1. Common Core State Standards Secondary Meeting November 29, 2011

2. THINK DIFFERENT Here’s to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes. The ones who see things differently, they’re not fond of rules. You can quote them, disagree with them, glorify or vilify them, but the only thing you can’t do is ignore them because they change things, they push the human race forward, and while some may see them as the crazy ones, we see genius, because the ones who are crazy enough to think that they can change the world, are the ones who do.

3. Desired Outcomes: Awareness of the Major Shifts in the Common Core State Standards Deeper Understanding of the Big Ideas in the Common Core State Standards Text Complexity/Text Dependent Questions The Written Argument Deeper Understanding of College Readiness in English

4. Expectations Work with your department to share and discuss the ideas of CCSS shifts, text- dependent questions, college readiness and the written argument. Sub day to be provided by OCISS

5. It comes from saying no to 1,000 things to make sure we don’t get on the wrong track or try to do too much.- Steve Jobs

6. The Common Core State Standards Expect Students to: Read Like a Detective and Write Like a Reporter -David Coleman- contributing writer, Common Core State Standards

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8. College and Career Ready Percent of Hawaii DOE Graduates Enrolled in Remediation- level Courses in the University of Hawaii system* *Source: Hawaii P-20 Partnerships for Education “College and Career Indicators Report”

10. 10 A five-phase process: 1. Familiarity 2. Understanding 3. Internalization 4. Incorporation 5. Sustainability A five-phase process: 1. Familiarity 2. Understanding 3. Internalization 4. Incorporation 5. Sustainability CCSS Implementation: Professional Development Plan

11. 1. Read Text of Sufficient Complexity and Range 2. Read Closely to Analyze, Infer and Give Evidence 3. Write to Sources 4. Short, Focused Research 5. Written and Spoken Argument 6. Academic Vocabulary 7. Shared Responsibility for Literacy Development Among All Teachers

12. The English Language Arts Standards Key Changes and Their Evidence

13. REFLECTION THINK ABOUT THE KEY CHANGES AND THEIR RELATED REFLECTION QUESTIONS: WHERE ARE YOU? WHERE IS YOUR SCHOOL?

14. http://engageny.org/

15. Gettysburg Address Exemplar Lavish love and attention on the text (3 days of study) Interplay of scaffolds and building students’ independent capacity Represents several key shifts in the CCSS o Text is central to the lesson (read, re-read, slow down) o Focus on complex text...complex, informational text (R.10) o Questions require evidence (R.1) o Focus on academic vocabulary (R.4; L.6) o Analyze the text in writing (W.9)

16. Overview of the Three Days Day One: What’s at stake: A nation as a place and as an idea (first two paragraphs) Day Two: From funeral to new birth (third paragraph) Day Three: Dedication as national identity and personal devotion So where to start?

17. Well, first where not to start... The lesson does not: Provide context about Lincoln or the Civil War Provide the main idea, purpose, or theme Ask students to predict what Lincoln will say

18. Recap of Instructional Moves First move: teacher does little to introduce So as not to simplify the text or rob students of discovering things for themselves Second move: students read to themselves Research shows students reading and re-reading improves their comprehension Third move: teacher reads portion of speech out loud Research shows that teachers reading out loud improves fluency and builds vocabulary—smoothes out comprehension bumps caused by dysfluency, allowing all to access challenging text

19. Recap of Instructional Moves Fourth move: students paraphrase or translate into own words Research shows asking students to write about what they read strengthens their comprehension of texts Fifth move: teacher asks a series of specific, text-dependent questions Text-dependent questions serve as the scaffolding. They sustain focus on the paragraphs, sentences and even words of the text. They ask for evidence to support claims. Sixth move: students write an independent essay on what Lincoln says is the task left to those listening to his speech

20. Day Three: Trace How the Power of a Word Grows How many times does Lincoln use the word dedicate? What verb is first associated with dedicate? What verb is associated with the next two uses? What word is associated with the final two uses of dedicate?

21. Importance of Text-Dependent Q’s in the Lesson Require students to follow the details of what is explicitly stated and make valid claims that square with text evidence Do not require information or evidence from outside the text Linger over specific phrases and sentences Questions build on each other so students stay focused on the text & learn fully from it 80--90% of reading standards require text-dependent analysis yet about over 30% of Q’s in major textbooks do not Let’s look at some samples from Lincoln’s Gettysburg Address...

22. Text Dependent Questions? What are the people who are assembled at Gettysburg there to do? Have you ever been to a funeral? What is the unfinished work that Lincoln asks those listening to commit themselves to at the end of the speech? Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote? Did Lincoln think that the north was going to “pass the test” that the civil war posed? Why did Lincoln give this speech? Explain the logical progression of Lincoln’s argument.

23. Note What the Lesson Does: Allows the mystery to unfold Includes scaffolding that doesn’t simplify the text (series of specific questions) Asks questions that require evidence Provides keen focus on paragraphs, sentences, and even words

24. Note What the Lesson Doesn’t Do: Doesn’t ask students for their personal opinion or what they are feeling Doesn’t ask big, broad questions just to get students talking (no bigger questions than how Lincoln secures his claim) Doesn’t ask students to compare another text to Lincoln’s speech

25. GROUP WORK Carefully Review The Exemplar Lesson (15 min pgs. 1-13) Using the Gettysburg Address Exemplar as a model create a series of engaging text dependent questions (6-10) for your group’s selected Appendix B grade 9-10 informational text excerpt.

26. GROUP WORK Chart and Be Prepared to Share Your Work

27. Writing- Three Text Types Argument Informational/Explanatory Narrative Writing

28. Writing-The Special Place of Argument Among the most important skills expected of incoming students were articulating a clear thesis’ identifying, evaluating, and using evidence to support or challenge the thesis and considering and incorporating counterarguments into their writing. (Intersegmental Committee of The Academic Senates of the California Community Colleges, the California State University, and the University of California, 2002)

29. Argument and Persuasion

30. Thank You For Coming Reminders: Webinar Series: –December 8, 2011 Literacy Standards in Science –February 14, 2012 The Written Argument