MEETING THE TEXT COMPLEXITY DEMANDS OF THE COMMON CORE

Christina Steinbacher-Reed

Where are you with ELA Common Core ?

What questions are on your agenda?

Introduce yourself and your role

What do you want out of today’s session?

Generate wants and questions on post-its to add to Question Chart

How does ELA Core impact teaching and learning?

Why Common Core?

Common Core is NOT:

The Common Core was designed as the “WHAT”, not the “HOW”

What are the ‘big shifts’? 1. Balance of literary and informational

texts2. Knowledge in the disciplines3. Staircase of text complexity4. Text-based Answers5. Writing from Sources6. Academic Vocabulary

Seasonal Partners

Gr. K-12 ELA Common Core

Gr. K-12 ELA

Common Core

Reading

Writing

Speaking &

Listening

Language

Literature

Informational

Foundational Skills(K-5 only)

Gr. 6-12 Content Standards

Gr. 6-12 History, Science,

Tech Subjects

Reading

Writing

Content Standards

Vertical Design Progression

Common Core vs. PA Common Core

All inclusive, nationally accepted K-12 literacy standards

Includes CC that are included in eligible content (tested now)

Organized according to old PA Standards

Need Eligible Content companion in Gr. 3-12

Includes PreK Standards

Common Core PA Common Core

Assessment Shifts

Gr. 3-8 Common Core ELA and Math field tests

Gr. 3-8 Reading PSSA

Gr. 5 and 8 Writing PSSA

Gr. 8-12 – End of course Keystone Exams – Lit, Biology, Algebra 1

Gr. 3-8 ELA and Math Common Core Assessments

Gr. 8-12 – End of course Keystone Exams – Lit, Biology, Algebra 1

2014 2015

What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate

with you.1

2

3

4

5

What/So What?

What stands out to you? What are you interested in learning more about?

Taking a Closer Look: Reading Standards

Common Core Documents Appendix A – Text Complexity

Guidelines

Appendix B – Text Exemplars

Appendix C – Student Writing Samples

Revised Publishers’ Criteria

Text Complexity

Appendix A - Text Complexity

Qualitative – levels of meaning, structure, clarity, knowledge demands

Quantitative – word length, readability level

Reader and Task - (motivation, background knowledge, purpose and complexity of task)Common Core

Appendix A - Page 2-9Appendix B – Text Examples

Appendix B – Exemplar Texts Provides examples of appropriate

complex text by grade span

Includes multiple genres

Not a ‘Required Reading List’

What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate

with you.1

2

3

4

5

Take a moment…

Publisher’s Criteria - REVISED

K-2Reading FoundationsText SelectionQuestions and Tasks

Gr. 3-12Text SelectionQuestions and TasksAcademic VocabularyWriting to Sources and Vocabulary

Criteria Jigsaw1. Select a K-2 or 3-12

2. Work in a team of 3

3. Each member read and mark a different section

4. Regroup with your team and share out key ideas

Shift in Instruction“. . . it is important to recognize that scaffolding often

is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards’ grade-by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the standards.”

Appendix A

The Shift To Text-Dependent Questions

In “A Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against injustice.

Based on this text, and this text alone, what do you know? What can you make out about the letter Dr. King received?

How does this compare to how your current practice? Impact

on future practice?

What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate

with you.1

2

3

4

5

Take a moment…

How do we meet the demands of CC and the needs of the individual?

Read Aloud Shared Reading

Small Group Differ. Reading

Independent Reading

TEA

CH

ER

STUDENT

Standards Aligned Whole Group Instruction with Grade Level + Texts

Read Aloud Shared Reading

Small Group Differ. Reading

Independent Reading

TEA

CH

ER

STUDENT

Application and transfer of skills and strategies to differentiated reading levels

Read Aloud Shared Reading

Small Group Differ. Reading

Independent Reading

TEA

CH

ER

STUDENT

Close, critical reading

31

Engaging Students with the TextsStudents need to engage with:

Age/grade appropriate materials for exposure to structures, content, vocabulary

Instructional level materials that allow them to progress

“Easy” materials that allow them to practice

Cited by PDE - Source: KAREN WIXSON, PHD UNIVERSITY OF MICHIGAN/UNCG

In Action . . . Pattern Folders – A Literary Analysis Too

l (Gr. 9-12) Thinking Notes (Gr. 9-12) Little Notes for Big Ideas (Gr. 3-12) Analyzing Informational Text - Gr. 5 Evidence and Arguments - Gr. 9-12 Poetic Elements - High School Embedded Vocabulary – Elementary

Text Complexity: A Teacher’s Perspective

Lunch

What are the CC’s expectation for writing?

List your top three expectations for your students’ writing. Share with a partner.

Read “Note on Range and Content of Student Writing” and mark the text

How do your lists compare to the Common Core?

What are the CC’s expectations for writing?

Grade To Persuade To Explain To Convey Experience

4 30% 25% 35%

8 35% 35% 30%

12 40% 40% 20%

What is the difference between Persuasive Writing and Writing

argument?Persuasive Argument

Can select the most favorable evidence, appeal to emotions, and use style to persuade your readers

Propaganda and advertising

Mainly about logical appeals and involves claims, evidence, warrants, backing, and rebuttals

The heart of critical thinking and academic discourse

Learning Progressions- CCR.W.1 Write arguments

to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

A Closer Look

Take a closer look the set of writing standards that are most relevant to your role (‘National’ Common Core):

K-5 – pg. 18 Gr. 6-12 ELA - 41 Gr. 6-12 Literacy Content - Page 63

What are the general shifts in writing? Balance of opinion, informational, and

narrative writing Writing from multiple sources Citing evidence Writing short-term and long-term pieces Process writing Using technology to support the writing

process

In Action . . . Writing an Opinion: Petitions

Write for a Variety of Purposes

Teach students to write for a variety of purposes.

Expand students’ concept of audience

Teach students to emulate the features of good writing.

Writing for a Purpose Role - You are you Audience - You are writing to your

administrator Format - You are writing an email Topic – Identify a specific Common Core

shift or expectation and explain what steps you would like to take in order to begin meeting this expectation.

What is RAFT WritingRole – Who am I? What is your viewpoint?

Audience – Who is reading this? What is your purpose of the writing?

Format – What is the format? Letter to the editor, news article, diary, contract, obituary

Topic – What is the my focus?

RAFT Writing – Response to Reading

Role Audience Format Topic

The Roots Stem, Leaves, Flower

Brochure You are nothing without me

Flower Florist Editorial I’m not just another pretty face!

Plant Bee Thank you note How you help me grow

Plant Land Sellers ‘Land Wanted’ poster In search of the perfect habitat

Person Plant Eulogy You had a good life…until I ate you.

RAFT Writing – A Response to Reading

Role Audience Format Topic

The Cow Rest of the Farm Animals

How to Manual How to get what you want

The Farmer

Editor of Ripley’s

Email Why your cows should be included in their exhibit/book

The Duck Your fellow ducks

News article Breaking News!

Your Turn! Create a RAFT writing prompt for your

unit.

iu17commoncore.wikispaces for RAFT links to support your work.

Share your RAFT example. How might you incorporate RAFT writing?

Providing Choice in Research Writing – I-

Search Inquiry-based, student-generated research process

Provides opportunities for students to: Formulate questionsIdentify resourcesRead informational textsOrganize ideasEvaluate, analyze, synthesize

Begins with a Personal Connection

Step 1 and 2:

Personally or professionally, what would you like to know more about, plan or do?

Choose one in which you are most interested.

Needs to be Important to YOUStep 3:

Introduce your selected topic and write a paragraph of at least five lines explaining why it’s important to you.

Connected to Prior Knowledge

Step 4:

Write a paragraph of at least five lines of detailing what you already know about this topic – some background or experience you have had.

Choose a research partner and share what you have written so far.

Asking Important Questions

Step 5:

With your partner, brainstorm a minimum of three questions important to your topic. What do you really need to know about this topic?

Strategic PlanningStep 5:

For each question, brainstorm where you might find these answers. Consider primary sources like people, hard copy sources, and electronic sources.

Begin Researching!Step 7:

Now that you have a plan, what do you do next? What are the most important next steps? List your steps.

Your Turn! How do you see I-Search supporting

your teaching and students learning?

Where could this best fit in your curriculum?

Create an Engaged Community of Writers

Teachers should participate as members of the communityby writing and sharing their writing.

Give students writing choices.

Encourage students to collaborate as writers.

Provide students with opportunities to give and receive feedback throughout the writing process.

Publish students’ writing, and extend the community beyond theclassroom.

Providing Choice in Narrative: Mapping

Human Mapping

Neighborhood Mapping

School Mapping

Heart Mapping

Hand Mapping

Two Writing Teachers

Develop a Writer’s Notebook

Writer’s Notebook Mentor Texts

Writer’s Notebook: Teacher Resources

What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate

with you.1

2

3

4

5

What/So What?

Writing Resources

Citing Evidence in Action

Citing Textual Evidence

Claims-Counter Claims

What did you notice? Write around

What has stood out for you today?

As your school moves forward, what must you be mindful of in terms of Common Core?

Remember, it’s a process . . .

Additional Information Christina Steinbacher-Reed creed@iu17.org

pdesas.org

Corestandards.org

iu17commoncore.wikispaces.com