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Deconstructing the Common
Core State Standards for
Literacy and the Concept of
Text Complexity
Heather Mullins
Professional Development Consultant, NCDPI
Outcomes
• Participants will engage with the Common Core State
Standards for Literacy and gain an understanding of
what teachers already do and what needs to be a focus
for teachers.
• Participants will gain an understanding of what teachers
should know and be able to do in their classrooms to
ensure students are college and career ready.
• Participants will understand the concept of text
complexity and how to support the work teachers do to
determine the complexity band of a text.
Implications to the NCEES
Standard II: Teachers Establish a Respectful
Environment for a Diverse Population of
Students
Standard III: Teachers Know the Content
They Teach
Standard IV: Teachers Facilitate Learning for
their Students
Talking with Teachers
• What text structures
are most prevalent in
your classroom?
• What special skills
do students need to
navigate these texts?
• Definition
• Narrative
• Problem-Solution
• Cause-Effect
• Comparison-Contrast
• Time-Order
• Graphs-Charts
• Maps
• Art
• Multimedia
• “The Common Core Standards hinge on
students encountering appropriately
complex texts at each grade level in order
to develop the mature language skills and
the conceptual knowledge they need for
success in school and life” (p. 3).
7
Understanding the Components
Deconstructing Text Complexity
Initial Data
Quantitative Measure
Sites to Explore
• Lexile Measures and the Common
Core State Standards
• Find the Lexile Level of a Book
• AR Book Finder
• Analyze the Lexile Level of a Text
• What Does the Lexile Measure Mean?
• Overview Video
• Accelerated Reader Site
• Accelerated Reader and the Common
Core State Standards
Determining the Qualitative
Measure
Step 1 Results: 5th Grade
Building on Lexile Level
Step 2: Qualitative
Measures
19
Step 2 Results: 9th – 10th Grade
Discrepancies Revealed
Final Analysis
Reader and Task
Considerations Questions
Final Stage
What Can Teachers Do About
Text Complexity?
The Work of Timothy Shanahan
What Teachers Can Do
• Knowledge of text
complexity can help
teachers design three
important components of
literacy instruction:
– Building skills
– Establishing purpose
– Fostering motivation
College and Career Readiness
Understanding and Implementing the
Common Core State Standards for Literacy
in History/Social Studies, Science and
Technical Subjects
College and Career Readiness
• How do you share this vision with your
staff in your own words?
• If you had to choose one that needs to be
a focus for your staff, which one would
you choose and why?
Common Core Anchor
Standards • Define what students should know and be
able to do by the end of their 12th grade
year.
• Teachers in grades 6-12 are building
toward these standards – 10 Reading (page 60)
– 10 Writing (page 63)
– 6 Speaking and Listening (page 48)
The Elephant in the Room
• “It’s not my job to teach
reading and writing!”
• “I’m not a literacy specialist!”
• “I don’t have the training or
the skills to teach literacy
and writing!”
• “I have my own curriculum
and don’t have time for
anything else!”
Food for Thought
“All reading eventually leads to writing.”
David Coleman
“Students should read like a detective and
write like an investigative reporter.”
…but what happens in between?
Task 1: 5 Minutes
• Break into groups of three
• Read the Literacy Standards for Reading,
Writing, or the Speaking & Listening
Standards in one grade level span to gain
an understanding of what students should
know and be able to do to be College and
Career Ready.
• Answer the questions found on the Region
7 Wiki
Instructional Talk
• What “big ideas” did you find in the
standards?
• What do you see that your teachers
are already doing well?
• What do you see that could be a
focus in your school?
Reading: Focus on Variety of
Appropriate Texts Students need to
analyze a variety of
challenging texts.
Students must be
able to evaluate
and make
connections.
Writing: Focus on Evidence
Writing needs to
emphasize use of
evidence to
inform or make
an argument
rather than the
personal narrative.
Speaking and Listening Standards
• Provide students the
opportunity to…
– Explore text
– Create and express
meaning
– Synthesize and justify
understandings
– Collaborate and view
each other as sources of
wisdom
http://goo.gl/pM0kz
Paideia: The Perfect
Complement • “The Paideia philosophy
gives students lifetime
skills. It teaches them
how to engage in civil
dialogue, think critically,
and look at both sides of
issues.”
– Steve Ball
The Art of Paideia
• Text and Question Selection
• Risk-Taking Environment
• Use of Evidence
• Higher-Order Thinking Skills
Rethinking Literacy
Task
• As you watch, target two
big ideas to share with
the group.
http://www.literacydesigncollaborative.org/
Task 2: 10 Minutes
• Explore the Literacy Design
Collaborative Website, specifically the
Resources section of the website.
– Be prepared to share one to two
resources you found useful.
– How can this site inform your work as the
instructional leader in your school?
Getting Started
What skills do students need to
read like a _______?
What skills do students need to
write like a _______?
What do students need to research like a ________?
What do students need to understand about resources in
_________?
K-5 Focus:
Learning to read & write
6-12 Focus:
Reading & writing to learn
Acknowledging the Elephant
What does a Literacy-Rich
Classroom Look Like?
• Reading
• Writing
• Speaking
and Listening
Task 3: 25 Minutes
• Rejoin your three-person group.
• As we view each literacy-rich
classroom, look for examples of the
standards in each video.
• You will shift standards for each video.
Grade 12: English
Grade 7: Math
Grade 6: Science
Task 3: Review
• In what ways is the classroom literacy
rich?
• Share the standards you saw in action.
• How can you support teachers as they
begin to incorporate the Common
Core State Standards for Literacy?
Barrier for Teachers
• Misconception of what it means to be a
teacher of literacy in middle and high
school
Task 4: 5 Minutes
• Choose one of the CCSSO Literacy
Q&A Documents on the Region 7 Wiki.
• How can these resources help you
work with your teachers as they begin
to implement the Common Core State
Standards for Literacy?
Task 5: 5 Minutes
• Review the self-paced literacy-rich
lessons from Teachers’ Domain.
• How might this structure support
differentiation and engagement?
• How realistic is this model for your
school?
Questions?
PLC Option: Self-Assessment
• For each standard, rank yourself 1-5.
• Find examples of skills standards in your
Essential Standards that align with the literacy
standards, and make personal notes.
• Identify 1-3 areas for growth.
One Final Resource
Getting Down to the Nitty Gritty
Good Quality Research-Based
Instructional Strategies
Task 6: 5 Minutes
• Review the Instructional Strategies in
the handout.
• Choose a strategy that you will share
with your staff.
• Be prepared to share the strategy with
your colleagues.
Looking for More?
How to Analyze Complex Texts in the
Classroom
Analyzing Complex Texts
Optional Task 7:
5 Minutes
• How are these students effectively
analyzing two complex texts?
• How could teachers in other
disciplines modify this activity to help
students analyze complex texts in their
classrooms?
Questions?
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Coming Soon
• Disciplinary Literacy Module @ NC
Education
Resources Shanahan, T., Fisher, D., & Frey, N. (2012). Educational Leadership:Reading: The Core
Skill:The Challenge of Challenging Text. Membership, policy, and professional
development for educators - ASCD. Retrieved April 25, 2012, from
http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/The-
Challenge-of-Challenging-Text.aspx
Content Matters: A Disciplinary Literacy Approach to Improving Student Learning edited by
Stephanie. M. McConachie & Anthony R. Petrosky
Disciplinary Literacy: Redefining Deep Understanding and Leadership for 21st-Century
Demands by Thomasina Piercy & William Piercy
Literacy is Not Enough: 21st Century Fluencies for the Digital Age by Lee Crockett, Ian
Jukes & Andrew Churches
Digital Citizenship in Schools by Mike Ribble
Curriculum 21: Essential Education for a Changing World edited by Heidi Hayes Jacobs
CCSSO’s Adolescent Literacy Toolkit
http://programs.ccsso.org/projects/adolescent_literacy_toolkit/resources_for_teachers/1
0618.php
Contact Information
E-mail: [email protected]
Skype: waterlovers3
Phone: 828.244.8759 (H)
Blog: www.mullinshe.wordpress.com
Wiki: www.rt3region7.ncdpi.wikispaces.net
Twitter: @carolinablondie
Julie Joslin, Ed.D. Section Lead
Grades 9-12 English Language Arts
Consultant
919-807-3935
Cindy Dewey, Ph.D.
Grades 3-8 English Language Arts Consultant
919-807-3833
Dan Tetreault
K-5 English Language Arts
Consultant
919-807-3928
Lisa McIntosh (Llewellyn)
K-5 English Language Arts
Consultant
919-807-3895
Anna Lea Frost, M.Ed
6-12 English Language Arts
Consultant
919-807-3952
Heather Mullins, M.Ed.
PD Consultant ,Region 7
828-244-8759
Kimberly Simmons, M.Ed.
PD Consultant ,Region 7
828-406-9237
The digital tools used during the course of the NCDPI Summer Institute 2012 have
been helpful to some educators across the state. However, due to the rapidly
changing digital environment, NCDPI does not represent nor endorse that these tools
are the exclusive digital tools for the purposes outlined during the Summer Institute.”
“The digital tools used during the course of the NCDPI RESA trainings have been
helpful to some educators across the state. However, due to the rapidly changing
digital environment, NCDPI does not represent nor endorse that these tools are the
exclusive digital tools for the purposes outlined during the RESA trainings.”
Contact Information:
• “The digital tools used during the course of this NCDPI district-level training have
been helpful to some educators across the state. However, due to the rapidly
changing digital environment, NCDPI does not represent nor endorse that these
tools are the exclusive digital tools for the purposes outlined during the Summer
Institute.”
