Welcome to Implementing the Common Core State Standards

1. Welcome to Implementing the Common Core State Standards Session 3 CCSS Reading Standards & Text Complexity

2. Presenters:

3. Receive background knowledge about the Common Core ELA Reading Standards and Text Complexity Outcomes for This Session

4. Who is Responsible?

5. Common Core Standards • REVIEW THE STANDARDS FOR YOUR GRADE LEVEL (5 minutes) • What do you see? HIGHLIGHT GREEN • What do you notice? HIGHLIGHT YELLOW • PARTNER WITH MEMBERS FROM 2 ADJACENT GRADE LEVELS (5 minutes) • What do you see between grade levels? HIGHLIGHT PINK • What do you notice about student readiness? HIGHLIGHT ORANGE

6. 4Reading Standard Strands (K-12)

7. 10 College and Career Readiness Anchor Standards for Reading (K-12) See Standards Document K-5 Page 11 6-8 Page 36 9-12 Page 38 Content Pages 61-62

8. Increasing text complexity is Required for College and Career Readiness Why focus on text complexity?

9. 1--Find your grade level range in the • Elementary (K-5) • Middle (6-8) • High School (9-12) 2--Look at: • Excerpts • Performance Tasks Look at Text ExemplarsGO TO: Appendix B--Table of Contentspages 4-13

11. Shifts in ELA/ Literacy Refer to Shifts Handout

12. Performance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not. • This is true for both genders, all racial/ethnic groups, and all annual family income levels. ACT Reading Between the Lines Why Text Complexity ?

14. 2. Quantitative measures– readability and other scores of text complexity Qualitative Quantitative Reader and Task • 3.Qualitative measures– levels of meaning, structure, language conventionality and clarity, and knowledge demands 1. Reader and Task– background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Text complexity is defined by 3 factors:

15. Evaluating Text Complexity Quantitative Dimensions Word length/frequency Sentence length Text Cohesion

16. Lexiles are quantitative measures • Lexile measures are based on two well-established predictors of how difficult a text is to comprehend: word length, frequency, and sentence length. • More Information: • http://www.lexile.com/ • http://www.corestandards.org/the-standards

18. Life After Graduation“Student Readiness for Postsecondary Options” Gary Williamson, Ph.D. (2004) Median Text Measures: • 11th/12th grade (LA/SS textbooks): 1090L • Military (training/field manuals): 1180L • Citizenship (newspapers, voting, jury): 1230L • Workplace (Daggett study materials): 1260L • Postsecondary - first two yrs (textbooks): 1355L • GED Test Materials: 1060L • SAT/ACT Test Materials: 1180L

19. College and Career Readiness SkillsReading Demand of Newspapers • Match the Newspaper to the appropriate lexile. Note one lexile will be used more than once. • 1200L • 1310L • 1320L • 1350L • 1380L • 1440L • USA Today • Wall Street Journal • New York Times • Washington Post • Chicago Tribune • Reuters • Associated Press

20. College and Career Readiness SkillsReading Demand of Newspapers • USA Today(1200L) • Associated Press(1310L) • Chicago Tribune(1310L) • Wall Street Journal(1320L) • Washington Post(1350L) • NY Times(1380L) • Reuters(1440L)

21. Text Characteristics Age-appropriateness of the content Text support (e.g., pictures, pull-outs) Text quality (i.e., Is it a good book?) Reader Characteristics Interest and motivation Background knowledge Reading context and purpose Limitations of Lexile MeasuresWhat Lexile text measures do not address • Lexile text measures only measure text readability. • Input from readers, parents, teachers and librarians is necessary.

22. Evaluating Text Complexity Reader & Task Considerations Cognitive Capabilities Motivation Knowledge Experiences

23. Evaluating Text Complexity Qualitative Dimensions Levels of Meaning/ Purpose Text Structure Language Knowledge Demands

24. 1—Levels of Purpose: Is the purpose explicitly stated? Or is it obscure or hidden? 2—Structure: Organization: Simple, well-marked conventions? Or unconventional structure? Sequence: easy to follow? Or flashbacks? Framed stories? Graphics: Add on? Or necessary to understand the text? 3—Language Conventionality & Clarity: Language: Contemporary & literal? Or ambiguous, misleading, archaic, unfamiliar? 4—Knowledge Demands: Does not go much beyond depth of reader’s knowledge? OR makes assumptions that reader has a vast knowledge of the topic? Appendix A—pp. 5 & 6 QUALITATIVE DIMENSIONS of Text Complexity

25. Martin Luther King’s Letter from Birmingham Jail What makes this complex? Martin Luther King’s Letter from Birmingham Jail

26. Analyze Martin Luther King’s Letter from Birmingham Jail

27. Select words that are unknown. • Select words that are critical to passage understanding. • Select words that students are likely to encounter in the future and generally useful (Stahl, 1986). • Teach word families. Archer’s 3Vocabulary Considerations

28. Select 5 VOCABULARY terms from MLK piece?

29. Criticism (future use / critical to understanding passage). • Mutual (unknown / future use / critical to understanding passage). • Injustice (critical to understanding passage – speech is most recognized because of Dr. King’s use of this word). • “outside agitator” (critical to understand argument). • Superficial ( unknown /critical to understand argument). • Clergyman (critical to understanding passage/ reference do not teach). • Demonstrations (critical to understanding passage / reference only). My Vocabulary List

30. Analyze Analyzing Analyzed Analysis Analyzable Analyzer Teach the word and its relatives From Dr. Anita Archer, Dynamic Vocabulary Instruction

31. REFLECTION

32. More information and updates can be found for Common Core State Standards can be found on: MDE website:www.michigan.gov/mde Common Core State Standards: www.corestandards.org Smarter Balanced Consortia: www.k12.wa.us/smarter/ 32 32