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English Language Arts Spring – Phase 2.  Common Core State Standards Initiative ◦ State-led ◦ College and Career Ready ◦ Adopted in 2010 by California.

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Presentation on theme: "English Language Arts Spring – Phase 2.  Common Core State Standards Initiative ◦ State-led ◦ College and Career Ready ◦ Adopted in 2010 by California."— Presentation transcript:

1 English Language Arts Spring – Phase 2

2  Common Core State Standards Initiative ◦ State-led ◦ College and Career Ready ◦ Adopted in 2010 by California ◦ Research based  Next Generation Assessments ◦ Smarter Balanced Assessment Consortium (SBAC) ◦  Overview of English Language Arts ◦ Reading, Writing, Speaking and Listening, Language ◦ Anchor standards match grade specific standards

3  Every K-5 LBUSD classroom teacher will ◦ Be able to explain the 3 Common Core Instructional Shifts for English Language Arts ◦ Bring more informational text in the classroom ◦ Ask text-dependent questions

4 English Language Arts/Literacy

5 #1 Building knowledge through content-rich nonfiction and informational text ◦ 80% of required reading in college and the workplace is informational or non-fiction ◦ Harder for students to comprehend ◦ Students are asked to read very little informational texts in lower grades ◦ Common Core calls for 50% Narrative and 50% Informational at K-5

6 #2 Reading and writing grounded in evidence from text ◦ Most college and workplace writing is evidence based ◦ Reunite reading and writing ◦ Students should write about what they read, moving away from decontextualized prompts ◦ Text should be at the center of learning ◦ Students need to be able to “read like a detective and write like a reporter”

7 #3 Regular practice with complex text and its academic vocabulary ◦ Complexity in text at K-12 has eroded  Length of sentences in K-8 textbooks have gone from words  Vocabulary demands have declined ◦ Complexity of college and career text has remained steady or increased ◦ What is complex text?  Author’s tone, word choice, and intent is highly sophisticated  Unconventional text structures

8 I. Foundational Skills II. Read Aloud K-2 III. Fluency IV. Academic Language V. Learning from Text Independently VI. Word Study VII. Volume of Student Reading VIII. Evidence-Based Writing IX. Close Analytical Reading

9  Brainstorm the classroom practices, resources, and challenges/opportunities

10  Where do we find informational texts? ◦ Social Studies Text ◦ Science Text ◦ Read Alouds ◦ Open Court Leveled Classroom Libraries ◦ Teacher collections ◦ Instructional leveled books ◦ Other?

11  Read the handout on text-dependent questions  Discuss the following: ◦ What are text dependent questions? ◦ Why are text dependent questions important? ◦ What do answering text dependent questions lead to?

12  Read the questions from lesson 2, “Jobs People Do” found in the margins of the Teacher’s Edition  Determine if these questions can only be answered by referring explicitly back to the text in front of them  Which of the questions are text dependent?

13  What in the text makes you say that?  Where did you find your answer?  Can anyone find the sentence that tells us that and reread it for the class?  Is that correct? Let’s look back and see if we can find where it tells us that.  Reread page ___ to find the answer.

14  Work with a partner to determine which of the following questions are text dependent or not ◦ What is a job? ◦ What kind of jobs do your parents have? ◦ What are some jobs that take goods where they need to go? ◦ Are children allowed to work in factories today? ◦ Why do some people work from home? ◦ What are some examples of jobs that don’t pay?

15  Using your science or social studies TE: ◦ Select a lesson you will be teaching ◦ Go through the questions in the margin to determine whether or not they are text dependent ◦ Create text dependent questions to go with that portion of the text

16 Questions Comments Concerns


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