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ASDN  WEBINAR  SERIES  IMPLEMENTING  ALASKA  ELA  

STANDARDS  

October  and  November,  2013  

Goal  for  today  •  Deepen  cognitive  depth  with  Alaska  State  ELA  Standards.  

 

College  and  Career  Readiness  Anchor  Standards  for  Reading  

The  concept  of  anchor  standards:  ⁻  Created  before  the  K–12  standards  ⁻  Present  a  big  picture  or  overarching  idea  ⁻  Represent  overall  outcomes  ⁻  Reflect  research  about  postsecondary  educaEon  programs  and  what    employers  idenEfied  as  criEcal  skills  

 

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Anchor  Standards  Summarization    

New  Alaska  ELA  Standards  •  Structural  

– How  are  standards  organized  – What  is  the  same  and  different  from  prior  standards  

•  Instructional  – What  level  of  rigor  will  be  required  – How  to  increase  student  performance  with  new  standards  

– What  instructional  techniques/approaches  will  I  need  to  deploy  

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What  Has  Not  Shifted  in  English  Language  Arts  

1.  Foundational  Skills  in  the  early  Grades  

2.  The  instruction  of  the  basic  reading  components  is  still  an  expectation  

3.  The  standards  for  these  skill  are  mastered  by  grade  5.  

Foundational  Skills  

• Print  Concepts  (K  –  1)  

•   Phonological  Awareness  (K  –  1)  

•   Phonics  and  Word  Recogni;on          (K  –  5)  

•   Fluency  (K  –  5)  

History,  Science  and  Technical  Subjects  

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The  Alaska  Standards  Requires    Three  Shifts  in  ELA/Literacy  

1.   Building  knowledge  through  content-­‐rich              nonfic;on    

2.  Reading,  wriEng,  and  speaking  grounded  in  evidence  from  text,  both  literary  and  informaEonal  

3.  Regular  pracEce  with  complex  text  and  its  academic  language  

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 Shift  #1:  Building  Knowledge  Through  Content-­‐Rich  Nonfiction  

What  is  Informational  Text  in  ELA?  •  Literary  nonficEon.  For  purposes  of  Alaska  ELA  Standards,    

–  Biographies,  memoirs,  speeches,  opinion  pieces  –  Essays  about  art,  literature,  journalism,  etc.  – Historical  ,  scienEfic,  technical,  or  economic  accounts  wriSen  for  a  broad  audience  

•  Emphasis  is  on  text  structure  other  than  narraEve  

•  Historical  text  (GeSysburg  Address,  LeSers  from  the  Birmingham  Jail,  or  The  Preamble  and  First  Amendment  of  the  United  States  ConsEtuEon)  

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AK  ELA  Standards:  Reading  (6-­‐12)    Anchor    Standard   Grade  Specific  Standard  Examples  (Informa;onal  Text)  

CraK  and  Structure  5. Analyze  the  structure  of  texts,  including  how  specific  sentences,  paragraphs,  and  larger  porEons  of  the  text  (e.g.,  a  secEon,  chapter,  scene,  or  stanza)  relate  to  each  other  and  the  whole.  

Grade  7  5.    Analyze  the  structure  an  author  uses  to  organize  a  text,  including  how  the  major  secEons  contribute  to  the  whole  and  to  the  development  of  the  ideas.  

 Grade  8  5.    Analyze  in  detail  the  structure  of  a  specific  paragraph  in  a  text,  including  the  role  of  a  parEcular  sentence  in  developing  and  refining  a  key  concept.  

 Grades  11-­‐12  5.    Analyze  and  evaluate  the  effecEveness  of  the  structure  an  author  uses  in  his  or  her  exposiEon  or  argument,  including  whether  the  structure  makes  points  clear,  convincing,  and  engaging.  

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AK  ELA  Standards:  Writing  (6-­‐12)  

 Anchor    Standard   Grade  Specific  Standard  Examples    

Text  Type  and  Purposes  2.    Write  informaEve/explanatory  texts  to  examine  and  convey  complex  ideas  and  informaEon  clearly  and  accurately  through  the  effecEve  selecEon,  organizaEon,  and  analysis  of  content.  

Grade  6  2(a).  Introduce  a  topic;  organize  ideas,  concepts,  and  

informaEon,  using  strategies  such  as  definiEon,  classificaEon,  comparison/contrast,  and  cause/effect;  including  forma`ng  (e.g.,  headings),  graphics  (e.g.,  charts,  tables),  and  mulEmedia  when  useful  in  aiding  comprehension.  

 

Produc;on  and  Distribu;on  of  Wri;ng  4.  Produce  clear  and  coherent  wriEng  in  which  the  development,  organizaEon  and  style  are  appropriate  to  task,  purpose,  and  audience.    

Note:  This  standard  is  repeated  at  each  grade  level  noEng  that  specific  expectaEons  for  wriEng  types  are  defined  in  standards  1-­‐3  for  each  grade  level.  14  

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 Shift  #2:    Reading,  Writing,  and  Speaking  Grounded  in  Evidence  From  Text,  Both  Literary  and  Informational  

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In  “Casey  at  the  Bat,”  Casey  strikes  out.  Describe  a  time  when  you  failed  at  something.  

In  “Letter  From  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”  Abraham  Lincoln  says  the  nation  is  dedicated  to  the  proposition  that  all  men  are  created  equal.  Why  is  equality  an  important  value  to  promote?  

What  makes  Casey’s  experiences  at  bat  humorous?      What  can  you  infer  from  King’s  letter  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?  

   

Not Text Dependent Text Dependent

WHAT    TEXT-­‐DEPENDENT  QUESTIONS  ARE:  

•  Questions  that  can  only  be  answered  with  evidence  from  the  text  

•  Can  be  literal  but  can  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  

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Close  Reading  

•  Reading  with  pen  (or  pencil)  in  hand  –  taking  notes  as  you  go  through  the  text  

•   Reading,  and  rereading,  and  rereading  again  to  uncover  layers  of  meaning  

•   Asking  and  answering  quesEons  about  the  text  –  especially  how  and  why  

Close  Reading  of  Complex  Text  •  Great  books  (challenging  books)  need  to  be  read  and  

reread  •  Each  reading  should  accomplish  a  separate  purpose  

–  1st  purpose:  Allows  the  reader  to  determine  what  a  text  says  

–  2nd  purpose:  Allows  a  reader  to  determine  how  a  text  works  

–  3rd  purpose:  Allows  the  reader  to  evaluate  the  quality  and  value  of  the  text  (and  to  connect  the  text  to  other  texts)  

                                               —Timothy  Shanahan  

Shift  #3:    Regular  Practice  With  Complex  Text  and  Its  Academic  

Language  

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•Word  length  •Word  frequency  •Word  difficulty  •Sentence  length  •Text  length  •Text  cohesion  

• Levels  of  meaning  •Levels  of  purpose  •Structure  •OrganizaEon  •Language  convenEonality  •Language  clarity  •Prior  knowledge  demands  

•MoEvaEon  •Knowledge  and  experience  

•Purpose  for  reading  •Complexity  of  task  assigned  and  quesEons  asked  regarding  text  

   

Text complexity is defined by w  of  Text  Complexity  

Qualita;ve  2.   Qualita;ve  measures  –  levels  of  meaning,  

structure,  language  conventionality  and  clarity,  and  knowledge  demands  often  best  measured  by  an  attentive  human  reader.  

Quan;ta;ve  

1.   Quan;ta;ve  measures  –  readability  and  other  scores  of  text  complexity  often  best  measured  by  computer  software.  

Reader  and  Task  

3.   Reader  and  Task  considera;ons  –  background  knowledge  of  reader,  motivation,  interests,  and  complexity  generated  by  tasks  assigned  often  best  made  by  educators  employing  their  professional  judgment.  

Features  of  Complex  Text  •  Subtle  and/or  frequent  transiEons  

•  Mul;ple  and/or  subtle  themes  and  purposes  

•  Density  of  informaEon  

•  Unfamiliar  se`ngs,  topics,  or  events  

•  Lack  of  repeEEon,  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  that  is  less  narraEve  and/or  mixes  structures  

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What  have  we  covered?  •  Awareness  Phase  

– Standards  Awareness  

•  Transition  Phase  – Foundational  Skills  –  Informational  Text  – Text  Structure  with  informational  text    – Multiple  Rereads  – Complex  text  

Closing