Presentation on theme: "Jean M. Evans Davila K-12 Instructional Specialist for ELA."— Presentation transcript:
Jean M. Evans Davila K-12 Instructional Specialist for ELA
Why the move to Common Core State Standards (CCSS)? What important shifts will occur in K-12 English language arts & literacy instruction with the CCSS? What are some key features of the CCSS in ELA & Literacy? Where are we with the transition to CCSS in ELA & Literacy? What can we do right now to prepare students for the CCSS?
Preparation: Graduates will be college and career ready (rigor). Competition: The CCSS are internationally benchmarked. Equity: Expectations are consistent for all. Clarity: The CCSS are focused, coherent, and clear. Collaboration: The standards create a foundation to work collaboratively (teacher, parent, & student; local district & state, state & federal, U.S. & global community).
1. 50:50 info text to lit (K-5) 2. 70:30 info text to lit (6-12) 3. Appropriately complex text 4. Text-dependent questions 5. Writing to inform/argue based on evidence 6. Academic vocabulary vs. domain-specific vocabulary ELA & Literacy: 6 Shifts Condensed into 3 Shifts 1. Building knowledge through content-rich nonfiction and informational texts. 2. Reading and writing grounded in evidence from text. 3. Regular practice with complex text and its academic vocabulary.
The CCR is the “North Star” of CCSS Reading Writing Speaking & Listening Language
Reading: Literature Reading: Informational Text Reading: Foundational Skills (grades K-5) Writing Speaking & Listening Language
The New Balance in K-5 ELA (50:50 Ratio) 50 % Informational Text 50 % Literature
Grades 6-12 Literacy (70:30 Ratio) 70 % Informational Text 30 % Literature
Harder for students to comprehend informational text than narrative text due to its features Much of our knowledge base comes from info text Academic vocabulary comes largely from info text Makes up vast majority of the required reading in college/workplace (80 percent) Yet students are asked to read very little of it in elementary and middle school (7 to 15 percent) CCSS moves percentages to 50:50 at elementary level and 75:25 at secondary level
Measures of Text Complexity (Gr 2/+) Qualitative: levels of meaning, purpose, structure, clarity of language, conventionality of language, knowledge demands Quantitative: word length, word frequency, sentence length, cohesion Reader & Task: reader’s motivation, knowledge, experiences; the assigned tasks, questions, and activities
Simplified texts often synonymous with restricted, limited, and thin in meaning Academic vocabulary can only be learned from complex texts Mature language skills can only be gained by working with demanding materials No evidence that struggling readers—especially at middle and high school—catch up by gradually increasing the complexity of simpler texts
GradeReading Standard 10 (individual text types omitted) KActively engage in group reading activities with purpose and understanding. 1With prompting and support, read prose and poetry [informational texts] of appropriate complexity for grade 1. 2By the end of the year, read and comprehend literature [informational texts] in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 2-3 text complexity band independently and proficiently. 4By the end of the year, read and comprehend literature [informational texts] in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 4-5 text complexity band independently and proficiently.
3 Required Types of Writing A Focus on the Argument 1.Narrative (convey experience) 2.Expository (explain/inform)*NF 3.Argument (persuade)*NF Logic Substantive claims Sound reasoning Relevant evidence
Gr.Writing Standard 1(opinion and argument) KUse a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book (e.g. My favorite book is...). 3Write opinion pieces on topics or texts, supporting a point of view with reasons. a.) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b.) Provide reasons that support the opinion. c.) Use linking words and phrases to connect opinion and reasons. d.) Provide a concluding statement or section 6Write arguments to support claims with clear reasons and relevant evidence. a.) Introduce claim(s) and organize the reasons and evidence clearly. b.) Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c.) Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d.) Establish and maintain a formal style. e.) Provide a concluding statement or section that follows from the argument presented.
Grade Writing Standard 1(opinion and argument) 11-12Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a.) Introduce precise, knowledgable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b.) Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c.) Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claims(s) and reasons, between reasons and evidence, and between claims(s) and counterclaims. d.) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e.) Provide a concluding statement or section that follows from and supports the argument presented.
Common assessment system Computer-adaptive assessments Complex, integrated performances (research, multi- media) Writing tasks that combine readings with text- dependent questions (EVIDENCE! EVIDENCE! EVIDENCE) Writing arguments Reading grade-level texts Greater frequency of assessment (not just end-of- year) Comparisons across students, schools, districts, states, and nations
ActionsK-56-12 Unpacking CCSS and Appendices A, B, C Training in Instructional Strategies (Webinars & CES) Identifying District-wide Instructional Strategies Reviewing Curriculum Mapping Project Materials Working as a Vertical Team to Review CCSS and the Current Curriculum Reviewing Anthology Programs for Core Instruction and Curriculum Development
1. Structure instruction so all students read grade level complex texts. Build a staircase of literacy through daily interactions with at least 2 types of text— 1) grade level text, 2) independent and/or instructional level text. 2. Provide texts that are valuable sources of information that allow opportunities for students to gain knowledge from close reading 3. Provide scaffolding using high quality text-dependent questions that do not pre-empt the text 4. Include opportunities to combine quantitative information from charts and graphs text-based information 5. Focus on academic vocabulary (in addition to domain- specific vocabulary)
6. Provide extensive research and writing opportunities for students to draw textual evidence 7. Understand and engage in well-supported arguments 8. Design questions and tasks that require careful comprehension of the text before asking for comparisons with other texts 9. Design whole-group and small-group instruction that cultivates student responsibility 10. Cultivate student independence
Evidence from Text Writing Text U SING THE R IGHT T OOLS 1. Text + Writing = Context 2. Text Dependent ?’s 3. Multiple Readings 4. Evidence! Evidence! Evidence! 5. 4-Corners of the Text S ETTING THE G EARS IN M OTION
Dedicated, knowledgeable teachers, support staff, administrators, and parents Adequate resources and training Rich and rigorous curriculum Clear understanding of the end-of-year learning expectations for students
Jean M. Evans Davila Norwalk Public Schools K-12 Instructional Specialist for ELA firstname.lastname@example.org (203) 854-4106