Common Core State Standards: ELA Shifts, Text Complexity & Exemplars, Cognitive Rigor, and Writing Expectations Facilitated by: x This CCSS ELA workshop.

Common Core State Standards: ELA Shifts, Text Complexity & Exemplars, Cognitive Rigor, and Writing Expectations Facilitated by: x This CCSS ELA workshop has been designed to be facilitated in one of two ways for a total of twelve seat hours Option A: two, six-hour sessions. Option B: four, three hour sessions. There are two slides at the end of each three hour increments. The first slide is a break slide and the slide following it is a closure slide. Depending either Option A or Option B presentation, choose either the break or closure slide to best fit your needs. Copies to be distributed electronically PowerPoint Handout Instructional Shifts Digging Deeper Handout Instructional Shifts Notes-Big Ideas CCSS ELA Appendix A CCSS ELA Appendix B CCSS ELA Appendix C Copies to be printed Handout Anticipation Guide & Handout Shaping up a Summary Poster paper 3x5 cards Blank sheets of paper PACING: 15 minutes for slides 1-5

Opener Introduce yourself at your table
Complete the Anticipation Guide exercise on your table Indicate whether you agree or disagree with each statement Review the statements a second time List a question for which you want to know the answer or a question that may be used to facilitate discussion at your school Discussion statements with table The purpose of this slide is to provide participants with appropriate Openers (or Bell Work). It is suggested that you prepare 3 openers in the form of each of the “Thinking Skill Strategies” to be taught at the end of the workshop. The idea is to provide relevant thinking skill strategies and allow participants to practice productive activities as stragglers join the workshop. It is not necessary for participants to finish the openers. However, exposure now will facilitate better learning later. Once all participants have arrived, ask them to get up and introduce themselves to 3 persons not at their own table stating name, position, school and district.

Proposed Expectations
Stay focused and fully engaged No competing conversations Participate to grow Share openly and monitor your listening Be a learner Create your own meaning and application Get your needs met Ask questions that benefit the group Personal questions on breaks Housekeeping Silence cell phones Take care of personal needs Handle business later Introduce today’s proposed expectations

Intended Outcomes The participants will build awareness of:
ELA Instructional Shifts Text Complexity Increasing rigor of standards across grades Implication for teacher instructional strategies Introduction Introduce yourself. Note that the purpose of this session is to build an awareness of ELA Instructional Shifts; Text Complexity; Increasing rigor of standards across grades; Implication for teacher, instructional strategies, and student learning strategies within the CCSS ELA Ask participants to introduce themselves (if appropriate) and if time permits.

Anticipation Guide What do you know about the new CCSS ELA?
1. True or False The Lexile level is the only important indicator of text complexity. 3. True or False is the pilot year for the Common Core Assessment. (PARCC) 4. True or False Not all standards correlate to the College and Career Anchor Standards. 5. True or False The standards show not only what should be taught but also how to teach. 6. True or False The standards do not define the nature of advanced work. 7. True or False The Common Core State Standards are an integrated model of literacy. 8. True or False The standards of reading, writing, speaking & listening, and language are the sole responsibility of English/Language Arts teachers. 9. True or False The federal government took the lead in developing the Common core standards for math and language arts. 10. True or False The Common Core State initiative was driven by the need to compete successfully in a global, 21st century workplace and economy. This is an “answer sheet” to the opener

Why Common Core State Standards?
Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school. Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. Equity: Expectations are consistent for all. Students must be prepared to compete with not only their American peers in the next state, but with students from around the world. Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials. The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. There are 5 main considerations for the CCSS. Read slide

Think-Write-Pair-Share
Why are common standards important nationally, statewide and for YOUR students? Ask the question. Have participants engage in Think, Write, Pair Share. Allow them a few minutes to think and write their thoughts and then pair share, taking turns. Seek non volunteers to share their partner’s response. Think-Write-Pair-Share

Key Design Advances Reading
Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary CCSS ELA Appendices 1, 2, 3 Supplemental materials as resources The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in the four key advances of reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual. Refer to the electronic documents for CCSS ELA Appendix A contains supplementary material on reading, writing, speaking and listening, and language as well as a glossary of key terms. CCSS ELA Appendix B consists of text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks. CCSE ELA Appendix C includes annotated samples demonstrating at least adequate performance in student writing at various grade levels.

Key Design Advances Standards for Reading and Writing in History/Social Studies, Science, and Technical Subjects: Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects (embedded within K-5) Alignment with college and career readiness expectations The standards for history/social studies begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. The standards for science and technical subjects begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. The standards for writing below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Big Idea for CCSS ELA Standards
Based on the introductory information on the CCSS ELA Standards, jot down a few big ideas. This closure is an important component prior to the next segment of the presentation. Ask participants to think and jot down a couple of big ideas of the CCSS independently. Engage them in in round table and ask each to share a big idea. Select a few non volunteers to share an idea from the table.

David Coleman Instructional Shifts
Handout: Instructional Shifts Transcript Handout: Instructional Shifts Notes -Big Ideas David Coleman Instructional Shifts English Language Arts Lead Common Core State Standards Development Video … Handout: Instructional Shifts – Transcript Handout: Instructional Shifts Notes-Big Ideas Video … Transcript … PACING: about 30 minutes for slides or slides (alternative if showing a video is not an option)

Instructional Shifts: ELA
Handout: Instructional Shift Description Instructional Shifts: ELA Building Knowledge through content-rich non-fiction Read, Write, Speak grounded in evidence from the text (literary & informational) Regular practice with complex text and its academic language Handout: Instructional Shifts (overview 6 slides), Instructional Shifts (overview 6-3), Instructional Shifts (Description 3) This slide presents the adapted (or simplified) new version of the ELA shifts Shift 1 and Shift 2 combined as shift 1 Shift 4 and Shift 5 combined as shift 2 Shift 3 and Shift 6 combined as shift 3 Provide at least 5 minutes for participants to read through the handouts. Ask participants to pair share regarding the question on the bottom of the slide … OR Ask volunteers to share connection in what they read in the handouts (table & 3 shifts) relevant to previous videos & engage ny worksheet How does this description and overview connect to the previous videos and engage ny worksheet?

Digging Deeper Each table group will review ONE shift
Handout: Instructional Shifts Digging Deeper Digging Deeper Each table group will review ONE shift Using the graphic organizer, discuss the questions listed and reach consensus regarding significant points (per question) Return to the last page (summary column) to create a summary of approximately three key points from your discussion of all questions Handout: Instructional Shifts (engage ny worksheet) This activity presents the 6 shifts It is recommended that the next 6 slides be skipped and replaced with a learning activity using the SHIFT VIDEOS (from engage ny). Each group will view the video on ONE shift (if video is not possible, substitute reading). Each group is to take notes during the video, identify numerous significant ideas (by discussing questions), and then choose approximately 3 key points to share. IF THE VIDEO OPTION IS NOT AVAILABLE …use the Instructional Shifts (information) packet to provide the information and ask groups to brainstorm relevant ideas (implications for classroom instruction, critical questions to discuss with teachers, etc)

Let’s Examine a Lesson As you watch the video make notes…
Video: Analyzing Texts: Overview of Lesson Series (Grade 5, Non-Fiction, Ms. Brewer) lesson?fd=1 As you watch the video make notes… What do you see and hear that relates to the ELA shifts (3 shifts)? How does the teacher plan tasks that address common core standards across the ELA strands (reading, writing, speaking, language)? What makes this lesson connected/integrated? Video Title: Analyzing Texts: Overview of Lesson Series; Grade 5, ELA, Non-Fiction (length – 4:49) Teaching Channel: Great Teaching, Inspiring Classrooms Video URL: Questions: How does Ms. Brewer plan tasks that address common core standards across ELA (speaking & listening, Reading, and Writing)? What makes this lessons both distinct and connected? How does Ms. Brewer think about her particular student when planning these lessons?

Intended Outcome At your table, discuss any new insights on the following: The SHIFTS in curriculum for ELA The impact on instruction and classroom expectations

9/21/2018 CCSE ELA Appendices Appendix A: Articulates the research that supports the need for increased text complexity K-12 Appendix B: Applies understanding of text complexity to identify grade level text samples and corresponding performance tasks Appendix C: Identifies exemplars of student writing The appendices are filled with useful information and tools for you and your teachers. One of our goals for today’s workshop is to guide you through an exploration of the appendix A. Today we will focus on exploring text complexity (p.2-16), Foundational skills ( p ), and vocabulary (32-35) It is important to review them with your staff so they know the resources available to them, look and compare exemplar texts, and understand the research for text complexity

Appendix A: The Big Picture
9/21/2018 Appendix A: The Big Picture Reading Why Text Complexity Matters The Standards’ Approach to Text Complexity Key Considerations in Implementing Text Complexity The Standards’ Grade-Specific Text Complexity Demands The Model in Action: Sample Annotated Reading Texts Reading Foundational Skills Later today: Writing Skipping today: Speaking & Listening, & Language Homework discussion: Vocabulary This slide illustrates the major headings found in Handout CCSE ELA Appendix A 2-5+6 Why Text Complexity Matters The Standards’ Approach to Text Complexity Key Considerations in Implementing Text Complexity The Standards’ Grade-Specific Text Complexity Demands 11-16 The Model in Action: Sample Annotated Reading Texts 17-22 Reading Foundational Skills 23-25 Writing, Skipping today: Speaking & Listening, & Language 32-35 Vocabulary

Appendix A: The Big Picture
Take a walk through Appendix A [7-10 or 7-8, 8-9, 10]; [11-15 or 11-12,13-14,15-16]; 17-22 Mark the text using the following:  I know this  Significant idea ? Question / I’d like to know more Be prepared to discuss… What do you already know? What is most useful? What was the biggest surprise? Facilitator – this activity may take a significant amount of time It may be necessary to shorten this by: ask participants to read just the first 2 pages of each section, OR jigsaw each section so each person is reading approximately one page … see page notes on slide regarding how to break down the activity

Digging Deeper to Share
Focus on pages 2-5 Independently read and make notes; and then discuss with your table group (learning team) Fold a blank sheet lengthwise into 2 columns and label the columns: Main Pts / Big Ideas and Research / Rationale Be sure to provide specific details from the text that support each main point / big idea Be prepared to share… What is the rationale for increasing text complexity? (Or, what research evidence indicates the need for increased text complexity? ) Facilitator this activity is VERY significant. Put more time here than on the previous slide/activity Use close reading handout to show the thinking skill of how to mark the text.

Paraphrase Passport As a team (table group)…
9/21/2018 Paraphrase Passport As a team (table group)… One person shares ONE idea Next person paraphrases the previous person’s main point (checking for accuracy of understanding, before sharing his/her own idea) and then shares ONE new idea Discussion should focus on ... What is the rationale for increasing text complexity? As a group create a summary (consensus) Summarize in 3-5 bullets (if possible) Create a visual/graphic representation Complete passphrase passport as described

Group Share In groups, discuss this scenario:
A teacher, new to your campus, asks you to explain the term “text complexity” and its relevance to her as a special area teacher How might you answer the question? One person from your group will be asked to share a brief summary of the answers from everyone Complete as described

Overview of Text Complexity
9/21/2018 Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of text complexity by grade Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned FACILITATOR OPTION – If participants do thorough discuss in the previous activities …you may skip the next three slides or move quickly by emphasizing ONE point on each slide Be sure to present & discuss figure 3 Reading: Text complexity and the growth of comprehension The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts. A Three-Part Model for Measuring Text Complexity as signaled by the graphic at right, the Standards’ model of text complexity consists of three equally important parts. (1) Qualitative dimensions of text complexity. In the Standards, qualitative dimensions and qualitative factors refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands. (2) Quantitative dimensions of text complexity. The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software. (3) Reader and task considerations. While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.

9/21/2018 Qualitative Measures Qualitative dimensions of text complexity are best measured or only measurable by an attentive human reader. Dimensions include… Levels of Meaning (literary text) or Purpose (info text) Structure (complexity) Language Conventionality and Clarity Knowledge Demands Life Experiences (literary texts) Cultural/Literary Knowledge (chiefly literary texts) Content/Discipline Knowledge (chiefly informational texts) REFER TO CHART PAGE 6 of Appendix A Texts of low complexity tend to have simple, well-marked, and conventional structures, whereas texts of high complexity tend to have complex, implicit, and (particularly in literary texts) unconventional structures. Simple literary texts tend to relate events in chronological order, while complex literary texts make more frequent use of flashbacks, flash-forwards, and other manipulations of time and sequence. Simple informational texts are likely not to deviate from the conventions of common genres and subgenres, while complex informational texts are more likely to conform to the norms and conventions of a specific discipline. Graphics tend to be simple and either unnecessary or merely supplementary to the meaning of texts of low complexity, whereas texts of high complexity tend to have similarly complex graphics, graphics whose interpretation is essential to understanding the text, and graphics that provide an independent source of information within a text. (Note that many books for the youngest students rely heavily on graphics to convey meaning and are an exception to the above generalization.)

Discuss how each dimension might affect classroom instruction?
9/21/2018 Qualitative Measures With a partner… Examine Figure 2 on page 6 Say Something about either one of the dimensions (each person take a turn) Discuss how each dimension might affect classroom instruction? Turn to page six in Appendix A: Read over the list. Think about the path to raising rigor. Talk about one or two of the dimensions with your partner how will that have an effect on classroom instruction. Presenter notes: Do your materials include the path to rigor? As you consider purchasing new materials take a look at what is out there with this increased rigor. Be mindful that teachers will need to add this piece if the publishers don’t.

Quantitative Dimensions
9/21/2018 Quantitative Dimensions Quantitative Dimensions include: Word length Word frequency Sentence length Text cohesion These are difficult, if not impossible, for a human reader to evaluate efficiently, especially in long texts. Today they are typically measured by computer software. APPENDIX A PAGE 6 Numerous formulas exist for measuring the readability of various types of texts. We are familiar with these. They include Flesch-Kincaid Grade Level test, Dale-Chall Readability Formula, and Lexile.

9/21/2018 Figure 3: Text Complexity Grade Bands and Associated Lexile Ranges (Appendix A - Page 8) Text Complexity Grade Band in the Standards Old Lexile Ranges Lexile Ranges Aligned to CCR Expectations K–1 N/A 2–3 450–725 450–790 4–5 645–845 770–980 6–8 860–1010 955–1155 9–10 960–1115 1080–1305 11–CCR 1070–1220 1215–1355 MetaMetrics has realigned its Lexile ranges to match the Standards’ text complexity grade bands and has adjusted upward its trajectory of reading comprehension development through the grades to indicate that all students should be reading at the college and career readiness level by no later than the end of high school. This doesn’t mean that everything in the Common Core has to be Lexiled. This is our rule of thumb. Teachers are going to have to give up their favorite books because they are not complex enough. Detailed information on that in the handout article with the background on lexile complexity.

How well do you have to read for college and careers?
9/21/2018 How well do you have to read for college and careers? Text Collection 50th Percentile Education (11-12) 1130L Workplace 1260L Community College 1295L University 1395L Again Lexiles are used to demonstrate the level required to be successful at the University and the workplace. What is the message that we need to take back? Williamson, G. L. (2008). A Text Readability Continuum for Postsecondary Readiness. Journal of Advanced Academics, 19(4),

ELA Awareness How has your awareness changed?
How will you present the ELA shifts to your staff? What will you do with the new ELA training to continue to move your staff towards their understanding of the ELA common core? How will you monitor implementation of the shifts on your campus? Facilitator notes: This is the end of the first 3 hour session. Use the questions as closure and move into lunch break, and return to begin next 3 hour session on slide 33 If ending this session and returning another day for the next 3 hour session use this slide and move to slide 31.

Break Time Lunch break Please return at _______________
Use this slide of continuing with the 6 hour presentation.

Think about for next time
Bring examples of how you have presented the shifts to your staff to the next workshop. Facilitator notes: Use this slide if this is the end of the first 3 hour presentation. You will have to adjust the second question based on how much time you have between presentations and time of year. An option could be, bring a professional development plan with objectives and intended outcomes for review and discussion with group and to share ideas.

Welcome Back ELA Shifts Last time we discussed:
What are the three ELA shifts? What are the purposes of the shifts? Quick Write: How do the ELA shifts impact a more rigorous ELA standard? Facilitator notes: : This is a review slide, use this slide if this is day 2 of the 6 hour session. If you are continuing a six hour session start with slide 33. Allow groups to discuss the first 2 questions as a group and then use the 3rd question as a quick write, allow 3 minutes to write then discuss as a whole group. Last time we discussed:

Welcome Back How did you present the ELA shifts to your staff?
What obstacles did you encounter and what strategies have you implemented to overcome them? Facilitator Notes: Discuss as whole group. Recall how you left the end of the first 3 hour presentation, change the question as in the notes.

Reader & Task Considerations
9/21/2018 Reader & Task Considerations These decisions are best made by teachers who employ their professional judgment, experience, and knowledge of their students and the subject This requires consideration of variables specific to reader’s Motivation Knowledge Experiences APPENDIX A Page 7 “While the prior two elements of the model focus on the … complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) --particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student.” The teacher is the professional in the classroom observing the day to day experiences, accomplishments, and strengths of each student in his/her classroom.

Reader and Task Support
9/21/2018 Reader and Task Support Students reading well-above and well- below grade-band levels need additional support Many students NOT on course for college and career readiness are likely to need scaffolding as they master higher levels of text complexity As educators we already know that our students’ ability to read complex text does not always develop in a linear fashion. See Appendix A Page 9 for more info. APPENDIX A Page 8 If an instructor desires more support to determine the appropriate text complexity (level) for a student, the appendices provide us with examples of text measurement systems. Probably the most familiar to most of us is the Lexile System.

Reading: Text Complexity and the Growth of Comprehension
9/21/2018 Reading: Text Complexity and the Growth of Comprehension Equal emphasis is placed on the sophistication of what students read and the skill with which they read. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text. Standard 10 defines a grade-by grade “staircase” of increasing text complexity. Reading: Text complexity and the growth of comprehension The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

Close Reading Definition: Make decisions about what the text means
Keep track of the author’s ideas and points Connect new ideas with what we already know Marking a text can help the reader keep track Model: Take a walk through Appendix A Digging Deeper to Share SAY: How do we help students make sense of more complex texts. ONE concept is called Close Reading. We’ve already modeled close reading when you took a walk through Appendix A. The Dig Deeper to Share with the follow-up paraphrase passport activity is another paired strategy to help students understand complex texts. Help participants make the connection.

Close Reading (again) Independently read Thoughtful Scaffolding During Guided Reading Instruction Mark the text as you read:  Significant idea  I know this ? Question?/ I’d like to know more Handout Close Reading Strategies Handout Thoughtful Scaffolding Create a chart with the text markers. Draw participants attention to the markers. Tell the participants to keep the text for a later activity Once you are confident that the participants are in the room and “minds-on” …ask everyone to get up and find 3 compass partners not at their own table.

Share Your Close Reading Notes
Working as table group, share your markings:  I know this  Significant idea ? Questions / I’d like to know more Focus on significant ideas (if time discuss questions) Please select a recorder to make a list One person shares ONE significant idea Next person shares ONE different significant idea Continue until all significant ideas are listed This process is important so that the participants are involved with the thinking required as they were engaged in the close reading. Be sure to facilitate the comparison between just reading and close reading.

Let’s Examine a Lesson VIDEO: Multiple ways of Experiencing a Text analysis-lesson?resume=0 As you view video look for examples of: Close Reading Level of text complexity Strategies to support complex text Video Title: Evidence & Arguments: Multiple Ways of Experiencing a Text (length- 11:57) Video URL: Questions to Consider: Notice the distinct parts to this lesson. How does Mr. Hanify scaffold and differentiate this lesson? How odes the fishbowl strategy promote rich discussion? Why does Mr. Hanify choose to have students write logs?

Think Pair Share How does Mr. Hanify scaffold and differentiate this lesson? How does the fishbowl strategy promote rich discussion? Why does Mr. Hanify choose to have students write logs? Think-Pair-Share

Intended Outcome? At your table discuss any new insights into the following: The significance of close reading The of increase in text complexity The impact on instruction and classroom expectations

Writing Expectations Working in pairs Read Appendix A pages 23 – 25
Stop & Say Something at the end each section First person states ONE big idea, and then partner adds another big idea (repeat until all big ideas are stated) Make a list of big ideas per section Second person states a question relevant to applying this information in a classroom, and then partner adds another question. Make a list of the questions per section Handout: Appendix A (pages 23-25) Complete as described on slide

Overview of the Writing Strand
9/21/2018 Overview of the Writing Strand Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research – short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples) Writing: Text types, responding to reading, and research The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.

Writing Expectations Examine the Anchor Standards for Writing
9/21/2018 Writing Expectations Examine the Anchor Standards for Writing Text Types and Purposes (3) Production and Distribution of Writing (3) Research to Build and Present Knowledge (3) Range of Writing (1) Note the BIG IDEA of each cluster! Handout Anchor Standards for Writing College & Career Readiness Answer Standards for Writing K-5 page 25 6-12 page 56 9/21/2018

Writing Expectations Read it …then grades before & after
Examine Writing Standard 2 As you move up grade levels What is different? What do students need to know? What are student expected to do? Select ONE grade… Read it …then grades before & after Compare/contrast Handout Writing Standard 2 across grades Recommend using the handout (instead of providing the writing standards in the ELA document) The next few slides may be skipped Or facilitator may use them to quickly reinforce the distinctions at each grade 9/21/2018

Appendix C: Samples of Student Writing
9/21/2018 Appendix C: Samples of Student Writing Writing samples: Annotated to illustrate criteria to meet standards Samples include the following types of writing at all grade levels: Argument (“opinion” writing in K-4) Informative/explanatory Narrative The samples demonstrate the lowest level of quality required to meet the Writing Standards for that grade level Handout CCSS ELA Appendix C The range of accomplishment within each grade reflects differences in individual development as well as in the conditions under which the student writers were expected to work. Some of the samples were written in class or as homework; others were written for on-demand assessments; still others were the result of sustained research projects. Where possible, each sample includes information about the circumstances under which it was produced. The samples come from students in kindergarten through grade 12. The students attended school in a number of states and districts across the country. At the lower grades, the samples include “opinion” writing, an elementary type of argument in which students give reasons for their opinions and preferences. Because reasons are required, such writing helps prepare students for drafting the arguments they will be expected to create beginning in grade 6.

Writing Samples: Kindergarten
9/21/2018 Writing Samples: Kindergarten K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and states an opinion or preference about the topic or book. Find the Student Sample: K, Argument (Opinion) Annotations refer back to the standards The writer of this piece - Tells the reader the name of the book (in title of paper) My fabit (favorite) Book is do you Want to be my FRIEND States an opinion or preference about the book My fait (favorite) pot (part) is the hos (horse) Review this slide with the participants. The goal is that they understand that the annotations relate directly back to the standards. See writing samples in the Module 2 handout section of your notebook.

Writing Samples: 7th grade
9/21/2018 Writing Samples: 7th grade 7.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. Find the Student Sample: 7, Argument Annotations refer back to the standards The writer of this piece Introduces a claim (stated late in the essay). …I disagree with the idea to put cameras in classrooms. This plan should not be put to action Acknowledges alternate or opposing claims. Instead of solving problems, cameras would cause the problems. Review this slide with the participants. The goal is that they understand that the annotations relate directly back to the standards. See writing samples in the Module 2 handout section of your notebook.

9/21/2018 Take a Peek! Read through the student writing samples from your grade level band Discuss how the annotated writing samples might be used by… Curriculum leaders / developers TAP Leadership Team Cluster Groups Classroom Teachers PLCs Grade level planning Share Complete as described in slide

Intended Outcome? At your table discuss any new insights on the following: The significance of the anchor standards The increasing rigor across grades The impact on instruction and classroom expectations

Implications for Classroom
Teachers must consider… ELA Content Standards ELA Shifts Cognitive Level And build awareness of critical implications for classroom instructional strategies

Teaching Thinking Skills Within the Common Core
What tools do leaders need in order to teach staff so that they can… Teach at the higher level of rigor Use text exemplars (reading exemplars)? What instructional strategies can teachers use to develop students’ tools? Stand –Up, Hand –Up, Pair Up. Ask participants to reflect on the three questions All stand up, with hand up, walk around and clap another hand that is up. Partner A asks a question, Partner B answers the question, then switch and repeat. Do this activity for a few minutes.

Work Time Think about how you will be facilitating the CCSS ELA Instructional Shifts in a future professional development. How might you apply close reading with your teachers? Have participants develop an action plan or SMART Goal to facilitate this develop time

Writing Awareness How has your awareness changed?
How will you present the Writing Standard to your staff? What will you do with the new Writing Standard and Close reading training to continue to move your staff towards their understanding of the ELA common core? How will you monitor implementation the writing standard and close reading strategy on your campus? Facilitator notes: This is the end of the second 3 hour session use the questions as closure and move into lunch break, return to begin next 3 hour session on slide 58. If ending this session and returning another day for the next 3 hour session use this slide and move to slide 56.

Bring examples of how you have presented the writing standard and close reading strategy to your staff to the next workshop. Facilitator notes: Use this slide if this is the end of the first 3 hour presentation. You will have to adjust the second question based on how much time you have between presentations and time of year. An option could be, bring a professional development plan with objectives and intended outcomes for review and discussion with group and to share ideas.

Welcome Back Writing standard Last time we discussed:
What are the purpose of the writing standard? Quick Write: How does the Close reading strategy impact reading comprehension Facilitator notes: : This is a review slide, use this slide if this is day 2 of the 6 hour session. If you are continuing a six hour session start with slide 58. Allow groups to discuss the question as a group and then use the 2nd question as a quick write, allow 3 minutes to write then discuss as a whole group. Last time we discussed:

Welcome Back How did you present the writing standard to your staff?
How did you present and model the close reading strategy to your staff? What obstacles did you encounter and what strategies have you implemented to overcome them? Facilitator Notes: Discuss as whole group. Recall how you left the end of the first 3 hour presentation, change the question as in the notes for slide 54.

Intended Outcomes What is Rigor? Text Exemplars in Appendix B
Build awareness of… What is Rigor? Hess’ Cognitive Rigor Matrix Raising Rigor Text Exemplars in Appendix B Applying Hess’ Matrix Writing Expectations Introduction (approx. 10 minutes) Introduce yourself. Note that the purpose of this session is to build an awareness of text exemplars, rigor, and writing expectations Ask participants to introduce themselves (if appropriate) and if time permits

Quick Write On 3x5 card What is your personal definition of cognitive rigor? (As it relates to teaching and learning) Share with your shoulder partner Estimated time for segment 180 minutes - 3 hours Facilitator – recommend that you ask participants to write definition on 3x5 card (2 minutes) Share your definition with your shoulder partner/table (3 minutes) Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/21/2018

Let’s apply your definition of rigor
Handout: Little Red Riding Hood Read the story, and then write one question per 3x5 card What is a basic comprehension question you might ask? What is a more rigorous question you might ask? Be sure to label each card #1 or #2 Handout little red riding hood story Read a version of Little Red Riding Hood Now, let’s apply your rigor definition. Distribute Little Red Riding Hood question blanks. There are on the Trainer CD: Quest for Rigor folder Little Red Riding Hood What is a basic comprehension question you might ask? What is a more rigorous question you might ask? Collect participant responses for a later activity. Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH

Cognitive Demand: Expectations for Student Performance
It’s time for a new lens for examining Cognitive Demand in Standards, Curriculum, & Assessments We need to really examine the question: What is RIGOR? We need to consider critical implications for the transition to Common Core State Standards? Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH

Identifying Rigor There are various tools in order to identify rigor
9/21/2018 Identifying Rigor There are various tools in order to identify rigor Bloom’s Taxonomy Webb’s Depth of Knowledge Hess Cognitive Rigor Matrix (and others we will not discuss today) How can these tools help teachers identify rigor in the standards and design rigorous learning / instruction? Handout Hess Matrix Bloom + DOK

Complexity refers to the extent to which the reading, problem, and/or task includes new words, new information, and/or increasing number of interrelated parts; and complexity increased as you move up “Bloom’s Level” and “DOK Levels” Presenter Notes: What changed? How did the taxonomy evolve? “Bloom (1956) developed a classification of levels of intellectual behavior important and learning.” “The taxonomy was created to enable categorization of the levels of abstraction of questions that commonly occur in educational settings.” “Bloom found that over 95% of test questions students encountered at the college level required them to think only at the lowest possible level: the recall of information.” This led to the identification of a hierarchy of six levels that increased in complexity and abstraction. “While educators have found such verb cues of Bloom’s Taxonomy levels to be useful in guiding teacher questioning, verbs often appear at more that one level in the taxonomy and often the verb alone is inadequate for determining the actual cognitive demand required to understand the content addressed in a test question or learning activity.” Column 2: “In 2001, Anderson, Krathwohl, et al. presented a structure for rethinking Bloom’s Taxonomy.” The revised taxonomy applied 2 dimensions – “cognitive processes and knowledge.” “Placement on the continuum has changed slightly.” Descriptions have been expanded and better differentiated for analyzing educational objectives.” “This restructuring of the original taxonomy recognized the importance of the interaction between the content taught-characterized by factual, conceptual, procedural, and metacognitive knowledge – and the thought processes used to demonstrate learning.” Hess, K, et.al., What exactly do “fewer, clearer, an higher standards” really look like in the classroom. 2009 9/21/2018

Bloom’s Taxonomy [1956] & Bloom’s Cognitive Process Dimensions [2005]
Facilitator: Ask participants to “Close Read” Webb’s Depth of Knowledge Levels and select 1-3 key words per level that help them to understand the distinction between levels. Then share with your elbow partner. Depth of knowledge forms another important perspective of cognitive complexity The complexity of both the content and task required are used to determine (e.g., simple vs. complex data displays; interpreting literal vs. figurative language) and (e.g., solving routine vs. non-routine problems) DOK levels describe four deeper ways a student might interact with content (2002)”. Depth of knowledge levels do not necessarily correlate to the commonly understood notion of difficulty. For example, a DOK-1 activity might ask student to restate a simple fact or a much more abstract theory, the latter being much more difficult to memorize and restate. Neither of these DOK-1 tasks asks for much depth of understanding of the content. On the other hand, greater depth is required to explain how or why a concept or rule works (DOK 2), to apply it to real-world phenomena with justification or supporting evidence (DOK-3), or to integrate a given concept with other concepts or other perspectives (DOK-4)” Teachers need to develop the ability to design instruction, and create units of study/curriculum and classroom assessments for a greater range of cognitive demand. Hess, K, et.al., What exactly do “fewer, clearer, an higher standards” really look like in the classroom. 2009 Guided Notes: Bloom’s Taxonomy [1956] & Bloom’s Cognitive Process Dimensions [2005] Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/21/2018

The Hess Cognitive Rigor Matrix
Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions - ELA Karen Hess-Full Version 23 minutes Karen Hess-Short Version 2.5 minutes Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/21/2018

Handout Hess’s Cognitive Matrix simple + blank
Depth refers to the Depth of Knowledge going across the grid and think refers to Bloom’s Cognitive Process Dimensions (Revised Taxonomy) Give participants a minute to look over the chart. What looks familiar? Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/21/2018

Clarifying the difference!
Verbs may guide you to the Bloom’s level What type of thinking is needed to complete the learning task? What comes after the verb may guide you to the DOK level. The intended student learning outcome determines DOK level What mental processing must occur? How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content? DOK is about depth & complexity – not difficulty! Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/21/2018

Examples - Moving up DOK Levels
Describe the process of photosynthesis Describe how the two political parties are alike and different Describe the most significant effect of WWII on the nations of Europe DOK is about depth & complexity – not difficulty! Look at all three sentences using the verb describe. Are they all at the same level of rigor just because they use the same verb? Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/21/2018

Let’s Clarify Each group will be assigned a Bloom’s Verb
Handout: Poster paper Hess’ Cognitive Rigor Matrix (simple sample) Each group will be assigned a Bloom’s Verb Find your assigned verb on the CRM template. Work across the row and design learning activities (include guiding questions) that correspond to each of the four Depth of Knowledge levels. Write your assigned verb at top of poster paper add your DOK Level learning activities & questions Be ready to share with the whole group Reminders: Verbs may help determine the appropriate row. Level of complexity may help determine the column. For this activity you will need: Cognitive Rigor Matrix and Bloom’s Taxonomy Chart Your table will be assigned a cognitive dimension from the Revised Bloom’s Taxonomy (column 2). Distribute “verb” cards to the tables. Take a few moments to pose questions that would require a range of depth of knowledge filling in the grid across columns 2-5 for your assigned verb. On chart paper write your example question(s) for each of Webb’s DOK Levels. Choose someone to share your experience and questions with the entire group.

Let’s practice Handout: Hess’ Cognitive Rigor Matrix (blank) Given a Red Riding Hood Question, working as a table group, decide (consensus) where to place the question on the Cognitive Rigor Matrix (Bloom’s verb & DOK#) Presenter will read several of the participants’ Red Riding Hood questions. Using the blank CRM poster, the group will decide where to place the question on the matrix. Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH 9/21/2018

Let’s Examine a Lesson VIDEO: Inquiry-Based Teaching Discussing Non-Fiction Text fiction As you watch the video, consider: How does the teacher support the students ability to comprehend complex text? In what ways does this discussion foster desirable reading and writing habits? What is the of rigor (Hess’ Matrix)? Video Title: Inquiry-Based Teaching: Discussing Non-Fiction (length – 6:11) Grade 9-12, History, Inquiry Teaching Channel: Great Teaching, Inspiring Classrooms Video URL - Questions to consider: What evidence do you see of student using the text to inform their own perspective? How does Mr. Barlowe’s choice of questions help share the discussion? In what ways does this discussion foster desirable reading and writing habits?

Intended Outcome? Discuss at your table any new insights on the following: What is rigor? How can Hess’ Cognitive Rigor Matrix help teachers identify rigor, design lessons, and/or develop assessments? Facilitator notes: This is the end of the third 3 hour session. Use the questions as closure and move into lunch break, and return to begin next 3 hour session on slide 78 If ending this session and returning another day for the next 3 hour session use this slide and move to slide 75

Bring examples of how you have presented the shifts to your staff to the next workshop. Facilitator notes: Use this slide if this is the end of the first 3 hour presentation. You will have to adjust the second question based on how much time you have between presentations and time of year. An option could be, bring a professional development plan with objectives and intended outcomes for review and discussion with group and to share ideas.

Welcome Back ELA Shifts Last time we discussed:
How does the Hess Matrix increase rigor? How do the DOK and the Hess Matrix relate? Quick Write: What processes should teachers be involved in to add rigor into their lesson plans? Facilitator notes: : This is a review slide, use this slide if this is day 2 of the 6 hour session. If you are continuing a six hour session start with slide 33. Allow groups to discuss the first 2 questions as a group and then use the 3rd question as a quick write, allow 3 minutes to write then discuss as a whole group. Last time we discussed:

Welcome Back How did you present the ELA shifts to your staff?
What obstacles did you encounter and what strategies have you implemented to overcome them? Facilitator Notes: Discuss as whole group. Recall how you left the end of the first 3 hour presentation, change the question as in the notes.

Appendix C: Identifies exemplars of student writing
9/21/2018 Appendices Appendix A: Articulates the research that supports the need for increased text complexity K-12. Appendix B: Applies understanding of text complexity to identify grade level text samples and corresponding performance tasks Appendix C: Identifies exemplars of student writing Estimated Time for segment 180 minutes 3 hours The appendices are filled with useful information and tools for you and your teachers. It is important to review them with your staff.

Appendix B Text Exemplars
9/21/2018 Appendix B Text Exemplars Text Exemplars Exemplify level of complexity & quality Guideposts for district selection of texts Section Criteria: Complexity -remember Appendix A pp.2-5 Quality -recognized value, merit, etc Range –broad range Selecting Text Exemplars The text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The process of text selection was guided by the following criteria: • Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on qualitative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band. For those types of texts—particularly poetry and multimedia sources—for which these measures are not as well suited, professional judgment necessarily played a greater role in selection. • Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only texts of recognized value. From the pool of submissions gathered from outside contributors, the work group selected classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content. • Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to ensure that the samples presented in each band represented as broad a range of sufficiently complex, high quality texts as possible. Among the factors considered were initial publication date, authorship, and subject matter.

Sample Performance Tasks
9/21/2018 Sample Performance Tasks Text exemplars are supplemented by brief performance tasks Tasks specifically illustrate the application of the Standards to texts of sufficient complexity, quality, and range The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards. These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality, and range. Relevant Reading standards are noted in brackets following each task, and the words in italics in the task reflect the wording of the Reading standard itself. (Individual grade-specific Reading standards are identified by their strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.)

Appendix B: Organization
9/21/2018 Appendix B: Organization K-1 2-3 4-5 6-8 9-10 11-CCR Stories √ Poetry Read-Aloud Stories Read-Aloud Poetry Informational Texts Read-Aloud Informational Texts Drama Informational Texts: ELA Informational Texts: History/Social Studies Informational Texts: Science, Mathematics, Technical Subjects Note: Appendix B has been divided to meet the grade band specific audience needs, (K-5, 6-8, and 9-12). A complete downloadable version is available. URL - Appendix B is divided into text complexity grade bands as defined by the Standards: K–1, 2–3, 4–5, 6–8, 9–10, and 11–CCR. Each band’s exemplars are divided into text types matching those required in the Standards for a given grade. K–5 exemplars are separated into stories, poetry, and informational texts (as well as read-aloud texts in kindergarten through grade 3). The 6–CCR exemplars are divided into English language arts (ELA), history/social studies, and science, mathematics, and technical subjects, with the ELA texts further subdivided into stories, drama, poetry, and informational texts. (The history/social studies texts also include some arts-related texts.) Citations introduce each excerpt, and additional citations are included for texts not excerpted in the appendix. Within each grade band and after each text type, sample performance tasks are included for select texts.

Touring the Titles Respond to the Questions
9/21/2018 Touring the Titles Respond to the Questions Handout: Appendix B + Highlighters Using Color 1 - Highlight titles currently being used at the grade indicated in the document Using Color 2 - Identify titles that are listed at a different grade level Make a 3 column list… Exemplar | Exemplar | NOT exemplar NOT here | Here | Here So what? Describe implication for curriculum and/or instruction

Implications Discuss the following questions…
9/21/2018 Implications Discuss the following questions… Does YOUR reading program at YOUR grade level have appropriate text complexity? Cite evidence from the previous exercise? What other evidence supports your conclusion? How will this information be communicated to all staff? How will this information inform curriculum documentation and assessment development?

Sample Performance Tasks
9/21/2018 Sample Performance Tasks Students (with prompting and support from the teacher) describe the relationship between key events of the overall story of Little Bear by Else Holmelund Minarik to the corresponding scenes illustrated by Maurice Sendak. [RL.K.7] …p28 Students describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr. [RL.5.6] …p70 Students summarize the development of the morality of Tom Sawyer in Mark Twain’s novel of the same name and analyze its connection to themes of accountability and authenticity by noting how it is conveyed through characters, setting, and plot. [RL.8.2] …p89 Students analyze how Michael Shaara in his Civil War novel The Killer Angels creates a sense of tension and even surprise regarding the outcome of events at the Battle of Gettysburg through pacing, ordering of events, and the overarching structure of the novel. [RL.9–10.5] …p121 This slide is an example of performance tasks. Ask participants to select an appropriate performance task from Appendix B. The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards. These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality, and range. Relevant Reading standards are noted in brackets following each task, and the words in italics in the task reflect the wording of the Reading standard itself. (Individual grade-specific Reading standards are identified by their strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.)

Performance Task - Scaffolding
Handout: Hess’ Cognitive Rigor Matrix Select a performance task from Appendix B Identify the level of cognitive rigor Mark the box in the Hess’ Matrix Remember, it is important to instruct above the cognitive rigor level indicated in the task Using Hess’ Matrix…plan scaffolded tasks Provide a brief learning activity/task (1/box) This maps a scaffolding plan Provide an assessment item (1/box) The identifies student level of understanding Be prepared to share

Reflection Discuss the following:
How is this process similar to strategies or systems that you have used in the past? How is the application of Hess’ Cognitive Rigor Matrix different from past tools? How might you use this with your learning team to plan an intervention in reading comprehension?

How is Rigor Increased? Raise Level of Content Increase Complexity
Handout: How is Rigor Raised Raise Level of Content Increase Complexity Give appropriate support and guidance Open your focus Raise Expectations 10 Minutes Next 6 slides provide examples The following slides will give you some of the “how” … What to look for in classrooms, lesson planning, and possibly Professional Development Rigor is NOT a Four Letter Word Barbara R. Blackburn, Winthrop University 9/21/2018

Quick Write: Examine the handout: How Rigor is Increased
How might you use some of the strategies in professional development planning in your school? The previous slides presents ideas for raising the rigor in the classroom. How might you use some of these ideas in professional development planning in your school? 9/21/2018

Intended Outcome? At your table discuss any new insights on the following: The significance of text exemplars How Hess’ Matrix can help teachers plan for scaffolding students to the appropriate level of cognitive rigor

In Search of Rigor Where is the Increased Rigor in the New Common Core State Standards?

LEVEL OF RIGOR IS CHANGING!
OLD WAY (6TH): NEW EXPECTATION (6TH): Informative Text Persuasive Text Determine the author’s purpose for writing the persuasive text Literary Text Literary Elements Identify the narrative point of view Reading Informative Text Craft and Structure Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text Reading Literature Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature

Increased Rigor for Informative Text
OLD WAY: NEW STANDARD: R06.S3C3.PO1 Determine the author’s purpose for writing the persuasive text OLD ASSESSMENT: Multiple Choice OLD INSTRUCTION: Perhaps less authentic Test prep materials could be “good enough” LA teacher responsible 6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text NEW ASSESSMENT: Multiple Choice-higher level OR Essay analyzing how author’s purpose is conveyed NEW INSTRUCTION: Deep understanding, authentic application All teachers responsible

Reading Expectations Examine Anchor Standards for Reading
9/21/2018 Reading Expectations Handout: Anchor Standards for Reading Examine Anchor Standards for Reading Key Ideas and Details (3) Craft and Structure (3) Integration of Knowledge and Ideas (3) Range of Reading and Level of Complexity (1) Note the BIG IDEA of each cluster! College & Career Readiness Answer Standards for Writing K-5 page 25 6-12 page 56 9/21/2018

Reading Expectations Examine Reading Informational Standard 2
Handout Reading Informational Text Standard 2 across grades Examine Reading Informational Standard 2 As you move up grade levels What is different? What do students need to know? What are student expected to do? Select ONE grade… Read it…then grade before and after Compare/Contrast Recommend using the handout (instead of providing the writing standards in the ELA document) The next few slides may be skipped Or facilitator may use them to quickly reinforce the distinctions at each grade 9/21/2018

Writing Expectations Examine Anchor Standards for Writing
9/21/2018 Writing Expectations Handout: Anchor Standards for Writing Examine Anchor Standards for Writing Text Types and Purposes (3) Production and Distribution of Writing (3) Research to Build and Present Knowledge (3) Range of Writing (1) Note the BIG IDEA of each cluster! College & Career Readiness Answer Standards for Writing K-5 page 25 6-12 page 56 9/21/2018

Writing Expectations Examine Writing Standard 2
Handout Writing Standard 2 across grades Examine Writing Standard 2 As you move up grade levels What is different? What do students need to know? What are student expected to do? Select ONE grade… Read it …then grade before and after Compare/Contrast Recommend using the handout (instead of providing the writing standards in the ELA document) The next few slides may be skipped Or facilitator may use them to quickly reinforce the distinctions at each grade 9/21/2018

Appendix C: Samples of Student Writing
9/21/2018 Appendix C: Samples of Student Writing Handout Appendix C Writing samples: Annotated to illustrate criteria to meet standards Samples include the following types of writing at all grade levels: Argument (“opinion” writing in K-4) Informative/explanatory Narrative The samples demonstrate the lowest level of quality required to meet the Writing Standards for that grade level The range of accomplishment within each grade reflects differences in individual development as well as in the conditions under which the student writers were expected to work. Some of the samples were written in class or as homework; others were written for on-demand assessments; still others were the result of sustained research projects. Where possible, each sample includes information about the circumstances under which it was produced. The samples come from students in kindergarten through grade 12. The students attended school in a number of states and districts across the country. At the lower grades, the samples include “opinion” writing, an elementary type of argument in which students give reasons for their opinions and preferences. Because reasons are required, such writing helps prepare students for drafting the arguments they will be expected to create beginning in grade 6.

Writing Samples: Kindergarten
9/21/2018 Writing Samples: Kindergarten K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and states an opinion or preference about the topic or book. Find the Student Sample: K, Argument (Opinion) Annotations refer back to the standards The writer of this piece - Tells the reader the name of the book (in title of paper) My fabit (favorite) Book is do you Want to be my FRIEND States an opinion or preference about the book My fait (favorite) pot (part) is the hos (horse) Review this slide with the participants. The goal is that they understand that the annotations relate directly back to the standards. See writing samples in the Module 2 handout section of your notebook.

Writing Samples: 7th grade
9/21/2018 Writing Samples: 7th grade 7.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. Find the Student Sample: 7, Argument Annotations refer back to the standards The writer of this piece Introduces a claim (stated late in the essay) …I disagree with the idea to put cameras in classrooms. This plan should not be put to action Acknowledges alternate or opposing claims Instead of solving problems, cameras would cause the problems Review this slide with the participants. The goal is that they understand that the annotations relate directly back to the standards. See writing samples in the Module 2 handout section of your notebook.

9/21/2018 Take a Peek! Read through the student writing samples from your grade level band Discuss how the annotated writing samples might be used by… Curriculum leaders / developers TAP Leadership Team Cluster Groups Classroom Teachers Share

Intended Outcome? Discuss at your table any new insights into the following: The significance of the anchor standards Increasing rigor across grades The impact on instruction and classroom expectations

Implications for Classroom
Teachers must consider… ELA Shifts ELA Content Standards Cognitive Level And build awareness of critical implications for classroom instructional strategies

Teaching Thinking Skills Within the Common Core
What tools do leaders need in order to teach staff so that they can… Teach at the higher level of rigor Use text exemplars to write with evidences? What instructional strategies can teachers use to develop students’ tools? Don’t show book here. What students’ need and what we can bring to them.

Work Time Select Standard – ONE for focus during unit
Handout: Work Time Guide Select Standard – ONE for focus during unit Apply Close Reading Apply Hess’ Matrix Create lesson plan or other… For classroom with students For cluster meeting with teachers For PLC meeting with teachers

Closure Shaping up a summary of your thoughts
Handout: Shaping up a Summary Shaping up a summary of your thoughts Complete the graphic organizer With your shoulder partner discuss your summary Each person says at least one thing for each part of the summary.

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Common Core State Standards: ELA Shifts, Text Complexity & Exemplars, Cognitive Rigor, and Writing Expectations Facilitated by: x This CCSS ELA workshop.

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Common Core State Standards: ELA Shifts, Text Complexity & Exemplars, Cognitive Rigor, and Writing Expectations Facilitated by: x This CCSS ELA workshop.

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Presentation on theme: "Common Core State Standards: ELA Shifts, Text Complexity & Exemplars, Cognitive Rigor, and Writing Expectations Facilitated by: x This CCSS ELA workshop."— Presentation transcript:

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