1. creating ideal classroom conditions for the ELA common core State standards
COSA, April 2013

2. How does this relate to capacity for the common core?

3. comprehensive transition
planning for a
comprehensive transition
training & techniques
texts & tools

4. Consider the Common Core
fewer, higher, better

5. reading across texts & in emerging environments
Consider the
Common Core
reading across texts & in emerging environments

6. Consider the Common Core
equity

7. equality of fiction & nonfiction
Consider the
Common Core
equality of fiction & nonfiction

8. Consider the Common Core
connectivity

9. text complexity & rigorous tasks
Consider the
Common Core
text complexity & rigorous tasks

10. Reading Anchors
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
Key Ideas and Details
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

11. Reading Anchors
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Craft and Structure
6. Assess how point of view or purpose shapes the content and style of a text.

12. Reading Anchors
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
Integration of Knowledge and Ideas
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
Integration of Knowledge and Ideas
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

13. Reading Anchors
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

14. agenda complex texts & tasks collaborative conversations close reading
writing to analyze
agenda
writing to argue

15. agenda complex texts & tasks collaborative conversations close reading
writing to analyze
agenda
writing to argue

16. something learned
as an adult
&
how it was learned

17. optimal driving conditions

18. Conditions of Learning • Cambourne
immersion

19. Conditions of Learning • Cambourne
demonstration

20. Conditions of Learning • Cambourne
expectation

21. Conditions of Learning • Cambourne
responsibility

22. Conditions of Learning • Cambourne
employment

23. Conditions of Learning • Cambourne
approximation

24. Conditions of Learning • Cambourne
feedback

25. What makes texts & tasks complex ?

26. complex texts . . .
The inherent difficulty of reading and comprehending
a text combined with consideration of reader and task variables;
in the Standards, a three-part assessment of text
difficulty that pairs qualitative and quantitative
measures with reader-task considerations.
(CCSS, pp. 31, 57; Reading, pp. 4–16)

27. complex texts . . . 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)

28. complex texts . . . 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)

29. Potential Areas of Text Complexity
Purpose
Organization
Teaching for Access ● Fisher

30. Potential Areas of Text Complexity
Sentence Structure
Prior Knowledge
Teaching for Access ● Fisher

31. Potential Areas of Text Complexity
Genre
Connection of Ideas
Teaching for Access ● Fisher

32. Potential Areas of Text Complexity
Specific Vocabulary
Teaching for Access ● Fisher

33. qualitative evaluation
CCSS lenses for
qualitative evaluation

34. levels of meaning* (literary texts) single level of meaning
multiple levels
of meaning
(literary texts)

35. (informational texts)
purpose*
explicitly stated
purpose
implicit purpose,
may be hidden
or obscure
(informational texts)

36. structure
simple
complex

37. structure
explicit
implicit

38. (chiefly literary texts)
structure*
conventional
unconventional
(chiefly literary texts)

39. (chiefly literary texts)
structure*
events related
chronological
order
events related
out of chronological
order
(chiefly literary texts)

40. (chiefly informational texts)
structure*
traits of a common
genre or subgenre
traits specific to
a particular discipline
(chiefly informational texts)

41. structure
simple graphics
sophisticated graphics

42. structure graphics unnecessary graphics essential to
or merely supplementary
to understanding the text
graphics essential to
understanding the text
and may provide
information not otherwise
conveyed in the text

43. language conventionality & clarity
literal
figurative or ironic

44. language conventionality & clarity
clear
ambiguous,
purposefully
misleading

45. language conventionality & clarity
contemporary,
familiar
archaic,
otherwise
unfamiliar

46. language conventionality & clarity
conversational
general academic &
domain specific

47. (literary texts) knowledge demands: life experiences* simple theme
complex or
sophisticated
theme
(literary texts)

48. (literary texts) knowledge demands: life experiences* single theme
multiple
themes
(literary texts)

49. (literary texts) knowledge demands: life experiences* common, everyday
experiences or clearly
fantastical situations
experiences distinctly
different from one’s own
(literary texts)

50. (literary texts) knowledge demands: life experiences*
single perspective
multiple perspectives
(literary texts)

51. (literary texts) knowledge demands: life experiences*
perspective(s) like
one’s own
perspective(s) unlike
or in opposition to
one’s own
(literary texts)

52. (chiefly literary texts)
knowledge demands:
cultural/literary knowledge*
everyday knowledge
and familiarity with
genre conventions
required
cultural and literary
knowledge useful
(chiefly literary texts)

53. (chiefly literary texts)
knowledge demands:
cultural/literary knowledge*
low intertextuality
(few if any references/
allusions to other texts)
high intertextuality
(many references/
allusions to other texts)
(chiefly literary texts)

54. (chiefly informational texts)
knowledge demands:
content/discipline knowledge*
everyday knowledge
and familiarity with
genre conventions
required
extensive, perhaps
specialized discipline-
specific content knowledge
required
(chiefly informational texts)

55. (chiefly informational texts)
knowledge demands:
content/discipline knowledge*
low intertextuality
(few if any references
to/citations of
other texts)
high intertextuality
(many references to/
citations of other texts)
(chiefly informational texts)

56. assessment consortiums
Grade 4
tasks: what
will it take?
CR14-01 CR/ECR
assessment consortiums
showcase items 56 56

57. agenda complex texts & tasks collaborative conversations close reading
writing to analyze
agenda
writing to argue

58. A Model for Success for All Students
TEACHER RESPONSIBILITY
Focus Lesson
“I do it”
Guided Instruction
“We do it”
“You do it
together”
Collaborative
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. 58

59. The sudden release of responsibility
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. 59

60. DIY (do it yourself) school
TEACHER RESPONSIBILITY
(none)
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. 60

61. The “good enough” classroom
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. 61

62. A Model for Success for All Students
TEACHER RESPONSIBILITY
Focus Lesson
“I do it”
Guided Instruction
“We do it”
“You do it
together”
Collaborative
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. 62

63. What are Collaborative Conversations?
Multiple exchanges between students and peers as well as students and adults
Conversations are centered on grade level texts and topics - providing opportunities for students to practice new vocabulary, especially content-specific vocabulary.
Follow rules for discussion, such as listening to others and taking turns speaking.
Asking and answering questions to confirm
understanding of key details and seek clarification

64. Slagle 64

65. coffee: a menu of words CAFFÈ AMERICANO TALL▪GRANDE▪VENTI CAFFÈ LATTE
CAFFÈ MOCHA
CAPPUCCINO
CARAMEL MACCHIATO  CINNAMON DOLCE LATTE ESPRESSO ˚ ESPRESSO CON PANNA ˚ ESPRESSO MACCHIATO ˚ PEPPERMINT WHITE CHOCOLATE MOCHA DRIP SKINNY CARAMEL LATTE WET SKINNY CINNAMON DOLCE LATTE DRY SKINNY HAZELNUT LATTE EXTRA-FOAM SKINNY VANILLA LATTE NO FOAM SYRUP FLAVORED LATTE SPLIT SHOT VANILLA LATTE SINGLE-SHOT WHITE CHOCOLATE MOCHA QUAD-SHOT
KID’S TEMP (STARBUCKS, 2008) 65

66. Function: Ordering Coffee from a specific coffee shop
coffee please!
Function: Ordering Coffee from a specific coffee shop
Forms: Tall, Grande, Venti, Skinny, Soy, Wet, Steamer, Latte, Whip
Fluency: May I please have two grande soy chai lattes and one skinny vanilla steamer with no whip.
Slagle, adapted from Focused Approach

67. FORMS By Levels of English Proficiency
coffee please!
FORMS By Levels of English Proficiency
Beginning Level: ________, please!
(Coffee)
Early Intermediate level: Can I have two _______ _________, please? (grande, lattes)
Intermediate level: May I have two _______ ______ _____ please? (grande, chai, lattes)
Proficiency level: May I please have two _____ _____ _____ ______?(grande, soy, chai, lattes)
Slagle, adapted from Focused Approach 67

68. considering the client
THINKING
MULTIPLE INTELLIGENCES
LEARNING STYLE
LANGUAGE ACQUISITION
LITERACY DEVELOPMENT
SCHEMA
INTERESTS
READINESS
CA CCSS SKILLS & STRATEGIES
Slagle 68

69. creating conditions for collaboration69

70. Enough background knowledge to have something to say.
Fisher & Frey 70

71. A topic of interest.
Fisher & Frey 71

72. An authentic reason to interact.
Fisher & Frey 72

73. Expectations of and accountability for the interaction. Fisher & Frey73

74. An established community of learners that encourage & support
each other.
Fisher & Frey 74

75. Understanding
of the task.
Fisher & Frey 75

76. Knowledge of
the norms
of interaction.
Fisher & Frey 76

77. agenda complex texts & tasks collaborative conversations close reading
writing to analyze
agenda
writing to argue

78. Close Reading
Keeping your eyes on the text to read the content very carefully, paying attention to details
Stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately
Requires active thinking and analyzing of the content to make decisions.
Supports students’ comprehension in
different disciplines

79. CCSS Close Reading Design
Read the Text-What is the author saying?
Reread the text for a specific purposes
Collaborative Conversations
Reread the text multiple times using comprehension tools to help clarify issues
Answer Questions
Write about the Reading

80. Developing Our Capacity80

81. + complex text & tasks What inferences can you make about the
teacher’s beliefs?
What teaching behaviors do you see?
How could these behaviors & beliefs be
changed or built upon? +

82. collaborative conversations
What inferences can you make about the
teacher’s beliefs?
How could these behaviors & beliefs be
changed or built upon?
What teaching behaviors do you see? +

83. + close reading What inferences can you make about the
teacher’s beliefs?
How could these behaviors & beliefs be
changed or built upon?
What teaching behaviors do you see? +

84. agenda complex texts & tasks collaborative conversations close reading
writing to analyze
agenda
writing to argue

85. agenda complex texts & tasks collaborative conversations close reading
writing to analyze
agenda
writing to argue

86. - + =

87. Common Core Writing Standards College and Career Readiness Anchors
Text Types and Purposes 1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

88. Common Core Writing Standards College and Career Readiness Anchors
Text Types and Purposes 2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.

89. Common Core Writing Standards College and Career Readiness Anchors
Text Types and Purposes 3
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and well structured event sequences.

90. Common Core Writing Standards College and Career Readiness Anchors
Production and Distribution of Writing 4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.

91. Common Core Writing Standards College and Career Readiness Anchors
Production and Distribution of Writing 5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.

92. Common Core Writing Standards College and Career Readiness Anchors
Production and Distribution of Writing 6
Use technology, including the internet, to produce and publish
writing and to interact and collaborate with others.

93. Common Core Writing Standards College and Career Readiness Anchors
Research to Build and Present Knowledge 7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

94. Common Core Writing Standards College and Career Readiness Anchors
Research to Build and Present Knowledge 8
Gather relevant information from multiple print and digital
sources, assess the credibility and
accuracy of each source, and
integrate the information while avoiding plagiarism.

95. Common Core Writing Standards College and Career Readiness Anchors
Research to Build and Present Knowledge 9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.

96. Common Core Writing Standards College and Career Readiness Anchors
Range of Writing 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

97. The Common Core State Standards require that the balance of
writing students are asked to do parallel the balance assessed
on the National Assessment of Educational Progress (NAEP):
In elementary school, 30 percent of student writing should be to argue, 35 percent should be to explain/inform, and 35 percent should be narrative.
In middle school, 35 percent of student writing should be to write arguments, 35 percent should be to explain/inform, and 30 percent should be narrative.
In high school, 40 percent of student writing should be to write arguments, 40 percent should be to explain/inform, and 20 percent should be narrative.
These forms of writing are not strictly independent; for example,
arguments and explanations often include narrative elements,
and both informing and arguing rely on using information or
evidence drawn from texts.

98. agenda complex texts & tasks collaborative conversations close reading
writing to analyze
agenda
writing to argue

99. writing in the common core classroom
Analyze & Report

100. Common Core Writing Standards, Grade 3
7. Conduct short research projects that build knowledge about a topic.
8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
9. Begins in Grade 4.

101. Common Core Writing Standards, Grade 4
7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

102. Common Core Writing Standards, Grade 5
7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

103. Classroom Snapshot

104. agenda complex texts & tasks collaborative conversations close reading
writing to analyze
agenda
writing to argue

105. writing in the common classroom
Argue & Persuade

106. Common Core Writing Standards, Grade 4
Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create
an organizational structure in which related ideas are grouped to
support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
d. Provide a concluding statement or section related to the
opinion presented.

107. Common Core Writing Standards, Grade 5
Write opinion pieces on topics or texts,
supporting a point of view with
reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.

108. Activate Prior Knowledge
Writing to Argue or Persuade
What I Know About Essays that Argue or Persuade
They state a strong opinion.
What I Need To Think About Before Writing
Do I have a strong opinion about a topic or issue?

109. Activate Prior Knowledge
Writing to Argue or Persuade
What I Know About Essays that Argue or Persuade
They try to get readers to agree with their views.
What I Need To Think About Before Writing
How can I get others to share my views?

110. Activate Prior Knowledge
Writing to Argue or Persuade
What I Know About Essays that Argue or Persuade
They contain facts and opinions.
What I Need To Think About Before Writing
Do I have enough facts to support my opinions?

111. Studying A Model Characteristics of Arguing or Persuading Essays
A good arguing or persuading essay . . .
-Influences readers to accept a position or to take action.
-Includes an opening paragraph that gets the reader’s attention and tells the writer’s position.
-Has middle paragraphs that give reasons and facts that support the position.
-Includes reasons that are presented in a logical order.
-Has a closing paragraph that summarizes the position or makes a call to action.

112. Studying A Model Organization of Arguing or Persuading Essays
Introduction with topic sentence.
What is the writer’s position?
Middle paragraphs with support.
What facts does the writer provide to support opinions?
Conclusion with call to action.
How does the writer restate his or her position?

113. Strategies that Influence
113

114. Claim State your argument.
Example: I am going to try to convince you that chocolate is a healthy snack.
114

115. Big Names
Important people or experts can make your argument seem more convincing.
Example: Former U.S. president Bill Clinton thinks that junk food should be taken out of vending machines.
115

116. Logos Facts, numbers, and information can be very convincing.
Example: A Snickers bar has 280 calories and 30 grams of sugar.
116

117. Pathos
Getting people to feel happy, sad, or angry can help your argument.
Example: Your donation might just get this puppy off the street and into a good home.
117

118. Ethos
If people believe and trust in you, you’re more likely to persuade them.
Example: Believe me! I’ve been there before. I’m just like you.
118

119. Kairos
Try to convince your audience that this issue is so important they must act now.
Example: This is a one-time offer. You can’t get this price after today.
119

120. Research
Using reliable research can help your argument seem convincing.
Example: A recent study found that students who watch TV during the week don’t do as well in school.
120

121. creating ideal classroom conditions for the ELA common core State standards
COSA, April 2013