1. Iowa Core Implementation Network February 2013
Literacy
Iowa Core Implementation Network
February 2013

2. Today’s Purposes
As a result of our work today, you will have a better understanding of
the critical organizational features of the literacy section of the Iowa Core
the shifts in thinking and practices demanded by the Iowa Core

3. Iowa Core Social Studies Math Literacy 21st Century Skills
Address relationship between Iowa Core and Common Core.
Science – in process – more later today . . .
Introduce Standards booklet and Appendices booklet.
Science

4. Key Design Considerations
K-12 Anchor Standards
Provide broad statements of expectations to hold in place the Grade Level Standards
Limited in number – 32 total
Grade Level Standards
Provide a focus for instruction to be used throughout the school year.
Anchor Standards = Power Standards (Handout Shanahan’s article)
32 From K-12
Read -

5. Reading: “Power Standards. . . 2nd Marriage”
As you read this article, highlight or note those things that push on your understanding and cause you to think or rethink your prior knowledge of the Common Core.
Discuss: (With an elbow partner)
Each person share 1 item from the article that you are “thinking or rethinking”
Be sure to draw out # 2 pacing guides and #5 power standards

6. Key Design Considerations
Integrated Model of Literacy
The processes of communication are closely connected – should be reflected in the school setting
Shared Responsibility for Literacy Development
Not confined to ELA class or time – “motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas.
Focus and Coherence in Instruction and Assessment
Each standard does NOT need to be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.
Talk through slide
Integrated Model = p.4 bottom of 1st column
Shared Responsibility = p. 4 2nd column and continues to p. 5
Focus and Coherence = p. 5 2nd column

7. Reading

8. Reading Anchor Standards
Key Ideas & Details
1. Evidence
2. Main Idea
3. Interactions
Craft and Structure
4. Vocabulary
5. Text Structure
6. Point of View
Integration of Knowledge and Ideas
7. Multi-media
8. Argument (only for informational text)
9. Multi -Text
Range of Reading & Level of Text Complexity
10. Text Complexity & Range
Page 10 in purple books. These are the same 10 standards K-12; for Literacy, Informational, History and Social Studies, and
This is how they are organized.
First 3, what is in the text.
2nd set, how they are crafted
3rd group, integration – single text in a classroom is no longer the norm, need multiple views on the same topic
RANGE – more in slides following

9. Standard 10 The Standards’ Approach to Text Complexity
Appendix A, p. 4-10
3 part model
Equally important
To be integrated with the
first 9 reading standards
Very quickly – Standard 10 page 41 – this is a 3 part model. It is not just about Lexiles!

10. Important Shift
Building knowledge through content-rich informational text
K-5 balance of literary and informational text across the day
Very early on, children see text as a source of knowledge
Middle and High School – 75% informational to 25% literary
Text is seen as an important part of learning content; not as a distraction from content
The first of the three shifts in ELA/Literacy is building knowledge through content-rich informational text. In K-5 this means that we should have a balance in what students read so that about half of what they read is stories, drama and poety, and the other half is informational text which includes text that build knowledge about the world around them: science, social studies, the arts, etc. An important piece of this shift is that we work with students early to see text as a source of knowledge – as they read a series of text on a particular concept, they are building their knowledge and understanding of that concept, in addition to their reading skills.
In middle school and high school literacy plays a role in ELA classes as well as in science and history/social studies and technical subjects. Students work on literacy in the content areas, not as a distraction or as an addition to their study of content, but again developing and applying their literacy skills to build their understanding in the content area. When considering what students read across the curriculum, throughout the year, about 75% of what they read should be informational text.
Much of what students read in English classes will still be literature. Students in English classes will also read several nonfiction selections embedded throughout the course.
The move is not that all non-fiction reading occurs in social studies and science classes. If that were the case, students would have to read a tremendous amount in order to get to the 75/25 balance required by the Standards. Class assignments in English, science, and history/social studies should demonstrate this major shift in expectations regarding the role of text. In the content areas, the text is not intended just as an additional reference, but rather as a source of information (knowledge).

11. Literary Text
Literary text is a narrative form of text and can be viewed as stories, dramas or poetry.
Stories: Includes children’s adventure stories, folktales, legends, fantasy, realistic fiction and myths
Dramas: Includes staged dialogue and brief familiar scenes
Poetry: Includes nursery rhymes, and the subgenres of the narrative poem, limerick, and free verse poem
If materials are being purchased in your district, you need to be aware of the types of materials that students should be reading and where the gaps exist in resources and PD in order to FILL those gaps.
And the spiral nature of the Standards!
Ex. Myths – grade 3 and 4
So in 7th grade – understanding the phrase “Herculean strength” is built upon 3rd and 4th grade knowledge.
CONSIDER:
Implications for RESOURCES and PROFESSIONAL DEVELOPMENT! Teachers need to have discussions around all the ELA content! Point for collaborative work – K-12 to build that professional content understanding. This is a major shift! (professional capital)

12. Informational Text
Informational text is defined as Literary Nonfiction and Historical, Scientific, and Technical Texts which includes:
Biographies and autobiographies
Books about history, social studies, science and the arts
Technical texts, including directions, forms
Information displayed in graphs, charts, or maps
Digital sources on a range of topics
This is to build a foundation of knowledge in all fields.
Rich Content knowledge within and across grades
Specifically teaching these with informational text because the structures vary. The Anchor standards are the same. But teaching narratives does not automatically transfer to understanding informational text. Need explicit instruction with the goal of helping students recognize the structures ( goal – to use the structures to understand the text and be able to synthesize beyond the text.)

13. Foundational Skills K-5 (Pages 19-21)
Fluency: Accuracy, rate, expression supporting meaning
Phonics and Word Recognition: Decoding and using blending and segmenting to manipulate written language
Phonological Awareness: Sound Structure of Spoken Words
Fairly brief:
Foundational skills are important but so are the 32 Anchor standards. Teachers are responsible for ALL of their grade level standards plus their foundational skills. Intervention and special ed. teachers need to make sure that students have opportunities to practice skills in context of whole text as well as individual skills. (whole-part-whole)
Contextualize – on next page
– move to quotes on next slide
Print Concepts: Basic Features of Print
Instruction must be differentiated with some learners needing more practice than others.

14. “We must remember the importance of these skills; indeed, they are included in the Common Core standards.”
“But in the Common Core standards, attending to foundational skills does not occur at the expense of engaging students with compelling content in texts. NCLB taught us that a simple view of reading instruction—in which skills come first and learning from text comes next—does not create engaged readers. The Common Core initiative views the foundations of literacy as more than just accurate word recognition. As schools incorporate Common Core standards into the primary grades, teachers and students will experience how powerful literacy can be when texts are not only used to teach basic skills, but also viewed as a source of knowledge.”
Reference article
Handout!
Not reading – but resource for you!
Different focus – shift from NCLB!
They are important but not at the expense of the other 32 ELA Anchor Standards!
Let them read this.
Elfrieda H. Hiebert and P. David Pearson. What Happens to the Basics. Educational Leadership, December 2012/January 2013 | Volume 70 | Number 4 Pages 48-53

15. Writing

16. Writing Anchor Standards (p. 22)
Text Types and Purposes
Arguments
Informative/Explanatory
Narratives
Production and Distribution
4. Write with coherence
5. Plan, revise, rewrite
6. Use technology
Research to Build/Present Knowledge
7. Research (Short & Sustained)
8. Multiple sources (Print & Digital)
9. Text evidence
Range of Writing
10. Range of tasks, purposes & audiences
WHAT
Entrance on clicks by groups
Then bracket and what – 2 clicks
Bracket and how - 2 clicks
HOW

17. Production & Distribution of Writing
“To build a foundation for college and career readiness, students need to use writing as a tool for learning and communication…They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year. ” Iowa Core, p. 22
Anchor Standards 4-6
Bold!
Writing priority
Every day
Across the day!

18. Research to Build/Present Knowledge
“The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum research and media skills and understandings are embedded in the Standards rather than treated in a separate section.”
Key Design Considerations, p. 4
Anchor Standards 7 – 9
Research and media skills are embedded and are NOT a writing type!

19. Implications: Writing Standard 10
Writing happens daily
Purposeful writing happens across the day
Students are flexible writers
Experiences and tasks are varied within and between grades

20. Speaking and Listening

21. Speaking and Listening Anchor Standards (p. 28)
Comprehension and Collaboration
1. Range of conversations
2. Integrate & evaluate
3. Evaluate speaker’s point of view
Presentation of Knowledge and Ideas
4. Present info clearly, know your audience
5. Use digital media
6. Adapt speech to context
Not just “show and tell” or “sharing” –
Explicit instruction with grade level benchmarks
Also not just a speech class
Students must have ample opportunities to participate in whole group, small group and with partners.
Top paragraph – side notes on page 28

22. Speaking and Listening
In addition to skills necessary for formal presentations, the Speaking and Listening Standards require students to develop a range of broadly useful oral communication and interpersonal skills.
Students must . . .
Learn to work together,
Express and listen carefully to ideas,
Integrate information from oral, visual, quantitative, and media sources,
Evaluate what they hear,
Use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
In the past, these skills have been ‘assumed.’ It was assumed that kids could do this, it was assumed that these were taught. This document doesn’t leave it to chance! This speaking and listening work – provides students with small group practice so they can be successful in larger group/classroom situations! WIN/WIN for students!
Becoming a literate citizen! - What will be required of a College and Career ready student!

23. Instructional Implications: Speaking and Listening
Students acquire, evaluate, and present increasingly complex ideas, information and evidence . . .
Using speaking and listening
Using multi-media
Students engage in academic discussion in whole-class, small group, and one-on-one
Students make formal presentations
Students participate in informal discussions for a variety of purposes:
Collaborate to answer questions, Build understanding, & Solve problems
Game changer in terms of instruction. This document approaches speaking and listening as critical to the learning process.
This isn’t about doing school! How you are going to function as a productive citizen!

24. Language
The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

25. Language Anchor Standards (p. 33)
Conventions of Standard English
1. Grammar & Usage
2. Spelling & Punctuation
Knowledge of Language
3. Use Knowledge of Language
Vocabulary Acquisition and Use
4. Use Context Clues
5. Use Figurative Language
6. Use Academic Language
Professional Development Implications
Consider: Language anchor standard 5 – grades “nuance” - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

26. Instructional Implications: Language
Punctuation and grammar instruction must occur in embedded and authentic contexts.
Vocabulary instruction must be intentional and occur in authentic contexts.
Facilitator script:
As we begin looking at the Language standards, be thinking about a couple of big shifts in thinking.
First of all, mechanics skills are to be taught in embedded and authentic contexts.
Secondly, vocabulary instruction needs to be intentional—you plan for it, you teach it, you assess it. And it must occur in authentic contexts.
Both of these speak to “authentic contexts.”
Talk at your tables, what does that say to you in light of what we just saw in the speaking and listening or other ELA standards? …
Let’s share out some themes from your conversations.
Facilitator note:
Possible follow up question: Why do these represent “big shifts”?
So in light of standards 1, DOL and traditional spelling lists – might be something to rethink!

27. Video Demonstration 5th grade Discussion
8 years ago; “Pre – Common Core”
New York City – public school
Watch and listen to see what anchor standards you believe are included in this video clip.
Depth and quality of conversation
Multiplicity of standards
Higher level of thinking – not just recall of facts

28. What is Good About the Standards?
What speaks to you personally?
What is particularly timely for your school or district?
What do you want your larger community of stakeholders to know?
Read p of Pathways to Common Core. As you read, highlight Read the pathways on their own before next time!

29. The challenge before us isn’t about compliance…
It is about radically changing the way children read, write, and think.
~Lucy Calkins
??Short note about Lucy Calkins – Teachers College or Reading and Writing Project or both??

30. MS/HS ELA Investigations
Reminder of PD opportunity:
Please ask staff to enroll through the course catalog
Middle School Ottumwa & Burlington -April 8th Albia – April 9th High School Albia – April 16th Ottumwa & Burlington – April 18th
Just a reminder