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Digging into the Reading Standards for Grades 3–6

Professional Development Facilitator Handbook

—SAMPLER—

Digging into the Reading Standards for Grades 3–6, Facilitator Handbook

Pearson School Achievement Services Digging into the Reading Standards for Grades 3–6Facilitator Handbook

Published by Pearson School Achievement Services, a division of Pearson, Inc. 1900 E. Lake Ave., Glenview, IL 60025

© 2011 Pearson, Inc.All rights reserved.Printed in the United States of America.

© 2011 Pearson, Inc. All rights reserved. 1


ISBN 115447

Facilitator AgendaDigging into the Reading Standards for Grades 3–6

Section Time Agenda Items

Introduction 5 minutes Slides 1–3 Introduction and WelcomeOutcomesAgenda

1: Supporting the Reading Standards in Your Classroom

80 minutes Slides 4–15

Section 1 Big QuestionSelecting Appropriate TextText Complexity Activity: Text Complexity/Qualitative EvaluationLexile RangesText Quality Activity: Text QualityRange of Text Types Activity: Range of Text TypesDistribution of Literary and Informational Text Activity: Distribution of Literary and Informational Text Appendix B Text Exemplars Activity: Appendix B Text Exemplars Activity: Strengthening the Classroom LibraryResources for English Language Learners Activity: Resources for English Language LearnersRevisit the Section 1 Big Question

Break 15 minutes



2: Reading Comprehension 70 minutes Slides 16–24

Section 2 Big QuestionReading Standard 1 Activity: Reading Standard 1Close Reading Activity: Questions for Close ReadingDemonstrating Comprehension Activity: Demonstrating Comprehension Comprehension Strategies Activity: Comprehension StrategiesSpeaking and Listening Activity: Speaking and Listening Read-AloudsCreating Performance TasksReading Task 3.6 Activity: Reading Task 3.6 Revisit the Section 2 Big Question

Lunch 30 minutes

3: Foundational Reading Skills 40 minutes Slides 25–28

Section 3 Big QuestionBackground Knowledge Activity: Current PracticesFoundational Skills in CCSS Activity: Review of Instructional Strategies Revisit the Section 3 Big Question

Break 15 minutes



4: Building Vocabulary 40 minutes Slides 29–34

Section 4 Big QuestionCCSS Vocabulary Standards Activity: Anchor StandardsVocabulary Research Activity: Jigsaw ReadingVocabulary Instruction Activity: Vocabulary RoutinesVocabulary Instruction Reflection Revisit the Section 4 Big Question

5: Reading Informational Text 45 minutes Slides 35–41

Section 5 Big QuestionCurrent PracticesAnticipation Guide Activity: Anticipation GuideVocabulary Knowledge Rating Activity: Vocabulary Knowledge RatingGraphic OrganizersTasks for Informational Text Activity: Writing an Informational Performance TaskRevisit the Section 5 Big Question

6: Review and Closing 20 minutes Slides 42–47

Section 6 Big Question Activity: Review QuestionsOutcomes ReviewClosing

Total 6 hours



Workshop Outcomes

At the conclusion of this workshop, you will be able to

o plan appropriate classroom libraries and other reading materials to scaffold students to higher standards;

o apply grade-appropriate instructional strategies that enrich comprehension of complex text, vocabulary, and fluency;

o incorporate reading comprehension strategies specific to informational texts;

o support English language learners (ELLs) in achieving the Common Core State Standards (CCSS) reading standards; and

o use best practices and classroom materials to meet the CCSS for Reading.

Big QuestionsSection 1

How can you support the Common Core State Standards (CCSS) for Reading in your classroom?

Section 2 How can you support reading comprehension in your classroom?

Section 3 How can you develop the CCSS Foundational Skills in your classroom?

Section 4 How can you support vocabulary acquisition in your classroom?

Section 5 How do students demonstrate comprehension of informational texts?

Section 6 What have you learned during today’s session?



SECTION SAMPLE

Section 1: Supporting the Reading Standards in Your Classroom (Slides 4–15)Time: 80 minutes

Big Question How can you support the Common Core State Standards (CCSS) for Reading in your classroom?

Training Objectives Identify materials that support the range and complexity of reading required to meet the CCSS.

Materials per Section Participants’ copies of the Participant Workbook Participants’ copies of the CCSS for ELA Participants’ copies of the CCSS for ELA appendices Participants’ classroom texts

Topic Presentation Points Presentation Preview

Section 1 Big Question Display Slide 4. Explain to participants that in the first section of the workshop, they will

discover the answers to the question on this slide.

o How can you support the CCSS reading standards in your classroom?

Let participants know that this section focuses on the reading resources needed to support the range and complexity of reading required to meet the CCSS.




PW: Page 6

Selecting Appropriate Text to Support the Reading Standards in Your Classroom

Display Slide 5. Many factors go into selecting texts for a classroom library or whole-class

selections. Three that have significance to meeting the CCSS are

o Text complexity

o Text quality

o Range of text types

Let participants know that during this section they will explore each of these factors and how to use their classroom materials to address them.

PW: Page 6

Qualitative Text Evaluations Display Slide 6.

Note to the facilitator: Adjust the amount of time you devote to the information on this slide depending on participants’ level of familiarity with text complexity. This will be a review for participants who attended the Foundational Overview workshop.

Review the three factors that the CCSS uses to measure text complexity. Let participants know that this information can also be found on page 6 of the Participant Workbook.

o Qualitative evaluation of the text:

o Levels of meaning, structure, language conventionality and clarity, and knowledge demands

o Quantitative evaluation of the text:

o Readability measures and other scores of text complexity

o Matching reader to text and task:

o 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

PW: Page 6



Topic Presentation Points Presentation Previewposed)

(Common Core State Standards Initiative 2010a, 57)

After reviewing these factors, ask participants to think more deeply about the considerations that go into a qualitative evaluation of a text (levels of meaning, structure, language conventionality and clarity, and knowledge demands). Teachers may have less experience with this factor than with the other two. To practice thinking in terms of qualitative evaluation, ask that participants work with a grade-level peer to complete the activity on page 7 of the Participant Workbook.

Participants are asked to review the factors that go into making a qualitative evaluation of a text. To get a sense of what a qualitative evaluation looks like, they’ll review the sample annotated reading text found on pages 11–12 of Appendix A. Then, they will work with their partner to perform a qualitative evaluation of one of their classroom texts.

Note to facilitator: Model the following sample response based on the story Because of Winn-Dixie, for participants. It may be helpful to create a chart of this for participants to refer to as they work.

Levels of MeaningParticipants identify different levels of meaning and whether the author’s

message is explicit or implicit.

In Because of Winn-Dixie, students are asked to think about the events on a literal level but then also think about character actions and feelings on an inferential level.

StructureParticipants identify structures within narrative and expository texts.

In Because of Winn-Dixie, participants note the sequential order of events, which can help them organize their thinking and understanding of the story.

Language Conventionality and ClarityParticipants identify the clarity and conventionality of the text and how this

may affect student understanding.

In Because of Winn-Dixie, the language is mostly clear and conventional, though there are some expressions that deserve attention. Previewing the

expressions would benefit all students, but especially ELLs.Knowledge Demands



Topic Presentation Points Presentation PreviewParticipants identify prior knowledge needed by students and scaffolding

required to comprehend the text.

It may also help students to discuss the genre of realistic fiction so that their minds can anticipate elements of the story.

Think-pair-share: Before moving on to discussing text quality, ask participants to reflect on how they could use qualitative evaluations in their classrooms when selecting texts to read.

Display Slide 7. Note to the facilitator: Adjust the amount of time you devote to the information on this slide depending on whether participants attended the Foundational Overview workshop. This information should be familiar to those who attended that workshop. Review the Lexile information presented on this slide. Remind

participants that current quantitative tools for measuring text complexity will need recalibration in light of the CCSS as exemplified by the table on Lexile levels. Briefly review with participants the rationale behind the recalibration of Lexile levels: research has shown a decrease in the difficulty of texts across grade levels and a gap between the difficulty of texts students are reading at the end of high school and what is expected at the start of college. It is important for teachers to note the increased expectations for students’ reading levels and to think about how this impacts their instruction.

Also remind participants of the danger of relying too heavily on quantitative measures of text. It is essential to consider all three factors when determining text complexity.

Refer participants to page 8 of their Participant Workbook and provide time for participants to work with a partner to answer the questions. They should refer to pages 4, 7, and 9 in Appendix A. After a sufficient period of time lead a discussion around quantitative measures and how it affects instructional decisions for selecting texts.

1. What variables specific to particular readers need to be considered when selecting appropriate texts?

2. The knowledge, motivations, and experiences of students must be considered. Student self-selection of books is important and



Topic Presentation Points Presentation Previewassisting students in finding texts that match student interest and independent reading level is an important role of teachers.

Additionally, the purpose and the complexity of the task assigned, as well as the questions posed must be considered. If students are being asked to demonstrate mastery of a skill independently in a text that they are to read independently, then texts must be selected carefully in order to allow students access to the text.

3. What can teachers do to scaffold students to higher standards? What classroom reading materials support this?

4. One way to scaffold students is through read-alouds. Using CCSS text exemplars, teachers can model reading comprehension strategies, word analysis strategies, and fluency. Read-alouds provide an opportunity for the teacher to use complex texts, higher than students would tackle independently or instructionally. Following the modeling of high-level strategies that have students think about the text, students can then practice the newly acquired skill independently.

5. Teachers should consider differentiating their instruction so that students have the opportunity to practice the skills with the appropriate amount of teacher support at their instructional level.

6. What do quantitative text measures mean when planning instruction for students reading well above or below grade-level bands?

7. Students need opportunities to stretch their reading abilities but also to experience the satisfaction and pleasure of easy, fluent reading. Students who struggle greatly to read texts within or below their text complexity grade must be given the support needed to enable them to read at a grade-appropriate level of complexity. Particular texts that are easier than those required for a given grade band can continue to be used as long the general movement is always toward higher levels of complexity.

8. Students who are not adequately challenged by the texts within the Lexile levels of their grade-level band must be given the attention and resources needed to develop their reading ability at an appropriately advanced pace. Their learning can continue



Topic Presentation Points Presentation Previewto be challenged by scaffolding instruction of reading strategies at higher levels, using more advanced trade books. Students can also be engaged in creative or critical thinking activities and inquiry projects. It is important to note that text complexity and comprehension expectations will both increase in order to challenge the student.

Text Quality Display Slide 8. Another factor, in addition to text complexity, that the CCSS advises

taking into account is text of quality. The CCSS describe quality texts as, “classic or historically significant

texts as well as contemporary works of comparable literary merit, cultural significance, and rich content.”

(Common Core State Standards Initiative 2010c, 2) Given this definition, ask participants to write the names of two quality

texts that are used at their grade level on page 8 of the Participant Workbook.

PW: Page 8

Range of Text Types Display Slide 9 and 10. Refer participants to the information presented on Slides 9 and 10.

Explain that this information can also be found in their CCSS for ELA document (K–5 is on page 31).

Within these Range of Text Types charts, there are examples that represent the range of text types that should be included in Common Core classrooms. Review the different text types as a group.

Refer participants to page 9 in the Participant Workbook. Let them know that they will work with a grade-level peer to complete this activity. Participants will refer to the Range of Text Types chart for their grade level (K–5 or 6–12). They will then use their materials to identify examples of texts that fit into each category. If they do not have certain texts with them but recall them from their classroom library they can record those also. In the last column participants can look at the text exemplars for texts they would consider adding to their classroom library

PW: Page 9




to enrich their collection. The text exemplars can be found in Appendix B of the CCSS.

Sample responses are provided below.

Text Type Classroom Texts Additional CCSS TextsStories Bud, Not Buddy*

The Secret Garden

Dramas “Reader’s Theater”

Poetry Casey at the Bat*Fog*

Informational Text

A History of Us*Horses*

Once participants have had sufficient time to complete their charts, invite each pair to share at least one example with the group.


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