Winston- Salem / Forsyth County Schools ELA Module 3

Instructional Shifts with Common Core Balancing Informational and Literacy Texts Building Knowledge in the Disciplines Through Literacy in 6-12 Increasing the Use of Complex Text Focusing on Text Evidence Firmly Establishing the Reading-Writing Connection Teaching Academic Vocabulary

Balance Between Literary and Informational Text Susan Pimentel Video

#1- Balance Between Literary- Informational Text Grade LevelInformationalLiterary 4th50% 8th55%45% 11th70%30% 2011 NAEP Reading Framework

#1-Balancing Informational and Literary Text Students need systematic instruction on reading and comprehending literary and informational text They need to be able to distinguish the differences between informational and literary texts They need to be able to adjust / monitor their reading strategies to comprehend

Literary Performance Task Students read Paul Fleischman’s poem “Fireflies,” determining the meaning of words and phrases in the poem, particularly focusing on identifying his use of nonliteral language (e.g., “light is the ink we use”) and talking about how it suggests meaning. [RL. 3.4]

Sample Performance Task Kindergarten 1 st Grade 2 nd and 3 rd 4 th and 5 th

Sample Performance Task: 4 th and 5 th Grade Students identify overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her Hurricanes: Earth’s Mightiest Storms. [RI.5.5]

Sample Performance Task: 2 nd and 3 rd Grade Students read Robert Cole’s retelling of a series of historical events in The Story of Ruby Bridges. Using their knowledge of how cause and effect gives order to events, they use specific language to describe the sequence of events that leads to Ruby desegregating her school. [RI. 3.3]

Sample Performance Task: Kindergarten and 1 st Grade Students (with prompting and support from the teacher) describe the connection between drag and flying in Fran Hodgkins and True Kelley’s How People Learned to Fly by performing the “arm spinning” experiment described in the text. [RI.K.3]

#2- Building Knowledge in the Disciplines Through Literacy in 6-12

#3-Increasing the Use of Complex Text Teachers ensure students are reading complex texts (literary and informational) at every grade level Students spend more time on complex texts by reading closely and re-reading key paragraphs

#3-Increasing the Use of Complex Text Teachers engage all students in critical analysis of complex text Text complexity is not determined by length, rather by the language, content and concepts appropriate for the audience

Educational GPS The Common Core is our “educational GPS”. The GPS destination is all high school graduates will be college and career- ready without the need for remediation.

Educational GPS The Common Core is our “educational GPS”. The GPS destination is all high school graduates will be college and career- ready without the need for remediation. Now that the destination has been identified, our educational GPS back-maps to locate the route.

Educational GPS The Common Core is our “educational GPS”. The GPS destination is all high school graduates will be college and career-ready without the need for remediation. Now that the destination has been identified, our educational GPS back-maps to locate the route. Back-mapping determines how to get to the destination- college and career readiness from the starting location - kindergarten

Reading Informational Text- Standard Nine Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. Twelfth Grade

Reading Informational Text- Standard Nine With prompting and support, identify basic similarities in and differences between two texts on the same topic Kindergarten

“You never build a scaffold without a plan to remove it” David Coleman

#4-Focusing on Text Evidence Teachers spend time planning purposeful higher level questions that require the students to search for evidence. Teachers move students beyond making easy connections with the text to a deeper analysis Teachers guide the students to return to the text for evidence to support their arguments or conclusions

#5- Firmly Establish the Reading- Writing Connection Students must be able to analyze and synthesize ideas across multiple texts about a single topic Teachers must transform narrative thinking into informational writing Teachers must provide instruction on choosing meaningful, relevant and sufficient evidence when writing

#6- Teaching Academic Vocabulary Teachers strategically select key vocabulary Tier 1- everyday language for native English speakers Tier 2- general academic words- relative, vary, faltered Tier 3- domain specific words- circumference, aorta, legislature Teachers should be strategic in supporting students’ vocabulary development

Summary of Changes for CCSS for ELA 1. Balancing Informational and Literary Texts 2. Building Knowledge in the Disciplines Through Literacy in Increasing the Use of Complex Text 4. Focusing on Text Evidence 5. Firmly Establishing the Reading-Writing Connection 6. Teaching Academic Vocabulary