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Session Goals

Session Goals. • Examine the grade level standards for CCSS in English Language Arts and Literacy • Discuss implications for instruction • Examine instructional shifts required by CCSS • Learn more about the Smarter Balanced Assessment. A Closer Look at the

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Session Goals

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  1. Session Goals • Examine the grade level standards for CCSS in English Language Arts and Literacy • Discuss implications for instruction • Examine instructional shifts required by CCSS • Learn more about the Smarter Balanced Assessment

  2. A Closer Look at the English Language Arts Standards

  3. Standards Review • Please locate your CCSS grade level standards. • Grades 6-8 • Grades 9-10 / 11-12 STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

  4. Reading Standards for Literature & Informational Text • [Note to Content Area Teachers: layout} • Skim page to see general layout. • What do you notice about the subheadings? • Same as Anchor Standards • How many standards are there? 10 • Follow along as we do a page-walk. [Four strands.]

  5. Reading: Informational Text • Choose one grade level and examine standards 1-10. • Highlight to show your understanding: • Green: Good to go; I teach this skill now. • No color: Not so sure about this. • Pink: Oh my gosh! I didn’t see that coming. When finished, skim the other grade levels until your peers are finished.

  6. Stand and find a partner from another table. • Share: • how you marked the standards • what you noticed

  7. Writing • Choose one grade level and examine standards 1-10. • Highlight to show your understanding: • Green: Ready to go; I teach this skill now. • No color: Not so sure about this. • Pink: Oh my gosh! I didn’t see that coming. When finished, skim the other grade levels until your peers are finished.

  8. Table Group Discussion • Please share: • how you marked the standards • what you noticed

  9. Stop! • Discuss Implications for Instruction • Choose a recorder. • Discuss: How will these new standards impact my • instruction? What does this mean for my classroom? • Choose either ReadingorWriting. • Recorder takes notes.

  10. Trading Places Discussion • Recorders: Please stand. • Switch places with a recorder from another table. • Report out to your new group the key points of your • discussion.

  11. Writing Modes (Types) Oregon Standards CCSS Expository Persuasive (Personal) Narrative (Fictional) Narrative / Imaginative Informative / Explanatory Opinions / Arguments Narrative (real) Narrative (imagined)

  12. Speaking & Listening and Language • Please get in groups of four: middle or high school. • Two people will review the Speaking & Listening • standards – noting key concepts they want to share • with group • Two people will review the Language standards – • noting key concepts. • • Work on your own or with your partner: 10 min. Report out to the other members of your group.

  13. Turn and Talk • How might you use the highlighting protocol or “key points” strategy with your staff to have them closely examine the standards? OR • What strategies do you use to have teachers closely examine the CCSS? • Plus and question mark • “Now” and “new”

  14. Instructional Shifts for the Common Core State Standards

  15. Session Goals • Examine instructional shifts required by CCSS • Discuss implications for instruction • Learn more about the Smarter Balanced Assessment

  16. Three Instructional Shifts • Increase in Text Complexity • Increase in Reading Informational Text • Increase in Informational and • Argument Writing Please locate your Instructional Shifts document.

  17. Warm –Up for First Instructional Shift • Please read the passage “With Rigor for All” • Do a Quick Write by jotting down your thoughts on this passage. • Be prepared to share with a partner. Carol Jago, Director of California Reading & Literature Project at UCLA

  18. Stand and find a partner from another table. • Shareyour reflections on “With Rigor for All”

  19. What is “Text Complexity”? Text Complexity is… “the inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables. In the Standards, a three-part assessment of text difficulty that pairs qualitative and quantitative measures with reader-task considerations.” CCSS Appendix A

  20. Common Core State Standards • 9-10 CCSS Reading Standard for Literature #10 • By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. • • Independently: On their own • • Proficiently: Answercomprehension questions • accurately

  21. Text Complexity “The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life” (p. 3).

  22. Shift: Increase in Text Complexity In order to prepare students for the complexity of college and career-ready texts, each grade level requires growth in text complexity. • College requires mostly independent reading of complex texts. • Workplace materials are grade 12 or higher (manuals, contracts, etc.). While the reading demands have increased over the last 60 years, K-12 textbooks have decreased text complexity.

  23. Why is Text Complexity Important? Complex text holds the vocabulary-, language-, knowledge-, and thinking-building potential of deep comprehension. If students cannot read challenging texts with understanding---if they have not developed the skill, concentration, and stamina to read such texts---they will read less in general. Appendix A: Common Core

  24. Research by ACT* showed that performance on complex text is the clearest differentiator in reading between students who are likely to be ready for college and those who are not. This is found to be true regardless of gender, race, ethnicity, or family income levels. *ACT: American College Testing (2010) The Condition of College & Career Readiness

  25. What Constitutes Complex Text? “Complex text is typified by a combination of longer sentences, a higher proportion of less-frequent words, and a greater number and variety of words with multiple meanings.” PARCC* Model Content Frameworks * Partnership for Assessment of Readiness for College and Careers

  26. How is Text Complexity Measured? • Qualitative dimensions • Quantitative dimensions • Reader and task considerations The information in this overview can be found in Appendix A of the CCSS and in your handout.

  27. Quantitative Dimensions & Lexile Levels • Lexiles are calculated through a formula that takes into consideration sentence length and the frequency of “unique words.”

  28. Quantitative Dimensions & Lexile Levels 0 Lexile Range 2000

  29. Finding a Lexile Level • Imagine we want to see where a text falls on the quantitative dimension “leg” of the text complexity triangle, using the Lexile text measure. • For illustrative purposes, let’s choose Harper Lee’s 1960 novel To Kill a Mockingbird.

  30. www.lexile.com/findabook

  31. Valuable Tool on: Lexile.com Quick Book Search 810L 930L

  32. Does not match the reading demands of college and career.

  33. 1600 1400 Lexile Framework® for Reading Study Summary of Text Lexile Measures 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks Personal Use Entry-Level Occupations SAT 1, ACT, AP* College Literature * Source of National Test Data: MetaMetrics

  34. Lexile Ranges Realigned to CCSS MetaMetricshas realigned its Lexile ranges to match the Standards’ text complexity grade bands and has adjusted upward its trajectory of reading comprehension development through the grades. This change indicates that all students should be reading at the college and career readiness level by no later than the end of high school. “Staircase of Complexity”

  35. Lexile Ranges Realigned to Common Core Old Lexile Ranges Realigned Lexile Ranges

  36. But man cannot stand on Lexiles alone… especially for works of fiction. 940L =

  37. Four Qualitative Dimensions • Levels of Meaning (literary texts) or Purpose (info texts) • Single level of meaning  Multiple levels of meaning • Explicitly stated purpose  Implicit purpose Qualitative dimensions are those aspects of text complexity only measureable by an attentive reader, i.e. a human.

  38. Four Qualitative Dimensions • 2. Structure • Simple  Complex • Explicit  Implicit • Conventional  Unconventional • Events in chronological order  Out of order

  39. Four Qualitative Dimensions • 3. Language Conventionality & Clarity • Literal  Figurative or Ironic • Clear  Ambiguous • Contemporary, familiar  Archaic • Conversational  Academic or domain specific

  40. 2. StructureComplicated text-structures (chronological, problem-solution, cause-effect, etc.) will add to a text’s complexity level. Holesby Louis Sachar • QuantitativeMeasurement: 4.9 (FryReadabilityvalue) L660 • QualitativeMeasurement: Structure Story continuously jumps back and forth between three different time periods/settings, and charactergroups Adjusted text-complexity value: 5.9 – 7.5 A teacherteam in Kansas madethisdetermination.

  41. Angela’s Ashes by Frank McCourt• Quantitative Measurement: 6.2 (Fry Readability value)L1110• Qualitative Measurement: Structure The 1st person narrator ages as the story progresses, so his understanding of the events in the early part of his life lacks maturity. In addition, the author makes certain stylistic writing choices, such as a very spare use of punctuation, which adds to the text’s complexity.Adjusted text-complexity value (plus mature content): 9.5+

  42. 3. Complex Language Adds to the Adjusted Reading Level of a Text • Quantitative Measurement: 4.9 (Fry) • Qualitative Measurement Language Conventionality: Language patterns of the Puritan societies in the 1600s, along with mature content. Adjusted text-complexity value: 10.0 + • • Quantitative Measurement: 5.0 (Fry) L690 • • Qualitative Measurement • Language Conventionality: Language • patterns and dialects from Medieval England. • Adjusted text-complexity value: 7.0

  43. Reader and Task Considerations • Cognitive capabilities • - attention, memory, analytical skills • Motivation and engagement with task • - purpose, interest in the content, confidence as a reader • • Prior knowledge, and / or experience • - vocabulary, linguistic structures, comprehension strategies • Use Teacher’s • Professional • Judgment

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