1. Applying the Reading Anchor Standards: Spring 2016 Instructional Leadership College and Career Ready Standards for Literacy

2. Knowledge to lead instructional shifts related to Reading Anchor Standards Shared Vision to integrate the implementation of CCRSL into broad education improvement efforts Systemic Metrics to clearly describe what successful progress in implementation looks like and how these inform the change process Building capacity so that all members of DoDEA are learning together Overview of the Module

3. 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language 3 Shifts Overview 3

4. ACTIVITY Standards Alignment and the Three Instructional Shifts See Handouts 1 and the Anchor Standards Slips 4

5. Sorting the Standards Activity READINGWRITING SPEAKING & LISTENING LANGUAGE 10 Anchor Standards for College and Career Readiness 10 Anchor Standards for College and Career Readiness 6 Anchor Standards for CCR ELA Standards K-12 Literacy Standards 6-12 Literary Text Hist. / S.S. Sci. / Tech Subj. Inform Text 1 K 2 3 4 5 6 7 8 9-10 11-12 9-10 11-12 6-8 9-10 11-12 6-8 11-12 1 K 2 3 4 5 6 7 8 9-10 11-12 6-8 1 K 2 3 4 5 6 7 8 9-10 11-12 1 K 2 3 4 5 6 7 8 9-10 11-12 K 1 2 3 4 5 9-10 11-12 6 7 8 1 2 3 4 5 K → → → → → → → → → → → → → → 5 Literacy Standards 6-12 ELA Standards K-12 Found- ational Skills

6. Aligned to requirements for college and career readiness Greater clarity concerning student learning expectations Based on evidence Realistic expectations about time – Fewer in number – Clearer in describing outcomes – Higher to the degree that what is included is what is expected Principles of the CCRSL 6

7. CCRS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCRS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCRS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Key Ideas and Details 7

8. CCRS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCRS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCRS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. Craft and Structure 8

9. CCRS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCRS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCRS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Integration of Knowledge and Ideas 9

10. CCRS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. Range of Reading and Level of Text Complexity 10 Qualitative Quantitative Reader and Task

11. Reading Anchor Standards 11 Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity See Handout 2

12. Phrases repeated in CCRSL: Demonstrate understanding Refer explicitly to details and examples in a text Quote accurately from a text Objective summary Determine… describe… explain… compare and contrast… analyze Phrases not in CCRSL: Make text-to-self connections Access prior knowledge Explore personal response Relate to your own life Overview of the Reading Standards

13. ACTIVITY Lord of the Flies and the Anchor Standards See Handout 3: Chapter 4 of Lord of the Flies 13

14. Now we are going to look at the anchor standards within the context of a piece of literature. Activity: Lord of the Flies 14

15. Anchor StandardsWork of the Standard (s) Standard 1 & 10View the standards like a ladder, with standards 1 and 10 as the crucial struts that form the two sides of the ladder, and the other reading standards as the rungs of the ladder Standards 2 & 3Demand that readers summarize, connect, and infer central ideas and themes and trace their development Standards 4, 5 & 6Deepen the reader’s understanding of meaning. Essentially, asking readers to investigate the effect of author’s decisions—about language, structure, point of view, voice, style—on the meaning of texts Standards 7, 8 & 9Mobilize readers to read texts (books as well as other sorts of texts) that “go together” and to think across those texts, making connections and comparisons Making Connections 15

16. Anchor Standard 7, 9 and 10 make the case for text sets. A Case for Text Sets 16 As leaders, what conversations can we engage in and what actions can we take now to support this approach?

17. If Students Need....Teachers Will Need.... multiple meaningful opportunities to practice the close reading of literature time, support, and job embedded professional development to help their students rise to this high-level reading work to have opportunities to choose from a wide range of high-interest texts time, support, and job embedded professional development to help their students rise to this high-level reading work explicit instruction in the skills of effective reading time, support, and job embedded professional development to help their students rise to this high-level reading work Pathways for Implementing Literacy Standards 17

18. 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language DoDEA CCRSL College and Career Readiness Standards for Literacy 18