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TCMS

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How has your teaching changed with the Common Core ELA Standards? If all youve done is substitute KCAS for Common Core, youve missed the INTENT of the new standards.

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The Common Core Literacy Model 6 ELA Standard Strands 3 ELA Practices Reading Literature Reading Informational Text Speaking and Listening Language Writing Foundational Skills Building knowledge through content-rich non-fiction and informational text Reading, writing and speaking grounded in evidence from the text Regular practice with complex text and its academic vocabulary The What The How

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Shifts Text Complexity & Selection Close Reading Text Dependent Questions Authentic Reading/Writing Speaking and Writing with evidence Feedback

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Effective discussion, questioning and learning tasks Effective feedback Clearly defined learning and behavior targets in student-friendly language Exemplar models Critical and creative thinking prompts or questions Differentiated instruction Student self-assessment, self-reflection and peer-analysis

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Anchor Standard #10--Read and comprehend complex literary and informational texts independently and proficiently. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Text Complexity Grade BandsSuggested Lexile Range K-1100L-500L 2-3450L-790L 4-5770L-980L 6-8955L-1155L 9-101080L-1305L 11-121213L-1355L

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Staircase of Complexity Each grade level requires students to take a step of growth on the staircase toward College and Career Readiness. Teachers will need to provide appropriate scaffolding and supports so this is possible for students who are reading below grade level.

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Classroom Implications Students will likely be taught from texts that are more challenging in the past. Greater emphasis on stretching students to meet the demands of reading harder text (rather than on placing students in the leveled reader according to instructional level or in using low readability textbooks). Read less, more closely. Re-read as an opportunity to see more. Scaffold challenging reading without telling students what it says.

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Classroom Implications for Struggling Readers Is it more harmful to push students (reading below grade level) to struggle with grade level complex text or to insulate them from the challenges and complexities they will need to face in life? Productive Struggle=thinking about, reflecting on, talking about what the author is saying. Students will not make more than a years progress in a years time without struggling through grade level text.

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Strategic Text Pairing 1. Some standards are assessed with multiple texts. If it will be assessed with multiple texts, you MUST teach it with multiple texts. 2. Non-traditional text (photos, paintings, Readers Theater, infographics, websites) can provide back- ground information for struggling students. 3. ALL students need to participate in CLOSE READING of challenging text. Paired texts can provide the necessary differentiation for students reading below grade level. 4. KCAS calls for more informational text at all levels. Try pairing a piece of informational text with every piece of literature.

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O Captain! My Captain! Lincolns Assassination Where Were You?

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Possible Essential Questions How does a persons point of view affect the way they deal with tragedy? How does tragedy influence an individuals decisions and actions? In the face of adversity, what causes some individuals to prevail while others fail? Tragedy is a recurring theme in history. In what ways has our reaction to tragedy changed?

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Questions to ask while planning your lesson What do I want my students to learn? How will I know when they have learned it? How will I respond when some students dont learn it? How/when will I reteach? How will I change what I taught the first time? How will I extend/enrich the learning for students who are already proficient?

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Close Reading CCR Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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Close Reading Engaging the Adolescent Learner: Text Complexity and Close Readings At your tables, jigsaw the article. Annotate, make notes, use Post-Its to mark-up your text Discuss your sections, in order, at your table What significant ideas were in your article? Do you see close reading opportunities in your school, or do you offer them in your classroom?

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FSLC Strategy Read and annotate the blog post Close Reading with Struggling Adolescents by Tim Shanahan. Formulate a Twitter-like summary (140 characters of less) Share your summary with a partner Listen to your partners summary Create a new Twitter-like summary that expresses both of your ideas

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Close Reading Implications with Struggling Readers Read aloud when absolutely needed Chunk the text Partner read Literacy Strategies 5 WH-Q Chart requiring Textual Evidence Rewrite for meaning Read with a pencil Write about everything read

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Question the Author Question the Author PromptsStudent Responses What is the author trying to tell you? Why is the author telling you that? Does the author say it clearly? How could the author have said things more clearly? What would you say instead?

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Questions to ask while planning your lesson What do I want my students to learn? How will I know when they have learned it? How will I respond when some students dont learn it? How/when will I reteach? How will I change what I taught the first time? How will I extend/enrich the learning for students who are already proficient?

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Text Dependent Questions CCR Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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Why Ask Text Dependent Questions 80 to 90% of the ELA Reading Standards in each grade level require text dependent analysis One of the first and most important steps to implementing the ELA Common Core Standards is to focus on identifying, evaluating, and creating text- dependent questions Close reading, the kind encouraged by the common core standards, asks students to read like a detective, looking closely for details Rather than asking students questions about their prior knowledge or experiences, the standards expect students to struggle with text-dependent questions www.achievethecore.org/steal-these-tools/text-dependent-questions

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24 80-90% of (CCSS) reading standards require text- dependent analysis yet over 30% of questions in major textbooks do not. Sue Pimentel, Lead Author of Common Core State Standards for ELA/Literacy

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Do your students fake read? I have discovered that too many adolescent readers know how to fake read. They have become so good at playing the game of school, they have figured out how to get the grade without getting the comprehension. (Chris Tovani)

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A Close Reading does not Retell the plot or summarize the passage Profile the characters List reactions that popped into your head while reading or the reasons you like it Compare the society depicted in the story to your own Compare the choices and values of the narrator to your own Use a literary work as an example to support general claims about the outside world

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Before-During-After Close Reading

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Before Reading Concerns Pre-reading takes too much time away from reading. Is the preview focused on the background knowledge students really need to read the text? Is the preview purposeful? The preview can ruin the reading experience. We dont want to unlock all of the secrets of the text for them.

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Using the text to prepare students for the text Poetry Pre-Reading How does isolating key words prior to reading the poem help students explore themes and make predictions? How does this task engage students in deep analysis?

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During Close Reading

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We are already Close Readers of what types of text? Conversations Situations Email!!

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Close Reading is ALWAYS Re-Reading!

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Read for First Impressions What is the first thing you notice about the text? What is the second thing? Do these two things you noticed complement each other or contradict each other? What mood does the text create in you? What about the text made you feel that way?

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Read for Vocabulary Which words stand out to you first? Why? How do the important words relate to each other? Do any words seem to be used oddly? Why? Do any words have double meanings? What are both possible meanings? Does the context indicate which meaning is accurate? Look up any unfamiliar words.

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Read for Discerning Patterns Does any image in this text remind you of images in other text? What is the sentence rhythm like? Short and choppy? Long and flowing? Do sentences build on themselves or stay at an even pace? What effect does the author achieve by using that style? Look at the punctuation. Is there anything unusual about it? What effect does the author achieve by punctuating that way?

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Discerning Patterns Is there any repetition within the text? What effect does the author achieve by using repetition? Does the text contain more than one mode of writing (narrative, opinion/argument, informational)? What effect does the author achieve by using more than one mode?

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Discerning Patterns What is left out? What would you expect the author to talk about that the author avoided? Are there colors, sounds, physical descriptions that appeal to your senses? Why effect does the author achieve by choosing that color, sound, or physical description?

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Discerning Patterns Who speaks in the text? To whom does he/she speak? Or is the narrator omniscient and know things the characters cant know? What effect does the author achieve by using this style of narration?

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Text Dependent Question Implications for Struggling Students Literacy Strategies Annotating text Student Questions Shrinking Paragraphs Small Group Discussions Highlighting Make use of the Standards Progressions Planning and Asking Higher Order Thinking Questions

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Questions to ask while planning your lesson What do I want my students to learn? How will I know when they have learned it? How will I respond when some students dont learn it? How/when will I reteach? How will I change what I taught the first time? How will I extend/enrich the learning for students who are already proficient?

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READING/WRITING: Inform, Argue, Convey Experiences 2004 study of 1,650 Harvard students from freshman year to graduation 1.Students have to shed the notion that writing was about completing an assignment and instead embrace that writing is an essential part of the thinking process. 2.5-paragraph essay format had no place in college 3.Required readings demanded critical analysis, not simple summaries

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Correlation Between Reading & Writing Stalled or stumbling writers almost always revert to reading for answers, searching for ideas and techniques that other writers have used to solve similar problems (Strong, et. al., 2002). Research confirms that responding to text in a similar format and on a regular basis builds confidence and ability in authentic writing (Silver, Strong & Perini, 2007). The reading/writing package produces critical thinking

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The Reading/Writing Connection

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Writing from Sources The common core puts greater emphasis on the use of evidence in writing Thus, the major emphasis shifts from writing stories or opinion pieces to writing about the ideas in text Narrative writing is still important, but does not play as large a role in the development of skills that prepare students for college and career. Need for greater emphasis on text synthesis (how to combine the information from multiple sources into ones own text or presentation)

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Classroom Implications Writing will need to be more closely integrated with reading comprehension instruction The amount of writing about what students read will need to increase There must be a greater emphasis on synthesis of information and critical essays than in the past

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Classroom Classroom Implications Link the reading of informational text to original writing of the same genre. Students need to write all 3 genre of writing using many different formats.

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Consider writing activities and assignments should be designed with genuine purposes and audiences in mind Standardized writing curricula or assessment instruments that emphasize formulaic writing for non-authentic audiences will not reinforce the habits of mind and the experiences necessary for success as students encounter the writing demands of postsecondary education (2011, p. 3) From Framework for Success in Postsecondary Writing

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Reading/Writing Implications for Struggling Students Mentor Texts ( Teaching with Mentor Texts) Teaching with Mentor Texts Picture Books ( Teach With Picture Books) Teach With Picture Books Graphic Organizers Teach deconstruction of Writing Prompts Respond to EVERYTHING in writing

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Questions to ask while planning your lesson What do I want my students to learn? How will I know when they have learned it? How will I respond when some students dont learn it? How/when will I reteach? How will I change what I taught the first time? How will I extend/enrich the learning for students who are already proficient?

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Speaking and Listening Standards Childrens speaking and listening skills lead the way for their reading and writing skills, and together these language skills are the primary tools of the mind for all future learning. Roskos, Tabors, and Lenhart, 2005

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Talk Time If you have to talk, you have to think. The importance of dialogic talk By the age of 4, the child of professional parents in the US will have had nearly twice as many words addressed to it as the working-class child, and over four times as many as a child on welfare. For the middle-class child, encouragement from parents vastly outweighs discouragement; but for the child on welfare the climate of adult reaction is an overwhelmingly discouraging one. While talk is essential for intellectual and social development, for some children, the talk which they engage in at school is nothing less than a lifeline. (Robin Alexander, 2004)

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Implications for Speaking and Listening Standards for Struggling Students Talk Partners Think-Pair-Share Small Group Instructional Conversations Literature Circles Last Word Discussion sentence frames

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Feedback The power of feedback to increase learning and achievement lies in the immediacy of its impact on your teaching as well as on your students learning. Feed Up, Back, and Forward

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Feed Up What do I want my students to learn? Learning Target vs Purpose Statement Content (comparing and contrasting fictional characters with historical accounts from the same time period) Language (by describing the similarities and differences using evidence from the text) Social Purpose (to provide evidence and examples to help others understand)

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I can compare and contrast fictional characters with historical accounts from the same time period by describing the similarities and differences, using evidence from the text, to provide evidence and examples to help others understand.

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Feed Back What do I want my students to learn? Feedback about the task (corrective feedback) Feedback about the processing used in the task (reminding the learner about cognitive and metacognitive strategies) Feedback about self-regulation (student self-assessment) Feedback about the person (?????)

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Feed Forward How will I know when they have learned it? How will I respond when some students dont learn it? How/when will I reteach? How will I change what I taught the first time? How will I extend/enrich the learning for students who are already proficient?

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Feed Forward How will you know where to intervene unless you know the errors EACH student is making? Error Analysis Manageable System Tied to Instruction

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Success Feedback Identify what is done correctly Describe a feature of quality present in the work Point out effective use of strategy or process

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Intervention Feedback Identify a correction Describe a feature of quality needing work Point out a problem with strategy or process Offer a reminder Make a specific suggestion Ask a question

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Thinking Questions In your unit/lesson prep, to what extent does your team use the standards and aligned assignments to guide your planning? What assessment instruments have you developed collaboratively? Do these instruments accurately reflect the expectations for student achievement that the standards define?

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How do you use your assessment practices to enable students to better understand their learning strengths as well as their needs? In what ways do your assessment activities build students confidence and motivation? To what extent do your schedules provide for timely assessment feedback to students? If changes are needed, how can you go about making them?

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How can you use your assessment data more effectively to modify instruction and help students achieve success?

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Shifts Text Complexity & Selection Close Reading Text Dependent Questions Authentic Reading/Writing Speaking and Writing with evidence Feedback