Professional Learning Module: Common Core Instruction for ELA & Literacy

1. Professional Learning Module:Common Core Instruction for ELA & Literacy Focus on Informational Literacy/Research Cycle Audience: K-5

2. Expected Outcomes • Review CCSS Organization, Instructional Shifts & Implications • Unpack a Standard & Review Sample Performance Task • Become familiar with the CCSS for argument, informative/explanatory and narrative writing at your grade level • Understand the relationship between the CCSS Reading Standards and CCSS Writing Standard 9 • Become aware of resources related to the GPS’ research cycle and how Research to Build Content Knowledge can address CCSS Reading and Writing Standards

3. Common Core English Language Arts Standards K-12 • Prepares students for college and careers • Research and evidence based • Aligned with college and work expectations • Rigorous • Internationally benchmarked • Structured around the four strands; reading, writing, speaking and listening, and language grades K-12 • Provides content area literacy 6-12 National Governors Association/Chief State School Officers (2010)

4. Common Core State Standards (CCSS) BIG Ideas…

5. College and Career Ready Students • Establish independence • Acquire a strong content knowledge base • Adapt communication to audience, task, purpose or discipline • Comprehend, critique and question • Cite and evaluate evidence • Use technology and digital media thoughtfully • Understand other perspectives and cultures National Governors Association/Chief State School Officers (2010)

6. Common Core English Language Arts Standards K-12 • Common Core Anchor Standards and Grade Level Standards • Reading, Writing, Speaking and Listening, and Language are interrelated • Research and media skills are embedded • Responsibility for literacy instruction shared by English instructors and content area teachers National Governors Association/Chief State School Officers (2010)

7. Smarter Balanced Assessment Consortium (SBAC) “Claims” • Claim #1 – Reading: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. • Claim #2 – Writing: Students can produce effective and well-grounded writing for a range of purposes and audiences. • Claim #3 – Speaking and Listening: Students can employ effective speaking and listening skills for a range of purposes and audiences. • Claim #4 – Research/Inquiry: Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

8. CCSS: Organizational Features go to: http://www.corestandards.org/ELA-Literacy to review key components of Appendixes B. (text exemplars/performance tasks) and C. (annotated student writing samples) & review the following photocopied pages: K-5: pgs. 1-33 ELA: pgs. 34-57 Literacy in SS/History, Sci. & Tech. Subjects: pgs. 59-64

9. Shared responsibility for students’ literacy development CCLS ELA Design and Organization

13. Strand

14. Headings for Standards

15. Grade Specific Standards

16. Reading StrandGrade LevelStandard There are 3 parts to each coded standard RI.4.2 READING for INFORMATIONAL TEXT The first section of the code represents one of the strands, in this case, Reading Informational Text GRADE 4 This section represents the grade level for the standard, in this case, grade four STANDARD 2 The third section represents the number for the standard itself, in this case, standard 2 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

17. CCSS Themes & Instructional Shifts

18. Common Core Themes ELA & Literacy

19. Common Core Shifts ELA & Content Literacy

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

21. Expectation of domain specific literacy instruction outside of ELA Knowledge in the disciplines SHIFT 2 Grades 6-12

22. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Paired Texts: The Cell and Beyond

23. Expectation of proficiency and independence in reading grade level text Staircase of complexity Appendix B: Text Exemplars and Sample Performance Tasks SHIFT 3

24. Questions are purposefully planned & direct students to closely examine the text Text-based answers SHIFT 4

25. Argumentative writing is especially prominent in the CCLS Writing from sources Appendix C: Samples of Student Writing SHIFT 5

26. SHIFT 5 Writing from Sources

27. Ramp up instruction of Tier Two words Academic vocabulary SHIFT 6

28. Integration of Research and Media Skills • Critically read print and digital media • Critically consume and synthesize research • Know uses of technology to fit purpose National Governors Association/Chief State School Officers (2010) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

29. What is the instructional shift? • Increased emphasis on • Analysis of individual texts • Argument and evidence • Informative/explanatory writing • Frequent short, focused research projects • Comparison and synthesis of multiple sources • Decreased emphasis on • Narrative, especially personal narrative • Writing in response to decontextualized prompts

30. ACTIVITY • Use online and provided sources to complete handout on “Processing the Shifts” (group of 3-4)

31. A focus on CCSS Writing Standards

32. Organization of Writing Anchor Standards (pg. 18) • Text Types and Purposes (Quick Overview) • Anchor Standards #1. – 3. • Production and Distribution of Writing • Anchor Standards #4. – 6. • Research to Build and Present Knowledge • Anchor Standards #7. – 9. • Range of Writing • Anchor Standards #10 Today Today

33. Text Types & Purposes • Writing Anchor Standards • #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • #2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. • #3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

34. Balance of Writing Parallels NAEP

35. Research to Build and Present Knowledge • Writing Anchor Standards • #7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. • #8.Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. • #9.Draw evidence from informational texts to support analysis, reflection, and research.

36. Extensive practice on short, focused research projects • In addition to more sustained research efforts at higher grades • More typical of the workplace • Allows students to repeat the research process many times and develop the expertise needed to conduct research independently • A progression of shorter research projects also encourages students to develop expertise in one area by confronting and analyzing different aspects of the same topic as well as other texts and source materials on that topic

37. UNPACKING A STANDARD

38. Writing Standard – W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

39. Writing Standard – W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

40. Writing Standard – W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

41. A Closer Look at CCSS Reading Standards

42. Integration of Knowledge and Ideas Reading Informational Text (RI) • #7: Integrate and evaluate content presented in diverse formats and media, including visual as well as in words. • #8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning and the relevance and sufficiency of the evidence. • #9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

43. Unpacking Standard (RI.7-9) What does this mean in the classroom??? • Draw information from both text and non text sources. • Locate and validate information on the Internet. • Understand the importance of multiple sites for research.

44. RI.7-9- Integration of Knowledge & IdeasInstructional Implications • Use several search strategies: • Quotation marks • Boolean • Advanced search tools • Read search engine results • Skimming main results before deciding • Understanding URLs • Identifying website authors • Investigate multiple sources • Author’s purpose

45. Performance Tasks What does this mean for assessment? Reference November 6, 2012 PL on Performance Tasks

46. Performance Assessment - Sample Mr. Residori's class is devoted to the preservation of endangered species. We are currently creating a Web site about unusual and endangered animals to educate people. We need your help! Can you tell us what information we should include about the Pacific Northwest Tree Octopus at our Web page? First, find this site: Save the Pacific Northwest Tree Octopus. Explore the links to learn more about this animal. You may do other research, too. Then: Summarize the most important information that people should know about tree octopuses. Write 1-2 sentences and send it to us. We will use this at our Web site to educate people about this animal. Tell us if the information at the site, Save the Pacific Northwest Tree Octopus, is very reliable, somewhat reliable, or not at all reliable. Please give at least THREE reasons for your answer. Describe the thinking and information that you used to make your decision.

47. Rubric for Informational Literacy/Research(Based on SBAC Assessment)

48. Reflection • What is meant by the shift toward greater emphasis on writing from sources? • What percentage of classroom time and/or writing experiences should be devoted to analytical writing (argument and explanation) at your grade level? What percentage would we expect to be devoted to narrative? • What are a couple of your current classroom practices that fit the standards for writing from sources? • What changes do you anticipate in your classroom practice to accommodate this shift?

49. Suggested follow-up activities • In grade level teams, identify lesson(s) around text(s) that call for students to write argument or explanation that will “draw evidence from literary or informational text to support analysis, reflection, and research.” • Read and discuss the writing samples and annotations in Appendix C, which illustrate the criteria required to meet the CCSS for particular types of writing at a given grade. • Review tools and resources for informational text and conducting research and describe what activities you will focus on to improve “writing from sources” and the access to informational text. Begin creating your own “short research project” using the template provided.