Cathy Shide Cathytegrated@bluetie

Common Core State Standards for English Language Arts and Content Literacy: The Key Shifts and Classroom InstructionCathy [email protected]

www.achievethecore.org

Goals

1. Review of Standards and Organization2. Key Shifts3. Close Reading and Text Dependent Questions4. Text Complexity – How to choose books?5. Throughout the day we will be

1. Exploring implementation ideas and making plans

Resources – Close reading lessons; Reading Streets Text Dependent Questions Grades 3-5; Anthology Unit Text Dependent Guides 6-8; Informational Text Strategies and Formative Assessment Suggestions

Developed by Cathy (Carter) Shide, [email protected]


Something to think about!

http://www.youtube.com/watch_popup?v=6Cf7IL_eZ38&vq=medium A Day Made of Glass

Did You Know?What will students need to be successful?

http://www.youtube.com/watch_popup?v=6Cf7IL_eZ38&vq=medium

http://www.youtube.com/watch_popup?v=6Cf7IL_eZ38&vq=medium

http://www.youtube.com/watch?v=YmwwrGV_aiE


What do you know about Common Core ELA?What have you done?Do more thinkingDefend their answers all subjectNot teaching the same objectivesWorded differentlyReading and writing standards

Not muchResearch and evidence!!

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Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance

tasks• C: Annotated student writing samples


Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance

tasks• C: Annotated student writing samples



Appendix A

Reading• Why Text Complexity Matters• The Standards Approach to Text

Complexity• Key Considerations in

Implementing Text Complexity• Standards’ Grade Specific Text

Complexity Demands• Sample Annotated Reading Texts

Reading Foundational Skills• Phoneme-Grapheme

Correspondences• Phonological Awareness• Orthography

Writing• Definitions of Three Text

Types• The Special Place of

Argument

Speaking & Listening• Special Role in Literacy• Read Alouds and Reading-

Speaking-Listening Link

Language• Overview• Conventions and Knowledge

of Language• Vocabulary


www.achievethecore.orgKaren Wixson, PhD, University of Michigan



The Background of the Common Core

Initiated by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) with the following design principles:

• Result in College and Career Readiness

• Based on solid research and practice evidence

• Fewer, higher and clearer

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Create a graphic organizer

Turn your paper horizontally (landscape) .Fold your paper into fourths.

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Shifts What and Why Opportunities Challenges

1. Building knowledge through content-rich nonfiction

2. Reading, writing, speaking grounded in evidence from text both literary and nonfiction

3. Regular practice with complex text and its academic language.


The CCSS Requires Three Shifts in ELA/Literacy

1. Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

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14www.achievethecore.org

Shift #1: Building Knowledge Through Content-Rich Nonfiction

88Frizzbee3519

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Content Shift #1

Content-Rich Nonfiction

•50/50 balance K-5

•70/30 in grades 9-12

•Students learning to read should exercise their ability to comprehend complex text through read-aloud texts.

•In grades 2+, students begin reading more complex texts, consolidating the foundational skills with reading comprehension.

•Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

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Building Knowledge Through Content-Rich Nonfiction: Why?

• Students are required to read very little informational text in elementary and middle school.

• Non-fiction makes up the vast majority of required reading in college/workplace.

• Informational text is harder for students to comprehend than narrative text.

• Supports students learning how to read different types of informational text.

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Content Shift #1

Sequencing Texts to Build Knowledge

•Not random reading

•Literacy in social studies/history, science, technical subjects, and the arts is embedded

ResourcesPage 33 in the CCSS for ELA/Literacy – The Human Body

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18www.achievethecore.org

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

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Reading, Writing and Speaking Grounded in Evidence from Text: Why?

• Most college and workplace writing requires evidence.

• Ability to cite evidence differentiates strong from weak student performance on NAEP

• Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text.

• Being able to locate and deploy evidence are hallmarks of strong readers and writers

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Content Shift #2

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

In “Letter from a 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” 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

Text-Dependent Questions


High school students read an excerpt of James D. Watson’s The Double Helix and respond to the following:

James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.

Sample Informational Text Assessment Question: Pre-Common Core Standards

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From The Adventures of Tom Sawyer

Have the students identify the different methods of removing warts that Tom and Huckleberry talk about. Discuss the charms that they say and the items (i.e. dead cats) they use. Ask students to devise their own charm to remove warts. Students could develop a method that would fit in the time of Tom Sawyer and a method that would incorporate items and words from current time. Boys played with dead cats and frogs, during Tom’s time. Are there cultural ideas or artifacts from the current time that could be used in the charm?

Sample Literary Question: Pre-Common Core Standards

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Sample Text Dependent Question: Common Core Standards

From The Adventures of Tom Sawyer

Why does Tom hesitate to allow Ben to paint the fence? How does Twain construct his sentences to reflect that hesitation? What effect do Tom’s hesitations have on Ben?

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Shift #3:Regular Practice with Complex Text and Its Academic Language

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Regular Practice With Complex text and Its Academic Language: Why?

• Gap between complexity of college and high school texts is huge.

• What students can read, in terms of complexity is greatest predictor of success in college (ACT study).

• Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts).

• Standards include a staircase of increasing text complexity from elementary through high school.

• Standards also focus on building general academic vocabulary so critical to comprehension.

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What are the Features of Complex Text?

• Subtle and/or frequent transitions

• Multiple and/or subtle themes and purposes

• Density of information

• Unfamiliar settings, topics or events

• Lack of repetition, 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 which is less narrative and/or mixes structures

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Scaffolding Complex Text

The standards require that students read appropriately complex text at each grade level – independently (Standard 10).

However there are many ways to scaffold student learning as they meet the standard:

•Multiple readings

•Read Aloud

•Chunking text (a little at a time)

Provide support while reading, rather than before.

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Close Analytic Reading

• Requires prompting students with questions to unpack unique complexity of any text so students learn to read complex text independently and proficiently.

• Not teacher "think aloud“.

• Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions.

• Text dependent questions require text-based answers – evidence.

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Name the Standard

1.Read each of the standards for each strand, Reading for Literature or Informational Text; Writing; Speaking and Listening; Language

2.Create a name for each standard with 1-5 word phrases

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www.achievethecore.org 30

Reading Anchor Standards 1. Evidence2. Central ideas3. Interaction4. Vocabulary5. Text structure6. Point of view/purpose7. Multimedia8. Argument (evaluating argument) 9. Multiple texts10. Range and Complexity



Writing Anchor Standards1. Write arguments

2. Write to explain/inform

3. Write narratives

4. Write with coherence

5. Plan, revise, rewrite

6. Use technology

7. Write short research

8. Use multiple sources

9. Use text evidence

10. Range of tasks and purposes


Speaking and Listening Standards

1. Range of conversations

2. Integrate and evaluate

3. Evaluate speaker’s point of view

4. Present information clearly, know your audience

5. Use digital media

6. Adapt speech to context


Language Anchor Standards

1. Command of grammar and usage

2. Command of punctuation and spelling

3. Use knowledge of language

4. Vocabulary—use context clues

5. Vocabulary—use figurative language

6. Vocabulary—use academic language



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http://www.achievethecore.org/


Structure of the Standards

• Four Strands: Reading, Writing, Speaking and Listening, Language

• K-5 Foundational strand

• Each strand has Science/technology and social studies standards for literacy

• Text complexity standards are listed by grade “bands”: K-1, 2-3, 4-5, 6-8, 9-10, 11-12, CCR – College and Career Ready)

Strand

Anchor Standard

Grade-Specific Standard

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Identify the Standard

RI . 4 . 2Strand Grade Standard Number

37


Identify the Standard

W. 11-12. 1bStrand Grades Standard Number

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Performance tasks

1. Match the task to a standard2. Brainstorm other standards this task

could also assess3. Where are these tasks?

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Cathy CarterEducational Consultant

F.. F.. F.. F.. F..

Essay, non-

fiction

Allow Local, National

Whole Plains, Desert

Fill in top line with words that begin with FAntonyms are listed



F.. F.. F.. F.. F..

Essay, non-

fiction



Language Arts

Verb Social Studies

Math Science

Fill in top line with words that begin with FAntonyms are listed



F.. F.. F.. F.. F..

Essay, non-

fiction


Whole Plains, desert

Language Arts

Verb Social Studies

Math Science

Literary, Genre

Command Other Countries

Type of Number

Biome

Fill in top line with words that begin with FAntonyms are listedFill in top line with words that begin with FAntonyms are listed



Folktale Forbid Foreign Fraction Forest

Essay, non-

fiction



Language Arts

Verb Social Studies

Math Science

Literary, Genre

Command Other Countries

Type of Number

Biome

Contradictory/Reciprocal Examples - Contradictory/Reciprocal Examples -

Research statementsResearch statements

Kindergarten students’ vocabulary size is a predictor of comprehension in middle school. (Scarborough, 1998)

Students with poor vocabulary by third grade have declining text comprehension scores in fourth and fifth grade. (Chall, Jacobs and Baldwin, 1990)

A single book reading improved significantly children’s expressive vocabulary. (Senechal and Cornell, 1993)

Vocabulary instruction has a strong connection to comprehension. (McKeown, Beck, Omanson and Perfetti, 1983)

Pre-instruction of words gave fourth grade students greater gain. (Brett, Rothlein and Hurley, 1996)

Words heard in an hourWords heard in an hour

Poverty: 615 words Middle class: 1251 words Professional: 2,153 words

Hart and Risley, 1995

Three-tiered ApproachThree-tiered Approach

First Tier Words• Basic words

o run, ball, is

Second Tier Words• Academic words• Found in many

curriculum areaso vocabulary,

example, create, add

Third tier words• Content words• Low-frequency

words• Words needed to

understand the concept

o nutrient, digestive, ingesting

Beck and McKeown, 1985

Check it outCheck it out

Fill in the blanks with words on the paragraph to develop

a meaning for you

*Page 8

The questions that p_____ face as they raise chi____ from in ____ to adult life are not easy to an___. Both fa____ and m____ can become concerned when health problems such as co____ arise any time after the e____ stage to later life. Experts recommend that young ch____ should have plenty of s____ and nutritious food for healthy growth. B____ and g____ should not share the same b____ or even sleep in the same r____. They may be afraid of the d____.

*Page 8

The questions that pourltrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.


Coccidiosis – What can you figure out?Coccidiosis – What can you figure out?

What is coccidiosis?

Who/What does it affect?

At what life stage does coccidiosis occur?

Why are merchants and poultrymen concerned with coccidiosis?

SchemaSchema

Framework, the learner’s general knowledge about a particular subject.

Provides a structure or guide for understanding.

What do I know

about . . .?

Without the appropriate schema, trying to understand a story, textbook, or classroom lesson is like finding your way through a new town without a map.

Without the appropriate schema, trying to understand a story, textbook, or classroom lesson is like finding your way through a new town without a map.

Some 3 yr olds enter preschool knowing three times as many words as their less advantaged peers.

Some 3 yr olds enter preschool knowing three times as many words as their less advantaged peers.

Some 6 yr olds have heard many thousands of words more than their peers by the time they enter 1st grade

Some 6 yr olds have heard many thousands of words more than their peers by the time they enter 1st grade

The more words you know, the easier it is to learn new words because you have more “pegs” to hang the new words on

The more words you know, the easier it is to learn new words because you have more “pegs” to hang the new words on

1/21/2008

Better learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to construct!

Close Reading Modeling Method: Example Tasks for K-5

Created by Content Area Specialists for Illinois State Board of EducationHosted by Jill Brown


Kathleen McNearyArea IA

Erik IwersenArea I-BB, BC, BD

Amy RobinsonArea I-C

Jill BrownArea II

Katy SykesArea III and IV

Kathi RhodusArea V and VI

ELA Content Specialists


Objectives

Discuss Text Complexity ModelExpand knowledge of reader and task considerationsUnderstand key classroom practices aligned to Common Core State Standards Model close reading activityPractice close reading activity



Text Complexity

Text complexity is defined by:

Qua

litat

ive

Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Q

uantitative

Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task

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

(Common Core State Standards Initiative)

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Text Complexity

QualitativeQualitative• Levels of meaning or

purpose• Structure• Language

conventionality and clarity

• Knowledge demands



Text Complexity

Quantitative• Word length• Frequency• Sentence length• Text cohesion



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

(Common Core State Standards Initiative)

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What should continue?

Libraries in room and visits to larger librariesGuided reading optionsStations or CentersVariety of genresMedia exposureWord study and vocabulary instructionJournal writingStrategy instruction


What could we do better?

Revisit critical thinking.Incorporate writing with all curricular areas daily.Infuse technology and instruction daily.Integrate thematic instruction with cross curricular genre studies.Join cultural perspectives and relationships.Take charge of your own learning and professional development.


Baseball vs. Reading



! = I have an idea about this, ? = I have a question about this

! = I have an idea about this

0-0 = I can visualize this

# = I have a connection


Bud, Not Buddy by Christopher Paul Curtis

Here we go again. We were all standing in line waiting for breakfast when one of the caseworkers came in and tap-tap-tapped down the line. Uh-oh, this meant bad news, either they’d found a foster home for somebody or somebody was about to get paddled. All the kids watched the woman as she moved along the line, her high-heeled shoes sounding like little firecrackers going off on the wooden floor. Shoot! She stopped at me and said, “Are you Buddy Caldwell?” I said, “It’s Bud, not Buddy, ma’am.” She put her hand on my shoulder and took me out of the line. Then she pulled Jerry, one of the littler boys, over. “Aren’t you Jerry Clark?” He nodded. “Boys, good news! Now that the school year has ended, you both have been accepted in new temporary-care homes starting this afternoon!”


Jerry asked the same thing I was thinking, “Together?”She said, “Why no, Jerry, you’ll be in a family with three little girls…”Jerry looked like he’d just found out they were going to dip him in a pot of boiling milk. “…and Bud..” She looked at some papers she was holding. “Oh, yes, the Amoses, you’ll be with Mr. and Mrs. Amos and their son, who’s twelve years old, that makes him just two years older than you, doesn’t it, Bud?”“Yes, ma’am.” She said, “I’m sure you’ll both be very happy.” Me and Jerry looked at each other.



The woman said, “Now, now , boys, no need to look so glum. I know you don't understand what it means, but there’s a depression going on all over this country. People can’t find jobs and these are very, very difficult times for everybody. We’ve been lucky enough to find two wonderful families who’ve opened their doors for you. I think it’s best that we show our new foster families that we’re very…” She dragged out the word very, waiting for us to finish her sentence for her. Jerry said, “Cheerful, helpful and grateful.” I moved my lips and mumbled. She smiled and said, “Unfortunately, you won’t have time for breakfast. I’ll have a couple of pieces of fruit put in a bag. In the meantime go to the sleep room and strip your beds and gather all of your things.”



Here we go again. I felt like I was walking in my sleep as I followed Jerry back to the room where all the boys’ beds were jim-jammed together. This was the third foster home I was going to and I’m used to packing up and leaving, but it still surprises me that there are always a few seconds, right after they tell you you’ve got to go, when my nose gets all runny and my throat gets all choky and my eyes get all sting-y. But the tears coming out doesn’t happen to me anymore, I don’t know when it first happened, but it seems like my eyes don’t cry anymore.



Key idea and detail questions

•Who is the person telling the story? •Summarize the main event and details supporting the event. What is explicitly stated in the text that supports those details? •Describe the characters in this selection with regards to age. What is the setting and time period? How do you know? •What are the main character’s true feelings about being placed in temporary care? What evidence supports that thought?










In this section there are conflicting emotions – the boys are being In this section there are conflicting emotions – the boys are being told to be “cheerful, helpful, and grateful” but how do they really told to be “cheerful, helpful, and grateful” but how do they really feel? What evidence in the text supports the true feelings of the feel? What evidence in the text supports the true feelings of the characters?characters?

What are the antonyms/synonyms meanings of the words?What are the antonyms/synonyms meanings of the words?

Does the time period have something to do with the author Does the time period have something to do with the author choosing the word sleep room?choosing the word sleep room?




What visualization comes to mind when the phrase “I felt like I was walking in my sleep” is heard? What does the term “jim-jammed” mean?

At any point, are there terms that can have graphics inserted from online dictionaries inserted to better explain or give pictorial representation? Foster home may need identification from this time period and is a good way to incorporate technology.


Craft and Structure Questions

•Some possible questions might be to acknowledge the perspective or point of view of the Bud, Jerry and the caseworker. •How did the beginning of the selection contribute to the ending? •How do the characters interact with one another? •What are some of the areas of figurative language that are used throughout the text? (shoes sounding like fire crackers, looked like he’s be dipped in a pot of boiling milk, how she dragged out her words) These are underlined in yellow. •What is the author’s meaning behind these words? •What illustrations come to mind? •Is first or third person narration being used?•What could be the author’s purpose for using first or third?

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Third Read - Integration of ideas and knowledge


Third Read - Integration of ideas and knowledge•How did the character’s mood change from beginning of the selection to the end of the story? Focus on the last words, “But the tears coming out doesn’t happen to me anymore, I don’t know when it first happened, but it seems like my eyes don’t cry anymore.”•What if this story took place in a different time period, how would that change the selection? Especially if the time period is now... •What race do you assume Bud and Jerry are? •If the reader hasn’t seen the cover of the book, how does the story change if Bud is a female?


Third Read - Integration of ideas and knowledge

•Discuss the representation of food in the text and how the author has the children leave with just a couple of pieces of fruit. Discuss poverty and what pros there might be to being in this setting and the cons. What other causes from this time period could cause children to live in this setting?•If possible, find an informational text about foster care from a different cultural perspective and compare and contrast the temporary home setting to this text. •Students could also create a specific visual or oral representation of the setting using descriptions and inferences from the two texts.

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! = I have an idea about this, Symbol Stands for: Means:

∞ Connections you have to the text.

You have seen, read, or thought about that before.

? Question I don’t understand. I need more information.

! Main Idea This is the important point the author is trying to get across.

+ (E) Agree I agree with the author on this point. (Support with (E)vidence)

- (E) Disagree I disagree with the author. I think differently. (Support with (E)vidence)

NEW New information This is brand new to my thinking.

Highlight Word analysis Structure/figurative language


A Poem for My Librarian, Mrs. Longby Nikki Giovanni, Acolytes


A Poem for My Librarian, Mrs. Long page 88by Nikki Giovanni, Acolytes

A Poem for My Librarian, Mrs. Long(You never know what troubled little girl needs a book)..........

There was a bookstore uptown on gay streetWhich I visited and inhaled that wonderful odorOf new booksEven today I read hardcover as a preference paperback only As a last resort

And up the hill on vine street(The main black corridor)sat our carnegie libraryMrs. Long always glad to see youThe stereoscope always ready to show you farawayPlaces to dream about


Mrs. Long asking what are you looking for todayWhen I wanted Leaves of Grass or alfred north whiteheadShe would go to the big library uptown and i now knowHat in hand to ask to borrow so that I might borrow

Probably they said something humiliating since southernWhites like to humiliate southern blacks

But she nonetheless brought the booksBack and I held them to my chest Close to my heartAnd happily skipped back to grandmother’s houseWhere I would sit on the front porchIn a gray glider and dream of a worldFar away



I love the world where I wasI was safe and warm and grandmother gave me neck kissesWhen I was on my way to bed

But there was a worldSomewhereOut thereAnd Mrs. Long opened that wardrobeBut not lions or witches scared meI went throughKnowing there would beSpring















I love the world where I wasI was safe and warm and grandmother gave me neck kissedWhen I was on my way to bed
















I love the world where I wasI was safe and warm and grandmother gave me neck kissedWhen I was on my way to bed




Process

Students and teachers understand multiple reads will occur• Independently• By proficient readers including teacher

Vocabulary instruction with a focus on Tier 2 words (see next slide)Questions will follow Common Core Standards structure

Sample Process for Literature

•Key Ideas and Details•State what the text says explicitly and support it with evidence. •Identify the central idea and theme(s).•Analyze characters and events.

•Craft and Structure•Interpret words and phrases.•Analyze structures of text and how styles relate.•Discuss purposes and points of view.

•Integration of Knowledge and Ideas•Evaluate the different medias.•Compare and contrast the different cultural experiences and themes.


Other texts to compare...


Other texts to compare...


References

http://programs.ccsso.org/projects/common%20core%20resources/documents/Reader%20and%20Task%20Considerations.pdfCurtis, C. (1999). Bud, Not Buddy. New York: Delacorte Books for Young Readers.Fisher, D., Frey, N., & Lapp, D. (2012). Text Complexity: Raising Rigor in Reading. New York: International Reading Association.Council of Chief State School Officers. , & National Governors Association, (2010). Common core state standards initiative: Appendix B. DOI: www.corestandards.org


Vocabulary Shift

https://www.teachingchannel.org/videos/improving-student-vocabulary?fd=1Improving Students’ Vocabulary – Teaching Channel

https://www.teachingchannel.org/videos/developing-better-questions Developing Better Questions

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Changes in Lexile Ranges


Documents

Cathy Shide Cathytegrated@bluetie