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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

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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.



  • 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



  • 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


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

3. Regular practice with complex text and its

academic language

Standards progression

Standards Progression

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)


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.

The great office war

The Great Office War

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


    • 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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