1. Statewide System of Support Foundational Services Illinois State Board of Education In Collaboration with Regional Offices of Education/Intermediate Service Centers and the Illinois Center for School Improvement

2. English Language Arts Foundational Services Peoria Regional Office of Education Cindy Dollman Assistant Regional Superintendent

3. Multi-Tiered System of Support (MTSS/RtI) Statewide System of Support Priority Focus Foundational Focus Areas: -Continuous Improvement Process (Rising Star) -Common Core ELA -Common Core Math -Teacher Evaluation -Balanced Assessment

4. The CCSS Shifts Build Toward College and Career Readiness for All Students 4

5. What Are the Shifts at the Heart of PARCC Design (and the Standards)? 5 1.Complexity: Regular practice with complex text and its academic language.

6. 2. Evidence: Reading and writing grounded in evidence from text, literary and informational. What Are the Shifts at the Heart of PARCC Design (and the Standards)?

7. 3. Knowledge: Building knowledge through content rich nonfiction. What Are the Shifts at the Heart of PARCC Design (and the Standards)?

8. Nine Specific Advances in the PARCC ELA/Literacy Assessment Demanded by the Three Core Shifts... 8

9. Shift 1: complex text Shift 1: Regular practice with complex text and its academic language text complexity 1.PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. close reading 2.PARCC rewards careful, close reading rather than racing through passages. academic language 3.PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts. 9

10. The Shift Kits

11. TEXT COMPLEXITY

12. Text Complexity Model Text complexity is defined by: Qualitative 2.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative 1.Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task 3.Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

13. Quantitative Measures Resources Grade Band Ranges Chart Internet databases for quantitative measures (Lexile and ATOS book level)

14. Text Complexity Grade Bands Suggested Lexile Range Suggested ATOS Book Level Range** K-1100L – 500L*1.0 – 2.5 2-3450L – 790L2.0 – 4.0 4-5770L – 980L3.0 – 5.7 6-8955L – 1155L4.0 – 8.0 9-101080L – 1305L4.6 – 10.0 11-CCR1215L – 1355L4.8 – 12.0 Quantitative Measures Ranges for Text Complexity Grade Bands * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

15. Quantitative Measures Resources Lexile Analyzer: www.lexile.com/findabook / AR BookFinder: www.arbookfind.com

16. Qualitative Measures Resources Rubric for Literary Text Rubric for Informational Text

17. 17 Lexile ranges realigned to Common Core Old Lexile Ranges Realigned Lexile Ranges

18.  Levels of meaning/purpose  Text structure  Language conventionality and clarity  Knowledge Demands: Life Experiences  Knowledge Demands: Cultural/Literary Knowledge  Knowledge Demands: Content/Discipline Knowledge Qualitative factors of text complexity

19. The Qualitative Measures Rubrics for Literary and Informational Text : http://www.ksde.org/Default.aspx?tabid=4778#TextRes http://www.ksde.org/Default.aspx?tabid=4778#TextRes The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors. Qualitative Measures Resources

20. Because the factors for literary texts are different from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same. And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubrics. Instead, four points along each continuum are identified: high, middle high, middle low, and low. Qualitative Measures Resources

21. Reader and Task Considerations Resources Questions for Professional Reflection

22. Questions for Professional Reflection on Reader and Task Considerations : The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text. Reader and Task Considerations Resources

23. The questions included here are largely open- ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom. Reader and Task Considerations Resources

24. Template for Text Complexity Analysis and Recommended Placement Form : The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band. Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future. Recommended Placement Form

28.  Grade-appropriate materials for exposure to structures, content, vocabulary  Instructional-level materials that allow them to progress  Easy materials that allow them to practice.  If familiar/interesting, material can be more challenging.  If unfamiliar/uninteresting, material may need to be less challenging. – More at K-12 Teachers: Building Comprehension in the Common Core Students need to engage with:

29. CLOSE READING

30. Process Students and teachers understand multiple reads will occur – Independently – By proficient readers including teacher Vocabulary instruction with a focus on Tier 2 words Questions will follow Common Core Standards structure

31. To Implement Close Reading Use Shorter texts Read multiple times Read slowly and deliberately Annotate the text Identify patterns: repetition, contradictions, similarities. commonalities Identify unfamiliar vocabulary words (Tier II Words) Write about the text using evidence to support student responses

32. Close Reading: Annotate Number the paragraphs Chunk the text Underline and circle Left margin: What is the author saying? Right Margin: Dig Deeper into Text

33. Annotate the Text SymbolStands for:Means: ∞ Connections you have to the text. You have seen, read, or thought about that before. ?Question I don’t understand. I need more information. !Main Idea This is the important point the author is trying to get across. + (E)Agree I agree with the author on this point. (Support with (E)vidence) - (E)Disagree I disagree with the author. I think differently. (Support with (E)vidence) NEWNew information This is brand new to my thinking. HighlightWord analysis Structure/figurative language

35. Sample Process for Informational Text Key Ideas and Details State what the text says explicitly and support it with evidence. Identify the central idea and theme(s). Analyze relationships, concepts, or events. Craft and Structure Interpret words and phrases. Analyze features and structures of text. Discuss purposes and points of view. Integration of Knowledge and Ideas Evaluate the different medias. Integrate information from several sources to address related themes and concepts.

39. K-5 Graphic Organizer  Setting  Characters  Problem or Goal  Sequence of Events  Outcome  Theme

40.  Speaker  Occasion  Audience  Purpose  Subject

41.  Text to Self  Text to Itself  Text to Text  Text to World

42. 1. Was the outcome of the story good or bad? Explain why. 2. What lesson does the main character learn? 3. What lesson did you learn from the story?

44. 44 There is a purpose for each text. Author’s purpose: Entertain Explain Inform Persuade

47.  Number one sentence  Number one word  Note to author

48. ACADEMIC VOCABULARY

49. ELA Common Core Vocabulary Standards Reading Strand Reading Anchor Standard #4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, analyze how specific word choices shape meaning or tone. Language Strand Language Anchor Standard #4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate. Language Anchor Standard #6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

50. Research Behind Vocabulary Instruction Effective vocabulary instruction has to start early, in preschool, and continue throughout the school years (Nagy, 2005). Teaching vocabulary helps develop phonological awareness (Nagy, 2005) and reading comprehension (Beck, Perfetti, & McKeown, 1982). Vocabulary instruction needs to be long-term and comprehensive (Nagy, 2005) for ELs (Carlo, August, & Snow, 2005; Calderón et al., 2005).

51. More Research…. Command of a large vocabulary frequently sets high-achieving students apart from less successful ones (Montgomery, 2000). The average 6-year-old has a vocabulary of approximately 8000 words, and learns 3000-5000 more per year (Senechal & Cornell, 1993). Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham, 2005; Cunningham & Stanovich, 1997) or reading difficulties (Chall & Dale, 1995; Denton et al. 2011).

52. Context Clue Steps 1.Identify the unknown word. 2.Look for the words that give hints about its meaning in the sentence. 3.If you need more cues, read the sentences before and after the one with the word in it. 4.Infer the word’s meaning based on what you found. Then model it…. “As Tom stepped out of the tent, the moist grass soaked his shoes and he wondered if it had rained.” Say aloud…. “The grass is moist. It soaks Tom’s shoes. Tom thinks it rained. Rain makes things wet. Moist must mean…..” “Now try ‘wet’ in place of moist to see if it makes sense.” For StudentsFor Teachers Adapted from Vocabulary Instruction Module developed for Reading Excellence Act. Graves (2002)

53. The SLAP Strategy ✔ Say the word ✔ Look for clues ✔ Ask yourself what the word might mean; –think of a word that expresses that meaning ✔ Put the word in the passage in place of the –unfamiliar word. Does it make sense?

54. Trying out the SLAP strategy He tried to open the box with no luck. He couldn’t find the key, so he decided to use a smidget. ✔ Say the word. ✔ Look for clues. ✔ Ask your self what the meaning might be. ✔ Put word in the passage; does it make sense?

55. Academic Vocabulary Isabel L. Beck, Margaret McKeown and Linda Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present. They describe three levels, or tiers, of words in terms of the words’ commonality (more or less frequently occurring) and applicability (broader to narrower). Common Core State Standards, Appendix A, page 33

56. Academic Vocabulary … is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher. What is more, many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words. Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading. Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention. Common Core State Standards (English Language Arts, Appendix A)

57. 3 Tiers of Words Common Core State Standards, Appendix A, page 33

58. Why are “academic words” important? They are critical to understanding academic texts. They appear in all sorts of texts. They require deliberate effort to learn, unlike Tier 1 words. They are far more likely to appear in written texts than in speech. They often represent subtle or precise ways to say otherwise relatively simple things. They are seldom heavily scaffolded by authors or teachers, unlike Tier 3 words. Common Core State Standards, Appendix A, page 33

59. Choosing words Jose avoided playing the ukulele. Which word would you choose to pre-teach? Which word?

60. Avoided Why? Verbs are where the action is –Teach avoid, avoided, avoids,…. –Likely to see it again in grade-level text –Likely to see it on assessments –We are going to start calling these useful words “Tier 2 words” Why not ukulele? –Rarely seen in print –Rarely used in stories or conversation or content-area information

61. How do I determine that a word is TIER 2 ? WordIs this a generally useful word? Does the word relate to other words and ideas that students know or have been learning? Is the word useful in helping students understand text? If you answer yes to all three questions, it is a tier 2 word. If not, it is probably a tier 3 word.

62. I In this presentation, we will look at a variety of strategies to teach academic vocabulary…… Isabel Beck, Margaret Mckeown & Linda Kucan Robert Marzano & Debra Pickering

63. Step by Step Vocabulary Instruction For Tier 2 words 1.Read the story/text 2.Contextualize the word 3.Have the children say the word 4.Provide student friendly definition 5. Give an example in another context

64. Steps continued…. 6. Engage children in interacting with words. a. Respond with actions b. Answering questions/giving reasons c. Identifying examples and nonexamples 7. Have students repeat the word again. 8. Review and use the new words. (Adapted from Bringing Words to Life by Isabel Beck, Margaret McKeown, Linda Kucan, 2000)

65. Marzano’s Building Academic Vocabulary

66. EIGHT RESEARCH-BASED CHARACTERISTICS OF EFFECTIVE VOCABULARY INSTRUCTION 1.Effective vocabulary instruction does not rely on definitions. 2.Students must represent their knowledge of words in linguistic and nonlinguistic ways. 3.Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. 4.Teaching word parts enhances students’ understanding of terms. 5.Different types of words require different types of instruction. 6.Students should discuss the terms they are learning. 7.Students should play with words. 8.Instruction should focus on terms that have a high probability of enhancing academic success. (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005)

67. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005

68. A Six-Step Process for Teaching New Terms Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks Step 5: Periodically ask students to discuss the terms with one another Step 6: Involve students periodically in games that allow them to play with terms Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005

69. Students use a Graphic Organizer to Record The Information Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005

70. How Many Words? In school settings, students can be explicitly taught a deep understanding of about 300 words each year. Divided by the range of content students need to know (e.g., math, science, history, literature), of these 300–350 words, roughly 60 words can be taught within one subject area each year. It is reasonable to teach thoroughly about eight to ten words per week. (Chall, 1996)

71. Implications for Instruction Teach fewer words Focus on important Tier 2 (high utility, cross-domain words) to know & remember Simply provide Tier 3 (domain- specific, technical) words with definition

72. Vocabulary Casserole Ingredients Needed: 20 words no one has ever heard before in his life 1 dictionary with very confusing definitions 1 matching test to be distributed by Friday 1 teacher who wants students to be quiet on Mondays copying words Put 20 words on chalkboard. Have students copy then look up in dictionary. Make students write all the definitions. For a little spice, require that students write words in sentences. Leave alone all week. Top with a boring test on Friday. Perishable. This casserole will be forgotten by Saturday afternoon. Serves: No one. Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

73. Vocabulary Treat Ingredients Needed: 5-10 great words that you really could use 1 thesaurus Markers and chart paper 1 game like Jeopardy or BINGO 1 teacher who thinks learning is supposed to be fun Mix 5 to 10 words into the classroom. Have students test each word for flavor. Toss with a thesaurus to find other words that mean the same. Write definitions on chart paper and let us draw pictures of words to remind us what they mean. Stir all week by a teacher who thinks learning is supposed to be fun. Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most. Serves: Many Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

74. Effective Vocabulary Instruction Provide Independent Reading Time Employ Read-Alouds Keep Vocabulary in Circulation Keep Vocabulary Interactive Use Research-Based Method to Teach Vocabulary Pre-select words that Must Be Explicitly Taught (Mix of Tier 2 & Tier 3)

75. Vocabulary Strategies

76. Next Steps… Planning Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

77. Training Considerations Grade level groupings Appropriate tasks Timing of Trainings Educator experience in the new standards (Content and Practice)

78. Planning for Training Take some time to plan the structure of the training for your area. – How will participants be grouped? (Grade bands? Courses?) – How will time frames be organized?

79. Generating Questions How will I facilitate conversations around the scope and sequences? How will I facilitate conversations around the Unit Maps? How will I facilitate conversations around Assessment and Lesson resources?

80. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

81. Thank You Peoria Regional Office of Education Cindy Dollman, Assistant Reg. Supt. cdollman@peoriaroe48.net cdollman@peoriaroe48.net Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License