answers Question: What fate awaits the (future) hero who refuses the call to adventure? Cite specific examples from the text to support your answer. Excerpt from The Hero with a Thousand Faces

15. SHIFT 3 Writingfrom Text Based Questions

16. Academic Vocabulary SHIFT 4 Ramp up instruction of Tier Two words

17. CCSS focus on vocabulary acquisition through the context and analysis of word parts SHIFT 4 Academic Vocabulary

18. Written Response Using Multiple Texts Synthesizing or contrasting information from multiple texts and genres SHIFT 5 Appendix B: Exemplar Texts

19. SHIFT 5 Written Response Using Multiple Sources

20. What are we looking for? • Rich and rigorous evidence-based conversations about text amongst students and with teachers • Discussions that stay deeply connected to the text so that students make evidentiary arguments • Students revisiting text for evidence to support their argument in a thoughtful, careful, and precise way • Students slowing down to explore and learn from the evidence

21. Digging Deeper: FLORIDA’S CODING FOR CCSS • LACC.910.RI.3.7 STANDARD CLUSTER: INTEGRATION OF KNOWLEDGE & IDEAS GRADE LANGUAGE ARTS COMMON CORE STRAND: READING INFORMATIONAL TEXT

22. Labeling the Standards • Turn to pg. 36 (MS) or 38 (HS). • Notice “RL” (the strand) at the top right. • Each cluster is bolded. Number them 1-4. • Go through each of the strands to number the clusters. • Each standard within a cluster is already numbered.

23. Digging into the standards • Locate standards that address each instructional shift. • Consider the reading for literature, informational, and the writing standards. • Record the CCS in Florida’s format. LACC.910.RI.3.7 Language Arts Common Core Grade Strand Strand Cluster

24. So, how do we effectively keep up with the changes? • Balance of literary / informational text • Text complexity • Text dependent questions • Academic vocabulary • Written response using multiple texts

25. PARCC Model Content Frameworks • The Partnership for Assessment of Readiness for College and Careers (PARCC) is a 24-state consortium working together to develop a common set of K-12 assessments in English and math that measure CCSS. • The PARCC Model Content Frameworks were developed by ELA content experts in PARCC member states and members of the Common Core State Standards writing team. • The Model Content Frameworks are voluntary resources offered by PARCC to help curriculum developers and teachers as they work to implement the standards in their states and districts.

26. Middle School Text Set Example

27. High School Text Set Example

28. To access SharePoint site: • Go to Leon County Schools Website • Click on “Site Index” Tab • Find “Reading” • Talk with your media specialist or go to your media center’s website for great subscription services that can be used in creating text sets. • Gale Group – gives Lexile levels • Opposing Viewpoints

29. 2012-2013 Transition Plan

30. 2012-2013 Transition Plan • School Level • Creation of complex text sets for each grade level • Creation of essential questions and writing assignments for text sets using CCSS writing modes • Development of routines to address instructional shifts • Lesson study