Bristol Tennessee City SchoolsProfessional Development | June 20, 2012

Kelly VanceEnglish Teacher, English Core Curriculum Coach THS

Common Core Literacy in Social Studies, History, Science and Technology

Sometimes we can become overwhelmed by tasks that seem enormous.

The important thing is that we keep moving forward.

Sometimes we can become overwhelmed by tasks that seem enormous.

The important thing is that we keep moving forward.

Broken Escalator

Exxon Common Core Commercials

Exxon Common Core Commercial

We are moving from Snorkeling to…..

Scuba Diving

Common Core: English Language Arts Standards

CC Anchor Standards WorksheetTimer

Text Complexity

Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demandsQuantitative evaluation of the text: Readability measures and other scores of text complexityMatching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)(Common Core State Standards Initiative 2010a, 57)

Online Clock Countdown

Why the need to increase the level of text complexity?

8th grade “school books” published after 1963 are equivalent (in terms of difficulty) to books used in the5th grade from 1942-1962.

• The wording of 12th grade text published after 1963 was simpler than the 7th grade texts published prior to 1963.

Lexile Ranges

(Common Core State Standards Initiative 2010b, 8)

Text Complexity Grade Band in the Standards

Old Lexile Ranges

Lexile Ranges Aligned to CCR Expectations

K–1 N/A N/A

2–3 450–725 450–790

4–5 645–845 770–980

6–8 860–1010 955–1155

9–10 960–1115 1080–1305

11–CCR 1070–1220 1215–1355

Where can you find Lexile measures?

1. Lexile Look up2. Accelerated Reader

Lexile Chart Handout

Lexile Literature

1700 - Discourse on the Method…

1400 - The Scarlet Letter

1300 - Brown vs. Board of Ed.

1200 - War and Peace

1100 - Pride and Prejudice

1000 - Black Beauty

900 - Tom Swift in the Land of Wonders

800 - The Adventures ofPinocchio

700 - Bunnicula: A Rabbit Tale of Mystery

600 - A Baby Sister for Frances

500 - The Magic School Bus Inside the Earth

400 - Frog and Toad are Friends

300 - Clifford’s Manners

Why Lexile Alone Isn’t Enough

These books are typically taught in high school literature classes …

The Grapes of Wrath – 680 L – 4th gradeFahrenheit 451 – 451 L – between 2nd & 3rd gradeFallen Angels – 650 L – 4th grade A Farewell to Arms – 730 L – between 4th & 5th gradeLord of the Flies – 770 L – between 4th & 5th gradeBrave New World – 870 L – between 5th and 6th

Text Complexity

Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demandsQuantitative evaluation of the text: Readability measures and other scores of text complexityMatching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)(Common Core State Standards Initiative 2010a, 57)

# 7

Online Clock Countdown

Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 1: Quantitative Measures

Step 2: Qualitative Measures

Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language

conventionality• Language clarity• Prior knowledge

demands

Step 3: Reader and Task

Considerations such as:• Motivation• Knowledge and experience• Purpose for reading• Complexity of task assigned

regarding text• Complexity of questions

asked regarding text

Appendix B Text Exemplars

Read across exemplars for your grade level span and identify specific examples that demonstrate complexity, quality, and range.

# 11

Literacy in Social Studies and History

25

Reading for Informational Text 6

English Language Arts

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

History/Social Studies

Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Science and Technical Subjects

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

2011 © CA County Superintendents Educational Services Association

Literacy in Science and Technical Subjects

Common Core Reading Standard for Informational

Text Anchor Standard

Reading Standards for Literacy in Science and

Technical Subjects Grades 9-10

Reading Standards for Literacy in Science and

Technical Subjects Grades 11-12

Integration of Knowledge & Ideas

Integration of Knowledge & Ideas

Integration of Knowledge & Ideas

7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

7.Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

7.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Sample Best Practice Strategies

27

To Increase Reading Comprehension of Content Area TextPre-reading

Build background knowledge/FrontloadSurvey the textMake predictions/Ask questionsComplete vocabulary activity

ReadingChunk the textUse a graphic organizer

Post-readingWrite argumentsSummarize

Reading Comprehension

Close Reading

Close, strategic reading is one of the most powerful and enjoyable ways to develop the ability to think critically and evaluate information—to literally become smart. Students should therefore have abundant daily opportunities to carefully read and reread texts for intellectual purposes—and with a pen in hand.

Close Reading Interview

Page protectors, highlighting tape, post it pointers

Comprehension Strategies

Strategies for Developing an Accurate Representation of Text Say what the text means.Make ideas cohere.Strengthen vocabulary. Focus on purposeful reading through questioning.Develop genre and text structure knowledge.Use graphic organizers.

Strategies for Applying Relevant KnowledgeThink aloudDiscussionWriting

# 17

What the text says:

What I think about that:

My opinion based on details from the text:

Synthesis 3-5Topic:_________________

What does the text say?

Literal

What does it mean?

interpretive

What does it matter?

reflective

Synthesis 6-12 Topic:_________________

Demonstrating Comprehension

Similarities

Summarizing

Compare and contrast

Determining the meaning of words

Point of view

Literature Only

Focus on determining theme

Figurative language

Point of view

Informational Text Only

Domain-specific words

Explain the relationships between concepts

Analytic Thinking Process

• What are the assumptions the author(s) made in this information, issue, or source

• What are the implications of this information?

• What is the main point of view that is presented?

• Paul,R. and Elder, L. (2003) Analytic Thinking Foundation for Critical Thinking Press (page 23)

Analytic Thinking Process

• What is the purpose of this material?• What is a key question that is addressed

or needs to be addressed?• What is the most important information?• What are the main inferences that can be

made?• What are the key ideas or concepts?

Qualities of an Effective Performance Task

Students should be active participants.

Intended outcomes should be clear and measure something important.

Students should engage in higher order thinking to complete the task.

Task should demonstrate mastery of knowledge.

Sample Performance Task

(Common Core State Standards Initiative 2010c, 76)

Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet.

What grade level is this?

Innovative English Language Arts Sample

(Dolan et al. 2011, 50)

(SBAC 2010, X-29)

Sample Item: Performance Event

(SBAC 2010, X-30)

Sample Item: Performance Event (continued)

(SBAC 2010, X-31)

Sample Item: Performance Event (continued)

Writing

Writing types/purposes (standards 1−3)Writing arguments (Instructional shift in

elementary, increased focus in secondary)Writing informative/explanatory textsWriting narrativesStrong and growing across-the-curriculum

emphasis on students writing arguments and informative/explanatory texts

Aligned with NAEP Writing frameworkStudents will be assessed through writingStudents learn to write by writing

Balance in the writing curriculum

In Elementary school – 30% argument, 35 % writing to inform/explain, and 35% narrative

In Middle school – 35% argument, 35 % writing to inform/explain, and 30% narrative

In High school – 40 % argument, 40% writing to inform/explain, and 20% narrative

These forms of writing are not strictly independent; for example, arguments and explanations often include narrative elements, and both informing and arguing rely on using information or evidence drawn from texts.

Writing

Production and distribution of writing (standards 4−6)Developing and strengthening writingUsing technology to produce and enhance writing

Research (standards 7−9)Engaging in research and writing about sources

(embedded in Writing standard – not an individual standard)

Range of writing (standard 10)Writing routinely over various time frames

Example/ Science Technical

• Sample Task A: Evaluating Evidence• Compare what the latest science tells us about Genetically

Modified food against the arguments for and against Genetically Modified food. Evaluate the hypotheses, data, analysis, conclusions of each side, and including determining the extent to which each side in the debate relied on the available science, argues from an economical perspective, or appeals to the political and emotional concerns. Verify the data and either support or challenge the conclusions with other sources of information.

• CCSS 11-12 RST.8• Source: Achieve

Example/ Science Technical

• Sample B – Making a claim• Read and view different examples of case-making

materials related to GM food. Take a position and cite specific textual evidence from your sources, attending to important distinctions each authors makes and to any gaps or inconsistencies in the account. Defend your conclusion from counter-claims Create a presentation of your analysis that highlights key evidence and your strongest claims.

• CCSS 11-12 RST 1. and RST 9.• Source: Achieve

Building Analytic Thinking Skills

• Word “analysis” appears 57 times in the CCSS with 77 mentions of associated analysis words such as “compare and contrast”

• Analysis – precursor to high level thinking

» Lin Kuzmich» Stretch Learning Handbook

5 Things Every Teacher Should be Doingto Meet the Common Core State Standards

• Lead High-Level, Text-Based Discussions

• Focus on Process, Not Just Content• Create Assignments for Real Audiences

and with Real Purpose• Teach Argument, Not Persuasion-

Persuasion appeals to emotion- Argument appeals to logic

• Increase Text Complexity

What are some resources beyond text books? The Times and the Common Core Standards: Reading Strategies for 'Informational Text' - NYTimes.com

“The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.”

Source: International Center for Leadership in Education

Review and Closing

Where will you place your post it now on the Common Core Continuum?