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Planning with the Common Core State Standards
Allen Parish English / Language ArtsWednesday, August 22 and Thursday, August 23,
2012
http://www.21stcenturyschoolteacher.com/presentations.html
Slides and templates available at:
Transfer of content and literacy skills is the ultimate goal. (Transfer is defined as adaptation and application of skills to new
situations or contexts.) In order to transfer, students need time and guidance to make
meaning of the methodologies, structures, and relevance of the reading and writing process.
Unpacking the CCSS can help us identify skills and knowledge that students must acquire in order to make meaning and transfer.
Our Understandings
Number game
Reviewing A-M-T
A• Example:Teach elements of plot (exposition, rising action, climax, falling action, etc.)
M T• Example:Read stories, identify plot elements, discuss effective examples, practice writing an exposition, etc.
• Example:Write our own short stories . . .
Reviewing A-M-TGOAL TYPE ACTION VERBS
Acquisition
apprehend • calculate • define • discern • identify •
memorize • notice • paraphrase • plug in • recall
• select • state
Making Meaning
analyze • compare • contrast • critique • defend • evaluate
• explain • generalize • interpret • justify/support
•prove • summarize • synthesize • test • translate •
verify
Transfer
adapt (based on feedback)• adjust (based on results) • apply • create • design •
innovate • perform effectively • self-assess •
solve • troubleshoot
Establish and keep highlighting clear transfer goals. Have learners practice judgment in using a few different skills, not just
plugging in one skill on command. Provide students with feedback on their self-cueing, knowledge retrieval,
self-assessment, and self-adjustment as they move toward transfer. Change the set-up so that students realize that use of prior learning
comes in many guises. Have students regularly generalize from specific instances and cases. Require students to constantly reword, rephrase, and represent what
they learn.
Designing and Teaching for Transfer
Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Writing From Sources Academic Vocabulary
Common Core = Six Shifts in Literacy
WRITING: Shifts 4 and 5: Focus on command of evidence from texts: writing prompts and rubrics
READING: Shifts 1 and 2: Non-fiction Texts and Authentic Texts
OUTCOME: Unpacked Reading/Writing Standards for your classroom, review of transitional curriculum, and application of day one work to revision of DCAs
Our Focus:
Building knowledge through content-rich nonfiction
Reading, writing and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
Strongest Messages:
"The ELA transitional tests will have a new type of writing prompt that focuses on a key instructional shift—writing in response to reading. Instead of responding to a “stand alone” writing prompt, students will read one or two passages and use the information from the text to support his or her response."
--LDOE Website
CCSS RI.1-3 (Key Ideas and Details) and RI.4-6 (Craft and Structure) (pp. 39-40 )AND CCR W.2: Write informative / explanatory texts to
examine and convey complex ideas and information clearly and accurately, through the effective selection, organization, and analysis of content. (p. 41 )
Reading / Writing Connection: Silent Spring
Unpacking CCSS Standards
Digging Deeper to Understand Implications of Standards
Begin with College and Career Readiness Anchor Standards All CCSS arranged by grade bands 6, 7, 8, 9-10, 11-12 20 CCSS in Reading are broken down—10 Literary (RL)
—and 10 Informational text (RI)—page 35 (RL-36, RI-39) 10 CCSS in Writing (W) page 41 Six CCSS in Speaking and Listening – (SL) page 48 Six CCSS in Language – (L) page 51
Overview of CCR and CCSS
Red=verb=Skill or Understanding Blue=Noun=Knowledge Green=qualifier=Criteria for performance
CCR 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Breaking down the standards:
W.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Underline the nouns, circle the verbs, and place parenthesis around modifiers.
Example - Common Core - Writing
W.1-Write arguments to support claims in an analysis of (substantive) topics or texts, using (valid) reasoning and (relevant) and (sufficient) evidence.
Underline the nouns, circle the verbs, and place parenthesis around modifiers.
Example - Common Core - Writing
1. Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Speaking and Listening—Gr. 11-12
Speaking and Listening -- SL.11-12.1 (continued) a. Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas. (A)
b. Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed. (A)
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (M)
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (T)
Unpacking the Standards:Electronic Template available on website
Kids initiate and participate in an independent conversation (write own questions, own discussion leaders, own progression / monitoring) incorporating original text(s), essential questions of the unit to arrive at new perspectives based on synthesis of multiple viewpoints.(Socratic seminar--debate—panel—round table—fire lane)Must end in some kind of reflection that encapsulates new learning.
Practice generating levels of questions with a text.
Practice posing questions and responding to different opinions.
Exhibit criteria for successful conversation--test and extend original thinking, allow everyone a voice, assume value in alternate opinions.
Debrief and self/peer assess—this may have elements of meaning making and transfer
Identify appropriate discussion / listening skills
Understand roles in discussion
How to generate questions—Costa’s Levels or another method
Preparation skills—Reading, research, etc.
Teacher Modeling –conversation and questioning
Unpack two or three desired standard(s) for Acquisition, Meaning Making, and Transfer. A-What kinds of new direct instruction will this standard
demand? What knowledge and skills must be acquired? M-What understandings from this standard will take time
and intentional planning to explore and uncover? What skills are new to this grade band? (Examine grade level below / above)
T-What independent transfer is called for by the standard?
Collaborate:
Writing Expect students to compose arguments and
opinions and informative / explanatory pieces Focus on the use of reason and cite evidence to
substantiate an argument or claim Emphasize ability to conduct research – short
projects and sustained inquiry Require students to incorporate technology as
they create, refine, and collaborate on writing Include student writing samples that illustrate the
criteria required to meet the standards (See Appendix C for writing samples CCSSO EdSteps Continuum)
Focus on Writing Instruction aligned to CCSS
Shift 4 & 5:
Increased writing from sources Argument and informational 70%
Shift 4 & 5: Implications for Instruction
Shifts in Writing
CCR 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.
O CCSS for English/Language Arts & Literacy, p. 35
Transfer Goal: CCR W10
Writing:
Of freshmen entering Harvard:“Bad spelling, incorrectness as well as inelegance
of expression in writing, [and] ignorance of the simplest rules of punctuation.”
O Harvard President Charles Eliot, 1871
Writing through time:
O“Children don’t get many opportunities to write. In [a] recent study in grades one, three, and five, only 15% of the schools day was spent in any kind of writing activity.”
O R.C. Anderson, Becoming a Nation of Readers: The Report of the Commission on Reading, 1985
Writing through time:
O“Each year in their writing, students should demonstrate increasing sophistication in all aspects of of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.
O CCSS for English/Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, p. 42
Source: Balog, David, Ed. The Dana Source Book of Brain Science: Resources for Teachers and Students 4th edition. Dana Press, c2006.
Source: Balog, David, Ed. The Dana Source Book of Brain Science: Resources for Teachers and Students 4th edition. Dana Press, c2006.
"As long as the reason of man continues fallible, and he is at liberty to exercise it, different opinions will be formed. As long as the connection subsists between his reason and his self-love, his opinions and his passions will have a reciprocal influence on each other; and the former will be objects to which the latter will attach themselves. The diversity in the faculties of men, from which the rights of property originate, is not less an insuperable obstacle to a uniformity of interests. The protection of these faculties is the first object of government. From the protection of different and unequal faculties of acquiring property, the possession of different degrees and kinds of property immediately results; and from the influence of these on the sentiments and views of the respective proprietors, ensues a division of the society into different interests and parties."
--James Madison’s The Federalist Papers
Challenge: Writing to Understand:
Narrative WritingTeaching to the writing standards:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCR #3, p. 41
Skills: Brainstorming, listing, using model text
Example Writing Task: Narrative
Exercise: I remember . . .
Take a few minutes and list as many events as you can remember from your childhood. Try for 5 – 10.
Respond: From Childhood Images
Choose ONE memory. Tell a story: “One day, back in Lincoln, Nebraska . . .”
Don’t edit too much Get down as much detail as you remember Don’t try for perfect or polished Don’t worry about length
(we will take just a few minutes for this draft)
Reflect and respond
In teams of two, share your experience out loud.
How did the details given (or the subject matter, or the language, or the sentence length, or the organization) influence your response as listener? Could you “see” the event?
Let’s Write
Think back to your “I remember” list. Use this last memory OR choose another memory/image and jot
down 5 things that you didn’t realize you loved until your returned to this memory—five things that come directly from this memory.
In other words, finish the sentence, “I never knew I loved ________.” (I never knew I loved awful floral cloth napkins my grandmother saved for special occasions…)
What you list need not be concrete; while you might choose such “loved” items/nouns as artichoke hearts, oak trees, or ninjas, you might also choose such abstractions as being alone or getting attention.
Write
Once you’ve made your list, choose one item from this list and take a moment and write one or two paragraphs using “I never knew I loved ______” as your first sentence.
You should end your paragraph with “I never knew I loved _______. ” and you should use the phrase “I never knew…” three times.
(Excerpts from . . . ) Things I Didn't Know I Lovedby Nazim Hikmet
I never knew I lovednight descending like a tired bird on a smoky wet plain I didn't know I loved the sky cloudy or clear . . . I never knew I loved roads even the asphalt kindVera's behind the wheel we're driving . . .the two of us inside a closed boxthe world flows past on both sides distant and mute I was never so close to anyone in my life I just remembered the stars I love them toowhether I'm floored watching them from below or whether I'm flying at their side
. . . they are our endless desire to grasp thingsseeing them I could even think of death and not feel at all sad I never knew I loved the cosmos . . . or how much I didn't know I loved cloudswhether I'm under or up above themwhether they look like giants or shaggy white beasts. . .the train plunges on through the pitch-black nightI never knew I liked the night pitch-blacksparks fly from the engineI didn't know I loved sparksI didn't know I loved so many things and I had to wait until sixty to find it out sitting by the window on the Prague-Berlin train watching the world disappear as if on a journey of no return
Share your writing . . .
Argumentative WritingTeaching to the writing standards:
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCR #1, p. 41
Central claim or thesis states a narrowed and defined argument
Sub-claims / reasons clarify premises for argument/stance Evidence to support reasoning --text and research based Concedes to and Refutes opposing arguments / counter-
claims Conclusion restates central premise and summarizes
General Characteristics of Argumentative Writing
What is the central claim? What are the sub-claims? Is there strong evidence? What form does it take? Is there a concession to the other point of view? Is there a strong conclusion?
Model: Video Games
Informative WritingTeaching to the writing standards:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCR #2, p. 41
Context-setting hook Guiding idea: what, how, why or so what Organized main points provide a road map
through paper Evidence to support topic clear, well-developed, accurate Text and research based
Conclusion
General Characteristics of Informative Writing
Students might identify / replicate: Hook Guiding what, how, or so what Organized main points Text / research based evidence for
each main point
Lexile: https://www.lexile.com/analyzer
Model: The Teen Brain
Lexile—p. 8, Appendix A
Modes of Discourse Teaching to the writing standards:
Types of Text Structures (Writing Modes)
There are multiple ways to organize thinking or writing.
We tend to use certain modes more for explanation or informational writing, and others for argument or persuasive writing.
Students should know how to identify multiple modes in their reading, and they should know how to use those modes in their writing.
Source: LDC, November 2011
How many of the modes traditionally associated with explanatory writing can you find? Definition Description Procedural/Sequential Synthesis Analysis Comparison
On Compassion:
Effective Writing Assignments:
O Content and Scope:
O “[An effective writing assignment] engages students in a series of cognitive processes, such as reflection, analysis, and synthesis, so that they are required to transform the information from the reading material in order to complete the writing assignment.”
O --Nagin, Carl and the National Writing Project. Because Writing Matters: Improving Student Writing in our Schools. San Francisco: Jossey-Bass. 2006. p. 47.
Cognitive Process: Synthesis/Analysis
Effective Writing Assignments:
O Organization and Development:
O“An effective assignment gives students a framework for developing ideas and organizational guidelines that help them analyze and synthesize the information with which they are working.”O -Nagin, Carl and the National Writing Project. Because Writing Matters: Improving Student Writing in our Schools. San Francisco: Jossey-Bass. 2006. p. 47.
Effective Writing Assignments:
O Audience and Communication:
O“An effective assignment goes beyond the use of a ‘pretend’ audience and offers the student a genuine opportunity [to inform, entertain, or persuade].”
O --Nagin, Carl and the National Writing Project. Because Writing Matters: Improving Student Writing in our Schools. San Francisco: Jossey-Bass. 2006. p. 48.
Effective Writing Assignments:
Engagement and choice:
“. . . An effective assignment avoids the pitfalls of offering the student too much choice or none at all. Restricting the range of decisions that the student is asked to make is a way for her to increase engagement in the assignment.”
--Nagin, Carl and the National Writing Project. Because Writing Matters: Improving Student Writing in our Schools. San Francisco: Jossey-Bass. 2006. p. 48.
Considering our discussions around writing instruction, create one or more acquisition, meaning making, and / or transfer tasks for your classroom/curriculum. Resource: Appendix C
Identify the corresponding skills to be taught / explored Plan for pre-writing exercises, model or exemplar texts,
related readings for synthesis / evidence
Planning Instructional Tasks aligned with CCSS
Are all three types of learning goals (A M T) addressed in these task(s)?
Have I sketched out learning events that are appropriate for each type of goal—rather than what is most familiar or comfortable?
Are there sufficient opportunities for students to draw inferences and make meaning on their own about target big ideas?
Have I gradually released students to be more responsible for figuring out what to do and when to do it?
Design Standards for Instructional Tasks:
Lunch Slide placed as needed
Non-fiction Texts and Authentic Texts
Shifts 1 and 2: How can we choose and teach text?
Shifts in Reading
• Biographies and autobiographies• Essays• Speeches• Information displayed in charts, graphs, or maps,
digitally or in print.
What examples of non-fiction texts do you use in your classroom?
http://Americanrhetoric.com http://www.archives.gov/education/ http://www.loc.gov/index.html http://video.pbs.org/ http://www.nationalgeographic.com/ http://www.discoveryeducation.com/teachers http://apcentral.collegeboard.com/apc/members/exam/exam_informatio
n/2001.html or http://apcentral.collegeboard.com/apc/members/exam/exam_information/2002.html
Resources for authentic text:
Tony slowly got up from the mat, planning his escape. He hesitated a moment and thought. Things were not going well. What bothered him most was being held, especially since the charge against him had been weak. He considered his present situation. The lock that held him was strong, but he thought he could break it . . . He felt that he was ready to make his move.
K. McCormick, The Culture of Reading and the Teaching of English, 1994
The Challenge of Reading
A-Rod hit into a 6-4-3 double play to end the game. (Hirsch and Pondiscio 2010)
The Challenge of Reading #2
The New York Yankees lost when Alex Rodriguez came up to bat with a man on first base and one out and then hit a groundball to the short- stop, who threw to the second baseman, who relayed to first in time to catch Rodriguez for the final out.(Hirsch and Pondiscio 2010)
Students often struggle to monitor and integrate ideas of informational text. According to Romero, Paris and Brem (2005), ideas that arc over large amounts of cognitive territory make global understanding of informational text more difficult.
Scaffold for students with: Understanding of the elements and structure of text Understanding of academic vocabulary Understanding of their purpose for reading
Why Informational Text is Difficult:
Purpose for Reading
The House
Tovani, I Read It But I Don’t Get It
Broad Categories for Successful Reading:
Predicting requires students to guess what might happen
Questioning requires students to ask about the text they are reading
Summarizing requires students to explain the meaning of their reading in their own words
Inferencing requires students to “read between the lines” for meaning
Connections--Text to Self, Text to Text, Text to World Connections require students to find similarities in other texts, to themselves, and to something universal
Self-monitoring requires students to be meta-cognitive and be aware of their own comprehension
“[Reading] strategies are not linear in that first you engage with one and then another. In fact, reducing complex systems to a list . . . Probably over-simplifies reading.”
Pinnell and Fountas (2003)
R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS for English/Language Arts & Literacy, p.35
CCR R2
Example: Reciprocal Teaching
Four Roles
Chunk text
PredictQuestionClarifySummarize
Before Reading:Strategies?
During Reading: Strategies?
After Reading: Strategies?
* Kujawa and Huske’s (1995) model
Before, During, and After Reading:Helping Students to Engage in The Reading Process
R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
R.6 Assess how point of view or purpose shapes the content and style of a text.
CCSS for English/Language Arts & Literacy, p. 35
CCR R8 and R6
Purpose(s) for annotation: What are the ethical issues surrounding the cloning
of pets? What is the author's main point? Is he objective?
How do you know?
Annotating for claims / reasoning / bias
R.7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
CCSS for English/Language Arts & Literacy, p. 35
CCR R7
Annotating Visuals
Guernica
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS for English/Language Arts & Literacy, p.35
CCR R4
Abraham Lincoln
What makes a leader?
Annotate to summarize / annotate to discuss
Characteristics of target reading Discussion formats Creating questions Grading
Resources posted
Socratic Seminar
CHOOSE informational text(s) for your unit and IDENTIFY pre-reading, during reading, and after reading strategies to help students access the text. Identify alignment with your unpacked Common Core standards. Resource: Appendix B
Collaborate:Planning Reading Instruction
DCA Transfer Task Revision:Aligning with
Reading and Writing CCSSAugust 23, 2012
www.21stcenturyschoolteacher.com/presentations
Morning: Questions – day one Assessment and rubrics Audit / examine current transfer tasks for revision / alignment to CCSS Writing DCA Transfer Tasks: Collaborative work / revision time in grade level teams Lunch Afternoon: Writing DCA Transfer Tasks/Rubrics: Collaborative work / revision time in continues Gallery Walk / Sharing Setting team goals for future revision Evaluation
Day Two Goal: Revision of DCA transfer tasks for alignment with
transitional curriculum / CCSS
DCA Audit
http://www.doe.state.la.us/topics/common_core_samples.html
Resource: Sample LDOE Assessments
Resource: Webb’s Depth of Knowledge
Resource: DOK Activity Levels
Audit / examine current transfer tasks for needed revision / alignment to CCSS
DCA Transfer Task Rubric
Writing rubrics for assessments
How will you measure success?
www.literacydesigncollaborative.org
Resources: Literacy Design Collaborative
Collaborative work / DCA revision time in grade level teams
Creating Rubrics for DCA Transfer Tasks
Writing DCA Transfer Tasks:
On poster paper
Course (grade-subject) DCA # and topic / content / GLEs Reading and Writing Standard(s) targeted Prompt / Text (May attach printed rubric, if desired)
Gallery Walk
Sharing
Evaluating your Experience
