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Session Goals

A Closer Look at the Common Core State Standards for English Language Arts Presentation created by Penny Plavala, Literacy Specialist. Session Goals. • Examine the grade level standards for CCSS in English Language Arts and Literacy • Discuss implications for instruction

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Session Goals

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  1. A Closer Look at the Common Core State Standards for English Language ArtsPresentation created by Penny Plavala, Literacy Specialist

  2. 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

  3. A Closer Look at the English Language Arts Standards

  4. 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

  5. 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.]

  6. 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.

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

  8. 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.

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

  10. 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.

  11. 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.

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

  13. 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.

  14. 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”

  15. Overview of Common Core Instructional Shifts

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

  17. 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

  18. Exploring “Text Complexity” Reading Standard #10 By the end of (6-12) grade, read and comprehend ______________, at the high end of the grade ___ text complexity band independently and proficiently.

  19. 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

  20. 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.

  21. 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

  22. 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

  23. 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

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

  25. 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”

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

  27. Texts Illustrating the Complexity, Quality, and Range of Student Reading 6-12 ~ Appendix B ~

  28. Concerns Regarding the “Text Exemplar” Lists • “The historical speech I’ve always taught to my 10th graders is now on the 8th grade list!” • “Do we have to teach EVERYTHING on that list?” • “Who’s going to tell those 7th grade teachers to stop teaching the novel I am supposed to be teaching now in 6th grade?” • “The story I’m supposed to be teaching my 9th graders is in the 11thgrade textbook!”

  29. Everybody breathe…

  30. • The samples in Appendix B primarily serve to show the • level of text complexity and quality that the standards • require. • • While they would be excellent choices for teachers to • use with students, they are not required to teach all of, • or only, those titles from the lists. • • No one is suggesting that you move novels to a lower • grade level.

  31. Appendix B: Text Exemplars • We will spend some time in October looking at the reading samples in Appendix B. • This resource gives us a good idea of what reading “looks like” in a Common Core classroom.

  32. Final Thoughts on Text Complexity • All students should have access to complex texts. • Students who are not reading at grade level should have access to complex texts with appropriate scaffolding and support. • Students who are reading at grade level may need scaffolding as they master higher levels within the text complexity band.

  33. Shift: Increase the Amount of Informational Text Reading • • Classrooms are places where students access the world • – science, social studies, the arts and literature – through • informational and literary text. • • Increasing the amount of informational text students • read K-12 will prepare them for college and career. • • Increased amounts of reading in CCSS are aligned with • the NAEPReading Framework.

  34. Emphasis on Informational Text Note: Reading across the instructional day, not only in the 6-12 ELA classroom. Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

  35. Why More Informational Text? • Provides an ideal context for building language, vocabulary, knowledge, and reasoning • Is challenging and complex and has deep comprehension-building potential • Is an opportunity for students to learn how to engage, interact, and have “conversations” with the text in ways that prepare them for the type of experiences they will encounter in college and careers

  36. Informational Text • Emphasis is on nonfiction text structure - Cause and effect • Compare/contrast • Enumeration and description • Chronological / sequential - Opinion and supporting arguments

  37. Informational Text • Nonfiction and historical, scientific, and technical texts • Includes: • literary nonfiction • books about history, social studies, science, and the arts • technical texts, including directions, forms, and information displayed in graphs, charts, maps • digital sources on a range of topics

  38. Literary Nonfiction • A branch of writing that employs the literary techniques usually associated with fiction to report on actual persons, places, or events. - memoir - biography - personal essay - autobiography - travel writing - nature writing - speeches - opinion pieces

  39. David Coleman, CCSS ELA author • Literary Non-Fiction in the Classroom: Opening New Worlds for Students www.youtube.com/watch?v=I0uvIAqZbNI

  40. What Informational Text Do Students Read in Your Classroom?

  41. Text Complexity • At what level of complexity are the informational passages students read in your class? Do they align with the CCSS Text Complexity Bands? • Use the Lexile Analyzer to find out! • Please log on to: www.lexile.com

  42. Using the Lexile Analyzer • Locate the informational text passage on your desktop. • Note: Only 999 words for free (shrink passage) • Convert it to a Plain Text document and rename it. • Open the Lexile Analyzer. • Select your Plain Text document. • Review your results.

  43. Common Problems • The passage is over 999 words. • The document is not in Plain Text format. • There are odd characters or extra spaces the program cannot read. Errors are shown… correct and re-submit.

  44. Using the Lexile Analyzer • Demo with Texting Article • Try it out! • Work alone or with a partner.

  45. Group Discussion • What did you discover about the Lexile level of the reading passage you brought today? • On target with CCSS Text Complexity Bands? • Lower? • Higher

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