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Visit my blog and website: www.partnerinedu.com READING & WRITING INTERSECTIONS COMMON CORE LITERACY STANDARDS PRESENTATION BY DR. DEA CONRAD-CURRY PARTNER.

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Presentation on theme: "Visit my blog and website: www.partnerinedu.com READING & WRITING INTERSECTIONS COMMON CORE LITERACY STANDARDS PRESENTATION BY DR. DEA CONRAD-CURRY PARTNER."— Presentation transcript:

1 Visit my blog and website: READING & WRITING INTERSECTIONS COMMON CORE LITERACY STANDARDS PRESENTATION BY DR. DEA CONRAD-CURRY PARTNER IN EDUCATION Follow me on

2  Explain the organization of the Common Core reading and writing standards  Describe the dependence of the Common Core reading standards on the Common Core writing standards  Apply a model for connecting reading and writing in your classroom and discipline of study THAT supports the standards & assessment Today’s Objectives © 2013 Partner in Education

3 3 STRANDS Print Concepts Print Concepts Phonological Awareness Phonological Awareness Phonics and Word Recognition Phonics and Word Recognition Fluency Fluency Print Concepts Print Concepts Phonological Awareness Phonological Awareness Phonics and Word Recognition Phonics and Word Recognition Fluency Fluency K-5 FOUNDATIONAL SKILLS Reading Literature & Informational CCR Anchor Standard Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Text Complexity Writing CCR Anchor Standard Text Types & Purpose Production & Distribution of Writing Research to Build Knowledge Range of Writing Speaking/ Listening CCR Anchor Standard Comprehension & Collaboration Presentation of Knowledge & Ideas Language CCR Anchor Standard Conventions of Standards - English Knowledge of Language Vocabulary Acquisition & Use Organization of the CCSS ELA Standards Office of Special Education and Supports Graphic designed by Chicago Public Schools Office of Special Education and Supports

4 READING  Key Ideas and Details  Craft and Structure  Integration of Knowledge & Ideas  Range of Reading & Text Complexity Reading Anchor Standards Organized by Strand Specific CCR Sets © Partner in Education 4

5 WRITING  Types and Purposes  Production and Distribution  Research to Build & Present Knowledge  Integration of Knowledge & Ideas  Range of Writing Writing Anchor Standards Organized by Strand Specific CCR Sets © Partner in Education 5

6 ELA Model Content Frameworks 2012 Slide Copyright 2013 Partner in Education 6 Source: PARCC Model Content Frameworks for ELA/Literacy, Grades (2012, November)

7 How will PARCC assessment be structured? Student summative performance levels will be based on the Performance-Based Component AND End- of-Year component 7 Slide Copyright 2013 Partner in Education

8 Three Types of Student Response Slide Copyright 2013 Partner in Education 8 1. Evidence-Based Selected-Response Designed to measure reading 2. Technology-Enhanced Constructed- Response Designed to measure reading 3. Prose Constructed-Response Designed to measure reading & writing

9 9 Key Ideas & Details (Reading Standards for Informational Text) Grade KGrade 1Grade 2 1. With prompting and support, ask and answer questions about key details in a text. 1. Ask and answer questions about key details in a text. 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. With prompting and support, identify the main topic and retell key details of a text. 2. Identify the main topic and retell key details of a text. 2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. © 2013 Partner in Education

10 10 Key Ideas & Details (Reading Standards for Informational Text) Grade 3Grade 4Grade 5 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 3. Describe the relationship between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. © 2013 Partner in Education

11 11 Key Ideas & Details (Reading Standards for Informational Text) Grade 6Grade 7Grade 8 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). © 2013 Partner in Education

12 12 READING STANDARDS FOR HISTORY / SOCIAL STUDIES GRADES 6-12 Grades 6-8 StudentsGrades 9-10 StudentsGrades Students Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationship among key ideas and details. 3. Identify key steps in a text’s description of a process related to history/social studies (e.g. how a bill becomes law, how interest rates are raised or lowered). 3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

13 13 READING STANDARDS FOR SCIENCE & TECHNICAL SUBJECTS GRADES 6-12 Grades 6-8 StudentsGrades 9-10 StudentsGrades Students Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

14 Common Core Shifts  Building knowledge through content- rich nonfiction  Reading, writing and speaking grounded in evidence from text, both literary and informational  Regular practice with complex text and its academic language Source: AchievetheCore.org. © 2013 Partner in Education

15 ELA Task Generation Model: Research Always provides multiple texts Grades 3 and 4: anchor text and one additional Grades 5-11: anchor text and two additional Third text may be multi-media with transcripts Always has two sessions Session 1 writes a summary or analytic regarding anchor text Session 2 writes an analytic synthesis of all texts Always answer one vocabulary item for each text Always answer 2 EBSR and/or TECR items for each text 15 Slide Copyright 2013 Partner in Education

16 Session 1: –Students reading an anchor text –Answer one vocabulary question. –Answer two EBSR and/or TECR items –Then, they write a summary or short analysis of the piece. Understanding the Research Simulation Task 16 Slide Copyright 2013 Partner in Education

17 Session 2: –Students read second source –Answer one vocabulary item –Answer two EBSR and/or TECR items –Students read third source (may be digitized) –Answer one vocabulary item –Answer two EBSR and/or TECR items –Synthesizing understandings into an analytic essay using textual evidence from several of the sources. Understanding the Research Simulation Task 17 Slide Copyright 2013 Partner in Education

18 SUMMARY WRITING REQUIRED OF EVERY STUDENT DURING RESEARCH SIMULATION TASK © 2013 Partner in Education 18

19 19 The Rule Strategy Key Ideas & Details  Delete unnecessary words or sentences  conjunctions, prepositions, personal references, interruptions by the author w/opinion or examples, superfluous descriptors  Combine repeated and/or similar words as one reference  Substitute words For unfamiliar concepts: vast stretches—large area To categorize: axes, mauls, and hammers are tools  Keep or create a topic sentence  May or may not be the first sentence  May be at the end of the paragraph or in the middle  Examine transitions and text structure  To verify topic sentence  To fully understand and retain the author’s purpose Adapted from: Day, Jeanne D.(1986). Teaching summarization skills: influences of student ability and strategy difficulty. Cognition and Instruction 3(3) © 2013 Partner in Education

20 20 Problem / Solution Comparison Finding the Main Idea © 2013 Partner in Education

21 21 Paragraph # Circle Strategies Used: Deleted Unimportant Words, Combined Repeated Words, Substituted Unfamiliar Words, Found or Created a Topic Sentences, Examined transitions & text structure Main Idea ____________________________________ _____________________________________________ _____________________________________________ © 2013 Partner in Education NAME ____________________ TEXT _________________ PAGES _______ DATE __________ Finding the Main Idea and Summarizing Text Paragraph # Circle Strategies Used: Deleted Unimportant Words, Combined Repeated Words, Substituted Unfamiliar Words, Found or Created a Topic Sentences, Examined transitions, & text structure Main Idea ____________________________________ _____________________________________________ _____________________________________________ Paragraph # Circle Strategies Used: Deleted Unimportant Words, Combined Repeated Words, Substituted Unfamiliar Words, Found or Created a Topic Sentences, Examined transitions & text structure Main Idea ____________________________________ _____________________________________________ _____________________________________________ Paragraph # Circle Strategies Used: Deleted Unimportant Words, Combined Repeated Words, Substituted Unfamiliar Words, Found or Created a Topic Sentences, Examined transitions & text structure Main Idea ____________________________________ _____________________________________________ _____________________________________________

22 22 Paragraph # Circle Strategies Used: Deleted Unimportant Words, Combined Repeated Words, Substituted Unfamiliar Words, Found or Created a Topic Sentences, Examined transitions & text structure Main Idea ____________________________________ _____________________________________________ _____________________________________________ © 2013 Partner in Education Paragraph # Circle Strategies Used: Deleted Unimportant Words, Combined Repeated Words, Substituted Unfamiliar Words, Found or Created a Topic Sentences, Examined transitions & text structure Main Idea ____________________________________ _____________________________________________ _____________________________________________ Paragraph # Circle Strategies Used: Deleted Unimportant Words, Combined Repeated Words, Substituted Unfamiliar Words, Found or Created a Topic Sentences, Examined transitions & text structure Main Idea ____________________________________ _____________________________________________ _____________________________________________ Summary _____________________________________________ _____________________________________________ Inferences based on Text Evidence _______________________________________________________________________________________________

23 23 Writing a Summary Step 1: Read the text marking & defining unknown words Step 2: Reread: 1) underline important words; 2) make annotations in the margin: thesis & key ideas Step 3:Use annotations to make a brief outline or write bullet points Step 4: Writing the actual summary: First Sentence: Mention the author, specific genre, topic, and title of the reading in your first sentence. Second Sentence: Beginning with words like “according to” or John Doe develops the idea that…” state the thesis/main idea. You may include a reference to the text structure in this sentence (compare, contrast, question/answer, etc. Third Sentence: Begin with beginning, presenting ideas in the order in which they were discussed in the selection.  Introduce the author’s key points with citation verbs and expressions (e.g., the author points out, according to).  Use transitional expressions to make connections between ideas.  Include only the most important point and supporting details.  Paraphrase, do not copy sentences.  Include key content terms used in the reading.  Do not include your personal opinions or experiences. © 2013 Partner in Education

24 In the (section, article, advertisement) titled ___________________ by ________________ the author introduced the (topic, idea, concept, history, problem) of _______________ and asserts that ____________________. The author began by (explaining, illustrating, summarizing, describing) ________________________________. The author continued by (explaining, illustrating, summarizing, describing) ____________________. Midway through the article, the author _______________ the relationships between ___________________. The main point of the article was ___________________________. Example of a Summary Frame

25 Session 2: –Students read second source –Answer one vocabulary item –Answer two EBSR and/or TECR items –Students read third source (may be digitized) –Answer one vocabulary item –Answer two EBSR and/or TECR items –Synthesizing understandings into an analytic essay using textual evidence from several of the sources. Understanding the Research Simulation Task 25 Slide Copyright 2013 Partner in Education

26 26 RESEARCH TASK GENERATION MODEL: GRADES 3-5 RI STANDARDS EBSR/TECR Grade 3 Rltshp b/w Concepts XXX RI.2, 3, 5 Role of Illustrations XXX Grade 4 Rltshp b/w Concepts XXX RI.2, 3, 5, 6, 8 Role of Illustrations XXX Grade 5 Visual & Multimedia Elements XX RI.2, 3, 5, 6, 8 Rltshp b/w Concepts XXX Role of Illustrations XXX ©2013 Partner in Education

27 RESEARCH TASK GENERATION MODEL: GRADES 6-11 Task Focus Writing AssessesEBSR/TECR Assesses Point of View & Purpose RI.1, 6, 9RI.2,3, 5 RH.1, 6, 9RH.2, 3, 5 RST.1, 6, 9RST.2, 3, 5 Relationship of Ideas RI.1, 3, 9RI.2, 3, 5, 6, 9 RH.1, 3, 9RH.2, 3, 5, 6, 9 RST.1, 3, 9RST.2, 3, 6, 9 Use of Illustrations & other Visuals RI.1, 7, 9RI.3, 5, 6, 7, 8 RH.1, 7, 9RH.3, 5, 6, 7, 8 RST.1, 7, 9RST.3, 5, 6, 7, 8 Analysis of Argument RI.1, 8, 9RI.2, 3, 5, 6, 8 RH.1, 8, 9RH.2, 3, 5, 6, 8 RST.1, 8, 9RST.2, 3, 5, 6, 8 ©2013 Partner in Education

28 28 Integration of Knowledge and Ideas (Reading Standards for Informational Text) Grade KGrade 1Grade 2 7. With prompting and support, describe the relation- ship between illustrations and the text in which they appear 7. Use the illustrations and details in a text to describe its key ideas. 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 8. With prompting and support, identify the reasons an author gives to support points in a text. 8. Identify the reasons an author gives to support points in a text. 8. Describe how reasons support specific points the author makes in a text. 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 9. Compare and contrast the most important points presented by two texts on the same topic

29 29 Integration of Knowledge and Ideas (Reading Standards for Informational Text) Grade 3Grade 4Grade 5 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate under- standing of the text (when, where, why, how, etc.) 7. Interpret information presented visually, orally, or quantitatively (charts, graphs, maps, diagrams, timelines, etc.) contributes to an under- standing of the text in which it appears. 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause / effect, sequence). 8. Explain how an author uses reasons and evidence to support particular points in a text. 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 9. Compare and contrast the most important points and key details presented in two texts on the same topic. 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

30 30 Integration of Knowledge and Ideas (Reading Standards for Informational Text) Grade 6Grade 7Grade 8 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 7. Compare & contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. 9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing dif- ferent interpretations of facts. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

31 31 READING STANDARDS FOR HISTORY / SOCIAL STUDIES GRADES 6-12 Grades 6-8 StudentsGrades 9-10 StudentsGrades Students Integration of Knowledge and Ideas 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 8. Distinguish among fact, opinion, and reasoned judgment in a text. 8. Assess the extent to which the reasoning and evidence in a text support the author’s claims. 8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. 9. Analyze the relationship between a primary and secondary source on the same topic. 9. Compare and contrast treatments of the same topic in several primary and secondary sources. 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

32 32 READING STANDARDS FOR SCIENCE & TECHNICAL SUBJECTS GRDS 6-12 Grades 6-8 StudentsGrades 9-10 StudentsGrades Students Integration of Knowledge and Ideas 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 8. Distinguish among facts, reasoned judgment based on research findings, and specu- lation in a text. 8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 9. Compare and contrast findings presented in a text to those from other sources (including their own experi- ments), noting when the findings support or contradict previous explanations or accounts. 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

33 33 Online Resources © 2013 Partner in Education  Common Core State Standards Initiative   PARCC Model Content Frameworks (pdf)  Grades 3-11: NAL.pdf  Grades K-2: guides.htm  Achievethecore.org   Engage New York (preK through 12)   ReadWorks.org  Grades K-6  Basal Alignment Project (grades 3-5)   Register, opening your home page, go to left column and join a group  Enter this code for the Basal Alignment Project group: ETUYRM  There is also an anthology alignment group  Common Core Curriculum Maps (all grades)   English for Everyone: an ELL site but has extended uses   Common Core Curriculum Maps 


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