creating ideal classroom conditions for the ELA common core State standards COSA, April 2013 john_slagle@mcgraw-hill.com

How does this relate to capacity for the common core?

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

Consider the Common Core fewer, higher, better

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

Consider the Common Core equity

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

Consider the Common Core connectivity

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

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.

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.

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.

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

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

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

something learned as an adult & how it was learned

optimal driving conditions

Conditions of Learning • Cambourne immersion

Conditions of Learning • Cambourne demonstration

Conditions of Learning • Cambourne expectation

Conditions of Learning • Cambourne responsibility

Conditions of Learning • Cambourne employment

Conditions of Learning • Cambourne approximation

Conditions of Learning • Cambourne feedback

What makes texts & tasks complex ?

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)

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)

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)

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

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

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

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

qualitative evaluation CCSS lenses for qualitative evaluation

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

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

structure simple complex

structure explicit implicit

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

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

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

structure simple graphics sophisticated graphics

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

language conventionality & clarity literal figurative or ironic

language conventionality & clarity clear ambiguous, purposefully misleading

language conventionality & clarity contemporary, familiar archaic, otherwise unfamiliar

language conventionality & clarity conversational general academic & domain specific

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

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

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

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

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

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

(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)

(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)

(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)

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

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

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

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

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

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

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

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

Slagle 64

coffee: a menu of words CAFFÈ AMERICANO TALL▪GRANDE▪VENTI CAFFÈ LATTE CAFFÈ MOCHA CAPPUCCINO CARAMEL MACCHIATO  CINNAMON DOLCE LATTE ESPRESSO 140˚ ESPRESSO CON PANNA 160˚ ESPRESSO MACCHIATO 180˚ 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

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

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

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

creating conditions for collaboration 69

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

A topic of interest. Fisher & Frey 71

An authentic reason to interact. Fisher & Frey 72

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

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

Understanding of the task. Fisher & Frey 75

Knowledge of the norms of interaction. Fisher & Frey 76

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

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

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

Developing Our Capacity 80

+ 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? +

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? +

+ 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? +

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

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

- + =

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

writing in the common core classroom Analyze & Report

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.

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.

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.

Classroom Snapshot

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

writing in the common classroom Argue & Persuade

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.

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.

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?

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?

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?

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.

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?

Strategies that Influence 113

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

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

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

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

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

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

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

creating ideal classroom conditions for the ELA common core State standards COSA, April 2013 john_slagle@mcgraw-hill.com