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3-5 Common Core Reading/Language Arts September 22, 2011.

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1 3-5 Common Core Reading/Language Arts September 22, 2011

2 Clock Appointments 3. Repeat. Keep your clock! 12 3 6 9 1. Mingle and stop with signal. 2.Take turns discussing the topic. Write your partner’s name on the line. What would you do if you won the lottery? Why? Compare today’s cartoons to those you watched as a kid. Do any have value? Justify your response. Would you rather read the book of an upcoming movie FIRST or wait for the movie and then read the book? Why? If you could go on your dream vacation, where would you go and why?

3 Mission Statement for the Common Core State Standards The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. – (found on

4 Common Core State Standards Training Reading/Language Arts Today’s Agenda: Understand the purpose of the adoption of the Common Core State Standards. Get to know your documents. Begin unpacking the standards to determine what students should be able to do/know. Discuss how Speaking/Listening/Writing can provide an easy transition into CCSS implementation.

5 Why Were Common Core Standards Developed?  Currently, each state has its own set of academic standards, and states are defining proficiency in their own ways. All proficient students don’t have the same skill-sets. All students exiting our high schools are not college and career ready.  All students must be prepared to compete with not only their American peers in the next state, but with students from around the world. We are losing jobs in the US and most students do not have the critical thinking and problems solving skills to compete globally.

6 What Do We Know About CCS Implementation & Assessment? As of April 2011, 43 states and Washington, DC had adopted the full set of state standards. Washington State’s adoption is pending and Minnesota adopted RLA but not Math. Two consortia (PARCC & Smarter Balanced) are currently developing assessments. MS is a member of PARCC. Assessments are expected to be ready for use by the 2014- 2015 school year.

7 English/Language Arts Common Core State Standards Purpose (P.3) To create the next generation of K-12 standards in order to ensure that all students are college and career ready in literacy no later than the end of high school. As specified by CCSSO & NGA, standards are (P.3): Research and evidence-based Aligned with college and work expectations Rigorous Internationally benchmarked ** (P. 3)The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly. **There are no history or science standards, but it is implied that we adopt our state history and science standards into our content area literacy standards (English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects).

8 English/Language Arts Common Core State Standards A literate student is defined as (P. 3): A student who readily undertakes the close, attentive reading to enjoy complex literature. A student who habitually performs the critical reading necessary to pick carefully through the staggering amount of the print and digital information we have today. A student who actively seeks the wide, deep, thoughtful engagement with high quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. A student who reflexively demonstrates the reasoning and use of evidence that is essential to private deliberation and responsible citizenship in a democratic republic.

9 Design and Organization (P.4) RLA has 4 Strands: 1. Reading (including Reading Foundational Skills) 2. Writing 3. Speaking and Listening 4. Language *Students are expected to meet the grade-specific standards, retain or further develop skills mastered in preceding grades, and work steadily toward meeting the more general expectation defined by CCR standards. RLA ‘s Key Design Considerations Include: *A focus on results rather than means * An integrated model of literacy *Research and media skills blended into the standards as a whole *Shared responsibility for students’ literacy development

10 Key Advances Reading Balance of literature and informational texts – 50% of EACH Text complexity, Text complexity, Text complexity Teach students what they need to learn to read, not what they already know. Writing Emphasis on argument and informative/explanatory writing – not just responding to prompts Write to communicate clearly to an unfamiliar audience Allow students to write often and produce numerous pieces over short and extended time frames throughout the year. Speaking and Listening Focus on comprehension and presentation Respond to what others have said – compare/contrast or build on it Provide opportunities for equal participation and maximum use of time for sharing/responding. Language Inseparable from all other contexts of the Common Core.

11 Intentional Design Limitations The Standards do NOT define: How teachers should teach All that can or should be taught (Differentiated Instruction to grow All Learners) The nature of advanced work beyond the core (Growing Even Our Top Students) The interventions needed for students well below grade level (RtI/Tiered Instruction) The full range of support for English Language Learners and students with special needs (ELL/IEP Students) Everything needed to be college and career ready

12 Text Complexity Why Text Complexity Matters One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. The clearest differentiator was students’ ability to answer questions associated with complex texts. These findings held true for male and female students, students from all racial/ethnic groups, and students from families with widely varying incomes.

13 Defining Text Complexity – P. 31, P. 32, P. 33 Purpose Structure Language Word Length Sentence Length Text Cohesion Motivation Knowledge Experiences Purpose of task Complexity of task Questions posed Appendix A

14 Text Complexity Text Complexity Grade Band Old Lexile Ranges Lexile Ranges Aligned to CCR Expectations K-1N/A 2-3450–725450–790 4–5645–845770–980 6–8860–1010955–1155 9–10960–11151080–1305 11–CCR1070–12201215–1355

15 Let’s Get To Know Our Documents  Reading Standards for Literature = RL  Reading Standards for Informational Text = RI  Reading Standards: Foundational Skills = RF  Writing Standards = W  Speaking & Listening Standards = SL  Language Standards = L

16 How do we reference the standards in lesson plans?  Grade Level. Standard Abbreviation. Standard # OR  Standard Abbreviation. Grade Level. Standard # Let’s Practice! Let’s Practice! 3.RL.35.SL.3 5.RL.44.L.5 RL.4.5W.3.2

17 Scavenger Hunt Appendix A— ** What are the standards’ 3 text types? ** How do the “Language Progressions” help you understand the standards better? **Why does the research point out the 3 tiers of vocabulary? **What else is useful in Appendix A?

18 Walking Through Appendix B Contains sample texts to serve as models for text complexity – “text exemplars” – Do you currently use any of the suggested selections? Organized into K-1, 2-3, 4-5, 6-8 texts Samples include stories, poetry, and informational texts – as well as read alouds (stories and informational text) for K-3 *****Followed by sample performance tasks *****Not intended to be a comprehensive list, but a “springboard”

19 Appendix C Samples of student writing – Take a look at your grade level. What do you think?

20 Appendices -- Recap Appendix A --Supplemental material on reading, writing, speaking and listening + Glossary Appendix B – Text exemplars that illustrate the complexity, quality, and range of reading appropriate for each grade level + sample performance tasks. Appendix C – Annotated samples demonstrating at least adequate performance in student writing.

21 So why was K-2 implementation urgent? and Why are we studying 3-5 today if we aren’t implementing it until next year?

22 Taking It Back to the Building Your role! September/October – Know your documents. October – Unpack your standards. November – Speaking/Listening/Writing Discussion

23 Unpacking the Standards & Planning for Instruction Tip #1 – VERBS -- Look closely at all the verbs – These signal the level of understanding. Tip #2 – NOUNS/NOUN PHRASES – This is the knowledge or content that must be known. Tip #3 – MODIFIERS/ADVERBS – These define the criteria for level of performance. Tip#4 – APPENDICES – Examine sample performance tasks, writing samples, etc.

24 How do I know what to do? Step One: Analyze the Standard --“Unwrap” It or “Unpack” It Look at the vertical progression (grade above and below) to get the full meaning and analyze the depth of RLA Standards. Use the “tips” to gain meaning. 2.RL.6 3.RL.6 4.RL.6 5.RL.6

25  CCSS are not intended to be taught in isolation, nor are they intended to be taught one time in the classroom– Approach them as we did our state objectives and cluster them when related and logical. Provide multiple exposures using different genres and new experiences. If students cannot apply the standard to a new experience, assume it is not mastered. Step Two: Look at other standards you can “hook on” and teach together.

26 Step Three: Ask yourself, “How can I make this rigorous and relevant? What are appropriate performance tasks?”

27 Step Four: Put It Together – How do I get students there?  Plan your student activities, keeping in mind that we should not “spoon feed” students any more – Students should have to think to learn our “tricks” on their own, not be instructed using the “trick” so that answers are correct and processes/thinking are not understood.

28 Let’s Analyze YOUR Standards! Discuss assigned standard. Mark verbs, nouns, and modifiers. Then examine appendices. Read and interpret your grade level standard, then read the same standard above and below to truly understand what is being asked of students. Connect standards (or cluster them by writing their abbreviations together) as you plan. Standards are not meant to be taught in isolation.

29 Taking It Back to the Building-- Your role! September/October – Know your documents.  October – Unpack your standards. November – Speaking/Listening/Writing Discussion

30 What standards did the clock appointments address? Can you adapt the activity for your grade level? How can you make it more “academic”? How does this activity ensure “equal participation” from all students, not just a few?

31 Speaking, Listening, Writing Examine the SL & W standards for your grade. Report out – How is this different than today’s classroom instruction?

32 Final Thoughts on CCSS -- RLA  Literature and Informational Text are equally important. Weekly Readers are excellent sources of informational text, but we should not assume that’s enough. Be pro-active and identify books for your science/social studies topics and use them in the reading classroom. Science and Soc.Studies aren’t separate subjects anymore!  Speaking & Listening AND Writing Standards lead to the depth we need in Core standards. Students must share knowledge learned, explain their thinking and understanding, and justify their thoughts.  Small group instruction will be necessary for the SL and W standards to occur…otherwise you will be overwhelmed with grading and never reaching the depth intended…nor will you expose all students to the text complexity desired AND instruct struggling readers at their level…Guided Reading and/or Literature Circles are expected by the district. Small groups will need to be “flexible” to reach the intended performance task.  More heads are better than one! No one is an expert with instruction for core standards and it will take lots of interaction, discussion, and sharing to get there. You are not alone!

33 Your Thoughts Although we are only implementing core standards next year for K-2, there are some changes in instructional practices that will lend to students’ better understanding of standards/objectives and serve as a “bridge” to common core at your grade level. Take 2 minutes to reflect on your teaching. Decide on 3 ways you can change instruction in your classroom to get ready for common core. Share with the group.

34 Taking It Back to the Building Your role! September/October – Know your documents.  October – Unpack your standards.  November – Speaking/Listening/Writing Discussion

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