Shifting Your View of Instruction Through the Lens of the Common
Core Laura A. Gonzalez Slide 2 Learning Outcomes Understand the
instructional shifts in ELA for the Common Core State Standards.
Participate in CCSS ELA Lesson Modules Slide 3 Norms 3 Work
collaboratively and draw on one another's strengths. Foster a
positive learning environment for all. Use technology effectively.
Slide 4 Quiz, Quiz, Trade What do we know about the Common Core
State Standards for ELA? Slide 5 5 Supporting 21 st Century Skills
Tulare County Office of Education C ritical Thinking: Reflection,
analysis, synthesis about a concept or idea for the purpose of
gaining new knowledge. C reativity: Generating new ideas to solve
problems C ommunication: Exchanging information C ollaboration:
Working together to accomplish a goal Slide 6 Whats In and Whats
Out? INOUT 1. Frequent encounters w/complex texts1. Leveled texts
(only) 2. Texts worthy of close attention2. Reading any ol text 3.
Balance of literary and Info texts3. Solely literature 4. Coherent
sequences of texts4. Collection of unrelated texts 5. Mostly
text-dependent questions5. Mostly text-to-self questions 6. Mainly
evidence-based analyses6. Mainly writing without sources 7. Accent
on academic vocabulary7. Accent on literary terminology 8. Emphasis
on reading & re-reading8. Emphasis on pre-reading 9. Reading
strategies (as means)9. Reading strategies (as end goal) 10.
Reading foundations (central and integrated) 10. Reading
foundations (peripheral and detached) Susan Pimentel, 2012 Slide 7
Instead of Write a persuasive letter to your parents on why you
should have a pet. Describe the events that led to the American
Revolution. Ask students to Explain why a particular animal makes
the best pet. Justify why the American Revolution was necessary.
vs. Instructional Examples 7 Susan Pimentel,
2012www.achievethecore.org Slide 8 The Shifts Build Toward College
and Career Readiness for All Students Slide 9 Literacy Across
Disciplines CCSS does not just pertain to ELA but literacy across
the disciplines of science, social studies, and technical subjects
too. Slide 10 Red Flag/Green Flags Teach reading & writing in
all content areas (SS, science, etc.) Students write frequently
about what they are reading and learning Multiple texts Primary
sources Teacher presents what is in text, rather than students
reading it Text used as a reference rather than source of
information No connection between reading & writing assignments
A single text used Red Flags Green Flags Slide 11 Standards require
certain percentages of literature and informational texts (modeled
on NAEP) Grade Literary Informational 4 50% 8 45% 55% 12 30% 70%
Literature and Informational Texts Slide 12 Standards call for
regular short research projects Research Among the highest
priorities of the Common Core Standards is that students can read
closely and gain knowledge from texts. Slide 13 Example from the
Classroom How are students building strong content knowledge? What
21 st Century Skills are the students using? What habits of mind
are the students developing? http://vimeo.com/30418561 Slide 14
Process Literacy Across Disciplines Informational Text Research
Slide 15 Processing the ELA Shifts Discuss What implication does
this shift have on classroom instruction? 15 Slide 16 Citing
Evidence Focus on students rigorously citing evidence from texts to
support claims/inferences (Reading 1) Slide 17 Red Flag/Green Flags
Rich/Rigorous conversations based on text Students utilize
information from text in their answers Questions ask students to
make inferences from evidence in text Questions can be answered
without reading text Questions are centered on students own
experience Students do not have to make connections to answer
questions Red FlagsGreen Flags Slide 18 Observe this picture
quietly. What has changed and what has stayed the same? Slide 19
Academic Talk Require purposeful academic talk (Speaking &
Listening 1) Among the highest priorities of the Common Core
Standards is that students can read closely and gain knowledge from
texts. Slide 20 CCSS Emphasis in Writing Slide 21 Writing to
Sources Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical (RI.3)
Compare and contrast the most important points presented by two
texts on the same topic.(RI.9) Write informative/ explanatory texts
in which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or section (W.2)
Slide 22 Writing to Sources Require writing to sources rather than
writing to de-contextualized expository prompts (Writing 9) Write a
newspaper article defending why we should protect the owls in our
environment. Slide 23 Process Citing Evidence Academic Talk Writing
to Sources Slide 24 Processing the ELA Shifts Discuss What
implication does this shift have on classroom instruction? 24 Slide
25 Engage with Complex Text Text Complexity Beginning of Year End
of Year Toward CCR Text at Low End of Grade Band Text Between Low
End and Middle of Grade Band Text Near Middle of Grade Band Text
Between Middle and High End of Grade Band Text at High End of Grade
Band Susan Pimentel, 2012 25 What students can read, in terms of
complexity, is the greatest predictor of success in college.
www.achievethecore.org Slide 26 Red Flag/Green Flags All students
engage in same text Appropriate scaffolding Students are required
to think critically about the text Multiple text structures
Students always use leveled text Students are given a summary of
text prior to reading No support offered for below grade level
readers Single text structure Red Flags Green Flags Slide 27 Engage
with Complex Text Standards reward careful, close reading rather
than racing through texts Highly focused pre-reading activities (no
more than 10% of time spent reading) Close Reading of Text 27 Susan
Pimentel, 2012 www.achievethecore.org Slide 28 Example from the
Classroom Mr. Michaud mentions show and tell themes. How does this
structure provide for more equitable discussions? How do the
worksheet and Mr. Michaud's questioning provide scaffolding for
student presentations? What other learning goals are addressed
during this sharing time? How are students using academic
vocabulary? Tulare County Office of
Educationhttps://www.teachingchannel.org/videos/show-and-tell-themes
Slide 29 Example from the Classroom Teaching Channel Poetry
Workstations How do the "guiding reflection questions" support
students' thinking? What skills are students practicing as they
create their podcast? How did the class blog contribute to
collaboration among students? Common Core Standards ELA.RL.6.4,
ELA.RL.6.7, ELA.SL.6.5 Slide 30 Close Reading Lets practice! 1 st
read- Listen to the passage read aloud 2 nd read- Take notes from
the text read aloud 3 rd step- Compare your notes with the notes
that your partner took 4 th step- Re-create the text with your
partner Compare Slide 31 Take a Closer Look R.7 W.6, W.8 SL.2,
SL.4, SL.5 Examine the following standards for your grade level.
How are they related? Slide 32 Text Dependent Questions A text
dependent question specifically asks a question that can only be
answered by referring explicitly back to the text being read -
http://ok.gov/sde/sites/ok.gov.sde/files/C3%20Guide-AnalyticReading.pdf
http://ok.gov/sde/sites/ok.gov.sde/files/C3%20Guide-AnalyticReading.pdf
Slide 33 3 Types of Text- Dependent Questions Questions that assess
themes and central ideas Questions that assess knowledge of
vocabulary Questions that assess syntax and structure 33 Slide 34
Non-Examples and Examples 34 In Casey at the Bat, Casey strikes
out. Describe a time when you failed at something. In Letter from a
Birmingham Jail, Dr. King discusses nonviolent protest. Discuss, in
writing, a time when you wanted to fight against something that you
felt was unfair. In The Gettysburg Address Lincoln says the nation
is dedicated to the proposition that all men are created equal. Why
is equality an important value to promote? What makes Caseys
experiences at bat humorous? What can you infer from Kings letter
about the letter that he received? The Gettysburg Address mentions
the year 1776. According to Lincolns speech, why is this year
significant to the events described in the speech? Not
Text-DependentText-Dependent Slide 35 Close Reading of a
Stand-Alone Text Slide 36 2012 The Aspen Institute Slide 37 Slide
38 A systematic approach to creating text- dependent questions for
complex texts while aligning them with the demands of the CCSS.
Tools for Creating Text-Dependent Questions: Text-Dependent
Question Worksheet 2012 The Aspen Institute Slide 39 Activity
Activity Read the opening of Brian Lies Bats at the Beach With a
partner, write one Text-Dependent Question for each stanza aligned
to a CCSS anchor standard Share your question with others at your
table Evaluate your TDQ based on the samples provided Slide 40
Process Text Complexity Close Reading Academic Language Slide 41
Standards focus on the words that matter mostnot obscure vocabulary
but the academic language that pervades complex texts. Academic
Language Slide 42 Vocabulary Which words should be taught?
Essential to understanding text Likely to appear in future reading
Which words should get more time and attention? More abstract words
(as opposed to concrete words) persist vs. checkpoint noticed vs.
accident Words which are part of semantic word family secure,
securely, security, secured 42 Slide 43 Source: Tulare County
Office of Education Slide 44 Three Tiers of Vocabulary Instruction
Source: ELA CCSS Appendix A; www.corestandards.org Slide 45 Tier
One These words are the words of everyday speech While important
they are not the focus Usually not considered a challenge, but
English Learners will need to attend to them 45 dog house school
food Source: ELA CCSS Appendix A; www.corestandards.org Slide 46
Tier Three Domain-specific words specific to a domain or field of
study Are key to understanding a new concept within text Are
specific Have close ties to content knowledge Are far more common
in in informational text than in literary text Recognized as new
and hard words Are explicitly defined by the author, repeatedly
used, and heavily scaffolded (e.g., made a part of a glossary) 46
moleculegenerationstalactite literary analysis Source: ELA CCSS
Appendix A; www.corestandards.org Slide 47 Tier Two General
Academic Words Are far more likely to appear in written form than
in speech They appear in all sorts of texts: informational,
technical, and literary Often represent subtle or precise to say
relatively simple things (saunter instead of walk) They are highly
generalizable 47 inference summarize analyze compare similar
Source: ELA CCSS Appendix A; www.corestandards.org Slide 48 Slide
49 Identify & Classify Tiered Vocabulary in Context Source: ELA
CCSS Appendix A; www.corestandards.org Slide 50 Slide 51 from CCSS
Appendix A pages 34-35 Slide 52 Processing the ELA Shifts Discuss
What implication does this shift have on classroom instruction? 52
Slide 53 53 Tulare County Office of Education C ritical Thinking:
Reflection, analysis, synthesis about a concept or idea for the
purpose of gaining new knowledge. C reativity: Generating new ideas
to solve problems C ommunication: Exchanging information C
ollaboration: Working together to accomplish a goal Slide 54 Review
Slide 55 Sample Lesson Module Nail Soup Close Reading and Inquiry
Slide 56 Nail Soup What part of the story did you find most
interesting? Pair Share Slide 57 Focus Question According to the
story, who is more dishonest, the soldier or the old woman? Circle
words or passages that help answer the question. Write your answer.
Slide 58 Incorporate The Use Of Language Frames Partner A - I
believe ______ is more dishonest than ______ because
___________________. Partner B- (if you agree) I likewise agree
that ______ is more dishonest than ______ and Ill add
__________________. (if you disagree) I disagree. I believe ______
is more dishonest than ______ because ___________________. Slide 59
Round Table-Round Robin Discuss your answer with your partners.
Come to consensus. Be ready to report out. Slide 60 Your turn Think
of an upcoming story or topic How can you incorporate text
dependent questions? Slide 61 Opinion/Argument Writing Read Writing
Standard one for your grade level ELA continuum p. 4 Slide 62
Writing CCR Standard #1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. Slide 63 Slide 64
http://www.youtube.com/watch?feature=player_detailpage&v=Icz4BrycFpo
Examples from the Classroom Opinion Writing Grade 2 How did Miss
Patterson engage her students in authentic inquiry? In what ways
did student interest contribute to the engagement of all students.
How did this activity prepare students for writing? Slide 65
Example from the Classroom Brainstorming
https://www.teachingchannel.org/videos/analyzing-text-brainstorming
How does Ms. Brewer tailor this lesson to the needs of English
Language Learners? What kinds of questions does Ms. Brewer ask to
guide her students' discussions? How does this activity prepare
students for writing? Slide 66 Example from the Classroom Text Talk
Time
https://www.teachingchannel.org/videos/analyzing-text-as-a-group
What routines does Ms. Brewer have in place to help discussion run
smoothly? Notice the questions Ms. Brewer asks her class. What
makes these questions rich? Why is it beneficial to engage students
in both small and large group discussions before writing? Slide 67
Example from the Classroom Text Analysis in Writing What structures
does Ms. Brewer have in place to allow for effective
differentiation? The class spent a lot of time talking before
writing. What effect did this have? When Ms. Brewer works with the
small group, how does she support English Language Learners?
https://www.teachingchannel.org/videos/analyzing-text-writing Slide
68 Brewer Video Triad Process Application Planning Slide 69 21 st
Century Skills Where Did We Communicate? Slide 70 21 st Century
Skills Where Did We Collaborate? Slide 71 21 st Century Skills
Where Did We Critically Think? Slide 72 21 st Century Skills Where
Did We Create? Slide 73
