English Language Arts Foundational Services Peoria Regional
Office of Education Cindy Dollman Assistant Regional
Superintendent
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Multi-Tiered System of Support (MTSS/RtI) Statewide System of
Support Priority Focus Foundational Focus Areas: -Continuous
Improvement Process (Rising Star) -Common Core ELA -Common Core
Math -Teacher Evaluation -Balanced Assessment
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The CCSS Shifts Build Toward College and Career Readiness for
All Students 3
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What Are the Shifts at the Heart of PARCC Design (and the
Standards)? 4 1.Complexity: Regular practice with complex text and
its academic language.
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2. Evidence: Reading and writing grounded in evidence from
text, literary and informational. What Are the Shifts at the Heart
of PARCC Design (and the Standards)?
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3. Knowledge: Building knowledge through content rich
nonfiction. What Are the Shifts at the Heart of PARCC Design (and
the Standards)?
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Nine Specific Advances in the PARCC ELA/Literacy Assessment
Demanded by the Three Core Shifts... 7
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The CCSS Shifts Build Toward College and Career Readiness for
All Students 8 Text Complexity Close Reading Academic
Vocabulary
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Shift 2:Readingwritingevidence from text Shift 2: Reading and
writing grounded in evidence from text, literary and informational
citing evidence from texts 4.PARCC focuses on students rigorously
citing evidence from texts throughout the assessment (including
selected-response items). questions evidence from text(s). 5.PARCC
includes questions with more than one right answer to allow
students to generate a range of rich insights that are
substantiated by evidence from text(s). writing to sources 6.PARCC
requires writing to sources rather than writing to de-
contextualized expository prompts. narrative writing, 7.PARCC also
includes rigorous expectations for narrative writing, including
accuracy and precision in writing in later grades.
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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
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The CCSS Shifts Build Toward College and Career Readiness for
All Students 11 Text Dependent Questions Writing to Sources
Narrative Writing
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Defining: Research
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Claims for ELA/Literacy ELA/Literacy for Grades 311 Master
Claim Major Claim: Reading Complex Text SC: Vocabulary
Interpretation and Use SC: Reading Informational Text SC: Reading
Literature Major Claim: Writing SC: Written Expression SC:
Conventions and Knowledge of Language SC: Research
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Grades 6 8 ELA & Literacy in content areas: Conduct short
research projects to answer a question drawing on several sources .
Grades 9 12 ELA & Literacy in content areas: Conduct short as
well as more sustained research projects to answer a question or
solve a problem synthesize multiple sources.
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Citing Textual Evidence Text-Dependent Questions
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A coherent sequence of text dependent questions will scaffold
students toward successfully completing the culminating task.
Should relate to core understanding and key ideas.
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A Culminating Task The title of this selection is Because of
Winn-Dixie.' Using your answers from the questions above and class
discussion, explain why this is an appropriate title for the
selection. Be sure to clearly cite evidence from the text for each
part of your answer. Officer Buckles final safety tip is 'ALWAYS
STICK WITH YOUR BUDDY.' How did he and Gloria each learn this
lesson for themselves throughout the story?
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www.achievethecore.org Bands 11-CCR 9-10 6-8 4-5 2-3 K-1
Increased Ability to Use Text Evidence Standards Two through Nine
Bands 11-CCR 9-10 6-8 4-5 2-3 K-1 Standard OneStandard Ten 18
Increasing Range and Complexity
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Reading Anchor 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. Writing Anchor Standard 9 Draw
evidence from literary or informational texts to support analysis,
reflection, and research.
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2.Determine central ideas or themes of a text and analyze their
development. 3.Analyze how and why individuals, events, and ideas
develop and interact over the course of the text. 5.Analyze the
structure of texts, including how specific sentences, paragraphs,
and larger portions of the text relate to each other and the whole.
8.Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning.
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Writing Anchor Standard 1 Write arguments to support claims in
an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence. Speaking & Listening
Anchor Standard 3 Evaluate a speakers point of view, reasoning, use
of evidence and rhetoric. Speaking & Listening Anchor Standard
5 Present information, findings, and supporting evidence.
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Model close reading Texts worth teaching in depth Allow the
readers space and time to experience the texts Designate time for
rich & rigorous conversations Draw students into the texts thru
interesting sequences Pre-teach vocabulary or background DO NOT
pre-teach content Design questions so students make their own
judgments
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ARE NOT Low-level, literal, or recall questions Focused on
comprehension strategies Just questions ARE Can only be answered
with evidence from the text. Can be literal (checking for
understanding) but must 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. Can also include
prompts for writing and discussion questions.
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Group Activity Evaluating Question Quality: 1) Using the
checklist provides, evaluate the following questions about
Charlottes web. (individually) 2) In discussion, share your
evaluation and support your thinking. (large group)
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In the beginning of the story, John Arable was going to kill a
baby pig that was a runt. What is a runt? Explain why Mr. and Mrs.
Arable believed having a runt was a problem. What did Fern name her
pig. Describe what Fern did to take care of a newborn pig. Describe
the barn. Explain how Wilbur escaped from his pen. Did he enjoy his
freedom? List five words that describe Templeton.
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Why did Mr. Arable have an ax? What was Ferns motive? Why did
Wilbur have to leave Fern? Why was chapter three called Escape? How
does the sheep frighten Wilbur in chapter 7? What did Mr. Zuckerman
believe and why? What did Mrs. Zuckerman believe and why?
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EXAMPLES Scaffolding supports the text. Pre-reading activities
allow the text to unfold itself to the reader, preserving the
reading experience. Questions lead students deeper into the text
and cause them to pay closer attention to it. The classroom
experiences stay deeply connected to the text. NON-EXAMPLES
Scaffolding supplants the text. Pre-reading activities pre-empt or
deflate the reading experience Connection questions and discussions
lead away from the text. Activities are not text-based.
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What are the main points in each paragraph, and what evidence
did you draw upon in the text to determine these main points? What
is the main overall idea of the passage, and what does each
paragraph contribute? What is the narrators attitude toward the
subject? What details made you think this?
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When you're writing or reviewing a set of questions, consider
the following three categories: Questions that assess themes and
central idea Questions that assess knowledge of vocabulary
Questions that assess syntax and structure
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Team Work Activity Developing Text-Based Questions: 1) Read the
assigned passage. 2) As a team, develop 2-3 text- based questions
that include rigor, higher-level thinking skills, and critical
thinking. 3) Read the second passage. 4) As a team, develop 2-3
text- based questions that require students to either integrate
ideas from the two passages or identify conflicting information
between the two. 5) Record your work on chart paper to share with
the large group.
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No one right way to work with text dependent questions
Scaffolding Supports: not asking easier questions or substituting
simpler text Listening and speaking should be built into any
sequence of activities along with reading and writing CCSS require
ALL students to read and engage with grade appropriate complex text
regularly.
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Writing in the Common Core An Overview
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Writing is the primary basis upon which your work, your
learning, and your intellect will be judged in college, in the
workplace, and in the community. Marquette University
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Expresses who you are Make thinking visible Promotes ability to
pose worthwhile questions Fosters ability to explain complex
positions Refine ideas with feedback Anticipate readers needs
Preserves ideas Builds understanding of how truth is developed
Equips you with the communication and thinking skills needed to
participate effectively in democracy.
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1. Write arguments 2. Write informative/ explanatory texts 3.
Write narratives 4. Produce coherent writing 5. Develop &
strengthen writing 6. Use technology 7. Conduct research projects
8. Gather & integrate information 9. Draw evidence 10. Write
routinely Writing
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Narrative Narrative writing tells a story on a real or imagined
event Informational/ Explanatory Explanatory writing gives
information or explains what is difficult to understand Opinion/
Argumentative Argumentative writing gives an opinion on a topic and
uses support to convinces the reader to agree with it
Narrative: conveys experience, real or imagines, uses time as
its deep structure Purpose InformInstructPersuadeEntertain
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BeginningMiddleEnd
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3 RD 11 TH GRADE Establish a situation Organize a logical
sequence of events Describe scenes, objects or characters Use
appropriate dialogue 6 TH 12 TH GRADE Establish a context Situate
events in a time and place Develop a point of view Develop
characters motives
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Narrative lead (Engage reader with conflict by using a
description or an image) Context (Go back in time to described
origins of conflict) Body (Retell the experience) Turn (Present a
highpoint, the strongest conflict) Closing (Return to initial image
and add an insight)
Spatial Top to bottom Left to right Chronological First Second
Level of Importance Most.to Least
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Sequence your sentences in the order of the event in the book
Use your own words to summarize important events in the story Leave
out your opinion
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Somebody Who was the main character in the story? In Where did
the story take place? Wanted What did the character want? But What
was the problem in the story? Because Why did the problem arise? So
How was the problem resolved? Then What was the resolution in the
story?
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In English/Language Arts Narratives take the form of: Creative
fictional stories Memoirs Anecdotes Autobiographies
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In History/Social Studies Narratives accounts are written
about: Individuals Events Utilize most relevant information
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In Science Narratives descriptions are written of: Step-by-step
procedures
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In Math Narratives descriptions are written of: Autobiographies
Concept descriptions Step-by-step procedures
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Informational/explanatory writing: conveys information
accurately Purpose To increase readers knowledge of a subject To
help reader better understand a procedure or process To provide
readers with enhanced comprehension of a concept
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a short statement that covers the main points in a text or
selection
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Use a topic sentence and a closing sentence Keep summary short
(2 5 sentences) Write about the main ideas in the text, and leave
out the small details Use key words from the text, and leave out
repeated words and phrases Use synonyms and your own words to
restate important points
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Students must be able to determine importance of information in
a text, Note-taking Guides provide a structure for finding and
recording the most important information presented.
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What I learned: What I already knew: Questions I have: Anything
extra:
Argument: reasoned, logical way of demonstrating writers
position, belief, or conclusion is valid To change readers point of
view To bring about some action on the readers part To ask the
reader to accept the writers explanation or evaluation of a
concept, issue, or problem
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Both argument and persuasion have as their goal persuading
people to believe something is true or change their beliefs or
behavior. Persuasion relies on persuasive strategies. Appeals to
audiences self interest, sense of identity, emotions, credibility
or authority of the writer, etc. Argument relies on logic.
Convinces audience because of the perceived merit and
reasonableness of the claims and proofs offered
Introduce your claim (Make your point) Support claim with
Evidence (Use facts from credible sources) Explain how evidence
supports the claim (Creates cohesion between point & evidence)
Create a link between each point (Creates cohesion throughout the
piece)
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Make your point Introduce your claim Acknowledge alternate or
opposing claims Counter-claims Use logical reasoning and relevant
evidence Support claim with Evidence Cohesion between point &
evidence Explain how evidence supports the claim Use words, phrase
and clauses to create cohesion Clarify relationship among claims
Statement that supports claim Conclusion
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Arguments need... An issue An arguer An audience Common ground
A forum Audience outcomes Arguments fail with... No disagreement or
reason to argue Risky or trivial issues Difficulty establishing
common ground Standoffs or fights that result in negative
outcomes
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Claim A Miner would be a good mascot selection for our school.
Evidence Mascots should be strong or tough and represent the area.
They should be something people would be proud to be. Explanation
Our area has mining as one of its primary industries, so the choice
would represent our area. In addition, miners need to be tough
because they do strenuous workand dangerous work. They work hard to
fill a need for people everywhere. Thats something to be proud
of.
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I disagree with _____ because _____. I agree with _____ because
_____. I think _____ because _____. My theory is _____ because
_____. My claim is _____ because _____. I predict _____ because
_____. I question _____ because _____. I infer _____ because
_____.
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In English/Language Arts State claims about worth/meaning of
literary works Defend interpretations/judgments with evidence from
the text
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In History/Social Studies Analyze and use primary and secondary
sources as evidence to support claim Argue for a historically or
empirically situated interpretation
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In Science Claims are statements or conclusions that answer
questions or address problems
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In Math To conclude proofs To answer questions or address
problems Argue use of a specific strategy
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School issuesLocal IssuesState IssuesNational IssuesGlobal
Issues
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Students must create a balanced response. Integrating
Interpretatio n of Text Text-based Support
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Prompt Statement Key IdeaExplanation Support from Text Closing
Statement
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Restate the questionAnswer the questionCiting from the stimulus
x2End your Response
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Restate the question with key word(s) Answer the question
(thesis statement) Citing Evidence x2 and ClarifyEnding the
Response
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RACE Strategy RRestate the question. AAnswer the question.
CConnection (text- to-text, text-to- self, text-to- world) For
example EEnding sentence restating your main idea. That is why
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a short statement that covers the main points in a text or
selection
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Constructed Response (routinely) Analyses 4 th : three to four
5 th : three to five Narratives 4 th & 5 th : two to three
Research Project (one)
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Cite EvidenceAnalyze Content Study and Apply Grammar Study and
Apply Vocabulary Conduct Discussions & Report Findings
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CCR.W.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and
audiences. Writing to learn tasks Response to short text selections
Open ended questions Informal writing projects
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Notes Summaries Learning Logs Response to short selections Open
ended questions Dual Entry Journals
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Research projects Multimedia products Formal compositions with
multiple revisions
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Writing to Sources
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Analytical writing tied to literary and informational texts;
writing in response to texts; writing about texts Students analyze
the text, make valid claims about the text, and support those
claims with evidence from the text. Writing arguments and
informational reports from sources Using evidence from texts to
present careful analyses, well- defended claims, and clear
information Generating reports from research; writing from multiple
sources
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Grades 6 8 ELA & Literacy in content areas: Conduct short
research projects to answer a question drawing on several sources .
Grades 9 12 ELA & Literacy in content areas: Conduct short as
well as more sustained research projects to answer a question or
solve a problem synthesize multiple sources.
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Grades 6 8 ELA & Literacy: Gather relevant information from
multiple print and digital sources assess the credibility and
accuracy of each source. Grades 9 12 ELA & Literacy: Gather
relevant information from multiple authoritative print and digital
sources assess the strengths and limitations of each source in
terms of task, purpose, and audience.
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Draw evidence from literary or informational texts to support
analysis, reflection, and research. ELA 6-12 CCSS Writing Standards
9 Apply grade [6-12] Reading standards to literature and to
literary nonfiction. Literacy 6-12 CCSS Writing Standards 9
Specifies informational text
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6 th grade ELA (literary nonfiction) 6.RI.8. Trace and evaluate
the argument and specific claims in a text, distinguishing claims
that are supported by reasons and evidence from claims that are
not. 8 th grade ELA (literature) 6.RL.3. Analyze how particular
lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision. 9-10
th grade Literacy (informational text) 9-10.RH. 9. Compare and
contrast treatments of the same topic in several primary and
secondary sources. 9-10.RST.8. Assess the extent to which the
reasoning and evidence in a text support the authors claim or
recommendation for solving a scientific or technical problem.
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Extensive practice on short, focused research projects
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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 More
sustained research efforts at higher grades
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Team Discussion Writing Prompts before an after the Common Core
1) Read before and after writing prompts for 1) ELA 2) Social
Studies 3) Sciences 2) Identify the differences between the before
and after. 3) As a team, discuss: 1) How differences reflect the
intent of the Common Core 2) How this will impact your
instructional practices
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The Snapshot Strategy Analyzing Photos DBQ Discussion Based
Question Authentic Writing as Models (mentor texts)
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Snap Shot is used to encourage students to analyze one portion
of a visual document at a time before assessing the document as a
whole Have the visual (photo, painting, cartoon) covered on a
PowerPoint slide Reveal one quarter of the image at a time. Cover
the portion before showing the next quadrant. For each quadrant,
have students discuss (or journal on) what they see and think
Reveal and discuss (or journal on) the entire image
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Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
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Using a document or collection of documents: Students work to
answer an overarching guiding question To begin: Start with minor
questions to help guide them. Lots of pre-made DBQs or you can
create Example on Slavery The DBQ Project -
http://www.dbqproject.com/http://www.dbqproject.com/
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Focus: writing types rather than writing process Writing is
strongly connected to the reading standards Language standards
should be incorporated into writing Writing standards includes a
research component
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Students must write every day Establishing a 45 minute writing
block allows for students to work through the writing process Give
students choices Students are motivated by their own experiences
and interests Establish routines Set high expectations and build
stamina
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PARCC Types of Writing Types of Writing Rubrics Rubrics Model
Content Frameworks Evidence Tables Illinois Writing Matters
Illinois Writing Matters
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Write 3 new things you learned Write 2 questions you have.
Write 1 thing you will implement in your classroom.
