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2012 Louisiana Textbook Adoption Review Committee Training English Language Arts and Literacy May 9, 2012.

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Presentation on theme: "2012 Louisiana Textbook Adoption Review Committee Training English Language Arts and Literacy May 9, 2012."— Presentation transcript:

1 2012 Louisiana Textbook Adoption Review Committee Training English Language Arts and Literacy May 9, 2012

2 Louisiana Department of Education PreKGLEsCCSS K Grade 1CCSS Grade 2TransitionalCCSS Grades 3-8Transitional CCSS High School Transitional CCSS Implementation Overview New standards and assessments for ELA and mathematics will be phased in over several years No changes – teach current GLEs, and take current assessments Teach and assess CCSS only Teach combination of GLEs and CCSS based on crosswalk documents Assess GLEs being taught during transition

3 Louisiana Department of Education Curriculum –Transitional Curriculum ELA : Grades 2 through English IV Math: Grades 2 through Algebra 2 –CCSS-based New Comprehensive Curriculum Kindergarten and Grade 1 Math –CCSS Implemented via Extensive Professional Development Kindergarten and Grade 1 ELA (No Comprehensive Curriculum) Align questions and tasks in basals to CCSS Various components phased in as PD is provided –No development of state curriculum for other grades LDOE collaborates with other states to select curricular materials for Grades 2 and higher in ELA and math Transitional Assessments –Grades 3-8, EOC tests

4 Louisiana Department of Education Common Core State Standards Overview of ELA/Literacy standards –Organization and Structure –Horizontal and Vertical Alignment Evaluation Tool #1 Terminology and Additional Resources –Publishers’ Criteria Content shifts (Priority Review Considerations) –Content Shift #1: Complex Text –Content Shift #2: Building Knowledge –Content Shift #3: Evidence Evaluation Tool #2 Exemplar Evaluation Tool #3

5 Louisiana Department of Education Organization and Structure

6 Louisiana Department of Education Organization and Structure 6 Sample ELA/Literacy Standards Focus Topics from College and Career Readiness Anchor Standards RL.K.3

7 Louisiana Department of Education Organization and Structure 7 RI StrandGrade Standard Number Coding Scheme

8 Louisiana Department of Education Organization and Structure 8 L. K. 2b StrandGrade Standard Number Coding Scheme

9 Louisiana Department of Education Horizontal and Vertical Alignment Writing Standard 7 Conduct research Writing Standard 9 Draw evidence from reading Speaking and Listening Standard 4 Share findings from research Reading Standards Read and understand what read, including for research Horizontal Alignment a.k.a Integration

10 Louisiana Department of Education Horizontal and Vertical Alignment “ While the standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task” (p. 5, CCSS).

11 Louisiana Department of Education Horizontal and Vertical Alignment Pair literary texts with informational texts Locate evidence from texts to support written answers in questions and tasks Present information researched in tasks Study language conventions in reading texts Include questions and tasks that address standards many times in varied ways with multiple texts Integration Examples 11

12 Louisiana Department of Education Horizontal and Vertical Alignment RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Vertical Alignment a.k.a. Progression RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

13 Louisiana Department of Education Horizontal and Vertical Alignment RF.1.4a, b, c Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary. Vertical Alignment a.k.a. Progression RF.2.4a, b, c Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary.

14 Evaluation Tool #1 English Language Arts and Literacy May 9, 2012

15 Louisiana Department of Education Evaluation Tool #1 Review the tool. (5 min.) How does the tool connect to the organization and structure of the CCSS?

16 Louisiana Department of Education Evaluation Tool #1 Overview of how to use the tool Specific directions provided to the publishers

17 Louisiana Department of Education Evaluation Tool #1 17 Grade-Specific Standard Grade Level Chapters and page #s for Grade 4 only CCSS Strand

18 Louisiana Department of Education Evaluation Tool #1 18 Committee members evaluate publisher alignment.

19 Louisiana Department of Education Evaluation Tool #1 The lettered item must be interpreted within the above context. 19 When standards have letters below the stem…

20 Louisiana Department of Education Evaluation Tool #1 Standard sets expectations for student performance. Is the content of the materials sufficient for students to adequately meet the standard? Example: Does student’s edition contain tasks that promote discussions involving these skills? Does teacher’s edition provide strategies for better discussions, enabling teachers to provide opportunities for students to meet these standards? 20 When standards focus on student performance…

21 Louisiana Department of Education Evaluation Tool #1 Completed by publisher –Title of Textbook and Publisher –Date of Copyright –Column labeled “To be completed by publisher” –Questions after each strand and at the end Verified by the committee –Will complete the column labeled “Committee Standards Alignment Evaluation” using the provided rubric at the top of the first page 21

22 Terminology and Additional Resources English Language Arts and Literacy May 9, 2012

23 Louisiana Department of Education Terminology and Additional Resources Literary text Informational text Emergent-reader texts Complex text Text-dependent questions Academic vocabulary Syntax Evidence Resource List

24 Louisiana Department of Education Terminology and Additional Resources 24 Page 31 of the CCSS for ELA/Literacy

25 Louisiana Department of Education Terminology and Additional Resources (Appendix A Glossary Screen Shot)

26 Louisiana Department of Education Terminology and Additional Resources Read the Revised Publishers’ Criteria for K-2. (15 min.) Should be familiar with both documents before reviewing the materials

27 Content Shifts English Language Arts and Literacy May 9, 2012

28 Louisiana Department of Education Content Shifts Students will read and understand grade-level complex text independently and proficiently and express that understanding clearly through writing and speaking about text. Main Goal of the CCSS for ELA/Literacy

29 Louisiana Department of Education Content Shifts 3 Shifts6 Shifts Regular practice with complex text and its academic vocabulary 3.Appropriately complex text 6.Academic vocabulary Building knowledge through content-rich nonfiction and informational text 1.Balance literature and informational text (K-5) 2.Literacy as part of science and social studies/history; informational text as part of ELA (6-12) Reading and writing grounded in evidence from text 4.Questions regarding text are text-dependent 5.Writing to inform or argue using evidence

30 Louisiana Department of Education Priority Review Considerations

31 Content Shift #1: Regular practice with complex text and its academic vocabulary English Language Arts and Literacy May 9, 2012

32 Louisiana Department of Education Content Shift #1 What is the appropriate text to teach at each grade level? Defined by… –Reading Standard 10 –Reading Foundational Skills Standard 4 (K-5) –Text Complexity and Text Types (Page 31) –Page 32 –Appendix A and Appendix B The Publishers’ Criteria further refines that criteria. Regular practice with complex text

33 Louisiana Department of Education Reading Standard 10

34 Louisiana Department of Education Reading Standards for Text Complexity KindergartenGrade 1 (Literary Texts) Grade 2 (Informational Texts) (Reading Foundational Skills)

35 Louisiana Department of Education Reading Standards for Text Complexity Grade 3Grade 4 (Literary Texts) Grade 5 (Informational Texts) (Reading Foundational Skills)

36 Louisiana Department of Education Children at the kindergarten and grade 1 levels should be expected to read texts independently that have been specifically written to correlate to their reading level and their word knowledge. Many of the titles listed above are meant to supplement carefully structured independent reading with books to read along with a teacher or that are read aloud to students to build knowledge and cultivate a joy in reading.

37 Louisiana Department of Education Content Shift #1 Staircase of text complexity –Read-aloud texts well above grade-level band; read-along texts in grade-level band; independent reading at reading level of student –Extensive opportunities to encounter complex text Through read aloud and read along 50/50 balance between literature and informational text High-quality texts, worth reading and rereading, richly illustrated, when appropriate, and well written Reading foundations key to success with complex text (learn to read and read to learn simultaneously) Additional Text Selection Criteria

38 Louisiana Department of Education Content Shift #1 Qualitative Reader and Task Quantitative Text Complexity Definition (page 31 and Appendix A)

39 Louisiana Department of Education Content Shift #1 Resources for Determining Text Complexity (Appendix A, Page 32 and Appendix B, and Other Tools)

40 Louisiana Department of Education Content Shift #1 Resources for Determining Text Complexity (Appendix A, Page 32 and Appendix B, and Other Tools)

41 Louisiana Department of Education Content Shift #1 41

42 Louisiana Department of Education Content Shift #1 Text Complexity Grade-Band Level Chart Text Complexity Qualitative Rubrics Text Complexity Questions for Reader and Task Resources for Determining Text Complexity (Appendix A, Page 32 and Appendix B, and Other Tools)

43 Louisiana Department of Education Content Shift #1 Text Complexity Process –Quantitative – place in grade-level band Lexile, ATOS, Flesch-Kincaid, etc. Text complexity chart (updated) –Qualitative – further define where to use within band Rubrics Professional judgment –Reader and Task – further define how best to teach text Is the content appropriate for age level? What areas are potentially difficult for students? What vocabulary should be taught? What is the big idea and key student understandings? What questions/tasks will get at those understandings and what standards align with those understandings? Determining Text Complexity – Appendix A

44 Louisiana Department of Education Content Shift #1 Read “Insect Olympics” and analyze its complexity. (20 min.) Quantitative Measures –ATOS: 4.4 –Flesch-Kincaid (FK): 4.5 –In what grade-level band does this article fit? Qualitative Measures –Use the appropriate rubric to analyze the article Reader and Task –What should be taught with this text? Text Complexity Analysis Practice

45 Content Shift #1 Domain-Specific (Tier III) hyperbole metaphor cell wall amoeba equation GDP Academic (Tier II) consequence criteria substantial justify persist (words essential for meaning, but not often easily defined in the text) Vocabulary Tiers

46 Louisiana Department of Education Content Shift #1 Role in complex text One of two features of text most predictive of student difficulty (Chall 1996, Stanovich 1986, Nelson et al 2012) There is in fact a great deal of powerful academic vocabulary in these texts. From, “Officer Buckle” third grade (department, attention, speech, applauded, frowned, onstage, swivel, frowned, afterward, announced, discovered, grinned, roared, enormous, bowed) Vocabulary is difficult to catch up. Academic vocabulary is essential.

47 Louisiana Department of Education Content Shift #1 Which words should be the focus? –Essential to text –Likely to appear in future text Which words should get more time and attention? –More abstract words (persist v. checkpoint; noticed v. accident) –Words which are part of semantic word family (secure, securely, security, secured) Academic Vocabulary

48 Louisiana Department of Education Content Shift #1 When should you provide the meaning; when should students determine from context? How should words be taught? –Distributed practice –Use the text Differences (applaud vs. clap; isolated vs. alone) Academic Vocabulary

49 Louisiana Department of Education Content Shift #1 Explicit and systematic instruction (focus on sequenced and structured teaching of phonological awareness) Need lots of distributed practice Need ongoing diagnostic support (assessment) Should be happening simultaneously with read alouds of complex text Reading Foundations

50 Louisiana Department of Education Additional Alignment Considerations Possibly as much as vocabulary predicts student performance Questions and tasks addressing syntax Syntax

51 Louisiana Department of Education Additional Alignment Considerations We must address fluency. With the arrival of more complex text, more students will struggle to read fluently. How to address this? Fluency

52 Content Shift #2: Building knowledge through content-rich nonfiction and informational text English Language Arts and Literacy May 9, 2012

53 Louisiana Department of Education Content Shift #2 50/50 balance As students are learning to read in K-1, they should also exercise their ability to comprehend complex text through listening and responding to read-aloud texts In grades 2+, students begin reading more complex texts through read alongs, thus consolidating the foundational skills with reading comprehension. Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond. Read-Alouds with Informational Text

54 Louisiana Department of Education Content Shift #2 Literacy in social studies/history, science, and technical subjects embedded in K-5; connections to content areas Additional resources referenced on Evaluation Tool #2 –Page 33 in the CCSS for ELA/Literacy –PARCC Model Content Frameworks Sequencing Texts to Build Knowledge

55 Louisiana Department of Education Content Shift #2 55

56 Louisiana Department of Education Content Shift #2

57 Content Shift #3: Reading and writing grounded in evidence from text English Language Arts and Literacy May 9, 2012

58 Louisiana Department of Education Content Shift #3 Students demonstrate understanding of text in writing, speaking, and research. Writing to sources –Text-dependent questions –“Evidence Standards”: Reading Standard 1 and Writing Standard 9 Research tasks –Develop from the text and topics studied –Offer students chance to reflect on a text or topic and connect it to other texts, events, or ideas (compare/contrast, investigate concept or idea, explore real-life connections, etc.) AFTER students fully demonstrate understanding of individual text Reading and Writing Grounded in Evidence

59 Louisiana Department of Education Content Shift #3 Questions that can only be answered with evidence from the text Can be literal but can also involve analysis, synthesis, evaluation Focus on word, sentence and paragraph as well as larger ideas, themes or events Focus on difficult portions of text in order to enhance reading proficiency Text-Dependent Questions

60 1.In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. 2.In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. 3.In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described in the speech? 60 Content Shift #3 Text-Dependent Questions

61 Louisiana Department of Education Content Shift #3 More time outside the text less inside Going outside the text privileges those who have that experience It is easier to talk about our experiences than to analyze the text That being said…. Why use text-dependent questions?

62 Louisiana Department of Education Content Shift #3 Multiple readings often make this unnecessary Too often provides information students can glean from careful reading of the text- in many cases provide a complete summary Almost impossible to wean students from this Similarly challenging to move teachers away from providing this “smoothing of the road” Research base? Why limit pre-reading?

63 Louisiana Department of Education Content Shift #3 Be focused around the big ideas and key understandings of a text (allow students to demonstrate understanding of what is most important in the text); not a reading strategy or device that is not important to understanding. Use standards to provide specific wording and expectations for knowledge (standards are not the focus) Focus student attention on difficult sections of text Expect thorough response Text-dependent questions should…

64 Louisiana Department of Education Content Shift #3 Should relate to big ideas and key understandings These types of culminating assignments will be a significant shift for students and teachers Culminating Activities

65 Louisiana Department of Education Content Shift #3 From “Hot and Cold Summer” Trophies 5 th grade: “To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first? (pg. 23)” Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia? Academic Vocabulary and Text-Dependent Questions

66 Evaluation Tool #2 English Language Arts and Literacy May 9, 2012

67 Louisiana Department of Education Evaluation Tool #2 Review the tool. How does the tool connect to the shifts and the Priority Review Considerations?

68 Louisiana Department of Education Evaluation Tool #2 Overview of how to use the tool Specific directions provided to the publishers

69 Louisiana Department of Education Evaluation Tool #2 Category Description of shift/criteria 69

70 Louisiana Department of Education Evaluation Tool #2 How completed may vary based on choice above Can complete for individual grade or grade cluster 70

71 Louisiana Department of Education Evaluation Tool #2 Additional Resources may need to be referenced 71

72 Louisiana Department of Education Evaluation Tool #2 Completed by publisher (all but the last column) Verified by the committee (will complete the last column) Specific considerations: –Limit responses as much as possible to the provided boxes (some expansion is acceptable, but be reasonable) –Provide specific examples as appropriate, but focus only on exemplars; do not provide every available example –It is acceptable to reference Additional Resources included in this presentation as necessary 72

73 Alignment Exemplar English Language Arts and Literacy May 9, 2012

74 Louisiana Department of Education Alignment Exemplar “When Charlie McButton Lost Power” by Suzanne Collins Listen to the read aloud as instructed by the text. Think about the types of questions being asked and alignment to CCSS.

75 Louisiana Department of Education Alignment Exemplar Many questions not text dependent Virtually all culminating assignments not text dependent Focus on comprehension strategies Do not focus as strongly on academic (Tier II) vocabulary Not Aligned to CCSS

76 Louisiana Department of Education Alignment Exemplar Do not typically “within and across grade levels…systematically develop the knowledge base of students” Some number of texts not aligned in terms of complexity Typical lack of balance between narrative and informational texts at each grade level Not Aligned to CCSS

77 Louisiana Department of Education Alignment Exemplar Vocabulary and Leveled Text – 4 th Grade Example Shelter, splattered, fixed, rescue Journal, tremors, traction, interval, volunteered, retrieve Generation, abandoned, languished, terrified, warble, galvanized, debris, hoisted, shuddered Not Aligned to CCSS

78 Louisiana Department of Education Alignment Exemplar “When Charlie McButton Lost Power” by Suzanne Collins Now look at the revised version. What are the differences? How does the revised version align to the Priority Review Considerations and Evaluation Tool #2?

79 Evaluation Tool #3 English Language Arts and Literacy May 9, 2012

80 Louisiana Department of Education Evaluation Tool #3 Publisher completes title of textbook, publisher, and date of copyright Everything else is completed by the committee Summary of Tool #1 and Tool #2 with additional questions Complete tool during independent review over the summer Committee will make independent decision about whether to Adopt or Reject a particular submission Discuss review in October, and can make changes then


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