Presentation on theme: "Common Core English Language Arts Welcome MVESC Curriculum Council! February 24, 2012."— Presentation transcript:
Common Core English Language Arts Welcome MVESC Curriculum Council! February 24, 2012
ELA Common Core Critical Advances in the Standards Reading complex texts Reading a range of texts—literature and informational Writing effectively when using and/or analyzing sources Conducting and reporting on research Speaking and listening Using knowledge of language effectively when reading, writing, and speaking PARCC Model Content Framework
Informational Text Informational texts include biographies and autobiographies; books about history, social studies, science and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics written for a broad audience (Common Core State Standards, page 31). Literature Literature includes adventure stories, folktales, legends, fables, fantasy, realistic fiction and drama, with a special emphasis on myth, as well as nursery rhymes, narrative poems, limericks and free verse (Common Core State Standards, page 31). Major Shift 1: Emphasizing Informational Text.
Gear Shifting Partners How are teachers thinking differently about instruction of informational text? What changes will you make?
Major Shift 2: Literacy Standards for All Content Areas Common Core Literacy Standards in History/Social Studies, Science and Technical Subjects
Gear Shifting Partners How are you planning to introduce the ELA standards to content area teachers? What changes will you make?
Students must read lots of ‘complex’ texts—texts that offer them new language, new knowledge, and new modes of thought” Measuring Text Complexity word length or frequency, sentence length, and text cohesion, levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands. purpose and the complexity of the task assigned and the questions posed Major Shift 3: Text Complexity
Range of Text Types Stories Dramas Poetry Informational Text Students in K-5 apply Reading Standards to these text types, with texts selected from a broad range of cultures and periods.
Reading Complex Text Close, Analytical Reading Comparison and Synthesis of Ideas Multiple Text Minimum Number of Grade Level Appropriate Short Text and one Extended Text In Lower Grades, Texts should include content from across the disciplines. Texts should vary in type, length and density. All students need access to a wide range of materials on a variety of topics and genres in order to develop their knowledge and joy of reading.
Close Reading: What is it? Teach students to “Read like Detectives.” interrogating what texts tell us about the way things are and why Discussion Question: What does a detective do that can be compared to a reader engaging with a text? 13
making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals modeling how to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible immersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge introducing background knowledge 14
Gear Shifting How has your district addressed text complexity?
Major Shift 4: The Special Place of Argument The ability to make logical arguments based on substantive claims, sound reasoning, and relevant evidence
Writing Shifts An increase in writing to sources Emphasis on writing that marshals arguments (using evidence, evidence, evidence) A significant increase in the amount of research writing (short and frequent projects) 17
Writing About Texts At Third Grade Level… 65% Analytical (30 percent opinions and 35 percent to explain/inform) 35% Narrative Routine writing, such as short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts. Routine written responses to such text-dependent questions allow students to build sophisticated understandings of vocabulary, text structure and content and to develop needed proficiencies in analysis.
Three Written Text Types Opinion (Argument and Persuasive) Informational/Explanatory Writing Narrative
PersuasionArgument Appeals to the credibility, character, or authority of the writer (speaker) Appeals to the audience’s self- interest and sense of identity Relies on emotional appeals Evokes emotions Convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than evoking emotions. Requires evidence Argument vs. Persuasion in the Common Core 20
Marshaling Arguments: Why? When students consider two or more perspectives on a topic or issue, something far beyond surface knowledge is required. They must – Think critically and deeply – Assess the validity of their own thinking – Anticipate counterclaims in opposition to their own assertions 21
Research as the Vehicle Research projects allow for and promote: Close reading Text complexity increase Increase in literary nonfiction Writing to sources Exposure to academic vocabulary Presentation skills (Speaking and Listening) 22
What does it look like in grade 3? Text DependentNon-Text Dependent Ask and answer questions regarding the plot of Patricia MacLachlan’s Sarah, Plain and Tall, explicitly referring to the book to form the basis for their answers. [RL.3.1] One of the themes in the book, Sarah, Plain and Tall, is loss. Write about a time when you or someone you know experienced the loss of a loved one. 23
Language- Vocabulary Shift Increased emphasis on academic vocabulary as a critical component of college and career readiness. Information in the following slides has been taken from Isabel Beck’s book, Bringing Words to Life. 25
Tier 1 –Basic Vocabulary The words of everyday speech, usually learned in the early grades. These words are not considered a challenge to the average native speaker. Words in this tier rarely require direct instruction and typically do not have multiple meanings. Examples: clock, baby, happy, walk 26
The following is a list of characteristics for Tier Two words: – Important for reading comprehension – Contain multiple meanings – Increased descriptive vocabulary (words that allow students to describe concepts in a detailed manner) – Used across a variety of domains, occurs more frequently in literature Tier 2- Academic Vocabulary 27
Tier 3- Low-Frequency, Content- Specific Vocabulary Specific to a domain or field of study Far more common in informational texts than in literature. Explicitly defined by the author of a text Repeatedly used Heavily scaffolded (e.g., made part of a glossary) 28
Speaking and Listening Receptive Language Expressive Language Oral LanguageListeningSpeaking Written LanguageReading (decoding + comprehension) Writing (spelling, written composition)
The importance of oral language extends well beyond the early grades.
Children benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing. (Bus, Van Ijzendoorn, & Pellegrini, 1995; Feitelstein, Goldstein, Iraqui, & Share, 1993; Feitelstein, Kita, & Goldstein, 1986; Whitehurst et al., 1988).
Text Exemplars Sample Performance Tasks
Course of Study Work
Common Core English Language Arts Final Product Standards Integrated Unit Designs Resources for Differentiating Instruction Teaching Resources (including technology)
Common Core English Language Arts Components of the Unit Organizer
End-of-Year /End-of-Course Assessment Performance- Based Assessment Summative assessment for accountability Formative assessment Diagnostic Assessment Speaking and Listening Flexible Mid-Year Assessment English Language Arts/Literacy and Mathematics, Grades 3-11 Summative Components Source: Center for K-12 at ETS PARCC Assessment Design
Shifts in ELA- Course of Study Use more informational text (library enhancement) Looking at diverse learners Resources and strategies to combine what we are already doing More in-depth thinking Analytical writing Opinion Discussing and then move into writing format Conversations Time for writing Writing – more non-fiction Writing prompts
English Language Arts Course of Study Cathy Morgan Bobbie Howard Curriculum Director Curriculum Consultant firstname.lastname@example.org@mvesc.k12.oh.us email@example.com@mvesc.k12.oh.us Cindy Miller Nancy Conaway Curriculum ConsultantGifted Consultant firstname.lastname@example.org@mvesc.k12.oh.us email@example.com@mvesc.k12.oh.us 205 North 7 th Street Zanesville, Ohio 43701 www.mvesc.k12.oh.us