1. Teaching the Core: The ELA & Literacy Instructional Practice Guides: Coaching Tools www.achievethecore.org

2. PAGE 2 Goals Understand the key shifts for ELA/Literacy and what they look like in practice Identify teacher and student actions that may be present in Common Core State Standards-aligned lessons Become familiar with and apply the CCSS Instructional Practice Guides for ELA/Literacy: Coaching tools

3. PAGE 3 Agenda The Shifts We Make and Actions We Take Core Action 1– High Quality Texts Core Action 2 – Text-dependent Questions & Tasks Core Action 3– Productive Engagement Foundational Skills Putting It All Together

4. PAGE 4 Working Agreements Listen with the intent to understand. Ask questions! Focus on how this applies to your daily work. Imagine the possibilities! Create a safe place to air confusion and raise questions. Share your ideas and encourage others to do the same. Support ideas with evidence. Always.

5. PAGE 5 Material for Today Master Copies CCSS Instructional Practice Guides for K – 2 and 3 – 12 PowerPoint With space to take notes Activities and Materials Tools for today and beyond Also, TAB as you go!

6. PAGE 6 Consider What do the Common Core State Standards look like in the classroom?

7. PAGE 7 The CCSS and Key Shifts in ELA/Literacy 1.Regular practice with complex text and its academic language 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Building knowledge through content rich nonfiction

8. PAGE 8 CCSS Instructional Practice Guides– Design & Structure CCSS Instructional Practice Guides: Coaching ELA/literacy (K-2 and 3 – 12) Mathematics (K-8, HS) Each CCSS Instructional Practice Guide: Coaching is a tool for a single lesson describes 3 – 4 Core Actions each Core Action includes 3-6 indicators The focus today will primarily be on the Daily Lesson Guide.

9. PAGE 9 CCSS Instructional Practice Guides - Design Instructional Practice Guides Daily Lessons for Grades K – 2 and 3 – 12 Core Actions Key Practices (numbered sections) Indicators Observable (lettered details under each Core Action) Support ideas with evidence

10. PAGE 10 ACTIVITY #1: Core Actions Scavenger Hunt On a B&W working copy: FIRST – Answer the questions individually, then talk to your colleagues. NEXT – Color the shifts! 1.Regular practice with complex text and its academic language 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational. 3.Building knowledge through content rich nonfiction.

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12. PAGE 12 High Quality Texts – How Will I Know? What text will be used in the lesson? Is this text part of a sequence of texts designed to build knowledge? Explain. What are the quantitative measure(s) and qualitative features of the text? What considerations were made for reader and task?

13. PAGE 13 High Quality Texts: Text Complexity “The Common Core State Standards require students to read increasingly complex texts with increasing independence as they progress toward career and college readiness. Texts for each grade align with the complexity requirements outlined in the standards. Reading Standard 10 outlines the level of text complexity at which students need to demonstrate comprehension in each grade.” Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3–12

14. PAGE 14 Three Factors of Text Complexity 1.Quantitative Scale: What a computer can “see” and measure 2.Qualitative Measures: Text features best judged by human evaluation (structure, language and knowledge demands, and purpose) 3.Professional Judgment: What the instructor does with this text to help students read and understand it 14

15. PAGE 15 High Quality Text: Text Complexity STEP 1: QUANTITATIVE Verify that each text has been placed within an appropriate grade band based on at least one quantitative measure. Use the research-based “The Common Scale for Text Complexity” table

16. PAGE 16 Quantitative Scale CCSS GRADE BANDS ATOS Degrees of Reading Power Flesch-Kincaid The Lexile Framework Reading Maturity (2 nd – 3 rd )2.75 – 5.1442 – 541.98 – 5.34420 – 8203.53 – 6.13 (4 th – 5 th )4.97 – 7.0352 – 604.51 – 7.73740 – 10105.42 – 7.92 (6 th – 8 th )7.00 – 9.9857 – 676.51 – 10.34925 – 11857.04 – 9.57 (9 th – 10 th )9.67 – 12.0162 – 728.32 – 12.121050 – 13358.41 – 10.81 (11 th – CCSS)11.20 – 14.1067 – 7410.34 – 14.21185 – 13859.57 – 12.00

17. PAGE 17 High Quality Text: Text Complexity STEP 2: QUALITATIVE Verify that each text has been placed at a grade level based on a qualitative analysis. A qualitative analyses of text complexity represents an informed decision about complexity in terms of several factors discernible to a human reader applying trained judgment to the task. It’s important that this analysis is done systematically.

18. PAGE 18 What Is Complex Text, Exactly? 1.Dense information 2.Lack of words, sentences or paragraphs that review or connect ideas for the student 3.Lengthy paragraphs 4.Complex sentences 5.Text structure that is less narrative and/or mixes structures… 18

19. PAGE 19 (cont.) 6.Subtle and/or frequent transitions 7.Multiple and/or subtle themes and purposes 8.Uncommon vocabulary 9.Unfamiliar settings, topics or events 10.Lack of repetition, overlap, or similarity in words and sentences 19

20. PAGE 20 What Makes a Text Complex? Content knowledge Disciplinary knowledge Intertextuality Background & experiences Vocabulary Sentence length and structure Figurative language Regional/historic al usage (dialects) Text features Genre Organization Layers of meaning Purpose Concept complexity MeaningStructure KnowledgeLanguage

21. PAGE 21 Qualitative Measures

22. PAGE 22 Reader and Task STEP 3: Reader and Task (in conjunction with Step 2) Consider: Age of students and developmentally appropriate content Specific needs of the students Engagement and motivation A judgment call that can be discussed with the teacher

23. PAGE 23 Activity #2: Practice– High Quality Texts We will practice using an excerpt from The Great Fire along with a data set that includes two quantitative measures. 1.QUANTITATIVE: Study these two measures and the conversion table to place the passage in the appropriate grade band. 2.QUALITATIVE: Use the rubric to evaluate the qualitative features of the text. Be sure to provide evidence for each feature. Place the passage in the appropriate grade. 3.Discuss – Is this text worth reading?

24. PAGE 24 High Quality Texts Review and Discuss

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26. PAGE 26 Text-Specific Questions and Tasks – How will I know? Are the majority of questions and tasks text dependent and text specific? Can the student answer the questions without prior or outside knowledge? Does answering the questions require that students read the text? Are the questions tied to a text (not stand-alone)? Do the questions require students to cite or use evidence from the text to determine the correct answer? Do the questions require students to follow the details of, make inferences from, and/or evaluate what is read?

27. PAGE 27 Text Specific – How Will I Know? Questions and Tasks address: The CCSS for Reading, Writing, Speaking & Listening, Language A coherent sequence of questions designed to deepen understanding as students continue reading Central ideas of the texts Vocabulary and syntax Challenging portions of text

28. PAGE 28 Text-dependent vs Text-specific Text-specific Questions address the text specifically, rather than being generic What do the details about Chicago in paragraph 2 tell us about the author’s intent? Text-dependent Questions require thorough reading of the text, and evidence from it, in order to answer What is the author’s purpose?

29. PAGE 29 Text-dependent? Text-specific? Neither? Why would a cheetah ever race a beetle? Would this ever happen?

30. PAGE 30 Text-dependent? Text-specific? Neither? In what ways does the beetle benefit from its speed? Use evidence from the text to support your answer.

31. PAGE 31 Text-dependent? Text-specific? Neither? We have been reading about animals for the past two weeks! It is time to host your own animal contest! Choose a pair of animals that we have read about, and determine who would win the title of strongest? Fastest? Smartest? Best in show? You should use evidence from the texts we have read. Write up the results of the contest and present the contest to the class. Make sure to include visuals with your presentation.

32. PAGE 32 PRACTICE – Text-specific Question and Tasks Using the criteria we just reviewed, we will now analyze questions related to the excerpt from The Great Fire 1.Working individually or in pairs, read each question and apply the criteria, noting your responses in the chart. 2.Discuss the quality of the questions using your analysis (chart) and the indicators under Core Action #2 from the Instructional Practice Guide.

33. PAGE 33 Text-specific Questions & Tasks Review and Discuss

34. PAGE 34 Text-specific Questions & Tasks – Review and Discuss

35. PAGE 35 Core Action 3:

36. PAGE 36 Productive Engagement – How Will I Know? Are the students doing the work of reading, writing, speaking or listening? Were students able to successfully respond to the text dependent questions and tasks with precision? What strategies did the teacher utilize to encourage collaboration among students? What supports are available for student reading below grade level? What extension are provided for students reading above grade level? How does the teacher provide opportunities for students to persist through challenges?

37. PAGE 37 Precise Responses, Precise Feedback Student Responses: Text-based Employ evidence Build on the ideas of others Precise Feedback Do the teacher and students know what responses are expected? Do praise and corrective feedback teach students how to respond?

38. PAGE 38 PRACTICE: Productive Engagement

39. PAGE 39 Reflection: Core Action 3

40. PAGE 40 Core Action 1: Foundational Skills

41. PAGE 41 Reading Foundational Skills “These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.” - CCSS

42. PAGE 42 Reading Foundational Skills – How Will I Know? When in doubt, go to the Standards!

43. PAGE 43 Reading Foundational Skills The Common Core State Standards include Reading Foundational Skills for grades K – 5 K – 1 Print Concepts Phonological Awareness K – 5 Phonics and Word Recognition Fluency

44. PAGE 44 ACTIVITY: Reading Foundational Skills Scavenger Hunt 44 Examine the Standards – page 15

45. PAGE 45 PRACTICE: Reading Foundational Skills 1.Examine the sample 1 st grade lesson plan and materials. 2.Evaluate the lesson plan and materials using the CCSS Instructional Practice Guide. 3.Support your ratings with details from the lesson plan and the CCSS Reading Standards for Foundational Skills. 45

46. PAGE 46 PRACTICE – Putting It All Together 1.On your own, read and annotate the excerpt from Man’s Search for Meaning. 2.Together, watch the video. 3.On your own, then in pairs: – Read lesson plan – Examine student work – Use the IPG to discuss the lesson

47. PAGE 47 10 th Grade – Man’s Search for Meaning

48. PAGE 48 Reflection First, use the Instructional Practice Guide to discuss the lesson. What feedback or discussion points could be targeted from the Core Action evidence collected? How does using the Instructional Practice Guide: Coaching tool support the conversation about Common Core State Standards aligned instruction?

49. PAGE 49 Goals Understand the key shifts for ELA/Literacy and what they look like in practice Identify teacher and student actions that may be present in Common Core State Standards-aligned lessons Become familiar with and apply the CCSS Instructional Practice Guides for ELA/Literacy: Coaching tools

50. PAGE 50 Next Steps How could the Instructional Practice Guides: Coaching Tools be useful in your setting?

51. Contact us: www.achievethecore.orgwww.achievethecore.org