12012 Louisiana Textbook Adoption Review Committee Training English Language Arts and LiteracyMay 9, 2012QUESTIONS WELCOME THROUGHOUT----NOT HERE TO BADMOUTH BASALS– THIS GENERATION WAS DESIGNED FOR DIFFERENT STANDARDS
2Implementation Overview New standards and assessments for ELA and mathematics will be phased in over several yearsPreKGLEsCCSSKGrade 1Grade 2TransitionalGrades 3-8High SchoolNo changes – teach current GLEs, and take current assessmentsTeach combination of GLEs and CCSS based on crosswalk documentsAssess GLEs being taught during transitionThis is a summary slide showing the assessments and curriculum to be used by grade and year from throughNote this applies to ELA and math only.Teach and assess CCSS only
32012-13 Curriculum Transitional Assessments Transitional Curriculum ELA : Grades 2 through English IVMath: Grades 2 through Algebra 2CCSS-based New Comprehensive CurriculumKindergarten and Grade 1 MathCCSS Implemented via Extensive Professional DevelopmentKindergarten and Grade 1 ELA (No Comprehensive Curriculum)Align questions and tasks in basals to CCSSVarious components phased in as PD is providedNo development of state curriculum for other gradesLDOE collaborates with other states to select curricular materials for Grades 2 and higher in ELA and mathTransitional AssessmentsGrades 3-8, EOC tests
4Common Core State Standards Overview of ELA/Literacy standardsOrganization and StructureHorizontal and Vertical AlignmentEvaluation Tool #1Terminology and Additional ResourcesPublishers’ CriteriaContent shifts (Priority Review Considerations)Content Shift #1: Complex TextContent Shift #2: Building KnowledgeContent Shift #3: EvidenceEvaluation Tool #2ExemplarEvaluation Tool #3
5Organization and Structure Strand(Focus Topic) College and Career Readiness Anchor StandardGrade-Specific StandardCCRASIncluded to show end result (focus on being college and career ready; describe what is essential for readiness, not the whole set of skills that will ensure success); there will likely be other things that teachers may teach in their classroom in support of the Standards, but it is essential that students are developing these core skills over the course of their school careers.Further inform grade-specific standards; the Standards provide a staircase/progression toward college and career readiness. The Standards writers began with the CCRAS and then wrote the grade-specific standards after to show what a kindergartener, first grader, etc. should be doing to work toward mastery of the CCRAS.For reference only; will not align to these codes
6Organization and Structure Sample ELA/Literacy StandardsFocus Topics from College andCareer Readiness Anchor StandardsRL.K.3
7Organization and Structure Coding SchemeRIStrandGradeStandard Number
8Organization and Structure Coding SchemeL . K . 2bStrandGradeStandard Number
9Horizontal and Vertical Alignment Horizontal Alignment a.k.a IntegrationWriting Standard 7Conduct researchWriting Standard 9Draw evidence from readingSpeaking and Listening Standard 4Share findings from researchReading StandardsRead and understand what read, including for research
10Horizontal 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).
11Horizontal and Vertical Alignment Integration ExamplesPair literary texts with informational textsLocate evidence from texts to support written answers in questions and tasksPresent information researched in tasksStudy language conventions in reading textsInclude questions and tasks that address standards many times in varied ways with multiple textsThe Standards focus on integration. In other words, each strand is supposed to be connected to the skills, concepts, and lessons taught for the other strands. This is horizontal alignment.
12Horizontal and Vertical Alignment Vertical Alignment a.k.a. ProgressionRI.4.5Describe 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.RI.5.5Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.The Standards are also aligned vertically, which leads to a progression toward college and career readiness.
13Horizontal and Vertical Alignment Vertical Alignment a.k.a. ProgressionRF.1.4a, b, cRead 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.RF.2.4a, b, cRead 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.There should be a staircase of complexity within a grade-level band and across a grade-level band.
14English Language Arts and Literacy May 9, 2012 Evaluation Tool #1English Language Arts and LiteracyMay 9, 2012
15Evaluation Tool #1 Review the tool. (5 min.) How does the tool connect to the organization and structure of the CCSS?
16Evaluation Tool #1 Overview of how to use the tool Specific directions provided to the publishers
17Grade-Specific Standard Chapters and page #s for Grade 4 only Evaluation Tool #1Grade-Specific StandardGrade LevelChapters and page #s for Grade 4 onlyCCSS StrandPublishers will complete one per grade/submission.
18Committee members evaluate publisher alignment. Evaluation Tool #1Publishers will complete one per grade/submission.Committee members evaluate publisher alignment.
19The lettered item must be interpreted within the above context. Evaluation Tool #1When standards have letters below the stem…The lettered item must be interpreted within the above context.
20Standard sets expectations for student performance. Evaluation Tool #1When standards focus on student performance…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?100% alignment is not expected for all standards, especially when they are focused on student performance.
21Evaluation Tool #1 Completed by publisher Verified by the committee Title of Textbook and PublisherDate of CopyrightColumn labeled “To be completed by publisher”Questions after each strand and at the endVerified by the committeeWill complete the column labeled “Committee Standards Alignment Evaluation” using the provided rubric at the top of the first page
22Terminology and Additional Resources English Language Arts and LiteracyMay 9, 2012
23Terminology and Additional Resources Literary textInformational textEmergent-reader textsComplex textText-dependent questionsAcademic vocabularySyntaxEvidenceResource List
24Terminology and Additional Resources Page 31 of the CCSS for ELA/Literacy
25Terminology and Additional Resources (Appendix A Glossary Screen Shot)
26Terminology and Additional Resources Read the Revised Publishers’ Criteria for K-2. (15 min.)Should be familiar with both documents before reviewing the materials
27English Language Arts and Literacy May 9, 2012 Content ShiftsEnglish Language Arts and LiteracyMay 9, 2012
28Main Goal of the CCSS for ELA/Literacy Content ShiftsMain Goal of the CCSS for ELA/LiteracyStudents will read and understand grade-level complex text independently and proficiently and express that understanding clearly through writing and speaking about text.The CCSS can be summarized by this statement. When thinking about the content shifts and the CCSS as a whole, this is the main goal or end result of the standards. When a student graduates high school, we should be able to say this about each and every one of our students. If each student is truly able to achieve this goal in ELA/Literacy, then all students would be ready for college or a career.
29Content Shifts 3 Shifts 6 Shifts Regular practice with complex text and its academic vocabulary3. Appropriately complex text6. Academic vocabularyBuilding knowledge through content-rich nonfiction and informational text1. 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 text4. Questions regarding text are text-dependent5. Writing to inform or argue using evidence
31English Language Arts and Literacy May 9, 2012 Content Shift #1: Regular practice with complex text and its academic vocabularyEnglish Language Arts and LiteracyMay 9, 2012
32Regular practice with complex text Content Shift #1Regular practice with complex textWhat is the appropriate text to teach at each grade level? Defined by…Reading Standard 10Reading Foundational Skills Standard 4 (K-5)Text Complexity and Text Types (Page 31)Page 32Appendix A and Appendix BThe Publishers’ Criteria further refines that criteria.The following slides take participants on a “scavenger hunt” through the Standards to determine what criteria for selecting texts is established by the CCSS for ELA/Literacy. While there are several answers provided through the Standards, there are also several questions that will be raised. That is why there are other documents that accompany the CCSS for ELA/Literacy. These extra documents (appendices and Publishers’ Criteria) provide additional information for text selection criteria.(Note: Selecting the “right” texts is the first part of the planning process, even in grades K and 1. Once texts are selected, teachers can begin to analyze the texts to know what to teach and how to teach them. In most cases the Standards require that teachers start the planning with selecting texts. In some cases, though, teachers may not use text (i.e., when teaching phonemic awareness), although it is important to promote those ideas through the use of text. This connects isolated practice with text and provides students a chance to consolidate their reading skills. Also, there may be times when students have not met the expectations of a particular standard even though it was taught through a selected text. At that point, it would be appropriate to select a text after a standard has been identified to be taught. In most cases, though, the identification of which standards will be taught will come after a teacher has already selected a text to be taught.)
33Reading Standard 10Direct participants to this page (page 10) in the CCSS for ELA/Literacy. Have them highlight or circle the identified standard. Read the standard to participants. Ask participants what type of texts should be taught in ELA/Literacy (i.e., complex literary and informational texts). Then ask participants what we need more information about to be able to select the right texts (i.e., What is a complex text? What is a literary text? What is an informational text? How much should I include of both?). The answers to these questions are found throughout the rest of the documents for ELA/Literacy:Complex text is defined and explained on page 31 of the Standards and pages 2-17 of Appendix A. Exemplars are provided on page 32 of the Standards and throughout Appendix B. Further information about the importance of using complex text is found throughout the Publishers’ Criteria.Literary and informational texts are defined on page 31 of the Standards. Additional information about these texts and how much to include of each is found in Appendix A and the Publishers’ Criteria.
34Reading Standards for Text Complexity KindergartenGrade 1Grade 2(Literary Texts)(Informational Texts)(Reading Foundational Skills)For each standard, discuss the implications of what the standard is asking students to be able to read independently and with support. Participants should finish this discussion with the knowledge that the standards ask students in grades K-1 to read complex text in group reading activities or with the teachers’ support (not independently), but that students should be able to read grade-level texts (emergent-reader texts in grade K, defined in the glossary at the end of Appendix A) independently. What still needs to be defined for teachers is what are grade-level texts in grade 1. (Note: The standard on the screen says “on-level text.” For the CCSS for ELA/Literacy, “on-level text” is synonymous with “grade-level text.”)
35Reading Standards for Text Complexity Grade 3Grade 4Grade 5(Literary Texts)(Informational Texts)(Reading Foundational Skills)
36Children 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.Direct participants to page 32 of the standards. Read the asterisk at the bottom of the page. This statement adds to our knowledge of the standards. When a teacher is selecting texts to teach, she/he should be selecting complex texts for read alouds and group activities that focus on comprehension and grade-level texts for focusing on reading instruction in how to read (decode). If students are reading independently in grades K-1, however, they should mostly be reading books that are designed for their reading level. In other words, students should be practicing what is taught by reading books that are designed for them to read successfully on their own.
37Additional Text Selection Criteria Content Shift #1Additional Text Selection CriteriaStaircase of text complexityRead-aloud texts well above grade-level band; read-along texts in grade-level band; independent reading at reading level of studentExtensive opportunities to encounter complex textThrough read aloud and read along50/50 balance between literature and informational textHigh-quality texts, worth reading and rereading, richly illustrated, when appropriate, and well writtenReading foundations key to success with complex text (learn to read and read to learn simultaneously)Balance is key in K-1 ClassroomSystematic and explicit instruction of reading foundational skills should be balanced with comprehension instruction. One should not overtake the other.Structure of reading instructionStudents can “learn to read” and “read to learn” simultaneously. Reread paragraph #4 of the Text Selection document. Have participants focus on the idea that a K-1 teacher will need to have a variety of texts at a variety of different complexity levels for teaching the CCSS for ELA/Literacy.
38Text Complexity Definition Content Shift #1Text Complexity Definition(page 31 and Appendix A)QualitativeReader and TaskQuantitativeWhat changes as kids grow as readers is not that they can suddenly find the main idea, it is that they can do so with increasingly complex text.What appears to differentiate those who are ready for college and career from those who are not is the ability to read and understand a range of sufficiently complex text with confidence (ACT, Reading Between the Lines).A significant body of research links the close reading of complex text to significant gains in reading proficiency and ultimately college and career readiness. A large body of work by K. Anders Ericcson and Walter Kintsch has shown that the development of reading expertise requires sustained and deliberate effort as well as active strategic processing triggered by the close reading of complex text. Research shows that even struggling readers enjoy success using complex grade-level text with instructional support from teachers. Other studies show that schools promoting access to advanced classes for an expanded number of students (where complex text is the norm) have enhanced achievement. Numerous other studies stress depth of word knowledge as another crucial element of reading complex text. Finally, the 2006 Reading Between the Lines ACT study showed that students’ comprehension level of text complexity is a better predictor of college success than any other aspect of the ACT reading test. In sum, instruction centered on the close reading of complex texts is the key for unlocking student success in literacy and ELA classrooms.
39Content Shift #1 Resources for Determining Text Complexity (Appendix A, Page 32 and Appendix B, and Other Tools)
40Content Shift #1 Resources for Determining Text Complexity (Appendix A, Page 32 and Appendix B, and Other Tools)
42Content Shift #1 Resources for Determining Text Complexity (Appendix A, Page 32 and Appendix B, and Other Tools)Text Complexity Grade-Band Level ChartText Complexity Qualitative RubricsText Complexity Questions for Reader and Task
43Determining Text Complexity – Appendix A Content Shift #1Determining Text Complexity – Appendix AText Complexity ProcessQuantitative – place in grade-level bandLexile, ATOS, Flesch-Kincaid, etc.Text complexity chart (updated)Qualitative – further define where to use within bandRubricsProfessional judgmentReader and Task – further define how best to teach textIs 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?This is a simplified version of what was presented in October.The Standards divide the grade levels into “text complexity bands” to help keep students on track for college and career readiness. At all times students should be move forward in a band, so that by the end of the band, they are ready to begin reading texts in the next band. Depending on what type of instruction the K-1 teacher is providing, though, she/he is likely to use text from within or above the K-1 grade-level band.The first step for teachers to determine text complexity is to analyze the quantitative measures to place the text in the appropriate band. (Note: In most cases the texts will always stay within the band identified by the quantitative measure, but there will be times when the qualitative measures will override the quantitative measures. This is more likely to happen in middle and high school with literary texts (i.e., Albert Camus’ The Stranger).The quantitative measure is determined by using a readability measure like Lexile or Flesch-Kincaid, getting a numbered result, and then referring to the Text Complexity Grade-Band Chart in Appendix A to convert that number into a grade-level band. Appendix A is being revised, though, to include an updated chart. It should be released in a week or so.The second step for analyzing text complexity is to use qualitative measures to further define where in the band that text is best used. The qualitative measures are more focused on the content of the text (i.e., meaning or purpose, language, knowledge demands, etc.), which make a text easier or more difficult to understand apart from the actual readability of the text. Rubrics were handed out in October to use to analyze the qualitative measures, but for grade K-1 those rubrics aren’t as useful. Also, those rubrics are being revised. The best way to analyze the qualitative measures is to think about texts comparatively. For example, if a text is more repetitive, has rhyming, and simple story line, it is likely to be easier than a text that has less rhyming and a more complex story line. A general rule of thumb, then, is that a teacher would want to use the easier text before reading the more difficult text, unless the teacher wants to use the easier text for read along and the harder text for read aloud and teach them around the same time period.The last step for analyzing text complexity is to think about the students and how you plan to use the text (what tasks will you be doing). This step further defines how best to teach the text. This step does not allow a teacher to say, “My students are struggling, so I’m going to use an easier text.” Instead this step asks for teachers to think about the students they teach to best identify how to teach a more difficult text to their students. This involves thinking about three areas:How will my students struggle in reading this text? What can I do throughout my instruction to best help students understand this text?Is the content of this text appropriate for the age of my students? For example, if the text is about the death of a parent, even if the quantitative measures place in the grade K-1 band, the content might be too advanced for that age.How does this text fit in a unit? Does it provide general information about the unit topic that would best be provided at the beginning of the unit? Does it give specific information that should come at the end? If it is more complex (especially above the grade-level band), should I use it for read aloud? Is there a grade-level text that will provide information necessary for understanding a more complex read-aloud text that I can teach first so that students can use the information from the grade-level text to help them understand the complex read-aloud text?
44Text Complexity Analysis Practice Content Shift #1Text Complexity Analysis PracticeRead “Insect Olympics” and analyze its complexity. (20 min.)Quantitative MeasuresATOS: 4.4Flesch-Kincaid (FK): 4.5In what grade-level band does this article fit?Qualitative MeasuresUse the appropriate rubric to analyze the articleReader and TaskWhat should be taught with this text?
45Content Shift #1 Vocabulary Tiers Academic (Tier II) consequence criteriasubstantialjustifypersist(words essential for meaning, but not often easily defined in the text)Domain-Specific (Tier III)hyperbolemetaphorcell wallamoebaequationGDP
46Academic vocabulary is essential. Content Shift #1Academic vocabulary is essential.Role in complex textOne 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.
47Content Shift #1 Academic Vocabulary Which words should be the focus? Essential to textLikely to appear in future textWhich 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)
48Content Shift #1 Academic Vocabulary When should you provide the meaning; when should students determine from context?How should words be taught?Distributed practiceUse the textDifferences (applaud vs. clap; isolated vs. alone)CAN’T GET INTO THIS HERE. WE CONCENTRATE STUDENT ATTENTION ON IT AS MUCH AS POSSIBLE.DIFFICULT TO PROVIDE ALL THE ACTIVITIES TO DO THIS--
49Content Shift #1 Reading Foundations Explicit and systematic instruction (focus on sequenced and structured teaching of phonological awareness)Need lots of distributed practiceNeed ongoing diagnostic support (assessment)Should be happening simultaneously with read alouds of complex text
50Additional Alignment Considerations SyntaxPossibly as much as vocabulary predicts student performanceQuestions and tasks addressing syntaxWE DID NOT MODEL THIS AS MUCH AS WE WOULD HAVE LIKED
51Additional Alignment Considerations FluencyWe must address fluency.With the arrival of more complex text, more students will struggle to read fluently.How to address this?
52English Language Arts and Literacy May 9, 2012 Content Shift #2: Building knowledge through content-rich nonfiction and informational textEnglish Language Arts and LiteracyMay 9, 2012
53Read-Alouds with Informational Text Content Shift #2Read-Alouds with Informational Text50/50 balanceAs 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 textsIn 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.
54Sequencing Texts to Build Knowledge Content Shift #2Sequencing Texts to Build KnowledgeLiteracy in social studies/history, science, and technical subjects embedded in K-5; connections to content areasAdditional resources referenced on Evaluation Tool #2Page 33 in the CCSS for ELA/LiteracyPARCC Model Content Frameworks
57Content Shift #3: Reading and writing grounded in evidence from text English Language Arts and LiteracyMay 9, 2012
58Reading and Writing Grounded in Evidence Content Shift #3Reading and Writing Grounded in EvidenceStudents demonstrate understanding of text in writing, speaking, and research.Writing to sourcesText-dependent questions“Evidence Standards”: Reading Standard 1 and Writing Standard 9Research tasksDevelop from the text and topics studiedOffer 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
59Text-Dependent Questions Content Shift #3Text-Dependent QuestionsQuestions that can only be answered with evidence from the textCan be literal but can also involve analysis, synthesis, evaluationFocus on word, sentence and paragraph as well as larger ideas, themes or eventsFocus on difficult portions of text in order to enhance reading proficiencyLEARN ABOUT THIS BY DOING IT AND THIS IS A REAL DOING TWO DAYS
60Text-Dependent Questions Content Shift #3Text-Dependent QuestionsIn “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.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.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?Text-dependent questions force us to pay attention to the text in front of us and to draw evidence from that text.Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.60
61Why use text-dependent questions? Content Shift #3Why use text-dependent questions?More time outside the text less insideGoing outside the text privileges those who have that experienceIt is easier to talk about our experiences than to analyze the textThat being said….
62Content Shift #3 Why limit pre-reading? Multiple readings often make this unnecessaryToo often provides information students can glean from careful reading of the text- in many cases provide a complete summaryAlmost impossible to wean students from thisSimilarly challenging to move teachers away from providing this “smoothing of the road”Research base?NOTE SHANAHAN BLOG
63Text-dependent questions should… Content Shift #3Text-dependent questions should…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 textExpect thorough responseFINDING DIFFICULT SECTIONS OF TEXT HELPS WITH COMPLEXITY---NOT A FORMULA– WILL NOT ALL BE THE SAME—HOW EXACTLY DOES QUESTION MATCH STANDARD KEEP IN MIND HERE THAT MATCHING UP MANY STANDARDS EACH WEEK—THOROUGH RESPONSE EXAMPLE OF JONATHAN IN EARTHQUAKE STORY WHY HE IS DRAGGING WORRIED ABOUT MOTHER/ISOLATED/CONCERNED ABOUT SISTER—HOW MANY QUESTIONS FOR EACH PASSAGE---QUESTIONS NO ONE CAN ANSWER
64Culminating Activities Content Shift #3Culminating ActivitiesShould relate to big ideas and key understandingsThese types of culminating assignments will be a significant shift for students and teachers
65and Text-Dependent Questions Content Shift #3Academic Vocabularyand Text-Dependent QuestionsFrom “Hot and Cold Summer” Trophies 5th 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?
66English Language Arts and Literacy May 9, 2012 Evaluation Tool #2English Language Arts and LiteracyMay 9, 2012
67Evaluation Tool #2 Review the tool. How does the tool connect to the shifts and the Priority Review Considerations?
68Evaluation Tool #2 Overview of how to use the tool Specific directions provided to the publishers
69Description of shift/criteria Evaluation Tool #2CategoryDescription of shift/criteria
70Evaluation Tool #2 Can complete for individual grade or grade cluster How completed may vary based on choice aboveCan complete for individual grade or grade cluster
71Additional Resources may need to be referenced Evaluation Tool #2Additional Resources may need to be referenced
72Evaluation 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 exampleIt is acceptable to reference Additional Resources included in this presentation as necessary
73English Language Arts and Literacy May 9, 2012 Alignment ExemplarEnglish Language Arts and LiteracyMay 9, 2012
74Alignment Exemplar“When Charlie McButton Lost Power” by Suzanne CollinsListen to the read aloud as instructed by the text.Think about the types of questions being asked and alignment to CCSS.
75Alignment Exemplar Not Aligned to CCSS Many questions not text dependentVirtually all culminating assignments not text dependentFocus on comprehension strategiesDo not focus as strongly on academic (Tier II) vocabularyTHIS IS WHERE WE WILL PUT OUR WORK—LITTLE MATTERS IF THIS IS NOT CHANGED---WORD ON COMPREHENSION STRATEGIES. TEACHERS NEED ALIGNED MATERIAL IN THEIR HANDS, STUDENTS NEED ALIGNED MATERIAL TO WORK WITH.
76Alignment Exemplar Not Aligned to CCSS Do not typically “within and across grade levels…systematically develop the knowledge base of students”Some number of texts not aligned in terms of complexityTypical lack of balance between narrative and informational texts at each grade levelWE CANNOT ADDRESS THIS HERE, MAYBE ON A WEBINAR OR CHAT DURING THE WRITING PERIOD— READ ALOUDS IN BASALS– US FOR OTHER IDEAS--WILL INSTEAD ADDRESS OTHER AREAS BEGINNING WITH TEXT DEPENDENT QUESTIONS---SPIKES OF COMPLEXITY
77Alignment Exemplar Not Aligned to CCSS Vocabulary and Leveled Text – 4th Grade ExampleShelter, splattered, fixed, rescueJournal, tremors, traction, interval, volunteered, retrieveGeneration, abandoned, languished, terrified, warble, galvanized, debris, hoisted, shudderedTHE SOLUTION IS ALL LEARN THE WORDS FROM CENTRAL PASSAGE-- USE LEVELED READER FOR INDEPENDENT READING—USE CORE TEXT DURING GUIDED PRACTICE FOR EXTRA WORK/SUPPORT WITH WEAKER READER. THIS CAN HELP WITH FLUENCY/VOCABULARY /SYNTAX/BACKGROUND KNOWLEDGE--- EFFICACY
78Alignment Exemplar“When Charlie McButton Lost Power” by Suzanne CollinsNow look at the revised version. What are the differences?How does the revised version align to the Priority Review Considerations and Evaluation Tool #2?
79English Language Arts and Literacy May 9, 2012 Evaluation Tool #3English Language Arts and LiteracyMay 9, 2012
80Evaluation Tool #3Publisher completes title of textbook, publisher, and date of copyrightEverything else is completed by the committeeSummary of Tool #1 and Tool #2 with additional questionsComplete tool during independent review over the summerCommittee will make independent decision about whether to Adopt or Reject a particular submissionDiscuss review in October, and can make changes then