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

Acquisitionapprehend • 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

Transferadapt (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 StandardsDigging 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 performanceCCR 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.”

OHarvard 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.

Engagement and Choice: Blogging

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_information/

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 happenQuestioning requires students to ask about the text they are readingSummarizing requires students to explain the meaning of their reading in their own wordsInferencing requires students to “read between the lines” for meaningConnections--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 assessmentsHow 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

Donna Herold Donnaher@spokaneschools.org www.21stcenturyschoolteacher.com 509-979-2521

Contact Information

Evaluating your Experience