Common Core Planning – Deep Dive into Literacy

August 20, 2013 High School PLI

Wonderings ?

On separate sheet of paper answer the following questions:

1. What teacher actions ensure shift 1 occurs?

2. What administrator actions ensures shift 1 occurs?

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Goals – Participants will develop a common understanding of…

• Implementation of Common Core State Standards’ ELA instructional shifts.

• Elements of a CCSS aligned block.

• How to monitor and support the implementation of Springboard, the Anthology Alignment Project, CRESST assessments etc. so that these initiatives and programs result in improved student achievement.

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Agenda• Do Now – Pre-test & Wonderings “What teacher actions ensure

shift 1 occurs?” 8:30 – 8:50 

• Activity 1 – Close Read “Writing for Understanding” 8:50 –9:30

• Activity 2 – “The Road Ahead” sample lesson 9:30 – 10:00

• Activity 3 –Common Core aligned block, Parts II and III:• 10:00 – 10:30 (The Block - discussion)• 10:30 – 10:40 Break• 10:40 – 11:40 (Small Group Instruction & Independent

Reading)

• Activity 4 – Look Fors 11:40–12:00

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Why Did We Change?

“The Standards set requirements for English language arts (ELA) [and] for literacy in history/social studies, science, and technical subjects. …students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, …the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.” Students, “actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.”

Response To Intervention

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Tier 1 ALL

SOME

FEW

ELA/Literacy: 3 Shifts

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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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According to the Common Core, what percentage of writing prompts should be devoted to narrative, expository, and argument in grades K-5, 6-8, and 9-12?

In elementary school 30% writing to argue35% writing to explain/inform35% narrative writing

In middle school35% writing to argue35% writing to explain/inform30% narrative writing

In high school40% writing to argue40% writing to explain/inform20% narrative writing

Activity 1 – Close Reading

Professional reading….

1. Readings:

> Persons A & C: Read green sheet: “Writing for

Understanding”

> Persons B & D: Read pink sheet: “Writing for

Understanding”

2. Consider what key learning(s) is the author trying to

impart? As you read and recognize them please make a

note for yourself, you will need to refer to your notes later.

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Close Reading

3. Person A: Turn to your group and share the key

learning(s) from your article, citing specific parts of the

text that led you to your assertions. (You will have 3

minutes)

4. Person C: Did you agree with person A? if yes cite the

specific claims you heard from person A & the text to

affirm persons A's claims. If not, refute the specific

assertions with textual evidence from your article. (You

will have 3 minutes)

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Close Reading

5. Person B it is now your turn to share your article

explaining the key learning(s) and citing from your text to

support your assertions. (You will have 3 minutes)

6. Person D: Did you agree with person B? if yes cite the

specific claims you heard from person B & the text to

affirm persons B's claims. If not, refute the specific

assertions with textual evidence from your article. 

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Sharing Out

1. Please write down the group’s key learning(s) on the

chart paper. (You will have 7 minutes)

2. Post your papers in the room and have a seat.

3. Choose on group’s chart to review. Are you thinking the

same? Is there a “new” learning that you didn’t consider?

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Four Elements

Knowledge, and solid understanding of that knowledge

A focus through which to think about and work with that knowledge and understanding

A structure to develop their knowledge and understanding

Grade-level control over conventions

Writing for Understanding vs. the Writing Process

The text drives what you teach

Rigor is in the reading and the task NOT the complexity of the prompt

Complexity sits with the text; difficulty sits with the reader

Content rich nonfiction teaches academic language

Key Paradigm Shifts

What’s In and What’s Outaccording to the Common Core authors

IN OUT1. Only some students read complex texts

2. Reading any ‘ol text

3. Solely literature

4. Collection of unrelated texts

5. Mostly text-to-self questions

6. Mainly writing without sources

7. Accent on literary terminology

8. Emphasis on pre-reading

9. Reading strategies (as end goal)

10. Reading foundations (peripheral and detached)

1. Daily encounters w/complex texts

2. Texts worthy of close attention

3. Balance of literary and info texts

4. Coherent sequences of texts

5. Mostly text-dependent questions

6. Mainly evidence-based analyses

7. Accent on academic vocabulary

8. Emphasis on reading & re-reading

9. Reading strategies (as means)

10. Reading foundations (central and integrated)

Activity 2 – Sample lesson – The Road Ahead

Review – Notice – Wonder

1. Teacher instructions

> Before reading

> During reading

2. Culminating Tasks & Teacher Instructions

3. How is the “Writing for Understanding” philosophy

manifested in the lesson? (Answer individually)

4. Turn and tell a friend at the table.

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Take out the yellow paper and read it silently.

Again, consider what key learning(s) is the author trying to impart? As you read and recognize them please make a note for yourself, you will need to refer to your notes later.

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Activity 2 - Understanding Common Core Aligned Block

Core Aligned Block

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Turn to a partner and share 3 things you notice.

Turn to a different partner and share 2 things you think would be new for English Language Arts, History, Social Studies, and Technical Subjects Teachers.

Think about 1 misconception you will address that high school teachers will experience when viewing this document for the first time.

Whole Group

Small Group/Independent Reading

Whole Group

Small Group Instruction – Explicit Reading Instruction

Gathering student data

Forming reading/writing groups

Scheduling and rotating groups

Reflection and sharing

Utilizing resources

Classroom structure and physical setting

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Small Group Instruction

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Group A: Teacher led group (Small group)

(Rereading selection, responding to text-dependent questions, vocabulary…) 

Group B: Independent Reading (Document pages read daily; complete reading response weekly)  

Group C: Project-based Task (Related to main topic of reading) Group D: Vocabulary (Skill work emphasizing usage in context)Group E: Writing Text-dependent Questions Culminating Tasks Additional Tasks

 

Group F: Research (Optional) 

These are suggested stations that students can rotate to perform various tasks/activities. Based upon enrollment, teachers will determine the number of stations to establish in their classrooms.

Fluency

Comprehension

Specific reading strategies

Read the Independent Reading Packet

1. Consider the protocols and procedures the

packet requires teachers to establish?

2. As a group write them down on the blue paper on

your tables.(You will have 7 minutes to complete this

task.)

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Independent Reading

ManagementNormsProtocols

Guidance for student selections

AccountabilitySocial Interactions

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Activity 4Strategic Planning for 2013-14 – Preparing to Implement Common Core Curricula

Look Fors – When discussing lesson plans with teachers ask…

How often has the teacher planned for students to reread text?

How often has teacher planned for students to discuss text and cite evidence?

Has teacher designed opportunities for students to gather evidence as a separate step in the process of writing?

Is small group instruction occurring? What management tool is being employed?

Is independent reading being required and monitored?

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Pre-test Answers

How did you do?

Which questions do you still need answered?

How can the Office of Curriculum be of service?

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Schedule Overview for Next 3 weeks• August 19th: Introduction to Curriculum & Assessment in

2013-14

• August 20th: Deep Dive into Literacy

• August 22nd: Teacher Evaluation in 2013-14

• August 26th: CST Evaluation & Special Education in 2013-14

• August 27th: Student Support Services in 2013-14

• August 27th & 28th: Springboard & WEX Training

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