English Language

ArtsCourse of

Study Overview

K-5

Session 2

Participants will gain an awareness of:

Appendix B: Text Exemplars Appendix C: Samples of Student Writing Implications for Special Education

Outcomes for the Day

Become familiar with the documents that are referenced in

Appendix B (p.100) Text Exemplars and Sample Performance Tasks

Appendix C (p. 101) Samples of Student Writing

Links to both documents are included on pages 100 and 101.

Preparation for Webinar

Appendices

Appendix A: Research Supporting Key Elements of the Standards

Appendix B: Text Exemplars and Sample Performance Tasks

Appendix C: Samples of Student Writing

Appendix D:

Literacy Standards for Grades 6-12: History/Social Studies, Science, and Technical Subjects

Appendix E: Alabama High School Graduation Requirements

Appendix F: Guidelines and Suggestions for Local Time Requirements and Homework

www.corestandards.org/assets/Appendix_B.pdf

Appendix B

Measuring Text Complexity

Qualitative Quantitative

Reader and Text

• Levels of meaning• Structure• Language conventionality

and clarity• Knowledge demands

• Readability measures• Other scores of complexity

• Reader variables such as motivation, knowledge, and experience• Task variables such as purpose and the complexity generated by the

task assigned and the questions posed

From Little Bear by Else Minarik

“Mother Bear, Mother Bear, where are you?” calls Little Bear.

“Oh dear, Mother Bear is not here and today is my birthday. I think my friends will come, but I do not see a birthday cake. My goodness—no birthday cake. What can I do?”

Activity: Exploring Text Complexity

From My Father’s Dragon by Ruth Gannett

My father opened the pack and took out the comb and the brush and the seven hair ribbons of different colors. “Look,” he said, “I’ll show you what to do on your forelock, where you can watch me. First you brush a while, and then you comb, and then you brush again until all the twigs and snarls are gone. Then you divide it up into three and braid it like this and tie a ribbon around the end.”

Activity: Exploring Text Complexity

From Alice’s Adventures in Wonderland by Lewis Carroll

There was nothing so VERY remarkable in that; nor did Alice think it so VERY out of the way to hear Rabbit say to itself, “Oh dear! Oh dear! I shall be late!’ (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural): but when the Rabbit actually TOOK A WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge.

Activity: Exploring Text Complexity

LiteratureStories Drama Poetry

Children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Staged dialogue and brief familiar scenes

Nursery rhymes and the subgenres of the narrative poem, limerick and free verse poem

Range of Text Types for K-5

Informational TextLiterary Nonfiction and Historical, Scientific,

and Technical TextsBiographies 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

Range of Text Types for K-5

www.corestandards.org/assets/Appendix_C.pdf

Appendix C

Writing Composition (2007 COS) Grades 1-3 Narrative texts Grade 4 Descriptive texts Grade 5 Expository texts Grade 6 Persuasive texts

Writing Composition (2010 COS) Kindergarten Narrative, Descriptive,

Expository, and Persuasive (opinion pieces) texts

Movement to an Earlier Grade

Kindergarten Opinion Piece

Common Core State Standards for English Language Arts Appendix C, page 6

Grade 1 Expository Piece

Common Core State Standards for English Language Arts Appendix C, page 11

Grade 2 Opinion Piece

Common Core State Standards for English Language Arts Appendix C, page 15

Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards.

In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services.

Implications for Special Education

Supports and services for students with disabilities: Instructional supports for learning

Instructional accommodations

Assistive technology devices and services

Curriculum Guides to the Alabama Courses of Study

Implications for Special Education

http://alex.state.al.us/ccrs

The Navigation links connect you to many different informational options.

Contact Information:

Pam Higgins at phiggins@alsde.edu or

Steve McAliley at stevemc@alsde.edu

See you this summer!