Outcomes

1. Implementing the Common Core Literacy Standards in the Content AreasRobin Loflin Smith, Ed.D.Mary Keel, Ed.D.Tara Patterson, MSAPD Leads, Region 2

2. Outcomes • Participants will engage with the instructional shifts in the Common Core State Standards in English Language Arts and Literacy for History/Social Studies, Science, and the Technical Subjects and describe how the shifts guide in lesson planning. • Participants will create text dependent questions from a complex text and focus on the role of evidence in the Common Core State Standards in English Language Arts and Literacy for History/Social Studies, Science, and the Technical Subjects. • Participants will determine how to select tier two academic vocabulary words that are appropriate for instruction. • Participants will explore resources for planning.

3. Structure of the Standards Four Strands: Reading, Writing, Speaking and Listening, Language; Reading and Writing for History/Social Studies, Science and Technical Subjects Reading for social studies,p. 61; Writing for social studies, p. 64 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) Strand Anchor Standard Grade-Specific Standard

5. Implementing Shift 1 Much of our knowledge base comes from informational text. Informational text makes up a vast majority of required reading in college/workplace. In K-5, a 50/50 balance between narrative and informational texts. In 6-8, a 45/55 split In high school, a 30/70 split, with increased emphasis on reading in content classes Shift 1

7. Balancing Informational and Literary Texts

8. Knowledge in the Disciplines

9. Before and After Implementation • Before: Core Text • After: paired texts of both fiction and nonfiction to study a larger, key theme See Social Studies wiki for resources: www.Wikicentral.ncdpi.wikispaces.net NC Wise Owl: http://www.ncwiseowl.org/

10. Reading like historians History is interpretive. (contextualizing) History is an argument in favor of a particular narrative. Who the author is matters. (sourcing) The author’s purpose and POV matters. (bias and perspective) A single text is problematic. (corroboration) Reading In History/ Social Studies

11. Structure of history texts Someone did something at some time in some place in some manner for some reason. Who? What? When? Where? How? Why?

12. Shift 2

13. Implementing Shift 2 Ability to cite evidence differentiates student performance on NAEP. Most college and workplace writing is evidence-based and expository in nature (not narrative). Focus on text analysis BEFORE personal responses to the text. Argumentative and explanatory/informational writing in all subject areas should be focused on evidence from the text.

14. Writing from Sources

15. Increasing Sophistication Production and Distribution of Writing – 6th grade 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Production and Distribution of Writing – 11-12 CCR 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

16. Before CCSS Implementation 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.

17. After CCSS Implementation What can you infer from King’s letter about the letter he received?

18. Finding success Collaborate with ELA teachers in your school. Students need a lot morewriting practice. Students need teachers who model good writing. Students need many opportunities to read and study other writers. Students need choice when it comes to writing topics. Students need to write for authentic purposes and for authentic audiences. Students need meaningful feedback from both the teacher and their peers.

19. Selected Literacy Resources • Appendix C, ELA CC Standards: http://www.corestandards.org/assets/Appendix_C.pdf • Social Studies wiki: http://socialstudiesteamplanning.ncdpi.wikispaces.net/Summer+Institute+2012 • 11 sentence paragraph: http://11sentenceparagraph.webs.com/ • P21 skill maps: http://p21.org/tools-and-resources/educators#SkillsMaps • ELA Livebinder: http://www.livebinders.com/play/play/297779 • Holt graphic organizers: http://my.hrw.com/nsmedia/intgos/html/igo.htm • SS Intel site: http://engage.intel.com/groups/nc-social-studies • Edsitement: http://edsitement.neh.gov/ • OCDE: http://www.ocde.us/CommonCoreCA/Pages/CCCS-Designing-Units-of-Study.aspx • RI site: http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx Digital Writing, NWP: http://digitalis.nwp.org/collection/digital-writing-and-common-core • Kansas site: http://www.ksde.org/Default.aspx?tabid=4778

20. Content Specific Writing Samples on OWI site • After reading information about America’s dependency on foreign fuel sources and America’s use of alternative fuels from multiple texts write an opinion piece about the following:  Argument: Which do you think Americans should invest research efforts into – gas powered cars that are more fuel efficient or cars that operate on environmentally friendly alternative sources of fuel? Explain your choice providing evidence of the pros and cons of your decision. http://www.ncpublicschools.org/acre/writing/

21. Wikicentral.ncdpi.wikispaces.net

22. Focus on Text-Dependent Questions

23. Time – In and Out of the Text • More instructional time spent outside the text means less time inside the text. • Departing from the text in classroom discussion privileges only those who already have experience with the topic. • It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading. • The CCSS are College and Career Readiness Standards. Achievethecore.org

24. Text-Dependent Questions are Not • Low-level, literal, or recall questions • Focused on comprehension • Just questions…

25. Text-dependent questions • Can only be answered with evidence from the text. • Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. • Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. • Focus on difficult portions of text in order to enhance reading proficiency. • Can also include prompts for writing and discussion questions.

26. 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? Non-Examples and Examples 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?

27. Core Understanding and Key Ideas Reverse-engineered or backwards-designed Crucial for creating an overarching set of successful questions Critical for creating an appropriate culminating assignment Achievethecore.org

28. Using a rich and worthy complex text http://www.historyplace.com/speeches/churchill.htm http://go.grolier.comm/

29. Creating Text-Dependent Questions • Identify core understandings and key ideas of the text • Start small • Target vocabulary and text structure • Tackle tough sections with close reading • Create coherent sequences of text-dependent questions • Identify standards addressed • Create culminating assessment Achievethecore.org

30. Three Types of Text-Dependent Questions When you're writing or reviewing a set of questions, consider the following three categories: Questions that assess themes and central ideas Questions that assess knowledge of vocabulary Questions that assess syntax and structure

31. Vocabulary Which words should be taught? Essential to understanding text Likely to appear in future reading Which words should get more time and attention? More abstract words (as opposed to concrete words) persist vs. checkpoint noticed vs. accident Words which are part of semantic word family: secure, securely, security, secured Achievethecore.org

32. Vocabulary and Text Dependent Questions From “Hot and Cold Summer” - 5th grade fictional text • “To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23) • Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia? Achievethecore.org

33. Syntax and Text Dependent Questions Syntax can predict student performance as much as vocabulary does. Questions and tasks addressing syntax are powerful. Example: Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack. Achievethecore.org

34. Structure and Text Dependent Questions Examples: “Look at the illustrations on page 31. Why did the illustrator include details like the power outlets in the walls?” “Dillard is careful to place opposing descriptions of the natural and man-made side-by-side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?” Achievethecore.org

35. Structure and Text-Dependent Questions Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text, or how illustrations add to a narrative). Achievethecore.org

36. Practice writing text-dependent questions • Write at least one text-dependent question of each type: • Questions that assess themes and central ideas • Questions that assess knowledge of vocabulary • Questions that assess syntax and structure

37. Shift 3

38. Implementing Shift 3 The gap between complexity of college and high school texts is much too large – about four years. What students can read in terms of complexity is the greatest predictor of success in college (ACT study). Students must learn to activate reading strategies in response to the challenges they encounter in complex texts.

39. Staircase of Complexity Increase in text complexity at each grade level

40. What are the Features of Complex Text? Subtleand/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 Complex Text Achievethecore.org

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

42. 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. Close Reading Achievethecore.org

43. Before CCSS Implementation “When the state of Virginia hanged Brown for treason on December 2, 1859, church bells across the North tolled to mourn the man who many considered a hero. But, southerners were shocked. People in the North were praising a man who had tried to lead a slave revolt! More than ever, many southerners were convinced that the North was out to destroy their way of life.” Flesch-Kincaid 7.1 reading level

44. After CCSS Implementation We rejoice that old BROWN has been hung. He was not only a murderer of innocent persons, but he attempted one of the greatest crimes against society – the stirring up of a servile and civil war. He has paid the penalty for his crimes, and we hope his fate may be a warning to all who might have felt inclined to imitate his aggressive conduct. From the Enquirer 9th grade level Staircase of Complexity

45. After CCSS Implementation John Brown dies to-day! The man’s heroism which is as sublime as that of a martyr, his constancy to his convictions, his suffering, the disgraceful incidents of his trial, the poltroonery of those who will lead him forth to death, have excited throughout all the North strong feelings of sympathy in his behalf, but no where, within our knowledge, is the opinion entertained that he should not be held answerable, for the legal consequence of his act. Press and Tribune 12th grade Staircase of Complexity

46. Academic Vocabulary Identify and Teach Tier Two and Tier Three Words

47. Before CCSS Implementation Focus on Tier Three Words

48. After CCSS Implementation Focus on Tier Two Words as well as Tier Three Words

49. Identify Tier Two and Tier Three Words Identify the Tier Two Words and the Tier Three Words from the Churchill speech

50. Try a new 21st Century tool Sweetsearch http://www.sweetsearch.com/ Intel’s Thinking Tools: http://www.intel.com/about/corporateresponsibility/education/k12/tools.htm Penzu http://socialstudiesteamplanning.ncdpi.wikispaces.net/Penzu Piktochart http://app.piktochart.com/users/sign_in GoAnimate http://goanimate.com/videos/0J6nvEmFSJcw?utm_source=linkshare