1. Bristol Tennessee City Schools Professional Development | June 20, 2012 Kelly Vance English Teacher, English Core Curriculum Coach THS Common Core Training for Related Arts Teachers

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

4. Exxon Common Core Commercials ExxonExxon Common Core Commercial

5. We are moving from Snorkeling to…..

6. Scuba Diving

7. Common Core: English Language Arts Standards CC Anchor Standards Worksheet Timer

10. 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) Online Clock Countdown

11. 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.

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

13. Lexile Ranges (Common Core State Standards Initiative 2010b, 8) 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

15. Lexile Literature 1700 - Discourse on the Method… 1400 - The Scarlet Letter 1300 - Brown vs. Board of Ed. 1200 - War and Peace 1100 - Pride and Prejudice 1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 -The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 -Clifford’s Manners

16. 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

17. 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) Online Clock Countdown

18. 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.

19. Close Reading Interview Page protectors, highlighting tape, post it pointers

20. 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

21. What the text says: What I think about that: My opinion based on details from the text: Synthesis 3-5 Topic:_________________

22. What does the text say? Literal What does it mean? interpretive What does it matter? reflective Synthesis 6-12 Topic:_________________

24. Graphic organizers in Related Arts

27. Building Analytic Thinking Skills Word “analysis” appears 57 times in the CCSS with 77 mentions of associated analysis words such as “compare and contrast” Analysis – precursor to high level thinking »Lin Kuzmich »Stretch Learning Handbook

28. Writing Writing types/purposes (standards 1−3) Writing arguments (Instructional shift in elementary, increased focus in secondary) Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework Students will be assessed through writing Students learn to write by writing

29. Balance in the writing curriculum In Elementary school – 30% argument, 35 % writing to inform/explain, and 35% narrative In Middle school – 35% argument, 35 % writing to inform/explain, and 30% narrative In High school – 40 % argument, 40% writing to inform/explain, and 20% narrative These forms of writing are not strictly independent; for example, arguments and explanations often include narrative elements, and both informing and arguing rely on using information or evidence drawn from texts.

30. Qualities of an Effective Performance Task Students should be active participants. Intended outcomes should be clear and measure something important. Students should engage in higher order thinking to complete the task. Task should demonstrate mastery of knowledge.

31. Innovative English Language Arts Sample (Dolan et al. 2011, 50)

32. SAVED BY THE BELL? PROJECT PROMPT: As a student of the instrumental music program and the public school system school scheduling becomes a very important aspect of course offerings, availability, and ultimately your school experience. There are several popular school schedule plans that exist (90 A/B Block Schedule, the 7 Period or Modular Schedule, etc.). Scheduling designs often impact the arts as they compete with "core" subjects such as English, Mathematics and Science. Imagine that you are writing an article in an educator magazine. Research school system schedule options, choose the option that you believe provides the best setting for a rigorous arts program and persuade school administrators and schedulers that you scheduling option is best suited for Gwynn Park High School. Your position must include credulous sources, well thought out arguments, understanding and refutation of other positions; and a rousing conclusion. Students must address their audience appropriately with correct grammar, spelling, punctuation and syntax.

33. SAVED BY THE BELL? Project Due Dates: I.) Historical Background Fact Cards (10 Cards) Due: II.)Your Position (10 Cards) and Sources Due: III.)Counter Position and Sources (10 Cards Due): IV.)Refutation of Counter Position (5 Cards Due): V.)Paper Outline Due: VI.)Rough Draft Due: VII.)Final Draft Due:

34. (SBAC 2010, X-29) Sample Item: Performance Event

35. (SBAC 2010, X-30) Sample Item: Performance Event (continued)

36. (SBAC 2010, X-31) Sample Item: Performance Event (continued)

37. Bloom’sBloom’s Taxonomy Internet Resources

38. 5 Things Every Teacher Should be Doing to Meet the Common Core State Standards Lead High-Level, Text-Based Discussions Focus on Process, Not Just Content Create Assignments for Real Audiences and with Real Purpose Teach Argument, Not Persuasion- Persuasion appeals to emotion- Argument appeals to logic Increase Text Complexity

39. “The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.” Source: International Center for Leadership in Education