1. SCS Common Core Leadership Course ELA #2
Introductory Comments
SCS Common Core Leadership Course ELA #2

2. Agenda Session Shift #2 Citing Evidence Close Reading Lesson Exemplar
Video: Getting Ready to Write: Citing Evidence
Feedback on Student Writing
PARCC Assessment
TN Writing Assessment
Instructional Practice Guidelines
Bridge to Practice/Closing
Our agenda today includes a review of the 3 ELA Common Core Instructional Shifts followed by an analysis of how Shift #2 can be addressed in a Close Reading Lesson.
From there we’ll focus on writing:
First through a video that shows how to transition from close reading to writing.
Then by reviewing teacher feedback on student writing before reviewing expectations of the PARCC Assessment and TN Core Writing Assessment.
Finally we’ll review a guide that clearly indicates how to identify the instructional shifts in classroom practice.

3. Objectives
To better understand daily practice citing evidence in conversation, writing, and/or research
To review the structure of a Close Reading Lesson
To recognize quality feedback on student writing
To understand the alignment of classroom writing, the Tennessee Writing Assessment, and the PARCC Assessment
Today we will be continuing our study of the instructional shifts and the ELA/Literacy Common Core Standards and leave this session with the knowledge of the alignment of classroom practices and assessment

4. Activity 1
Turn and tell a partner how this year’s writing assessment will be different from last year’s assessment.
2013
2014
Give participants just a few minutes to discuss.
Then say: We will revisit this activity at the conclusion of this session.

5. Instructional Shifts
Building knowledge through content- rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
In our first Common Core session we discussed shift 1 and 3. Read shift 1 and 3.
For the next hour we’re going to focus our time on shift 2: reading, writing, and speaking grounded in evidence from the text. Important to note: we will see in this module how shifts 1 and 3 are also intertwined into shift two – showing a tight coherence among the three.

6. Transitioning to Common Core requires specific instructional shifts with action:
Shift One: Develop Content Knowledge
Support deep content understanding from deliberate analytical reading
Develop strategies for reading content
Shift Two: Reading & Writing with Evidence
Use annotations while reading
Distinguish important vs. interesting WHILE reading
Shift Three: Regular practice with complex text
Develop strategies for reading fluently and using metacognitive skills
Engage in practice reading rigorous texts
We want to call your attention to how each of these shifts can look in the classroom when in action. Read the bullets by each shift.
After reading Shift #1 and bullets, say: One example of the non-common core way of reading is giving students a study guide of skimming a text rather than deep reading of a passage for content.
Then read remaining Shift #2 and bullets and Shift #3 and bullets. We’ll share some planning and walkthrough documents toward the end of the session.

7. Text-dependent questions
The best way to accomplish shift #2 is through the practice of citing evidence in reading, writing, and speaking.
“Text-dependent questioning” is an easily observable quick example for Common Core- aligned instruction, e.g. a close reading lesson in grades 3 and above.
Read this
(1 min)

8. “Close reading” and “text-dependent questions”
Close Reading, from Shanahan on Literacy (Tim Shanahan’s blog, March 13, 2013):
“Close reading is an outcome. You want students to be able to read texts—without a lot of external information from teachers or publishers—getting what the text says, how it works, and what it means…since we want our kids to be close readers, it makes sense that in some of our reading lessons we would have students engage in such practices; if you never do it, how will you get good at it? The idea is to engage students in such practices so that they will carry the practices forward.”
In working with the CCSS, these two phrases – Text dependent questions and close reading – are often mentioned as the instructional strategies behind achieving an evidence based, text based classroom. Let’s take a look at these two phrases, beginning with close reading –
Take a moment to read this quote from a recent blog post by Tim Shanahan, one of the writers of the Standards. Have someone read this
Presenter says: It is important to remember close reading is both an outcome and a technique. In order to get students to reach the outcome, teachers must regularly use the technique of close reading, grades 3-12.

9. Close Reading Technique
Anatomy of a Close Reading Lesson
Selecting an appropriately complex text
Reading and rereading the complex text
Devising text dependent questions
Encouraging rich student discussions
Informal, routine writing
Assigning a formal writing task
Read or have someone read 6 bullets
To illustrate the parts of a close reading lesson, we are going to go through a Close Reading exemplar that has been developed through Student Achievement partners.
The Student Achievement Partners website was developed by the major authors of Common Core Standards and continues to be the most authentic and reliable site for accessing CCSS lessons and Professional Development modules. The Close Reading Lesson that is being used today, The Great Fire, is from this website!
Note: Normally a Close Reading Lesson is done over 1-3 days and is much, much shorter. Typically teachers will chose several paragraphs, a short article, or part of a chapter from a novel. Today we are using a fully developed close reading exemplar from Student Achievement Partners. You will see that it only covers 15 paragraphs from The Great Fire.

10. A Close Reading of The Great Fire
Selecting an appropriately complex text
This informational text is sufficiently complex for 6th grade
In a Close Reading Lesson, the first big difference is that planning begins with the text not the skill.
This is what we covered in shift one: more informational text of sufficient complexity for each grade level. The Great Fire is a good fit for 6th grade text complexity.
Please refer to your copy of The Great Fire close reading lesson.
Notice on page 1 there are eight common core reading standards for Reading Information standards are addressed.
Looking at pages 4-6 note that the teacher has taken an excerpt from the book as the focus for the close reading lesson and numbered the paragraphs. It is typical to take a small portion of the text not the entire novel, article, or chapter to use as a focus text. Copying the text excerpt for all students allows them to annotate and underline.

11. A Close Reading of The Great Fire
Read and rereading the complex text
The lesson plan calls for students to read and reread the excerpt
Part of rereading is annotation: underlining key ideas, circling unknown words, putting a question mark by things they don’t understand.
The 2nd step of a close reading lesson is actual reading.
Read pages 8-13, highlight or check each time you see the directions for reading or rereading the passage. (Pause) How many times did you see the word read or reread? Approximately 19 times
By rereading the passage, students comprehension , fluency and critical thinking are reinforced.
In the 2nd paragraph on page 8, notice the last sentence that is in bold type. Please remember that the teacher can read the passage aloud as Step 1 rather than students reading silently as a first read.
Then ask: Was there an introduction of all the new vocabulary words before reading? Read paragraph 3 and find out why.
Point: Teachers provide some definitions to selected vocabulary in text and underlined words. Other words, in boldface, can be deduced from context clues.

12. A Close Reading of The Great Fire
Devising text dependent questions
Students are asked a series of increasingly higher-level text dependent questions throughout the lesson.
Now we are going to begin looking at text dependent questions.
In a close reading lesson, read bullet “Students are asked…”
What are TDQ?

13. Text-Dependent Question?
Questions that can only be answered with evidence from the text
Can be literal but can also involve inference, analysis, synthesis, and 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
There is no one right way to have students work with text dependent questions.
Providing for the differing needs of students means providing scaffolds differentially - not asking easier questions or substituting simpler text
Guide for Creating Text-Dependent Questions –
To be clear - (read bullet points)
You can use questions to unlock student thinking about their understanding of the text and to develop their ability to independently read critically or successfully complete a “close read” of a text.
A guide for creating text dependent questions can be found on Achieve the Core.
Now let’s look at some differences in typical class questions and text-dependent questions.

14. Text-dependent questions
In paragraphs 1-3, what details does the author use to help the reader build a personal connection to the historical figures in the story? (p. 9)
Sullivan has to shout, “FIRE! FIRE! FIRE!” From this detail, what can the reader infer about the technology in Chicago at the time? (p. 9)
“Sullivan knew the O’Learys had several animals in the barn. Which of them was he able to rescue from the fire? Which were lost? (p. 10)
Do you know anyone whose home has burned?
In your neighborhood what sounds might you hear to let you know that there was a fire nearby?
If you came upon a fire in a barn, which animal would you want to save first?
Let’s make this more concrete:
Click on the 1st bullet in left column.
Ask participants ‘What makes this a text dependent question?’
A typical question asked of students at the beginning of the lesson might be: slide in arrow pointing to a typical classroom question.
Now with a partner, draft questions that are not text-based and might be heard in a non-CCSS classroom instead of questions 2 & 3 that require students to cite evidence.

15. A Close Reading of The Great Fire
4. Encouraging rich student discussions
Teacher asks the class to discuss a series of text-dependent questions, with answers in the form of notes, annotations to the text, or more formal responses, based on student learning needs.
The 4th part of a Close Reading Lesson is encouraging rich student discussions
If students can talk about the text, they can think about the text and ultimately be able to write about the text. The old adage is “Students learn by talking. Teachers teach by listening.”
Read bullet “Teacher asks….”
Note: The excerpt was copied on a sheet of paper so that students can highlight and make notes in the margin.

16. A Close Reading of The Great Fire
Informal, routine writing
At the end of day, the students could do a quick write, such as a journal entry of one of the text dependent questions.
Read slide 16
Look at question 5 on page 13. After students discuss a metaphor for comparing Chicago to a “highly combustible knot”, they could then respond in writing to the same question in a journal or notebook. Informal writing should happen on a daily basis.
This is an example of how good text dependent questions can be turned into informal routine writing.

17. A Close Reading of The Great Fire
Assigning a formal writing task
After several days of reading, rereading, and discussing the text students are assigned an argumentative writing assignment
For other resources for Text Dependent Questions and Close Reading can be found at
The 6th part of a Close Reading Lesson is – read bullet
Look on page 18 and 19 for the formal writing example and instructions on page 19. Please note that the teacher groups students for brainstorming before asking them to individually perform the writing task.

18. A few concluding thoughts about Close Reading….
Listening and speaking should be built into any sequence of activities along with reading and writing.
There should be one Close Reading lesson at least every three weeks.
Close Reading lessons may span from 1 to 5 days.
The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms.
Students must: “Re-read it, think it, talk it, write it”
Have participants popcorn read each bullet
Make sure to emphasize the importance of student talk

19. Activity 2 Take out your Writing Samples What do you notice?
What areas did the teacher focus on?
What are the most common pitfalls you are seeing in your teachers’ grading?
How would you talk to your teachers about this?
Why is it important to provide students with regular feedback on their writing?
Writing alone will get you no results.
The learning comes from the teacher feedback on student writing.
Go to instructions on slide – Activity 2
Ask participants to share a piece of sample student writing that has been graded and includes teacher comments, then talk to a table partner about the questions on the slide.

20. Quality Feedback Align comments to the expectations of the rubric.
Feedback should be grade-appropriate.
Be specific.
Emphasize content.
Balance feedback positive reinforcement and suggestions for improvement.
Don’t give them the answers.
Refer to handout on Providing Feedback on Writing (page SCS-1). Tell them that Quality feedback points should be shared with teachers.
Did you find more “Best Practice” examples or more “Poor Practice” examples?

21. Transition from Reading to Writing
Teaching Channel Video Getting Ready to Write: Citing Textual Evidence Grades 6-8, ELA, Child Labor
g-about-textual-evidence
The video is 5 minutes. One of the teacher’s purposes is to have students effectively engage in a range of collaborative discussions before writing.
This video is but one example of how to transition from reading and discussion to writing.
Only when students have frequent opportunities for informal/formal writing can we expect them to perform proficiently on PARCC and TN TCAP Writing Assessment.

22. PARCC will have two summative components
Performance Based Assessment
(75%)
End of Year/ End of Course
(90%)
At all grade levels, 3-11, there will be two components of PARCC – a performance based assessment after 75% of the curriculum is covered and an end of year / end of course after 90% of coverage.
(1 min)
Turn to page SCS-2 and note the full list of available PARCC Assessments – the two in the fall/winter are optional: Diagnostic Assessment & Mid-Year Assessment

23. 3 Parts Literacy 2 Parts Math 2 Parts Literacy Research Simulation
PBA
3 Parts Literacy
Research Simulation
Literary analysis
Narrative writing
2 Parts Math
Short and extended response questions
Focus on conceptual knowledge and skill and modeling and reasoning standards
EOY
2 Parts Literacy
4-5 texts (literary and informational including social science, scientific, and technical texts at grades 6-11)
Short-answer comprehension and vocabulary questions
Short-answer questions focusing on conceptual knowledge, skills, and understandings
PARCC will assess both ELA/Literacy and Mathematics
PARCC ASSESSMENT

24. PARCC Summary ELA What are the differences between PARCC and TCAP?
3 Parts Literacy on PBA
Research Simulation
Literary analysis
Narrative writing
2 Parts Literacy on EOY
4-5 texts (literary and informational including social science, scientific, and technical texts at grades 6-11)
Short-answer comprehension and vocabulary questions
What are the differences between PARCC and TCAP?
Answers:
More writing
No language questions in isolation (language is assessed through writing)
(If you get the question: Once we move to PARCC we will no longer have a separate TCAP writing assessment or CRA.)
What are the differences between PARCC and TCAP?

25. Understanding the Research Simulation Task
Students begin by reading an anchor text that introduces the topic.
Evidence Based Selected Response (EBSR) and Technology Enhanced Constructed Response (TECR) items ask students to gather key details about the passage to support their understanding.
Students read two additional sources and answer a few questions about each text to learn more about the topic, so they are ready to write the final essay and to show their reading comprehension.
Finally, students mirror the research process by synthesizing their understandings into a writing that uses textual evidence from the sources.
The Research Simulation tasks will include multiple texts and different types of test items.
Read slide
The 2014 TN Writing Assessment mimics the PARCC Research Simulation Task although this terminology is not used by the state

26. Remember to use textual evidence to support your ideas.
2014 TN Writing Assessment Sample Grade 7
Research Simulation Task
Part 1: Analytic SUMMARY
Prompt:
Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life.
Remember to use textual evidence to support your ideas.
We looked at the Anatomy of a Close Reading Lesson, now let’s dissect a sample 7th grade prompt.
The first portion of a Research Simulation Task on the TN Writing Assessment is an analytic summary.
How many texts is a student to read?
What kind of writing is required?
What are students reminded to do?

27. 2014 TN Writing Assessment Sample Grade 7 Research Simulation Task
Part 2: Analytic ESSAY
PROMPT:
You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:
“Biography of Amelia Earhart”
“Earhart's Final Resting Place Believed Found”
“Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
There is a second part of the Research Simulation Task. It is an Analytic Essay.
Please take a few moments to read the prompt and then tell your neighbor how many texts are to be read, what kind of writing is required, and what students are reminded to do.
So the 2nd part of the RST is an analytical essay based on reading two or more texts.
Remember, a text could be a map, chart, or a media clip.
The entire Amelia Earhart assessment item can be found in your packet, pages SCS-5 – SCS-11

28. What is an Analytic Summary?
An analytic summary is a condensed work of an article, chapter, essay, story, or other work. It is written in the writers own words and includes certain information essential to the major idea/ideas of the text.
State the author’s name, the title of the text being summarized, and the main idea of the work.
State the supporting details of the work used to build the argument. (To develop the argument, find relationships among the points given within the supporting details.)
Finish with a concluding sentence; a restatement of the author’s main idea (thesis).
Present tense should be used for this type of writing.
Write in third person
When finished, does the writer effectively represent the key ideas of the original article, essay, research, etc. The writer does not offer an opinion of the text. The writer summarizes the text that was read.
Recommended Literacy Strategies: Double Entry Notes: T-Charts or Cornell Notes; the outline,
Since we know that both an analytic summary and an analytic essay is a requirement of the TN Writing Assessment, lets review each starting with the Analytic Summary.
Have someone read slide
Between now and the writing assessment, students should be writing summaries each week – ELA, CTE, Science, Social Studies, Art, World Language – all subjects.
More information on how to write an analytic summary can be found on the TNCore website or SCS ELA/Literacy Weebly site.

29. What is an Analytic Essay?
In general, an analytic essay is a short piece of writing about a specified subject or matter written with a beginning, middle, and end.  This type of essay must show a clear connection of the evidence to the central idea.   The writer demonstrates the ability to take a subject, break it into parts, and then examine the parts.  The analytical essay is adaptable to most any topic or writing direction and can be contracted or expanded to fit various time frames.  Components of the analytical essay:
Thesis – the “what” and the “how”.  The thesis states the main ideas addressed in the paper.
Explanation of the significance of the posed problem or question.
A strong introduction
Evidence to orient the readers to the problem or to the argument.
Essay Structure (e.g., compare/contrast)
A firm conclusion that sums up the points made in the paper.
The number of paragraphs will correlate to the component parts being discussed throughout the paper.
The second part of the TN Writing Assessment requires students to write an analytic essay.
Read the slide
Students should practice writing an analytic essay from one of the examples on TNCore.org

30. 2014 TN Writing Assessment
Each writing assessment will consist of two complex texts (stimulus passages) and two items (essay prompts).
Texts will cover social studies or science topics in order to demonstrate the range of informational reading possible in a Common Core curriculum
Students will write two essays:
One essay about the first text. The essay will be an analytical summary (informational/explanatory).
One analytical essay about both texts. The essay will be information/explanatory or opinion/argument
So here is a summary of the 2014 Writing Assessment that will mimic PARCC.
Read Slides

31. 2014 TN Writing Assessment
The assessment will have a time limit of 2.5 hours.
The assessment in all grades will be scored centrally at Measurement Incorporated.
The administration window for all districts:
February 3-13: required grades 5, 8, 11
February 18-21: grades 3, 6, 9
February 24-28: grades 4, 7, 10
The 2014 TCAP Writing Assessment will continue to have no impact upon district or school level accountability.
The Writing Assessment – Timing and Administration Information inside your Packet on page SCS-12 through SCS-14

32. Prepare for the 2014 TN Writing Assessment
Students’ writing summaries and essays in response to a text they have read closely is the best preparation for the February assessment.
Shelby County Schools has suggested writing calendars to guide writing in January.
Some of the guidance comes from the TNCore Literacy Portal.
Read bullet #1 Say: This should have been implemented since early in the school year. (page SCS-15)
Read bullet #2 and say: These calendars for Elem, Middle , and High were shared with you in the Monday Memo and can be found in your packet (page SCS-16 through SCS-18).
Read bullet #3 Say: The TNCore Literacy Portal Document is also in your packet for your review (page SCS-19)

33. Activity 1
Turn and tell a partner how this year’s writing assessment will be different from last year’s assessment?
2013
2014
1 Text
1 Prompt
1 Essay
Paper and Pencil Option
2 Pieces of Text
2 Prompts
2 Essays
No paper and pencil option/all online
Notes: Now let’s review some of the differences between last year’s and this year’s Writing Assessment.

34. Reflection
Are students receiving daily practice citing evidence in conversation, writing and/or research?
What is the impact if the answer is ‘no?’
Do I have the information to answer this question for my building (or district)?
What would I need to collect or learn in order to answer this question?
What actions can I take or have I taken as a leader that would move us toward answer ‘yes?’
So Back to ELA Shift #2, Reading and Writing with Evidence. Let’s take a few minutes for reflection.
Take a moment to consider your response to these questions. (Read questions)

35. CCSS Instructional Practice Guides
Enclosed at the end of your packet are the CCSS Instructional Practice Guides. Pull out appropriate rubric and review them.
These guides have concrete examples of what Core Instructional Actions should look like. Than can be use for daily planning and practice. It is designed as a developmental tool for teachers and those who support teachers and can be used to observe a lesson and provide feedback or to guide lesson planning and reflection.

36. Bridge to Practice Through the Eyes of A child.
This bridge to practice assignment is designed to give you a snapshot of the student experience of a day and to specifically provide evidence to reflect on how often students are engaging in reading and citing evidence across a day. Step One: Collection Ask students to document their day. “Please take these sheets to every class today. I would like you to describe your activities and work in each class. Not just page numbers of what you work on but a brief description of what the in class activities are, what objectives of the lesson is, and any homework that is assigned. Please make a copy of any text us use in the class or worksheets you are given.”
BLURB
In our next CCSS Principal Leadership session we will learn how to implement instructional shifts in Math CCSS.
Please complete this homework before our next session in February.
Explain what the Bridge to Practice entails.

37. Bridge to Practice (cont.)
Also send an to teachers explaining that students may be bringing this template to class to complete and to assist you in making copies of texts or giving you an extra copy of any materials you use.
Collect student responses across multiple grades and experiences. The purpose of this exercise is not evaluative in any way- it is purely to capture trends in the experience a student is having in a given day to be used for reflection.
Your own closing remarks