CC Higher Education ELA Literacy
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Transcript of CC Higher Education ELA Literacy
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The Path to College and Careers:
What prospective educators need to
know about the Common Core StateStandards for ELA/Literacy
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Desired Outcomes
Awareness of the origin and history ofdevelopment of the CCSS
Understanding the major design and organizationof the ELA/Literacy CCSS
Familiarity with the key features and instructionalshifts of the CCSS
Consideration of the impact of the key features
and shifts on instruction Determination of priorities in preparing
educators to teach in the Common Core era
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History and Development
http://www.youtube.com/watch?v=jxefsLG2eps&list=UUF0pa3nE3aZAfBMT8pqM5PA -
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Common Core Standards Adopted
by State
Sta
tes in green have adopted CCSS, blue adopted ELA only, gray have not adopted
From ASCD http://www.ascd.org/common-core-state-standards/common-core-state-standards-
adoption-map.aspx
http://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspx -
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Major Design Goals
Maintain focus on what matters most for
college- and career-readiness (evidence and
research base)
Build on the best state standards
Benchmark against our international peers
Include rigorous content and application ofknowledge through higher-order skills
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Design and Organization
College and Career Readiness (CCR) Anchor
Standards providefocus and coherence
Grade-specific end-of-year expectations
Cumulative progression of skills and
understandings
One-to-one correspondence with CCRstandards at each grade
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The Common Core Path to College
and Careers
Engage withComplex
Text
Extract andEmploy
Evidence
BuildKnowledge
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Key Features and Their Implications
1. Backmapping
2. Coordinated Structure
3. Challenging Text
4. Disciplinary Literacy
5. Informational Text
6. Close Reading
7. Multiple Texts
8. Writing About Texts
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1. Backmapping
Traditional standards start with kindergarten
and add each years goals on top of those
Common Core standards began with
college/career readiness standards and
backmapped from there
These standards target student success
beyond graduation (rather than replicatingpast goals)
Rigorous, but more honest standards
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1. Backmapping (Cont.)
Implications:
The CCSS are markedly harder than past
standards since they are designed to ensure
that students reach graduation target
Larger percentages of students likely to fail to
meet these standards
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2. Coordinated structure
Historically, standards are somewhat random lists of
skills, knowledge, and strategies
Common Core State Standards have very strong
progressions and an informative organization thatrequires attention
The progressions can be followed from grade level to
grade level and doing so helps to define the
standards
Strong connections across comprehension, oral
language, and writing
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2. Coordinated structure (cont.)
Implications:
Teachers need to study the progression of the standards
across grade levels rather than only concentrating only on
the grade they teach The standards should not be divided for instructional focus
(they need to be coordinatedtext is more important)
Power standards make less sense than in the past
Pacing guides and the like make less sense than in the past Teachers can really know these standards (and should)
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3. Challenging Text
Previous standards emphasized cognitive skills,
largely ignoring the role of text
In the Common Core text difficulty is central and all
cognitive skills have to be executed with texts of aspecified difficulty range
Item #10 focuses on text difficulty and indicates
specific readability ranges students must reach each
year (Lexiles, ATOS, Flesch-Kincaid; Degrees of
Reading Power; Reading Maturity; SourceRater)
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3. Challenging Text (Cont.)
Implications:
Students will be taught from texts that are more
challenging than those used in the past
Less emphasis on instructional level matching(except K-1)
Greater emphasis on stretching students to meet the
demands of reading harder text Greater need to scaffold (cognitive, motivational)
challenging reading (neither reading the texts to
students nor telling them what they say)
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4. Disciplinary literacy
Past standards have not made a big deal out ofreading in history/social studies or science
Past emphasis was on learning how to read (and the
idea was that students could apply these skills to
content area textbooks)
Research is revealing unique reading demands of the
various disciplines (reading history is not the same
thing as reading literature, etc.) The Common Core State Standards requires
specialized reading emphasis for history/social
studies and science/technical subjects
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4. Disciplinary literacy (cont.)
Implications
The ELA standards should be shared by the science, history,
vocational education departments
It is essential that science and history include the reading oftexts in their instructional routines
Content teachers must emphasize skills that they may not
have in the past
These are disciplinary standards, not content area readingstandardsthe idea is not how the application of
generalizable reading and study strategies to subject matter
but how to read in the specialized ways required for a
disciplinary reading
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5. Informational text
Past standards emphasized both literary andinformational texts
However, this inclusion left the distribution of this
emphasis up to the teachers which often led to serious
imbalances The common core standards require the teaching of
comprehension within both informational and literary
texts
These new standards emphasize informational textsequally with literary texts (in Grades K-5) and,
considering the overall curriculum, it drops even more
in the upper grades
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5. Informational text (Cont.)
Implications
Teachers will have to get more comfortable
working with informational text (especially
primary grade teachers and English teachers) Need to guard against informational text being
taken over by literary treatments of factual
information (such as biography)
Also, need to protect the role of literature in the
curriculum
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6. Close Reading
Past standards have been based largely upon
theories of reading comprehension drawn from
cognitive science, emphasizing strategies or mental
moves that readers make (e.g., summarization,questioning, monitoring, visualizing)
The Common Core standards are based more on
literary theory (New Criticism)
Great emphasis on the information in the text (and in
the use of such information as evidence)
Great emphasis on analyzing how text works
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6. Close Reading (cont.)
Implications Students will need to engage to a greater extent in deep
analysis of the text and its meaning and implications
Less time on background information, comprehension
strategies, picture walks, etc. (though these still can bebrought in by teachers in appropriate ways)
Greater emphasis on careful reading of a text, weighing
of authors diction, grammar, and organization to make
sense of the text (more attention to how text works,tone, author perspective)
Rereading will play a greater role in teaching reading
Greater emphasis on text-dependent questions
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7. Multiple texts
Past standards emphasized the comprehensionmainly of single texts
CCSS emphasize the interpretation of multiple texts
throughout (at all grade levels, and in reading,
writing, and oral language; 12-15% of the ELA
standards mention multiple texts explicitly)
Most of this emphasis is on comparisons of
information and features across texts (synthesis playsbig role too, especially as one moves up the grades)
The common core is not promoting 1990s style
(multidisciplinary thematic units)
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7. Multiple Texts (cont.)
Implications There will be a greater need for combinations of texts
that can be used together
Need for greater emphasis on text synthesis (how to
combine the information from multiple sources intoones own text or presentation)
Need for greater emphasis on comparative evaluation
and analysis (the majority of the multiple text items
emphasize some kind of comparison)
Need for a consideration of non-text sources (e.g.,
video, experiments)
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8. Writing about text
Past standards have emphasized writing as a free-
standing subject or skill
Students have been expected to write texts requiring
low information (or only the use of widely availablebackground knowledge)
The Common Core puts greater emphasis on the use
of evidence in writing
Thus, the major emphasis shifts from writing
personal stories or opinion pieces to writing about
the ideas in text
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8. Writing about Text (cont.)
Implications
Writing will need to be more closely integrated with
reading comprehension instruction (rethink
organizational plans) The amount of writing about what students read will
need to increase
Greater emphasis on: (1) writing summaries of texts,
(2) writing based on text models, (3) writing analyses
and critiques of texts, (4) writing syntheses of text
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Three Minute Pause:
Processing Through Speaking and Listening
1. Summarize Key Points So Far
2. Add Your Own Thoughts
3. Pose Clarifying Questions
Adapted from Jay McTighe
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Where are we?
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6 Shifts in ELA Literacy:
Impact on Assessments and Instruction
Common Core Implementation Common Core Assessments
1. Balancing Informational and Literary Text2. Building Knowledge in the Disciplines3. Staircase of Complexity4. Text-based Answers5.
Writing from Sources6. Academic Vocabulary
1 & 2: Non-fiction Texts
Authentic Texts
3: Higher Level of Text Complexity
Paired Passages
4&5: Focus on command of evidence
from text: rubrics and prompts
6: Academic Vocabulary
ELA/Literacy Instructional Shifts: Regular practice with complex textand its academic language
Building knowledge through content-rich nonfiction
Reading, writing and speaking grounded in evidence from text, both literary
and informational
From achievethecore.org
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Descriptions: Shifts in ELA/ Literacy
Shift
1Balancing
Informational
& Literary TextStudents read a true balance of informational and literary texts.
Shift
2 Knowledge inthe Disciplines Students build knowledge about the world (domains/ content areas)through TEXT rather than the teacher or activitiesShift
3Staircase of
ComplexityStudents read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time andspace and support in the curriculum for close reading.
Shift
4 Text-basedAnswers Students engage in rich and rigorous evidence based conversationsabout text.Shift
5 Writing from
Sources Writing emphasizes use of evidence from sources to inform or make
an argument.
Shift
6 AcademicVocabulary Students constantly build the transferable vocabulary they need toaccess grade level complex texts. This can be done effectively byspiraling like content in increasingly complex texts.
From http://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf
http://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf -
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COMPLEXITYShift:Regular practice with complex text and its academic language
Reading Anchor Standard #10 requires that students read
and comprehend complex literary and informational texts
independently and proficiently
Language Standard #4 requires use of word parts, context
and resource materials to determine word meaning
Staircase of complexity to close the gap that currently exists
between college/career level texts and texts currently used
in high schools
Shift in Lexile bands at the upper end of elementary and
throughout middle and high school
A focus on academic vocabulary words that appear across
content areas (Tier 2 Words Isabel Beck)
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The Complexity ShiftConsistent with this shift: Inconsistent with this shift:
Selects texts that are of high value
and worth spending time to re-read
Provides students with text that
steps up in complexity to beyond
their reading level and allows them to
grapple with difficult words,concepts, and themes
Takes into consideration the
qualitative and quantitative measures
of complexity, and also considers the
reader and task
Spends time having students re-readthe same text to develop a deeper
understanding (purposely slows
instruction to provide close reading)
Uses scaffolds to support students
through difficult text
Spends extended time on a text that
does not have high academic value or
is not worth the investment of time
Provides only texts on or below grade
level so students feel comfortable
with text and can read it
independently
Offers no instruction on how to read
difficult text
Spends an inordinate amount of time
doing pre-reading activities to the
point of providing students with so
much information that reading the
text becomes irrelevant
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EVIDENCEShift:Reading, writing and speaking grounded in evidence from text,
both literary and informational(Reflected in Reading Standard 1; Writing Standards 1-3, 9):
Writing to sources using evidence from text to analyze,
defend claims and present clear information
Questions are asked that require students to have readthe text (text-dependent questions); the questions
cannot be answered using solely prior knowledge or
experience and require careful attention to the text
Narrative writing throughout all levels
Later levels add argumentative and informational
writing
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The Evidence Shift
Consistent with this shift: Inconsistent with this shift: Chooses text(s) that lends itself to a
deeper understanding using TDQs
Asks questions that are answered
through a close reading of a complex
and worthy text
Asks questions that require students tocarefully consider the information
presented in the text and provide
evidence from the text in their
responses
Asks text-independent questions (e.g.
What would you have done) only
after text-dependent questions have
built students a strong conceptual
foundation so these types of questions
can be answered using critical thinking
Asks questions that are interesting
and generate a lot of discussion, but
questions are text-independent and
do not ensure that students
understand what theyve read Asks questions that do not require
the student to have read the text in
order to answer a question (i.e.
opinion questions like If you were,
or What would you have done if) Asks TDQs of texts that dont require
or lend themselves to a deeper
understanding
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KNOWLEDGEShift:Building knowledge through content-rich nonfiction
Content rich non-fiction in history/social studies, science and the arts
Recommendation is that students build coherent general content knowledge
both within each year and across years In 6-12 much more attention on literary non-fiction than has been
traditional
Focus of literary standards in social studies, science and career/technical is
on gaining content knowledge through reading and writing
Distribution of Texts Across Grades (NAEP framework)
Elementary: 50% informational 50% literary
Middle: 55% informational 45% literary
High: 70% informational 30% literaryFrom Common Core State Standards for ELA & Literacy in History/Social Studies, Science, and Technical Subjects
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The Knowledge Shift
Consistent with this shift: Inconsistent with this shift:
Uses appropriate balance of
literary and informational text
Students are expected to learn
content from what they read
A range of text types are usedthroughout the curriculum
including:
Literature stories, drama,
poetry
Informational text literarynonfiction, and historical,
scientific and technical texts
Heavy focus on one type of text to
the exclusion of the other
Time is spent referring to text
rather than reading text
Narrow exposure to text types;one class/teacher is considered
responsible for literacy learning
(typically ELA teachers)
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Three Minute Pause:
Processing Through Speaking and Listening
1. Summarize Key Points So Far
2. Add Your Own Thoughts
3. Pose Clarifying Questions
Adapted from Jay McTighe
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Where are we going?
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Reflections
Were you able to answer these questionswithout rereading parts of the text?
How did it feel to have to answer them
independently? How did it feel when you were encouraged to
collaborate prior to formulating an answer?
What implications does this have forinstructional practice as it relates to literacy(reading, writing, speaking, listening)?
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Text-Dependent Questions...
Can onlybe answered with evidence from the text. Can be literal (checking for understanding) but must
also involve analysis, synthesis, evaluation.
Focus on word, sentence, and paragraph, as well aslarger ideas, themes, or events.
Focus on difficult portions of text in order to
enhance reading proficiency.
Can also include prompts for writing and discussion
questions.
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Non-Examples and Examples
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In Casey at the Bat, Casey strikes out.
Describe a time when you failed at
something.
In Letter from a Birmingham Jail, Dr.
King discusses nonviolent protest.
Discuss, in writing, a time when you
wanted to fight against something that
you felt was unfair.
In The Gettysburg Address Lincoln
says the nation is dedicated to the
proposition that all men are created
equal. Why is equality an important
value to promote?
What makes Caseys experiences at bat
humorous?
What can you infer from Kings letter
about the letter that he received?
The Gettysburg Address mentions theyear 1776. According to Lincolns
speech, why is this year significant to
the events described in the speech?
Not Text-Dependent Text-Dependent
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Bands
11-CCR
9-10
6-8
4-5
2-3
K-1 Increased
AbilitytoUs
eTextEviden
ce
Standards Two through Nine
Bands
11-CCR
9-10
6-8
4-5
2-3
K-1
Standard One Standard Ten
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IncreasingRangeandComplexity
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Culminating Tasks
Should relate to core understanding and key ideas.
A coherent sequence of text dependent questions
will scaffold students toward successfully completing
the culminating task.
Example:
The title of this selection is Because of Winn-Dixie.' Using your answers from
the questions above and class discussion, explain why this is an appropriate title
for the selection. Be sure to clearly cite evidence from the text for each part of
your answer.
Officer Buckles final safety tip is 'ALWAYS STICK WITH YOUR BUDDY.' How did he
and Gloria each learn this lesson for themselves throughout the story?
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Implications for Practice
There is no one right way to have students work with textdependent questions.
Providing for the differing needs of students means providing
and scaffolding supports differentially - not asking easier
questions or substituting simpler text.
Listening and speaking should be built into any sequence of
activities along with reading and writing:
Re-read it, think it, talk it, write it
The CCSS require ALL students to read and engage with grade
appropriate complex text regularly. This requires new ways of
working in our classrooms.
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The Reading-Writing Connection
After years of separation, reading and writinghave reconciled.
Close reading of complex text, with text-
dependent questions focusing students ongathering evidence to gain understanding
Writing tasks requiring analysis of text,gathering and citing of evidence and synthesisof evidence or writing to sources is a majorfocus of Common Core State Standards
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Next steps
Align teacher education and training efforts in
the area of English/language arts to Common
Core State Standards priorities for:
Reading
Writing
Speaking and Listening
Language
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Reading Priorities
New grounding in informational texts
Spotlight on what students read: Staircase
of growing text complexity across the grades is
outlined
Samples of high-quality literature and
informational texts in a range of genres and
subgenres offered
Fostering independent, close reading of texts
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Writing Priorities
Writing logical arguments based on substantive
claims, sound reasoning, and relevant evidence
(80:20)
Writing about sources (drawing evidence from texts)
Researchboth short, focused (such as those
commonly required in the college) and more
sustained projects
Ability to adapt writing to a variety of contexts,
communicative tasks, and timeframes
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Speaking and Listening Priorities
Day to day purposeful academic talk in
collaborative groups
Formal sharing of findings and information,
including the use of various forms of media
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Language Priorities
Building general academic and domain-
specific vocabulary
Using standard English in formal writing and
speaking
Acquiring grammar and usage in the service of
communication and comprehension
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At the core
By themselves, the Common Core State
Standards will not significantly affect student
learning. They need to be part of a
comprehensive approach to raising expectationsand increasing rigor throughout the K12
system, and classroomteachers are the most
important group in turning the Common CoreState Standards from mere words into high-
quality instruction.
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Resources http://www.ascd.org/common-core-state-standards/common-
core-state-standards-adoption-map.aspx
www.ascd.org/commoncore
http://www.wiche.edu/info/commonCoreStateStandards/piment
el.pdf
www.readingquest.org http://www.smarterbalanced.org/wordpress/wp-
content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdf
http://www.achievethecore.org/steal-these-tools
www.shanahanonliteracy.com
http://www.corestandards.org/
http://www.parcconline.org/mcf/ela/parcc-model-content-
frameworks-browser
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