Uncommon resources for the Common Core

Un-Common Resources for the Common Core:

School-wide Ideas to Bridge the Informational Text and Disciplinary Literacy Gap

Dr. Susan WegmannBaptist College of Florida

PAEC Leadership ConferenceJuly 18, 2013 - 10:55 – 11:55

All resources found on http://www.scoop.it/t/common-core-state-standards-by-susan-wegmannPresentation found on SlideShare: www.slideshare.net/swegmannE-mail: [email protected]

http://www.scoop.it/t/common-core-state-standards-by-susan-wegmann

http://www.slideshare.net/swegmann

Successful Common

Core Instruction

2Dr. Susan Wegmann, Baptist College of Florida

Barriers to Success for Common Core?


Bridges to Success for Common Core?

Success

Inservice

Resources

Willingness


School-wide Implementation

School-wide Buy-In


Ongoing training

$$Marsh

aling

Web 2.0

Adequate vs.

Best

School-wide Implementation


“This session will highlight outstanding resources for school-wide attention to the Common Core Reading: Informational Text standards. Participants will be given pertinent ideas to explain, enlighten, and help to teach the standards with a focus on school-wide implementation. Handouts will be provided.”


“To be ready for college, work force training, and life in a technological society, students need the ability to gather,

comprehend,

evaluate,

synthesize, and

report on information and ideas,

to conduct original research in order to answer questions or solve problems, and

to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new.” (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. 4)


(NGA Center and CCSSO, 2010, p. 31)

Informational TextLiterary Nonfiction and Historical, Scientific, and Technical Texts

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics.


From International Reading Association:LITERACY IMPLEMENTATION GUIDANCE FOR THE

ELA Common Core State Standards

Summary of Recommendations for Disciplinary Literacy:

• Involve content area teachers in teaching the Disciplinary Literacy Standards.

• Teach students the literacy strategies that are pertinent to each discipline.

• Provide appropriate professional learning opportunities for teachers in the literacy practices appropriate for their disciplines.


Anchor Standard #1

“Read closely to determine what the text says explicitly” (p. 10)

NOT: What you already know

NOT: What you think you know

NOT: What you feel

This is Textual analysis, not personal response.


Literary vs. Informational Texts

By Grade 4• 50% Literary

Texts• 50%

Informational Texts


Texts• 55%

Informational Texts


Texts• 70%

Informational Texts


Craft and Structure

Key Ideas and Details

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Common Elements,

Grades K-12


Key Ideas and DetailsKindergarten: With prompting and support, ask and answer questions about key details in a text, with prompting and support, identify the main topic and retell key details of a text, and with prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text, determine two or more main ideas of a text and explain how they are supported by key details; summarize the text, and explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Dr. Susan Wegmann, Baptist College of Florida 16

Key Ideas and DetailsGrade 8: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text; Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text; and analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Grade 11-12: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain; determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text; and analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.


Craft and StructureKindergarten: With prompting and support, ask and answer questions about unknown words in a text,” identify the front cover, back cover, and title page of a book, and name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Grade 5: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area, compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts, and analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


19

Grade 8: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts; analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept; and determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Grades 11-12: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10); analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.; and determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Craft and Structure

Dr. Susan Wegmann, Baptist College of Florida


Kindergarten: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts), With prompting and support, identify the reasons an author gives to support points in a text, and with prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)

Grade 5: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently, Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s), and Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.”


Grade 8: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea; delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced; and analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Grades 11-12: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem; delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses); analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.




Kindergarten: Actively engage in group reading activities with purpose and understanding.

Grade 5: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


Grade 8: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Grades 11-12: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.



General Nonfiction/ Common Core Web resources

Common Core State Standards and Appendices: www.corestandards.org/the-standards

– Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms

– Appendix B: Text Exemplars and Sample Performance Tasks

– Appendix C: Samples of Student Writing


General Nonfiction/ Common Core Web resources

Teacher’s College Reading and Writing Project • Videos: http://vimeo.com/album/2192389• Lesson plans, aka “How to’s and Guides”• Advice related to nonfiction texts: “If your

instruction in reading has focused primarily on fiction, your school will need to shift to a balance between fiction and informational reading. Students need to move up the levels of text difficulty to read at grade-level text complexity in all genres.” (Calkins)


http://vimeo.com/album/2192389

Supplemental Lesson Guides for Navigating Nonfiction, Lucy Calkinshttp://icsdk-5literacy.wikispaces.com/A+User%27s+Guide+to+Lucy+Calkins%27+Reading+Units+of+Study+Grades+3-5


http://icsdk-5literacy.wikispaces.com/A+User's+Guide+to+Lucy+Calkins'+Reading+Units+of+Study+Grades+3-5



CPALMS: Florida’s platform for educators to Collaborate, Plan, Align, Learn, Motivate, and Share

• http://www.cpalms.org/resources/ResourceSearch.aspx


Common Core Curriculum Maps

http://commoncore.org/maps/resources/digital_resources


Booklist Online CCSS resources

http://booklistonline.com/GeneralInfo.aspx?id=68&AspxAutoDetectCookieSupport=1


Pearson Publishing Co. Webinars on CCSS

http://commoncore.pearsoned.com/index.cfm?locator=PS1sF6

23 Webinars on English/Language Arts alone





Common Core State Standards Initiative Wiki

• http://en.wikipedia.org/wiki/Common_Core_State_Standards_Initiative


Literacy Design Collaborative (LDC)LDC offers a framework and classroom-ready modules for building the college-and-career-ready literacy skills specified by the Common Core State Standards.

http://www.literacydesigncollaborative.org


The Teaching Channel - Videoshttps://www.teachingchannel.org/videos?categories=topics_common-core


https://www.teachingchannel.org/videos?categories=topics_common-core



Achieve the Core

http://www.achievethecore.org/




Literacy in Learning Exchange

http://www.literacyinlearningexchange.org/fs_resource_case/results/common%20core


Wisconsin Education Association Council: Reading Room

A series of articles written by Doug Buehl, adolescent literacy consultant, Madison, Wisconsin http://www.weac.org/news_and_publications/columns/reading_room/index.aspx


Key Ideas and Details: Comprehension Checkdown

1. What does the author tell me that I do understand?

2. What connections can I make to my personal knowledge?

3. What does the author expect me to already know?

4. How does ‘not knowing’ impact my understanding?

5. What don’t I know that I ‘should know’?

6. What hunches do I have about what something might mean?

7. What are some things I might be able to figure out?

8. Where can I turn to get the information I need to

understand this author? http://www.weac.org/news_and_publications/education_news/2007-2008/readingroom_inform.aspx


Craft and Structure: Generative Vocabulary Instruction

Step 1: Start with the basic premise that “if you learn one word, you actually learn ten.” Focus on the root word.

Web resource: onelook.com

Step 2: Next, take frequent opportunities to model vocabulary problem-solving using knowledge of a key base word and root.

Step 3: As an integral component of generative vocabulary instruction, be constantly on the lookout for meaningful key words, already known to students, that can be used as automatic problem-solving prompts.


Integration of Knowledge and Ideas: Review/New Chart


Range of Reading and Level of Text Complexity: Online Utility http://www.online-utility.org/english/readability_test_and_improve.jsp

Number of characters (without spaces) :

2,213.00

Number of words : 436.00

Number of sentences :

26.00

Average number of characters per word :

5.08

Average number of syllables per word :

1.67

Average number of words per sentence:

16.77

Indication of the number of years of formal education that a person requires in order to easily understand the text on the first reading Gunning Fog index : 13.31

Approximate representation of the U.S. grade level needed to comprehend the text :

Coleman Liau index : 12.31

Flesch Kincaid Grade level : 10.71

ARI (Automated Readability Index) : 10.86

SMOG : 13.19


Resources for Leadership and the Common Core

1. Central Carolinas Regional Education Service Alliance: http://www.ccresa.net/common-core-resources/leadership-and-the-common-core/

2. Mel Ridile, Secondary Principal Scoop It Page: http://www.scoop.it/t/common-core-state-standards-resources-for-school-leaders?sc_source=http%3A%2F%2Fwww.nassp.org%2Fknowledge-center%2Ftopics-of-interest%2Fcommon-core-state-standards

3. Common Core Toolkit for Principals: http://www.geraldaungst.com/blog/2012/12/common-core-toolkit-for-principals-part-1/

4. Common Core Institute: Priorities for Principals http://commoncoreinstitute.org/principalpriorities.aspx

5. National Association of Elementary School Principals: Implementation Guide: http://www.naesp.org/communicator-january-2013-final/twelve-key-common-core-shifts-action-steps-principals


For cost, from Education Week Leadership Forums: Road Maps to the Common Core:

http://www.edweekevents.org/common-core-success-virtual/register/?intc=EM-EVNT-7.16

$99 includes:• eBook The Education Week e-book Implementing

Common Standards: How School Districts Are Preparing for the New Math and Reading Standards

• The Education Week Spotlight on the Common Core• A certificate of completion• Access to videos for 3 months, may use them for school-

wide in-service training


References

Beck, I., McKeown, M., Hamilton, R., & Kucan, L. (1997) Questioning The Author: An Approach For Enhancing Student Engagement With Text.

International Reading Association, Newark, DE.

Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark,

DE: International Reading Association.

Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the Common

Core: Accelerating Achievement. Portsmouth, NH: Heinemann.

Kucan, L., & Palincsar, A. S. (2013). Comprehension Instruction Through Text-

based Discussion. Newark, DE: International Reading Association. Book and

DVD.

McLaughlin, M., & Overturf, B. J. (2013) The Common Core: Teaching K-5

Students to Meet the Reading Standards. Newark, DE: International Reading

Association.

National Governors Association Center for Best Practices & Council of Chief

State School Officers. (2010). Common Core State Standards for English

language arts and literacy in history/social studies, science, and technical

subjects. Washington, DC: Authors. Retrieved from

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Neuman, S., & Gambrell, L. B. (2013). Quality Reading Instruction in the Age of

Common Core Standards. Newark, DE: International Reading Association.43Dr. Susan Wegmann, Baptist College of Florida









Un-Common Resources for the Common Core:

School-wide Ideas to Bridge the Informational Text and Disciplinary

Literacy Gap

Dr. Susan WegmannBaptist College of Florida

PAEC Leadership ConferenceJuly 18, 2013 - 10:55 – 11:55

All resources found on http://www.scoop.it/t/common-core-state-standards-by-susan-wegmannPresentation found on SlideShare: www.slideshare.net/swegmannE-mail: [email protected]
