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Common Core 101 - ELA. Hamblen County Dept of Instruction November 6, 2012. Human Barometer. We are all literacy teachers. Rationale. Declining US competitiveness with other developed countries High rates of college remediation

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common core 101 ela

Common Core 101 - ELA

Hamblen County Dept of Instruction

November 6, 2012

human barometer
Human Barometer

We are all literacy teachers.

rationale
Rationale
  • Declining US competitiveness with other developed countries
  • High rates of college remediation
  • NAEP performance that has been largely flat over the past 40 years in 8th grade with a slight improvement at the 4th grade level and a slight decline at the high school level
implementation
Implementation
  • The CCSS uses simple tools and provides time and space to focus on doing fewer things better
  • Implementation of the CCSS must be integrated into other efforts of educational improvement, not one more thing
  • Commitment to teacher practice and knowledge, instructional materials and resources, and student work
the golden egg
The Golden Egg
  • CCSS emphasizes more comprehension.
  • CCSS gives equal emphasis to reading and writing.
  • CCSS emphasizes the complexity of reading texts.
  • CCSS provide clean, coherent goals with high standards.
the golden egg1
The Golden Egg
  • CCSS recognizes that growth occurs over time and disciplines.
  • CCSS emphasizes that all learners demonstrate proficiency, complexity, and independence
  • CCSS sets the clear expectation that social studies, science, and math teachers are all expected to support literacy.
the golden egg2
The Golden Egg
  • CCSS emphasizes that all students need to be given access to the same high quality learning.
  • CCSS provides the same measuring stick for all states.
  • CCSS defines what all students are expected to know and be able to do, but not how teachers should teach.
three big instructional shifts
Three Big Instructional Shifts

1. Building knowledge through content-rich

nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its

academic language

text complexity
Text Complexity
  • You can’t learn much from a text that you cannot read. (Allington)
  • Running records to determine level and access to high interest books
  • 90 minutes in school reading with more time at home
increasing text complexity
Increasing Text Complexity
  • Consider the Purpose and the Reader
  • Use Lexiles Only When Appropriate
  • Present a Variety of Sources to Show Different Perspectives
  • Use Multiple Texts to Add Depth to Your Lessons
  • Support Students by Layering Meaning

Link to Appendix B

lexile framework for reading
Lexile Framework for Reading
  • “Use lexiles only when appropriate.”
  • Common Core choice
  • Quantitative measure
lexile level what is it
Lexile Level—What is it?
  • Based on two strong predictors of how difficult text is to comprehend
    • Word frequency
    • Sentence length
another leveling system
Another Leveling System???
  • CCSS rationale
  • What about the leveling systems I already know and use?
  • Navigating the correlation chart
lexile levels
Lexile Levels
  • Text complexity bands
  • Appendix B
lexile level challenge
Lexile Level Challenge!
  • Ready to put your lexile skills to the test?
  • Partner
  • Arrange the book titles from least to greatest (by lexile level)
  • 3-4 minutes
let s see how you did
Let’s see how you did!

What’s left?

The Grapes of Wrath (ages 18+)

3 Little Wolves & Big Bad Pig (ages9-12)

2 – 3

Where the Red Fern Grows (ages 10+)

The Giver (ages 12+)

Text Complexity Bands

The Hunger Games (ages 12-100)

4-5

Wimpy Kid: Ugly Truth (ages 8-11)

6 – 8

Hatchet (ages 10-15)

lexile level challenge1
Lexile Level Challenge!

What’s the moral of the story from this activity??

lexile a cautionary tale
Lexile—A Cautionary Tale
  • All three pieces
  • Qualitative measures prevail…
  • Professional judgment matters!
informational text is
Informational Text Is…
  • text whose primary purpose is to convey information about the natural and social world.
  • text that typically has characteristic features such as addressing whole classes of things in a timeless way.
  • text that comes in many different formats, including books, magazines, handouts brochures, CD-ROMs, and the Internet.
informational text is1
Informational Text Is…
  • features vary by text.
informational text is not
Informational Text Is Not…
  • text whose primary purpose is something other than to convey information about the natural and social world, such as telling about an individual\'s life, an event or series of events, or how to do something.
  • text that always has particular features; Instead, features vary by text.
  • only books.
more on informational text
More on Informational Text
  • The standards define informational text, or explanatory writing, as text that addresses matters such as:
    • types (What are the different types of poetry?)
    • components (What are the parts of a motor?)
    • size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?)
more on informational text1
More on Informational Text
  • The standards define informational text, or explanatory writing, as text that addresses matters such as:
    • how things work (How does the legislative branch of government function?)
    • why things happen (Why do some authors blend genres?).”
more on informational text2
More on Informational Text
  • Informational texts are not limited to books. They also can include photographs, children’s magazines, websites and videos.
anchor standards for reading literature and informational texts same anchor standards
Anchor Standards for Reading Literature and Informational Texts – Same Anchor Standards

Recommended distribution of reading

anchor standards 1 2 and 3 key ideas and details
Anchor Standards 1, 2, and 3:Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

anchor standards 4 5 and 6 craft and structure
Anchor Standards 4, 5, and 6:Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

anchor standards 7 8 and 9 integration of knowledge and ideas
Anchor Standards 7, 8, and 9:Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (Not applicable to literature.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

another text
Another Text

“The purpose of all war is peace.” – St. Augustine

anchor standards 10 range of reading and level of complexity
Anchor Standards 10:Range of Reading and Level of Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

what s hot and what s not
What’s Hot and What’s Not!
  • HOT
    • Close, attentive reading
    • Critical reading
    • Reasoning and use evidence
    • Comprehend, evaluate, synthesize
    • Understand precisely, question
    • Assess veracity
    • Cite specific evidence
    • Reading independent, closely
    • Demonstrate understanding of a text
    • Referring explicitly to the text
    • Refers to details and examples in text
    • Quote accurately from the text
    • Compare and contrast
  • NOT HOT
    • Make text to self connections
    • Access prior knowledge
    • Explore personal response
    • Relate to own life
    • (De-emphasize reading as a personal act; emphasize textual analysis)
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