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
What is standing out to you regarding CC’s expectations for writing?
How are these similar to what you are already teaching? Different?
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?
Appendix C - Student Writing
Select a Grade Level Range and Regroup
Read the sample and annotation
Share reactionsHow does this compare to the
current expectations? What shifts need to happen to
meet these expectations?
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 [email protected]
pdesas.org
Corestandards.org
iu17commoncore.wikispaces.com
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