English / Language Arts Grades 9-12 Training of the Trainers

English / Language Arts Grades 9-12 Training of the Trainers
Mississippi Department of Education Common Core State Standards and Assessments English / Language Arts Grades 9-12 Training of the Trainers July 2012

*All page references are from this document unless otherwise noted.*

Survey Currently, what is your comfort level related to the Common Core State Standards for ELA? Not comfortable Somewhat comfortable Very comfortable Please respond using the Promethean device.

General Overview of CCSS for ELA

Key Design Considerations
Grade levels and grade bands Focus on results rather than means Integrated model of literacy Research and media throughout Shared responsibility including focus on informational text Focus and coherence in instruction and assessment

Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language
Refer to p. 7

Organization of CCSS for ELA
Introduction Three main sections K-5 (comprehensive and cross disciplinary) 6-12 English Language Arts 6-12 Literacy in History/Social Studies, Science, and Technical Subjects Three appendices Appendix A: Research supporting key elements of the standards (includes text complexity) and glossary of key terms Appendix B: Reading text exemplars and sample performance tasks Appendix C: Annotated student writing samples Refer to p. 8

Organization For Grades 9-12
Four Strands of Standards Reading (R) RL (Reading Standards for Literature) RI (Reading Standards for Informational Text) Writing (W) Speaking and Listening (SL) Language (L) College and Career Readiness Anchor Standards Refer to p. 8

College and Career Readiness Anchor Standards
College and Career Readiness (CCR) Anchor Standards drive the grade-specific standards. Identify by strand and CCR number. (Refer to p. 8) Example of identifying (R.CCR.6—Reading College and Career Readiness Anchor Standard 6 is “assess how point of view or purpose shapes the content and style of a text.”) (Refer to p. 35)

Grade Specific Standards
Grade-specific standards define what students should know and be able to do by the end of each year or grade band to progress toward achievement of each anchor standard. Identify by strand, grade, number (or number and letter) Example of identifying (RI is “determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.”) RI – Reading Informational Text 9-10 – Grade Band 6 – Standard

Key Features Reading Writing Speaking and Listening Language
Text complexity increases with each grade level Comprehension demands increase with each grade level Writing Text types--argument and informative/explanatory writing (in addition to narrative) Writing about texts and other sources Research (also included across standards) Speaking and Listening Collaboration Range of oral communication and interpersonal skills Language General academic and domain-specific vocabulary Essential rules of standard written and spoken English with a focus on craft and informed choices

Work Session #1: Scavenger Hunt
Locate Work Session 1 Activity Sheet. Directions Knowing where to find information in the Standards is just as important as knowing the information itself. Using the Common Core State Standards (CCSS) for English Language Arts (ELA), search with others at your table (in groups of 2, 3, or 4) to find the answers to the questions.

Work Session #1: Scavenger Hunt
Discuss answers for Work Session #1: CCSS for ELA Scavenger Hunt.

Unpacking the ELA Common Core State Standards: Committing to the Process

Unpacking CCSS for ELA – Overview
WHY? Unpacking helps teachers identify the skills and thinking students will need to know and be able to do in order to meet the standards. HOW? Begin by identifying key verbs and key terms in the CCSS that may be unfamiliar to students, as well as the key content that students should already know. Next, write the identified words in language that students will readily understand (student-friendly) and that teachers can easily explain to students. Finally, develop “I can” statements for students to understand the language of the standard (defines what students should know and/or be able to do).

Evaluating the Progression of a Standard Grades 6-8
(Handout #1)

Evaluating the Progression of a Standard Grades 9-12
(Handout #2)

Step One: Unpacking the Standards
Identify key verbs and key terms in the CCSS that may be unfamiliar to students. Also list key content with which they may be familiar. RI – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Key Verbs Delineate Evaluate Assessing Identify Key Terms Fallacious Key Content Argument Claims Reasoning Evidence

Step Two: Unpacking the Standards
Write the key verbs and key terms in language that students will readily understand (student-friendly) and that teachers can easily explain to students. The key content should already be student-friendly. RI – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Key Verbs Delineate – describe precisely Evaluate – judge or find the value of Assessing – determining the quality of Identify – recognize or point out Key Terms Fallacious – misleading or deceiving Key Content Argument – a belief or stance on an issue or topic Claims – statements made about an issue Reasoning – the thoughts behind an opinion Evidence – supporting documents, thoughts, or statements

Step Three: Unpacking the Standards
Develop “I can” statements for students to understand the language of the standard. The statements should serve as examples of what students will know and be able to do. RI – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. I can identify, describe and judge the value of an author’s stance on a topic and can determine the quality of the evidence provided. *I can statements may also be written as stepping stones to help students build their knowledge incrementally.

Work Session #2: Unpacking CCSS for ELA
Locate Work Session 2 Activity Sheets Directions Participants will use the Unpacking the Standards form to unpack the standard indicated on the top of each form. Participants will identify and record key verbs and terms, rewriting these terms in student-friendly language, and develop “I can” statements for students.

Unpacking Application
What are skills that students should know and be able to do in order to master the Speaking and Listening standards that were discussed? How does unpacking contribute to my understanding of the standards? What do I need to add to my current instruction?

Determining Text Complexity of Individual Texts

Text Complexity Considerations
Significant Instructional Shifts in CCSS for ELA Consistent emphasis on increasingly complex texts throughout the grades to prepare students for success in college and career Students need to develop the ability and the stamina to read complex texts independently and proficiently in all disciplines. Integration of Literacy across the Content Areas Educators have a shared responsibility for literacy instruction, regardless of discipline or content area. (Handout #3) Developed by EngageNY

Staircase of Complexity
To prepare students for the complexity of college and career ready-style texts, each grade level requires a “step” of growth on the “staircase.” Students read the grade-appropriate text around which instruction is centered. Teachers are patient and create more time and space for close, careful reading. Teachers provide appropriate scaffolding and supports to meet students’ instructional needs and reading levels. Developed by EngageNY

Advancing Our Students’ Language and Literacy (2010) by Marilyn Jager Adams
Key Points “The literacy level of our secondary students is languishing because the kids are not reading what they need to be reading.” (p. 3) SAT scores decline as well as the difficulty of reading materials. Textbooks became progressively easier as societal reading materials remained constant (newspapers) or increased difficulty levels. Average length of sentences in books published between 1963 and 1991 was shorter than that of books published between 1946 and 1962. In the seventh- and eighth-grade textbooks, …, the mean length of sentences had decreased from 20 words to 14 words – the “equivalent of dropping one or two clauses from every sentence” -- Hayes, Wolfer, and Wolfe (1996) “…words are not just words. They are the nexus—the interface—between knowledge and thought ... It is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford.” (p. 8) Although the relaxation of school book complexity may be the consequence of our earnest efforts to ensure full curricular access to all, it is a solution with serious problems of its own. In terms of literacy growth, it is a solution that is … self-propagating and self-defeating, for it is a solution that denies the student the very language, information, and modes of thought that they need most in order to move up and on. “…a great benefit of common core curriculum is that it would drive a thorough overhaul of the texts we give students to read, and the kinds of learning and thought we expect their reading to support.” (p. 11) Adams, M. J. (2011). Advancing our students’ Language and Literacy: The challenge of complex texts. American Educator, 34(4), 3-11. (Handout #4)

CCSS and Text Complexity
“The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life” (p. 3). Taken from Coleman, D. & Pimentel, S. (2011). Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy: Grades 3–12. Retrieved from

Why Text Complexity Matters
Over the past 50 years, the complexity of college and workplace reading has increased, while text complexity in K-12 has remained stagnant: Research indicates that the demands that college, career, and citizenship place on readers has either held steady or increased over the last fifty years. The difficulty of college textbooks has increased since 1962. Students in college are expected to read complex texts with substantially greater independence than are students in typical K-12 programs. Workplace reading, measured in Lexiles, exceeds grade 12 text complexity significantly, although there is considerable variation. Taken from CCSS, Appendix A, p. 2

Combined Lexile Charts
**Based upon a 2009 national study by MetaMetrics reported in The Lexile Framework for Reading

Lexile Level of Sample Reading Materials
**Based upon a 2009 national study by MetaMetrics reported in The Lexile Framework for Reading

The Common Core and Text Complexity
College and Career Readiness Anchor Standard for Reading #10 Read and comprehend complex literary and informational texts independently and proficiently. Grade-level Standard Examples RI.9.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. RI By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. RI By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. (Handout #5) Taken from CCSS, pg. 40

The Common Core and Text Complexity
The Common Core Standards for Reading address the intertwined issues of what and how students read through: Increasing sophistication in students’ reading comprehension ability Increasing text complexity in successive school years A three-part model for determining the difficulty of a particular text Taken from CCSS, Appendix A, p. 4

Common Core and Text Types
Narrative Short stories Novels Poetry Drama Informational Text and Literary Non-fiction Historical non-fiction Biographies Auto-biographies Speeches Historical documents Technical documents Taken from CCSS, p. 57

Text complexity is defined by:
Quantitative Measures Readability and other scores of text complexity are often best measured by computer software (word length, word frequency, sentence length, text cohesion). Qualitative Dimensions Levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands are often best measured by an attentive human reader. Reader and Task Considerations Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned are often best measured by educators employing their professional judgment. Taken from CCSS, Appendix A, pp. 4-9

Where do we find texts in the appropriate text complexity band?
We could Choose an excerpt of text from Appendix B. . . . or. . . Use available resources to determine the text complexity of other materials on our own.

Determining Text Complexity
A Four-step Process Determine the quantitative measures of the text. Analyze the qualitative measures of the text. Reflect upon the reader and task considerations. Recommend placement.

Step 1: Quantitative Measures
Traditionally measured by: Word Length, Frequency, and Difficulty Sentence Length Text Length Text Cohesion

Ranges for Text Complexity The chart outlines the suggested ranges for each of the text complexity bands. *The K-2 suggested Lexile range was not identified by the CCSS and was added by Kansas. **Taken from Accelerated Reader and the CCSS, available at the following URL: Taken from

What is the quantitative measure of the text complexity triangle using the Lexile system for Harper Lee’s 1960 novel To Kill A Mockingbird?

Finding a Lexile Measure for Text:

For texts not in the Lexile database, consider using the Lexile Analyzer: Registration is required (free) Allows user to receive an “estimated” Lexile score Accommodates texts up to 1000 words in length

Remember - the “quantitative measures” section is the first of three components of the text complexity triangle. The final recommendation may be validated, influenced, or even over-ruled by the examination of qualitative measures and the reader and task considerations.

Step 2: Qualitative Dimensions
Measures such as: Levels of Meaning and Purpose Text and Sentence Structure Language Conventionality and Clarity Organization Prior Knowledge Demands

The Qualitative Measures Rubrics for Literary and Informational Texts are below. The rubric for literary texts and the rubric for informational texts allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors. These factors represent continua rather than discrete stages or levels. Numeric values are not associated with these rubrics. The four points along the continuum are: high, middle high, middle low, and low. (Handouts # 6 and #7)

So… How is the rubric used? And how would To Kill a Mockingbird fare when analyzed through the lens of the Literary Texts Rubric? (Handout #6)

(Handout #7)

Review Steps 1 and 2 From examining the quantitative measures, we knew: Lexile Text Measure: 870L But after reflecting upon the qualitative measures, we believed:

Review Steps 1 and 2 Quantitative Measures and Qualitative Dimensions are BOTH useful and imperfect. Quantitative measures place most texts in a complexity band reliably. However, quantitative measures are less reliable for certain kinds of texts, such as poetry and drama. Qualitative dimensions are on a continuum (not grade/band specific) and are most useful in conjunction with quantitative measures.

Work Session #3a: Analyze a Text to Determine Text Complexity
Quantitative Measures and Qualitative Dimensions Locate Work Session 3a, page 3 of 5. Directions Participants will analyze the qualitative measures using “The Qualitative Measures Rubric for Literary Texts” for I Know Why the Caged Bird Sings. = Recommended Placement Bird Image from

Work Session #3a:Analyze a Text to Determine Text Complexity
Quantitative Measures and Qualitative Dimensions

Step 3: Reader and Task Considerations
Step 3: Reader and Task Considerations such as: Knowledge and Cognitive Demands Life experiences Cultural and literary knowledge Content and discipline knowledge Mode(s) of Response Written Oral Graphic Purpose for Reading Degree of Scaffolding

Step 3: Reader and Task Considerations
Questions for Professional Reflection on Reader and Task Considerations have been developed. The questions provided in this resource are meant to spur teacher thought and reflection upon the text, reflection upon the students, and any tasks associated with the text. The questions included here are largely open-ended questions without single, correct answers but help educators to think through the implications of using a particular text in the classroom.

Work Session #3b: Analyze a Text to Determine Text Complexity
Reader and Task Considerations Locate Work Session 3b, page 4 of 5. Directions Participants will complete the “Text Complexity Analysis Sheet” by reflecting on the “Reader and Task Considerations” document for I Know Why the Caged Bird Sings. = Recommended Placement Bird Image from

Step 4: Recommend Placement
After the examination of the Reader and Task Considerations, the third section of the text complexity model is complete. Now, a recommendation for final placement within a text complexity band can be made.

Based upon all the information—all three sections of the model—the final recommendation for To Kill a Mockingbird is….

In this instance, Appendix B confirms the evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band.

The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band. Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future.

Text Analysis Sample Example Text Analysis Summary Sheet from Kansas State Department of Education

Work Session #3c: Analyze a Text to Determine Text Complexity
Recommended Placement Locate Work Session 3c, page 5 of 5. Directions Participants will complete the recommendation section on the “Text Analysis” document for I Know Why the Caged Bird Sings. = Recommended Placement Bird Image from

Text Complexity Analysis
2 Lexile Score: 1070 ATOS: 5.5 1 4 3

Text Analysis of I Know Why the Caged Bird Sings
(Handout #8)

Model Content Frameworks for ELA/Literacy
Partnership for Assessment of Readiness for College and Careers (PARCC) Model Content Frameworks for ELA/Literacy

PARCC Model Content Frameworks for ELA
Purpose Support implementation of the CCSS Inform development of item specifications and blueprints for PARCC assessments Intention Dynamic Responsive to evidence and input from educators Taken from PARCC, p. 3

PARCC Model Content Frameworks for ELA
Designed to measure knowledge, skills, and understanding essential to achieving college and career readiness. ELA/Literacy Areas Reading complex texts Writing effectively Conducting and reporting on research Speaking and listening Using language for reading, writing, and speaking Taken from PARCC, pp. 3-4

Structure of the PARCC Model Content Frameworks for ELA
Narrative Summary of the ELA Standards Model Content Framework Chart Key Terms and Concepts for the Model Content Framework Chart Writing and Speaking and Listening Standards Progression Charts Taken from PARCC, p. 4

Section 1: Narrative Summary
Taken from PARCC, p. 86

Section 2: ELA Model Content Framework Chart

Section 3: Key Terms and Concepts for the Model Content Framework Chart
Key elements as seen in the CCSS To be addressed in the PARCC assessment Defined within each grade level and specific to the grade level Taken from PARCC, pp and 87

Reading Complex Texts Taken from PARCC, p. 87

Reading Complex Texts What are complex texts?
Focus on close, sustained analysis Synthesis of ideas and making connections across texts Extended and short texts must be appropriately complex at the grade-band-level Various texts—poems, short stories, magazine articles, political documents, classic works, website pages, new media texts Access to wide range of materials and genres for independent reading (develop knowledge and promote reading for pleasure) Taken from PARCC, pp. 6-7

Writing About Texts Taken from PARCC, p. 87

Writing About Texts Emphasis on writing arguments or informational pieces with a focus on analyzing sources (texts or media) Routine writing—critical for reading comprehension and developing writing skills Formal, structured analytic writing—advances an argument or explains an idea based on text-dependent questions Timed writing and writing projects over multiple days or weeks Taken from PARCC, pp. 7-8

Research Project Taken from PARCC, p. 87

Research Project Seeks to build connections between texts where students integrate knowledge Develops expertise on various topics Requires students to read closely and synthesize information from multiple texts Requires students to present findings using formal and informal methods (oral presentations, compositions, multimedia products) Taken from PARCC, p. 8

Narrative Writing Taken from PARCC, p. 87

Narrative Writing In K-5, 35% of writing is narrative.
Decreases gradually to 20% in high school. Reinforces other learning. Provides additional opportunities to reflect on or emulate what is read. Taken from PARCC, pp. 8-9

For Reading and Writing in Each Module

For Reading and Writing in Each Module
Explanation of the knowledge and skills that may be integrated with all standards Critical role of building content knowledge in Citing evidence and analyzing content Understanding and applying grammar Understanding and applying vocabulary Conducting discussions and reporting findings Taken from PARCC, pp. 9-10

Writing and Speaking and Listening Standards Progression Charts
Traces changes to standards between the previous grade and the current grade Highlights the shifts in a single standard Taken from PARCC, p. 91

Work Session #4: Jigsaw Locate the PARCC Model Content Framework for ELA/Literacy For Grade 11. Choose a group member to fulfill the following roles. Group Leader—manages group Recorder—records “Most Valuable Point” (MVP) on chart paper Reporter—presents the information to the entire group Time Manager—keeps group on task and monitors time Each person serves as a member as seen below to read a section/sections of the PARCC Model Content Frameworks. Member 1—Narrative Summary of ELA Standards for Grade 11 and Literacy Standards for Other Disciplines in Grade 11 Member 2—Reading Complex Texts Member 3—Writing About Texts and Research Project Member 4—Narrative Writing and For Reading and Writing in Each Module *Note—if more than 4 members at a table, then assign each section to partners.

Work Session #4: Jigsaw Group Members read and present
Each member silently reads assigned section and completes the “Essential Details” component of the Think Sheet for assigned section, page 2 of 2. Once sections are read, each member presents to the group the “essential details” from the Think Sheet. Discuss ideas on Think Sheet Group discusses key or big ideas from the “Essential Details” on Think Sheet from assigned sections. Group determines the MVP and recorder writes the MVP on the large chart paper. Time Manager displays MVP on wall.

Reporter in each group will describe the MVP to the entire group.
Work Session #4: Jigsaw Reporter in each group will describe the MVP to the entire group.

Integrating the CCSS and PARCC Model Content Frameworks (MCF)
Unit Planning

Utilizing the PARCC MCF for Unit Planning
Refer to p. 67

Module A Refer to p. 67

Compare and Contrast Modules A and B
(Handout #9) Refer to p. 67

10th Grade Argument Writing Sample
Taken from CCSS Appendix C, p. 68 (Handout #10)

Did the student’s writing sample show mastery of 9-10 Writing Standard 2 and Sub-standards a-f?
W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. (Handout #11) Taken from CCSS for ELA, p. 45

Focus Standards for Ninth Grade Unit Plan
Adapted from Common Core Curriculum Maps for English Language Arts for Grade 9. (Handout #12)

Sample Unit of Study Grade 9, Module
Adapted from Common Core Curriculum Maps for English Language Arts for Grade 9. These can be accessed at (Handout #13)

Complex Text #1 – Speech (Informational Text)

Complex Text #2 – Novel (Literary Text)

Complex Text #3 – Letter (Informational Text)

Complex Text #4 – Poem (Literary Text)

Research Project Example
Select an author from our unit of study and conduct further research about this individual. Begin by defining a research question related to the literal and figurative power this person possessed and refine it as necessary. The research should include an autobiographical or biographical text, another story, speech, or poem by the author, and at least two other references to the author and his or her work. Ultimately, you should be able to critically analyze not only the power of this individual’s words, but the impact this individual had on society. Be prepared to share your findings with your classroom in a ten-minute presentation. This research project provides students the opportunity to demonstrate the following standards: W.9.7; SL.9.4; and RI.9.3. Adapted from Common Core Curriculum Maps for English Language Arts for Grade 9. These can be accessed at (Handout #18)

Shifts in Planning According to PARCC Model Content Framework
How will the demands of this “unit of study” structure affect the time allocated for reading texts? What must happen in classrooms to plan for the shift from literary texts to informational texts? What will need to happen to incorporate all of the writing tasks necessary in this new structure? How will language standards be integrated into the unit of study structure?

Close Reading = Analytical Thinking

“Slowing Down” “Teachers can enhance students’ pleasure and success in reading by showing them how to slow down and savor what they read.” - T. Newkirk Taken from ASCD Educational Leadership, March 2010, Volume 67, Number 6, pages 6-11

What is close reading? “Reading closely” means developing a deep understanding and a precise interpretation of a literary passage. When reading closely, a reader does not stop at the literal meaning of the words on a page, but embraces larger themes and ideas evoked or implied by the passage itself. Close reading involves reading and rereading deliberately to examine meaning, as well as careful gathering of observations from the smallest linguistic matters to larger issues of overall understanding and judgment. Taken from Indiana’s Transition to the CCSS Document, Series One, Page 2.

What is close reading? (cont.)
The Common Core State Standards for ELA “strongly focus on students gathering evidence, knowledge, and insight from what they read.” “80 to 90% of the Reading Standards in each grade require text dependent analysis.” Taken from AchievetheCore.org’s Guide to Creating Text Dependent Questions for Close Analytic Reading, which can be accessed at this website:

Text Dependent Questions Ask Students To:
Analyze paragraphs on a sentence by sentence basis and word by word basis to determine literal and figurative meaning Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts Question why authors choose to end and begin when they do Note and assess patterns of writing Consider what the text leaves uncertain or unstated (Handout #19) Taken from Achieve the Core Guide which can be accessed at this website:

Examples of Text Dependent Questions for the Gettysburg Address
“How does Lincoln establish what is at stake in this war in the first two sentences of the Gettysburg Address?” “What is the unfinished work that those listening to the speech are asked to achieve? With this in mind, how does Lincoln use the idea of ‘unfinished work’ to assign responsibility to his listeners?” “How does the meaning of ‘dedicate’ change over the course of the text, and what does this reveal about the Gettysburg Address?” Taken from David Coleman’s Common Core Unit for High School English/Social Studies

Example of Non-text Dependent Questions
Why did the North fight the Civil War? Have you ever been to a funeral or a gravesite? Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote? If the question can be answered without reading the text, it is not a text dependent question. Taken from AchievetheCore.org’s Guide to Creating Text Dependent Questions for Close Analytic Reading, which can be accessed at this website:

VIDEO c (Handouts # 20 and #21)

Work Session #5: Planning for an Individual Text Within a Unit
Locate Work Session 5 Directions Using the Writing and Speaking and Listening Standards listed on the sheet and the text, “Letter from Birmingham Jail,” create a writing task or tasks and a speaking and listening task or tasks that would provide students an opportunity to demonstrate the selected standards.

Websites and Contact Information Common Core Website MDE website PARCC Website (Hot Topics) Mississippi Department of Education Office of Curriculum and Instruction Vincent Segalini Office Director-English/Language Arts (601)

English / Language Arts Grades 9-12 Training of the Trainers

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