Modesto Common Core Reading October 11, 2012. Today’s agenda Focus for the day – Reading AM...

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Modesto Common Core

ReadingOctober 11, 2012

Today’s agendaFocus for the day – Reading AM Session

1. Understanding Rigor/Relevance Framework

2. Exploring the Reading strand in the CCSS

3. Practice with Text Complexity4. Text Based Questions.

Today’s agenda

• PM Session– Create a literacy unit using the R/R

Framework• Incorporate text you identified in the Text

Complexity exercise• Incorporate Text based Questions• Design a Quad D assessment

• January – Reflection/sharing

Six Shifts in ELA/Literacy • Balancing Informational and

Literary Text• Building Knowledge in the

Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary 4

Smarter Reading Targets

CCSS ELA & Literacy Strand

• Foundational Skills K-5– Will be measured by teachers

• K-2 intensively• 3-5 Systematically at grade levels• Assessmentts

– Formative – Diagnostis– Modify instruction and remidiation

Reading Standards for LiteratureK-5 and 6-12

• Anchor standard 1 governs standards 2-9

• Focuses and use evidence to support analyses, claims conclusions, and inferences about text

• Standard 1 underlies each Assessment Target

Reading Standard 1

• Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

What is a claim?

“Claims” are the broad statements of the assessment system’s learning outcomes, each of which requires evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims

The Smarter Balanced Assessment Consortium English Language Arts Content Specifications

• Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text.

• Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences.

• Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.

• Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Assessment Targets (evidence)

• Describe the expectations of what will be assessed by the items and tasks within each claim.

• Prioritized content

• Shows how one or more of the Common Core State Standards (or parts of standards) address the target

Claim 1

• Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

1. Targets 1–7 correspond with literary texts

2. Targets 8–14 correspond with informational texts

3. The assessment targets incorporate the content clusters from the Common Core State Standards

Assessment targets for Literacy

1.Key Details - DOK 1,22. Central Ideas – DOK 23. Word Meaning – DOK 1,24. Reasoning and Evaluation – DOK 3,45.Analysis within or across texts – DOK 3,46.Text stimulus and features – DOK 3,47.Language Use – DOK 2,3

Assessment Targets for Informational Text

8. Key details – DOK 1,29. Central Ideas – DOK 210.Word Meaning – DOK 1,211.Reasoning and Evaluation – DOK 3,412.Analysis within or across texts – DOK 2.3 Elem; 3,4 MS

and HS13.Text Structures and Features – DOK 2 Elem, 3,4 MS

and HS14.Language Use – DOK 2,3 Elem; 3 MS and HS

New assessment prototypes

• http://www.smarterbalanced.org

Shift 1

Balancing Literature and Informational

Text

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Literature Literature Literature Informational Text

Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Literary/Informational Text

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Reading Framework for NAEP 2009

Shift #2

Building Knowledge in the

Disciplines

How is reading history/social studies different from other types of reading?

• History is interpretive.• History is an argument in favor of a

particular narrative.• Who the author is matters. (sourcing)• The author’s purpose matters. (bias

and perspective)• A single text is problematic.

(corroboration)

How is reading science and technical reading different from other types of reading?

• Focus is on claims and counter claims• Precise details, complex details and

processes• Analyze results by comparing• Determining what question is being

raised• Navigate text, graphs, tables, charts• Evaluate basis for claims

Shift #3

Staircase of Txt Complexity

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Overview of Text Complexity

Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade

Text complexity is defined by:

Qua

litat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q

uantitative

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Staircasing Texts

Text at Low End of Grade Band

Text Between Low End and Middle of

Grade Band

Text Near Middle of Grade Band

Text Between Middle and High End of Grade Band

Text at High End of Grade Band

Beginning of Year

End of Year

Toward CCR

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Step 1: Qualitative Measures

Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands

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Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 2: Quantitative Measures

Text Complexity Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the

Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR

expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Lexile Analyzerhttp://www.lexile.com/analyzer/

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Step 3: Reader and Task

Considerations such as:• Motivation• Knowledge and experience• Purpose for reading• Complexity of task assigned

regarding text• Complexity of questions asked

regarding text

Step 4: Recommended Placement

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Step 4: Recommended Placement

After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.

Shift #4

Text Based Answers

High-quality, Text-dependent Questions & Tasks

• “Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts.”

• “More questions that can be answered only with reference to the text.”

• “Sequences of questions should elicit a sustained discussion.”

• Tasks must “require the use of more textual evidence.”

Shift #5

Writing from Sources

NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Writing and Research the Analyzes and Deploys Evidence

• Draw evidence from texts to support and develop:• Analysis• Reflection• Research

• Increase opportunities to write in response to sources• Extensive practice with short, focused research projects

• “typically taking a week and occurring—at a minimum—quarterly”

• Increase focus on argumentation and informative writing, less narrative writing

Shift #6

Academic Vocabulary

Language Progressive Skills

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Tier I - words of everyday speech

Tier II - general academic words, typically found in text, ways to

communicate simple ideas

Tier III - domain-specific words (informational text)

Close ReadingStudents will:1.engage with a text of sufficient

complexity • examine its meaning thoroughly and

methodically• read and reread deliberately.• understand the central ideas and key

supporting details.•

Close Reading• reflect on the meanings of individual

words and sentences; • understand the order in which

sentences unfold; and the• development of ideas over the

course of the text,• gather observations about a text • more sensitive to inconsistencies,

ambiguities, and poor reasoning in texts.

•  

Close Reading

• Students can:• Make comparisons and synthesize

ideas• Use meaning developed through the

analysis of words, phrases, sentences and paragraph to make connections among ideas across multiple text

Selecting texts

• Short text of sufficient complexity– Poems, short stories, magazine articles

• Extended texts– Book-length information text, magazine

with a series of related articles or stories or a website with multiple related pages of grade-level text

Cite evidence and analyze content

• Students learn to draw sufficient evidence from a range of different types of complex text

Understand and apply vocabulary

• Academic vocabulary is taught in context

• Helping students make connections• Identify patterns in language• Acquire word meaning through

reading• Build fluency, improve

comprehension

Understand and apply grammar

• Students will gain a strong command of grammar and usage through extensive reading

• Explicit comprehension instruction should not be delayed until students are able to read grade-level text independently.

• Read-alouds and the use of text-based discussions are opportunities to help students learn from complex informational text, especially when students are just learning to read or if students struggle to read informational text independently

(Beck & McKeown, 2001; Snow, Burns, & Griffin, 1998).

• 48

“Reading to learn”

• Students who struggle with reading can successfully handle informational text when instruction includes– explicit teaching of text structure, – procedural facilitators such as think sheets,

prompt cards, and mnemonics, and – the use of teacher modeling and guided feedback

(Gersten & Baker, 2000, 2001; Williams, 2008)

– From K-12 Teachers: Building Comprehension in the Common Core

• 49

Students who struggle

• When discussion followed the read-aloud, students seemed to prefer informational text.

• When no discussion followed the read-aloud, the students preferred narrative text.

• Research also suggests that students are more likely to select informational text for independent reading if their teacher used the informational text in a read-aloud Dreher & Dromsky, 2000; Duke, Bennett-Armistead, &

Roberts, 2003). – From K-12 Teachers: Building Comprehension in the Common Core

• 50

Young children’s preference

• Time spent with informational texts• Books on a wide variety of topics that interest

elementary grade children• Informational texts and stories grouped in a thematic

unit • Graphic organizers• Explicit comprehension strategy instruction• Teachers and students using a core set of questions• .

• 51

Classroom snapshot: You would see

• Teacher and student-initiated questions about the text

• Teacher-facilitated read-aloud and text-based discussions

• Use of before-during-after reading components to discuss the text and apply comprehension strategies

• Students retelling what they learned from an informational text with a partner

• Teachers and students using content language and text-related academic language

• 52

Classroom snapshot: You would hear

Morning Session

Modesto, CA

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