Using the Publishers’ Criteria for ELA/Literacy to Better Understand the Standards

Icebreaker Question What is the intention of the Publishers’ Criteria? Who is it intended for? How can it support these different audiences?

Goals for this Session We will closely examine the Publishers’ Criteria in an effort to: Gain a deeper understanding of the Common Core State Standards and the shifts they require Discuss the Standards’ implications for instructional materials Judge materials for alignment and reflect on the appropriate use of existing classroom resources and strategies

ELA/Literacy: 3 shifts Regular practice with complex text and its academic language Reading, writing, and speaking grounded in evidence from text, both literary and informational Building knowledge through content-rich nonfiction

Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy Designed to guide publishers and curriculum developers as they work to ensure alignment with the CCSS. Focuses on the most significant elements of the Standards. Not intended to dictate classroom practice. Comprised of two documents: grades K-2 and 3-12. Aimed to support the responsibilities of both producers and purchasers of instructional materials.

Document Organization Four sections: Key Criteria for Text Selection Key Criteria for Questions and Tasks Key Criteria for Academic Vocabulary Key Criteria for Writing to Sources and Research

I. Key Criteria for Text Selection Text Complexity Align with grade by grade complexity requirements outlined in the Standards Give all students access to and support with grade-level complex text Include shorter, challenging texts Include novels, plays, and other full-length readings Increase regular independent reading

Features of Complex Text Subtle and/or frequent transitions Multiple and/or subtle themes and purposes Density of information Less common settings, topics or events Lack of repetition, overlap or similarity in words and sentences Complex sentences Uncommon vocabulary Lack of words, sentences, or paragraphs that review or pull things together for the student Longer paragraphs Any text structure which is less narrative and/or mixes structures Use of passive voice

(materials, PD, assessment tools)? Time to reflect… Text Complexity What practices and materials are currently in place in our instructional setting to support all students in accessing appropriately complex text? Where do we have needs (materials, PD, assessment tools)?

Key Criteria for Text Selection Range and Quality of Texts In grades 3-5, literacy programs include equal measures of literary and informational texts.

Key Criteria for Text Selection Range and Quality of Texts In grades 3-5, literacy programs include equal measures of literary and informational texts. In grades 6-12, ELA programs include substantially more literary nonfiction. The quality of the texts is high. Specific texts and text types named in the standards are included. Specific anchor texts are selected for especially careful reading.

How do the current reading selections Time to Reflect… Range and Quality of Texts How do the current reading selections in our instructional setting align to the expectations of the Common Core? Who is engaged in conversations about text selection in our district? How are content area teachers engaged?

Key Criteria for Questions and Tasks High-Quality Text-Dependent Questions and Tasks A significant portion of the tasks and questions are text-dependent. High-quality sequences of text-dependent questions elicit sustained attention to the specifics of the text and their impact. Questions and tasks require the use of textual evidence. Instructional design cultivates student interest and engagement in reading rich texts carefully. Materials provide opportunities to build knowledge through texts. Questions and tasks attend to analyzing the arguments and information central to informational text.

Non-Examples and Examples Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Key Criteria for Questions and Tasks Cultivating Students’ Ability to Read Complex Texts Independently Scaffolds enable all student to experience rather than avoid the complexity of a text. Reading strategies support comprehension of specific texts, focus on building knowledge. Design for whole-group, small-group, and individual instruction cultivates responsibility and independence. Questions and tasks require careful comprehension of the text first. Materials make the text the focus of instruction. Materials offer assessment opportunities that genuinely measure progress.

Key Criteria for Academic Vocabulary “Tier 2” words Present across content areas (in contrast to domain-specific words)

What is our current practice of vocabulary instruction? Time to Reflect… Academic Vocabulary What is our current practice of vocabulary instruction? Is it aligned to the requirements of the Common Core? Does it support college and career readiness? Does it support access to complex text? How are we supporting English Language Learners with vocabulary acquisition through complex text?

Key Criteria for Writing to Sources and Research Materials portray writing to sources as key task. Materials focus on forming arguments as well as writing to inform. In elementary school 30% writing to argue 35% writing to explain/inform 35% narrative writing In middle school 35% writing to argue 35% writing to explain/inform 30% narrative writing In high school 40% writing to argue 40% writing to explain/inform 20% narrative writing

Key Criteria for Writing to Sources and Research Materials portray writing to sources as key task. Materials focus on forming arguments as well as informative writing. Materials make it clear that student writing should be responsive to the needs of the audience and the particulars of the text in question. Students are given extensive practice with short, focused research projects.

Putting it all together The four strands of ELA– reading, writing, speaking and listening– are meant to be woven together. This is as true in instructional materials as in curriculum mapping. All three shifts are meant to be in play at once. There is no either/or here: good materials need all of this. Be wary of materials and approaches that seek to segregate the standards.

What’s In and What’s Out? Daily encounters w/complex texts Texts worthy of close attention Balance of literary and info texts Coherent sequences of texts Mostly text-dependent questions Mainly evidence-based analyses Accent on academic vocabulary Emphasis on reading & re-reading Reading strategies (as means) Reading foundations (central and integrated) Leveled texts (only) Reading any ‘ol text Solely literature Collection of unrelated texts Mostly text-to-self questions Mainly writing without sources Accent on literary terminology Emphasis on pre-reading Reading strategies (as end goal) Reading foundations (peripheral and detached)

Questions Worth Answering! It all boils down to. . . Texts Worth Reading and Questions Worth Answering!