July 2015 - PowerPoint Presentation

Slide1

July 2015

101E – Session 1

Introduction to the ELA/Literacy Shifts of the Common Core State Standards (K-5)Slide2

Overarching Goal

: All students in U.S. are better prepared for college and careers (through mastery of Common Core standards) Theory

of Action: If teachers improve practice, and high-quality Common Core aligned instruction is happening in more classrooms across the country, we can achieve this desired reality Specific Focus of Institute for Leader Pathway: Develop leaders’ eye for evaluating quality and alignment of classroom instruction, lessons/units, and curriculum to the depth, shifts, and major features of the CCSS

Goals & Theory of Action

FramingSlide3

“I tell my students,

'

When you get these jobs that you have been so brilliantly trained for, just remember that your real job is that if you are free, you need to free somebody else. If you have some power, then your job is to empower somebody else. This is not just a grab-bag candy game.” 

- Toni Morrison

 Slide4

4

Take responsibility for yourself as a learner

Honor timeframes (start, end, activity)Be an active and hands-on learnerUse technology to enhance learningStrive for equity of voiceContribute to a learning environment in which it is “safe to not know”Norms that Support Our Learning

NormsSlide5

Session 1:

ELA/Literacy Standards and Shifts: Knowing What You're SeeingSession 2: IPGs and Text Complexity

Session 3: Knowledge Building and Text Sets101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY SHIFTS Today’s SessionsSlide6

101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY SHIFTS

Standards Institute Approach

CONCEPTUAL

PRACTICAL

Foundations

Shifts & Tools

Comprehensive Literacy Programs

Building word and world knowledge in the classroom through reading and writing

Read

Alouds

Constructing a Read Aloud Project

Writing

Writing in the classroom

Accessibility

Syntax in the classroom

Support

Access

Rigor

Relevance

July 13 - July 17Slide7

how

each of the shifts frame rigorous instruction in the elementary grades

how the standards enrich the activities and exploration of text in the elementary gradeswhat strong instruction looks like in the elementary classroom

At the end of this session we will have a better understanding of:

101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY SHIFTS ObjectivesSlide8

For every 100 ninth graders, how many…

Graduate

from high school

?

101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY

SHIFTS

The Current Situation

Enter

college

?

Are still enrolled sophomore year

?

Graduate

with a degree (within six years)? Slide9

For every 100 ninth

graders…

101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY SHIFTS

The Current Situation

65 g

raduate

from high

school

37 enter college

24 are

still enrolled sophomore

year

12 graduate

with a degree (within six years

) Slide10

More than 33%

of students

entering two-year colleges are placed in at least one remedial class.

Nearly 4 in 10

remedial students in community colleges

never complete

their remedial courses.

After

remediation,

fewer than 25%

of remedial community college students complete college-level English and

m

ath

courses

.

Graduation

rates for students who started in remediation are deplorable:

Fewer than 10%

graduate from community colleges within three years and

little more than a 33%

complete bachelor’s degrees in six years.

101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY SHIFTS College RemediationSlide11

Previously standards, assessments and instruction were not

:

Rigorous

enough to prepare students for success in college and careers

Aligned to the skills professors and employers say are needed to thrive in a global economy

Common

Core

s

tandards

are:

Fewer

–

Clearer

–

Higher

Aligned

to requirements for college and career

preparedness

Based on evidence11101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY SHIFTS Common CoreSlide12

12

101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY SHIFTS

What We Know About StandardsSlide13

Four Strands

:

Reading (Literature & Informational), Writing, Speaking and Listening, Language

Grade Cluster Differences:

K-5

have

additional

Foundational Skills

standards

6

-12

have Reading and Writing strands for History/Social Studies and Science & Technical Subjects

Text

C

omplexity

:

Standard 10 in each grade level

L

isted by grade bands: K-1, 2-3, 4-5, 6-8, 9-10, 11-12/CCR (College and Career Ready)13101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY SHIFTS ELA/Literacy Standards StructureSlide14

Strand

Anchor Standard

Grade-Specific Standard

14

RL

:

Reading

Literature

R.

4

:

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.

RL.

5

.4

: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY SHIFTS

ELA/Literacy Standards StructureSlide15

The

Sneetches

Standards: RL.5.4

L.5.5a

101E – SESSION 1: INTRODUCTION TO THE ELA/LITERACY SHIFTS

Knowing What We’re SeeingSlide16

In what ways is this task designed for students to meet the entirety of each Standard?

Think about your

“look-fors” and cite

evidence from the video.

RL.5.4

Determine

the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

L.5.5a

Demonstrate

understanding of figurative language, word relationships, and nuances in word meanings

.

a

. Interpret figurative language, including similes and metaphors, in context. Slide17

Common Core State Standards for ELA/Literacy:

Key Shifts

17Slide18

Regular

practice with

complex text and its academic language

Reading, writing and speaking grounded in evidence

from text, both

literary

and

informational

Buildi

ng

knowledge

through

content-rich

nonfiction

18

101E – SESSION 1:

INTRODUCTION TO THE ELA/LITERACY SHIFTS

The CCSS Requires Three Shifts in ELA/LiteracySlide19

Shift #1

Regular

Practice with Complex Text

and its Academic LanguageSlide20

Read

the first three pages (p

. 3-5) independently and consider the following:What is Marilyn Adams main claim in this section of the article?

What evidence does she use to support her claim?

20

101E – SESSION 1

:

SHIFT

1

- REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC

LANGUAGESlide21

Gap between complexity of college and high school texts

What students can read, in terms of complexity is the greatest predictor of success in college (ACT study

)Too many

students reading at too low a level

(<50% of graduates can read sufficiently complex texts)

21

101E – SESSION 1

:

SHIFT 1 - REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGE

Why?

Solutions:

Standards include a staircase of increasing text complexity from elementary through high school backwards-mapped from requirements for college texts.

Standards also focus on building general academic

vocabulary, which is so critical to comprehension.Slide22

Subtle and/or frequent transitions

Multiple and/or subtle themes and purposes

Density of informationUnfamiliar settings, topics or events

Lack of repetition, overlap or similarity in words and sentences

Complex sentencesUncommon vocabulary

Lack of words, sentences or paragraphs that review or pull things together for the student

Longer paragraphs

Any text structure which is less narrative and/or mixes structures

22

101E – SESSION 1

:

SHIFT 1 - REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGE

What are the Features of Complex Text?Slide23

Abe

had

to work and did not get to go to school very often. But he loved to read books and would read whenever he got the

chance. Math was also a favorite subject for Abe.

Lincoln

had less than a year of schooling.

Books

were scarce and so was paper.

He

worked his arithmetic problems on a board and cleaned the board with a knife so he could use it again.

And at the sentence level… Slide24

IT IS N

OT:

Inserting “x” amount of “Close Read Lessons” into the quarter/month/yearClose reading an entire novelJust a word wall

Just a vocabulary programExpecting kids who struggle with reading to understand text that they cannot decode

101E – SESSION 1:

SHIFT 1 -

REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGE

What It

I

s NotSlide25

Monitoring Comprehension

Establishing meaning

Summarization

ParaphrasingExplaining

FOR

Complete texts

Chapters

Paragraphs

Sentences

words

Ensuring Analysis

Inferencing

Drawing conclusions

Interpreting

Analyzing

Developing

WITH

Validity

Rhetoric

Imagery

Style

ConnotationFORMore than one (type of) text Complete textsChaptersParagraphs

Sentenceswords101E – SESSION 1: SHIFT 1 - REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGEA Note on QuestionsSlide26

CCRA.2: Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.

KNOWLEDGE AND SKILL DEMANDS:

Consistency in use and meaning of vocabulary across content (central idea, theme, main idea)

It’s possible to have more than one central idea in a text

What analyze means

What it means for a theme to develop

How to summarize

How to pick out a relevant supporting detail or idea

GOING DEEPER:

Transferring from literal to figurative

What analysis looks like

Linking relevant supporting details back to a central idea

Picking evidence and explaining how that supports one’s point

Tracing the development of a theme and being able to articulate it

101E – SESSION 1

:

SHIFT 1 -

REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGE

Executing Shifts Through the StandardsSlide27

27

Shift #2

Reading, Writing and Speaking Grounded in Evidence from Text, Both Literary and Informational Slide28

Most college and workplace writing requires evidence

Being able to locate and deploy evidence are hallmarks of

strong readers and writers

28

101E – SESSION 1

:

SHIFT

2 – READING, WRITING AND SPEAKING GROUNDED IN EVIDENCE FROM TEXT

Why?

Solution:

Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3, and 4, all focus on the gathering, evaluating and presenting of evidence from text. Slide29

Close

reading every page of every text that is read in class.

The “evidence”/”text” drinking game: i.e., the notion that the more these words are used in a lesson, the more “common core” my lesson isSharing out the answers to questions in a discussion format when the right answer is clearly obvious and needs no discussion

101E – SESSION 1

: SHIFT 2 – READING, WRITING AND SPEAKING GROUNDED IN EVIDENCE FROM TEXTWhat It Is NotSlide30

It is ALSO not:

Being able to answer the questions on the “Gotcha” quiz the day after a reading assignment - even though the name of the sister of the main character may be loosely characterized as “text based”

Penalizing students when they bring knowledge gained from outside the text into the answering of a question

(one shift does not cancel out the others)Limiting student opportunities to use speaking to convey evidence, because only writing is assessedSlide31

According to the author, what main factor explains declining and plateauing SAT scores?

How does paragraph 3 show what the author believes the problem is and how she feels about it?

(During or immediately after reading) Based on the context in paragraph 6, what is the meaning of “jarring”

?

Describe what is effective about the author’s reasoning and how she structures her argument.

Not Text-Dependent

Text-

Dependent

,

Meaningful

What do you remember about taking the SAT

?

What

was difficult?

What headline did the author say she would use for a newspaper story on the SATs

?

(Before reading the text) What does “jarring” mean?

How would you structure an argument about why textbooks are or are not difficult enough?Slide32

Ability to work in a team structure

Ability to make decisions and solve problems

Ability to communicate verbally with people inside and outside an organizationAbility to plan, organize, and prioritize work

Ability to obtain and process informationAbility to analyze quantitative

data…

10.

Ability

to sell and influence others.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and

persuasively

Integrate and evaluate information presented in

diverse

formats

:

including visually, quantitatively, and

orally

Evaluate a speaker’s point of view, reasoning, and use of evidence

.

Present information, findings and supporting evidence such that listeners can follow…

Make strategic use of digital media...to express information and enhance understanding of presentationAdapt speech to a variety of contexts…101E – SESSION 1: SHIFT 2 – READING, WRITING AND SPEAKING GROUNDED IN EVIDENCE FROM TEXTA Note About “Speaking Grounded in Evidence From Text” Slide33

Observing

for evidence of Shifts 1 and 2

The Garden of Abdul Gasazi

R.L.3.1

R.L.3.2R.L.3.3

SL.3.1

101E – SESSION 1:

SHIFT 2 – READING, WRITING AND SPEAKING GROUNDED IN EVIDENCE FROM TEXT

Knowing What You’re Seeing

VIDEOSlide34

SHIFT 2

Teacher asks questions that can only be

answered by referring to the text, rather than from students’ personal experience

Teacher expects evidence and precision from students and

probes responses accordingly

Students cite specific evidence from text(s) to

support analysis, inferences, and claims

in orally and in writing

Students use evidence to

build on each other’s observations or insights

during discussion or collaboration

SHIFT 1

Instruction focuses on

reading

texts closely, discerning

deep meaning

Questions and tasks address the text and help

build knowledge

by attending to its particular

structures, concepts, ideas, and details

Instruction focuses on building students’ academic

vocabulary in context throughout instruction Questions and tasks attend to the words, phrases and sentences within the text Slide35

Reflect

and Write

What would be your long-term development work with Ms. Novak?

Short-term?

Post-observation feedback?Slide36

Shift #

3

Building knowledge through

content-rich nonfictionSlide37

101E – SESSION 1:

SHIFT 3 – BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION

What is Your Favorite Work of Nonfiction? Slide38

Students have been required to read little informational text in elementary and middle school.

Nonfiction b

uilds the vocabulary and knowledge that students are going to need for success in school.

Nonfiction makes up the vast majority of required reading in college/workplace.

Informational text often has to be read differently than narrative text.

38

101E – SESSION 1:

SHIFT 3 – BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION

Why? Slide39

50/50 balance K-5

55/45 split in 6-8

70/30 ratio in grades 9-12, across all coursesStudents

learning to read should exercise their ability to comprehend complex text through read-aloud texts.In

grades 2+, students begin reading more complex texts, consolidating the foundational skills with reading comprehension.

Reading

aloud texts that are well-above grade level should be done throughout K-5 and beyond.

39

101E – SESSION 1:

SHIFT 3 – BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION

What it

Is Slide40

101E – SESSION 1:

SHIFT 3 – BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTIONWhat it Is Not

IT IS NOT:

research assignments, as in “research (animal, place,

etc

) and write a paper, due on XXX (with no direct instruction/connection to topic/explicit process)

random/unconnected reading about a lot of different topics

Social Studies class (only)

Science class (only)

Only happening through complex text and close reading

“performing” a favorite textSlide41

Sequencing Texts and Topics to Build Knowledge

Not random reading

Literacy in social studies/history, science, technical subjects, and the arts is embedded

41

101E – SESSION 1: SHIFT 3 – BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTIONContent Shift #3Slide42

101E – SESSION 1: SHIFT 3 – BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION

And there is some really funny stuff out there….

“Black bears rarely attack. But here's the thing. Sometimes they do. All

bears are agile, cunning and immensely strong, and they are always hungry. If they want to kill you and eat you, they can, and pretty much whenever they want. That doesn't happen often, but - and here is the absolutely salient point - once would be enough.” 

― Bill

Bryson,

A Walk in the Woods: Rediscovering America on the Appalachian Trail

 Slide43

From

A Midsummer’s Night Dream

What say you, Hermia? be advised fair maid:

To you your father should be as a god;One that composed your beauties, yea, and one

To whom you are but as a form in waxBy him imprinted and within his power

To leave the figure or disfigure it.

Demetrius is a worthy gentleman.

Where Your Kids Are HeadingSlide44

Slide #

Source6

Conley, David. 2012, “The Complexities of College and Career Readiness.” https://epiconline.org/files/pdf/07102012_Keene_NH.pdf11

https://www.teachingchannel.org

/videos/using-touchstone-texts18

www.achievethecore.org

19

Snow &

Uccelli

, 2008;

Schleppegrell

, 2010, 2007; Wong Fillmore & Fillmore, 2012

(Score.rims.k12.ca.us/activity/

presidentsday

/pages/linc6.htm)

www.gardenofpraise.com

29

http://

commoncore.americaachieves.org

/module/17

References