1. Bristol Tennessee City Schools Professional Development | June 19, 2012 Kelly Vance English Teacher, English Core Curriculum Coach THS Common Core English Language Arts Grades 3-12

2. Write the following information on an index card----NO NAMES! 1.One fact about your professional life 2.One fact about your personal life 3.One little known or unusual fact about yourself.

4. Exxon Common Core Commercials ExxonExxon Common Core Commercial #2

5. Sometimes we can become overwhelmed by tasks that seem enormous. The important thing is that we keep moving forward. Sometimes we can become overwhelmed by tasks that seem enormous. The important thing is that we keep moving forward. Broken Escalator

6. Outcomes At the conclusion of this workshop, you will be able to plan appropriate classroom libraries and other reading materials to scaffold students to higher standards; apply grade-appropriate instructional strategies that enrich comprehension of complex text, vocabulary, and fluency; incorporate reading comprehension strategies specific to informational texts; use best practices and classroom materials to meet the CCSS for Reading.

7. We are moving from Snorkeling to…..

8. Scuba Diving

9. Common Core: English Language Arts Standards CC Anchor Standards Worksheet Timer

10. Cracking the Literacy “CODE” Strand Code Key Reading Standards R Reading Standards for LiteratureRL Reading Standards for Informational TextRI Reading Standards: Foundational Skills RF Reading Standards for Literacy in History/Social StudiesRH Reading Standards for Literacy in Science & Technical SubjectsRST Writing Standards W Writing Standards for Literacy in History/Social Studies,WHST Science, & Technical Subjects Speaking & Listening Standards SL Language StandardsL

11. How to read a Common Core Reading Standard (grade-specific standard) RI.4.3 Strand Grade Number assigned to Standard Reading Informational Grade 4 Key Ideas & Details: 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.

12. Reading Egg Timer Reading Comprehension Spiraling Worksheet

13. Reading Foundational Skills K-5

14. Foundational Reading Skills Background Knowledge How do you address foundational reading skills in your classroom?

15. Foundational Skills in CCSS Print concepts Phonological awareness Phonics phones Phonics and word recognition Word Families Paint Swatches Flip Books Fluency # 20

16. Differentiating Instruction Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. —Common Core State Standards (2010a, 15)

17. Key Points of CCSS ELA Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary

18. Selecting Appropriate Text Text complexity Text quality Range of text types

19. Text Complexity Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text: Readability measures and other scores of text complexity Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) (Common Core State Standards Initiative 2010a, 57) Online Clock Countdown

20. Why the need to increase the level of text complexity? 8 th grade “school books” published after 1963 are equivalent (in terms of difficulty) to books used in the 5 th grade from 1942- 1962.

21. The wording of 12 th grade text published after 1963 was simpler than the 7 th grade texts published prior to 1963.

23. Lexile Ranges (Common Core State Standards Initiative 2010b, 8) Text Complexity Grade Band in the Standards 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

24. Where can you find Lexile measures? 1.Lexile Look upLexile Look up 2.Accelerated Reader Lexile Chart Handout

25. Lexile Literature 1700 - Discourse on the Method… 1400 - The Scarlet Letter 1300 - Brown vs. Board of Ed. 1200 - War and Peace 1100 - Pride and Prejudice 1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 -The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 -Clifford’s Manners

26. Why Lexile Alone Isn’t Enough These books are typically taught in high school literature classes … The Grapes of Wrath – 680 L – 4 th grade Fahrenheit 451 – 451 L – between 2 nd & 3 rd grade Fallen Angels – 650 L – 4 th grade A Farewell to Arms – 730 L – between 4 th & 5 th grade Lord of the Flies – 770 L – between 4 th & 5 th grade Brave New World – 870 L – between 5 th and 6th

27. Text Complexity Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text: Readability measures and other scores of text complexity Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) (Common Core State Standards Initiative 2010a, 57) Online Clock Countdown

28. Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Step 1: Quantitative Measures

29. Step 2: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands

31. Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text

32. Step 4: Recommended Placement 32 Bookmark

33. Text Quality The CCSS describe quality texts as “classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content.” (Common Core State Standards Initiative 2010b, 2)

34. LiteratureInformational Texts StoriesDramaPoetry Literary Nonfiction and Historical, Scientific, and Technical Texts Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics Range of Text Types (Common Core State Standards Initiative 2010a, 31) Range of Text Types for K–5

35. Range of Text Types LiteratureInformational Texts StoriesDramaPoetryLiterary Nonfiction Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels Includes one-act and multi-act plays, both in written form and on film Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience (Common Core State Standards Initiative 2010a, 57) Range of Text Types for 6–12

36. Distribution of Literary and Informational Text GradeLiteraryInformational 4 8 12 Stop Watch

37. National Assessment of Educational Progress (NAEP) Reading Framework Distribution of Literary and Informational Passages by Grade in the 2009 National Assessment of Educational Progress (NAEP) Reading Framework (Common Core State Standards Initiative 2010a, 5) GradeLiteraryInformational 450% 845%55% 1230%70%

38. Appendix B Text Exemplars Read across exemplars for your grade level span and identify specific examples that demonstrate complexity, quality, and range.

39. Review- Pass the Plate To help students identify what they already know about a subject, introduce the activity Pass the Plate. Arrange participants into small groups. Give each group one plastic plate and one vis-à-vis marker. The group will be given three minutes to record anything that comes to mind regarding the given topic. This might include facts that they know, implications that they see in their teaching, opinions, or questions. One person will start by writing a thought or idea on the plate. Next, he or she will pass the plate to the next person in the group. The plate will circulate around the group until the three minutes are complete.

40. Reading Comprehension Close Reading Close, strategic reading is one of the most powerful and enjoyable ways to develop the ability to think critically and evaluate information—to literally become smart. Students should therefore have abundant daily opportunities to carefully read and reread texts for intellectual purposes—and with a pen in hand.

41. Close Reading Interview Page protectors, highlighting tape, post it pointers

42. Comprehension Strategies Strategies for Developing an Accurate Representation of Text Say what the text means. Make ideas cohere. Strengthen vocabulary. Focus on purposeful reading through questioning. Develop genre and text structure knowledge. Use graphic organizers. Strategies for Applying Relevant Knowledge Think aloud Discussion Writing

43. What the text says: What I think about that: My opinion based on details from the text: Synthesis 3-5 Topic:_________________

44. What does the text say? Literal What does it mean? interpretive What does it matter? reflective Synthesis 6-12 Topic:_________________

45. Demonstrating Comprehension Similarities Summarizing Compare and contrast Determining the meaning of words Point of view Literature Only Focus on determining theme Figurative language Point of view Informational Text Only Domain-specific words Explain the relationships between concepts

48. Qualities of an Effective Performance Task Students should be active participants. Intended outcomes should be clear and measure something important. Students should engage in higher order thinking to complete the task. Task should demonstrate mastery of knowledge.

49. Sample Performance Task (Common Core State Standards Initiative 2010c, 76) Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet. What grade level is this?

50. Innovative English Language Arts Sample (continued) (Dolan et al. 2011, 55)

51. Innovative English Language Arts Sample (Dolan et al. 2011, 50)

52. Bloom’sBloom’s Taxonomy Internet Resources

53. Building Vocabulary

54. Three tiers of words

55. Vocabulary Research Yet research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words. (Betts, 1946; Carver, 1994; Hu & Nation, 2000; Laufer, 1988). Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure in a variety of contexts to the words they are trying to learn. (Landauer & Dumais, 1997) In fact, at most between 5 and 15 percent of new words encountered upon first reading are retained, and the weaker a student’s vocabulary is the smaller the gain (Daneman & Green, 1986)

56. Index Card Vocabulary Activity To illustrate the importance of students encountering vocabulary in multiple contexts, we will try this activity: 1 st Take 3 minutes to write down all the different contexts for the word “Strike” for example “3 strikes and you’re out” 2 nd With a shoulder buddy, compare your lists 3 rd How many different contexts did we come up with as a group? Rocket Timer

57. Vocabulary- Explicit Instruction What’s That Word? Pre-teaching words students will have difficulty with while reading Vocabulary rings for words with similar meanings Teaching roots/prefixes/suffixes More?

58. Vocabulary Knowledge Rating

59. Building Vocabulary- How can you support vocabulary acquisition in your classroom?

60. Vocabulary Instruction Reflection What is new to your thinking about vocabulary instruction? What is one question you still have about how to support students in vocabulary acquisition? What is one new action you will take as you plan for vocabulary instruction? Partner with someone to share a thought

61. Reading Informational Text What are some strategies we can use to support our students reading of informational text?

62. Anticipation Guide I

65. Informational Text SuperHero

66. Review and Closing Where will you place your post it now on the Common Core Continuum?

67. Closing Digging into the Reading Standards Grades 3-12 Kelly Vance Date: June 19, 2012