1. Bristol Tennessee City Schools Professional Development | June 14, 2012 Kelly Vance English Teacher, English Core Curriculum Coach THS Common Core English Language Arts Grades K–2

2. Sometimes we can become overwhelmed by tasks that seem enormous. The important thing is that we keep moving forward. Escalator

3. Outcomes At the conclusion of this workshop, you will be able to plan appropriate classroom libraries and other reading materials to scaffold students to higher standards; apply grade-appropriate instructional strategies that enrich comprehension of complex text, vocabulary, and fluency; incorporate reading comprehension strategies specific to informational texts; use best practices and classroom materials to meet the CCSS for Reading.

4. I dreamed I had to change the way I’ve been teaching!

5. We are moving from Snorkeling to…..

6. Scuba Diving

7. Design and Organization

8. Common Core: English Language Arts Standards

9. Cracking the Literacy “CODE” Strand Code Key Reading Standards R Reading Standards for LiteratureRL Reading Standards for Informational TextRI Reading Standards: Foundational Skills RF Reading Standards for Literacy in History/Social StudiesRH Reading Standards for Literacy in Science & Technical SubjectsRST Writing Standards W Writing Standards for Literacy in History/Social Studies,WHST Science, & Technical Subjects Speaking & Listening Standards SL Language StandardsL

10. How to read a Common Core Reading Standard (grade-specific standard) RI.4.3 Strand Grade Number assigned to Standard Reading Informational Grade 4 Key Ideas & Details: 3. Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

11. Reading

12. Reading Foundational Skills

13. Key Points of CCSS ELA 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

14. Selecting Appropriate Text Text complexity Text quality Range of text types # 6

15. Text Complexity Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text: Readability measures and other scores of text complexity Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) (Common Core State Standards Initiative 2010a, 57) # 7 Online Clock Countdown

16. Why the need to increase the level of text complexity? 8 th grade “school books” published after 1963 are equivalent (in terms of difficulty) to books used in the 5 th grade from 1942- 1962.

17. The wording of 12 th grade text published after 1963 was simpler than the 7 th grade texts published prior to 1963.

19. Lexile Ranges Text Complexity Grade Band in the Standards Old Lexile Ranges Lexile Ranges Aligned to CCR Expectations K–1N/A 2–3450–725450–790 4–5645–845770–980 6–8860–1010955–1155 9–10960–11151080–1305 11–CCR1070–12201215–1355 (Common Core State Standards Initiative 2010b, 8) # 8

20. What were some text titles you brought? 1 st grade titles 2 nd grade titles

21. Why Lexile Alone Isn’t Enough These books are typically taught in high school literature classes … The Grapes of Wrath – 680 L – 4 th grade Fahrenheit 451 – 451 L – between 2 nd & 3 rd grade Fallen Angels – 650 L – 4 th grade A Farewell to Arms – 730 L – between 4 th & 5 th grade Lord of the Flies – 770 L – between 4 th & 5 th grade Brave New World – 870 L – between 5 th and 6th

22. Text Quality The CCSS describe quality texts as “classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content.” (Common Core State Standards Initiative 2010b, 2) # 8

23. LiteratureInformational Texts StoriesDramaPoetry Literary Nonfiction and Historical, Scientific, and Technical Texts Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics Range of Text Types (Common Core State Standards Initiative 2010a, 31) Range of Text Types for K–5

24. Distribution of Literary and Informational Text GradeLiteraryInformational 4 8 12 Stop Watch

25. National Assessment of Educational Progress (NAEP) Reading Framework Distribution of Literary and Informational Passages by Grade in the 2009 National Assessment of Educational Progress (NAEP) Reading Framework (Common Core State Standards Initiative 2010a, 5) GradeLiteraryInformational 450% 845%55% 1230%70% # 10

26. Appendix B Text Exemplars Read across exemplars for your grade level span and identify specific examples that demonstrate complexity, quality, and range. # 11

27. Reading Comprehension Close Reading Close, strategic reading is one of the most powerful and enjoyable ways to develop the ability to think critically and evaluate information—to literally become smart. Students should therefore have abundant daily opportunities to carefully read and reread texts for intellectual purposes—and with a pen in hand. (Schmoker 2006) # 14

28. Comprehension Strategies Strategies for Developing an Accurate Representation of Text Say what the text means. Make ideas cohere. Strengthen vocabulary. Focus on purposeful reading through questioning. Develop genre and text structure knowledge. Use graphic organizers. Strategies for Applying Relevant Knowledge Think aloud Discussion Writing # 17

29. What the text says: What I think about that: My opinion based on details from the text: Synthesis Topic:_________________

30. What does the text say? Literal What does it mean? interpretive What does it matter? reflective Synthesis Topic:_________________

31. Demonstrating Comprehension Summarizing Compare and Contrast Determining the meaning of words Point of view # 16 Domain- specific words Explain the relationship between concepts Focus on determining theme Figurative language LiteratureInformational Text

34. Creating Performance Tasks A good performance task often addresses multiple standards and reflects an integrated approach to English language arts.

35. Reading Task 1.2 Students retell Arnold Lobel’s Frog and Toad Together while demonstrating their understanding of a central message or lesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2] —Common Core State Standards Initiative (2010c, 53) # 19

36. Foundational Reading Skills Background Knowledge How do you address foundational reading skills in your classroom? # 20

37. Foundational Skills in CCSS Print concepts Phonological awareness Phonics phones Phonics and word recognition Word Families Paint Swatches Flip Books Fluency # 20

38. Differentiating Instruction Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. —Common Core State Standards (2010a, 15)

40. Building Vocabulary

41. Vocabulary Research Yet research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words. (Betts, 1946; Carver, 1994; Hu & Nation, 2000; Laufer, 1988). Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure in a variety of contexts to the words they are trying to learn. (Landauer & Dumais, 1997) In fact, at most between 5 and 15 percent of new words encountered upon first reading are retained, and the weaker a student’s vocabulary is the smaller the gain (Daneman & Green, 1986)

42. Index Card Vocabulary Activity To illustrate the importance of students encountering vocabulary in multiple contexts, we will try this activity: 1 st Take 3 minutes to write down all the different contexts for the word “Strike” for example “3 strikes and you’re out” 2 nd With a shoulder buddy, compare your lists 3 rd How many different contexts did we come up with as a group? Rocket Timer

43. Building Vocabulary- How can you support vocabulary acquisition in your classroom?

44. Vocabulary Instruction

45. Vocabulary Instruction Reflection What is new to your thinking about vocabulary instruction? What is one question you still have about how to support students in vocabulary acquisition? What is one new action you will take as you plan for vocabulary instruction?

46. Reading Informational Text How do students demonstrate comprehension of informational texts?

47. National Geographic Honeybees Handout

48. Anticipation Guide In the forest bugs eat leaves. Foxes do not like to eat squirrels.

49. Vocabulary Knowledge Rating

52. Informational Text SuperHero

53. Graphic Organizers T-Chart Example What other examples of graphic organizers can students use to help them understand informational text?

54. Tasks for Informational Texts Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. [RI.2.8] —Common Core State Standards Initiative (2010c, 61) # 29

55. Revisiting the Section 5 Big Question How do students demonstrate comprehension of informational texts?

56. Review and Closing Section 6 Big Question What have you learned during today’s session?

57. Review Work in small groups to answer the review questions presented in the Participant Workbook. Use this time to reflect on what you have learned and key understandings from today’s workshop.

58. Outcomes Review Plan appropriate classroom libraries and other reading materials to scaffold students to higher standards. Apply grade-appropriate instructional strategies that enrich comprehension of complex text, vocabulary, and fluency. Incorporate reading comprehension strategies specific to informational texts. Support English language learners (ELLs) in achieving the Common Core State Standards (CCSS). Use best practices and classroom materials to meet the CCSS for Reading.

59. Closing Digging into the Reading Standards Grades K–2 Kelly Vance Date: June 14, 2012