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ENTRANCE CARD. How well do you know the MACF/CCSS? What questions do you have about the Massachusetts Curriculum Frameworks 2011/Common Core State Standards?. GOALS FOR TODAY. Become familiar with the organization and content of the Massachusetts Curriculum Framework for ELA and Literacy

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entrance card

How well do you know the MACF/CCSS?

What questions do you have about the Massachusetts Curriculum Frameworks 2011/Common Core State Standards?

goals for today
  • Become familiar with the organization and content of the Massachusetts Curriculum Framework for ELA and Literacy
  • Understand the 3 shifts in literacy
  • Introduce weekly plan for instruction using the MACF
teachers channel video introduction ela literacy
Teachers Channel Video Introduction-ELA/Literacy

Why do we need common standards?

students who are college and career ready
Students Who Are College and Career Ready
  • What does it mean to be college and career ready?
  • Read the designated section of page 9
  • Record 1or 2 golden lines.
  • Share out at your tables
  • Share with the whole group

Design and Organization

K−12 standards

Grade-specific end-of-year expectations

Developmentally appropriate, cumulative progression of skills and understandings

One-to-one correspondence with CCR standards

are the common core state standards and the massachusetts curriculum framework the same
Are the Common Core State Standards and the Massachusetts Curriculum Framework the same?
  • The Massachusetts Curriculum Framework incorporate all of the CCSS.
  • Each state was able to add 15% new standards.
  • Massachusetts added Pre-K concepts and select other standards.
  • Look for the “MA” beside the standard number
transitioning mcas to the new parcc asssessment objective 1 fairness 2 maintain trendline
Transitioning MCAS to the New PARCC AsssessmentObjective: (1) Fairness (2) Maintain Trendline


Near Full



Focus on standards

common to former

and new Frameworks

Will also assess selected standards from new

Frameworks not included in former Frameworks


2014 +




Add PARCC website


WIDA Standards

teachers channel video introduction ela literacy1
Teachers Channel Video Introduction-ELA/Literacy

History of the Common Core Standards

design and organization
Design and Organization

Three main sections

  • PK−5 (cross-disciplinary)
  • 6−12 English Language Arts
  • 6−12 Literacy in History/Social Studies,

Science, and Technical Subjects

Shared responsibility for students’ literacy development

Three appendices

  • A: Research and evidence; glossary of key terms
  • B: Reading text exemplars; sample performance tasks
  • C: Annotated student writing samples
reading foundational skills
Reading Foundational Skills

Four categories (standards 1−4)

  • Print concepts (K−1)
  • Phonological awareness (K−1)
  • Phonics and word recognition (K−5)
  • Fluency (K−5)
  • Foundational skills are a starting point and not an end point
  • Differentiated instruction- meet students individual needs in strengths as well as challenges

Comprehension (standards 1−9)

  • Standards for reading literature and informational texts
  • Strong and growing across-the-curriculum emphasis on

students’ ability to read and comprehend informational texts

  • Aligned with NAEP Reading framework

Range of reading and level of text complexity(standard 10, Appendices A and B)

  • “Staircase” of growing text complexity across grades
  • High-quality literature and informational texts in a range

of genres and subgenres

reading standards informational text
Reading Standards Informational Text
  • Key ideas and details
  • Craft and structure
  • Integration of knowledge and ideas
  • Range of Reading and Level of Text Complexity
teachers channel video introduction ela literacy2
Teachers Channel Video Introduction-ELA/Literacy


What is the percentage of each type of writing completed during the course of the year?

What will you change for the 2012-2013 school year? Why?


“ To build a foundation for college and career…students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding…and conveying real and imagined experiences and events. …to appreciate that a key purpose of writing is to communicate clearly to an external audience…to adapt form and content…to accomplish a particular task and purpose.”


Writing text types and purposes (standards 1−3)

Writing arguments

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


Production and distribution of writing (standards 4−6)

Developing and strengthening writing

Using technology to produce and enhance writing

Research (standards 7−9)

Engaging in research and writing about sources

Range of writing (standard 10)

Writing routinely over various time frames

teachers channel video introduction ela literacy3
Teachers Channel Video Introduction-ELA/Literacy

Speaking and Listening

What do you do now to facilitate discussion?

How do you facilitate a text based discussion? What is different?

How do we hold students accountable?

speaking and listening
Speaking and Listening

Comprehension and collaboration (standards 1−3)

Day-to-day, purposeful academic talk in one-on-one,

small-group, and large-group settings

Presentation of knowledge and ideas (standards 4−6)

Formal sharing of information and concepts,

including through the use of technology

anchor standards for language
Anchor Standards for Language

Conventions of Standard English (Standards 1-3)

  • Using standard English in written and spoken form
  • Command of grammar and usage
  • Command of capitalization, spelling, punctuation

Knowledge of Language

  • Knowledge of how language functions in various contexts

Vocabulary Acquisition and Use (Standards 4-6)

  • Determining word meaning and nuances
  • Use of context, word parts and references to clarify meaning of words
  • Understanding figurative language, word relationships, and nuances of meaning
  • Acquire academic and domain-specific vocabulary
standard trace
Standard Trace
  • Jigsaw
    • Standard 1, Reading Information
    • Standard 1, Writing
    • Standard 2, Speaking and Listening
    • Standard 6, Vocabulary
  • Trace standard from kindergarten – grade 5
  • Each group creates a student learning goal for one grade.
3 shifts in ela literacy
3 Shifts in ELA/Literacy
  • Building knowledge through content-rich non-fictionand informational texts
  • Regular practice with complex text and its academic vocabulary
  • Reading, writing and speaking grounded in evidence from text
shift 1 building knowledge through content rich non fiction and informational text
Shift 1: Building Knowledge Through Content-Rich Non-fiction and Informational Text
  • Much of our knowledge base comes from informational text
  • Makes up vast majority of required reading in college/workplace (80%)
  • Informational text harder for students to comprehend than narrative text
  • Yet students are asked to read very little of it in elementary and middle school (7% to 15%)
  • Standards moves percentages to 50:50 at elementary level and 75:25 at secondary level
shift 2 regular practice with complex text and academic vocabulary
Shift 2: Regular Practice with Complex Text and Academic Vocabulary
  • Gap between complexity of college and high school texts is huge
  • What students can read, in terms of complexity is greatest predictor of success in college (ACT study)
  • Too many students reading at too low a level (<50% of graduates can read sufficiently complex texts)
  • Standards include a staircase of increasing text complexity from elementary through high school
  • Standards also focus on building general academic vocabulary so critical to comprehension

Measuring Text Complexity

Appendix A in the CCSS identifies the following factors as determining text complexity:

  • Quantitative measures look at factors impacting “readability” as measured by particular computer program.
  • Qualitative measures examine levels of meaning, knowledge demands, language features, text structure, and use of graphics as measured by an attentive reader.
  • Reader and Task considers additional “outside” factors that might impact the difficulty of reading the text.
  • David Pook

Quantitative Measures and the CCSS

New Lexiles Ranges from elementary to high school


Quantitative Measures and Real Texts

Lexile Score: 680

Grade Band Placement: 2-3 (?!!)


Qualitative Measures ofText Complexity

There are additional qualitative factors to consider when determining the complexity of a text:

  • Meaning/Purpose
  • Knowledge Demands
  • Language Features
  • Text Structures
  • Use of Graphics

Judgments about these factors add additional information to the process of determining text complexity that Quantitative Measures cannot assess.

reader and task
Reader and Task
  • The demands of the task can raise the level of complexity.
shift 3 reading and writing grounded in evidence from text
Shift 3: Reading and Writing Grounded in Evidence from Text
  • Most college and workplace writing is evidence-based and expository in nature (not narrative)
  • Ability to cite evidence differentiates student performance on the National Assessment
  • Writing Standards ask students to respond to evidence-based writing prompts (inform/argue)
  • Speaking and Listening standards require students to prepare for and refer to evidence on ideas under discussion
  • Reading standards require students to respond to text-dependent questions with evidence-based claims
  • Text dependent questions force students to draw information from the text, rather than rely on background knowledge

Questions and Real Texts

What book was Miss Franny reading when the bear came into the library?

What did the men say when they were teasing Miss Fanny?

Will Opal and Amanda ever be friends?

Explain how reading the story made you feel about visiting a library?


Reading Series Questions and Real Texts

What book was Miss Franny reading when the bear came into the library?

How are Opal and Franny alike? Give details to support your answer.

What did the men say when they were teasing Miss Fanny?

Explain how reading the story made you feel about visiting a library?


Reading Based in Evidence

What do we learn about Ms. Franny in the first paragraph?

Embarrassed means to feel ashamed or uncomfortable. A student might feel embarrassed if he/she fell in the lunch room and everyone laughed at them. Why is Ms. Franny embarrassed?

On page. 32, what details about Ms. Franny reveal something that she and Opal have in common?

The sequence of questions should not be random but should build toward more coherent understanding… that build gradual understanding of its meaning.



Writing Based in Evidence

Culminating Writing Task:

How do Ms. Franny and Opal become friends?

what s hot and what s not
What’s Hot and What’s Not?

Adapted from Sue Pimental

afternoon agenda
Afternoon Agenda
  • Instruction
    • Close Reading Practice
    • Building Academic Vocabulary
    • Deepen your understanding: professional development
  • Curriculum Resources
    • Close reading lessons
    • Daily schedule
    • Literacy block schedule
  • Assessment
    • Assessment Overview for 2012-2013
what is close reading
What is Close Reading?
  • Close Reading: Access to Complex Text
  • Read Access for All and What is Close Reading?
    • Turn and talk to a partner about the definition of close reading.
    • How is this practice different than how we have approached the teaching of reading?
  • Read Pre-reading, Background Knowledge, Supporting Struggling Readers
    • How is this approach beneficial to your students?
what is close reading1
What is close reading?
  • A shared reading using text dependent questions that guides students to analyze the most complex parts of a text
    • Close reading is the methodical investigation of a complex text through answering text dependent questions geared to unpack the text’s meaning. Close reading directs students to examine and analyze the text through a series of activities that focus students on the meanings of individual words and sentences as well as the overall development of events and ideas. It calls on students to extract evidence from the text as well as draw non-trivial inferences that logically follow from what they have read. (David Pook)
close reading exemplars
Close Reading Exemplars
  • Read the first portion of Close Reading Exemplars and CCSS
  • Jigsaw with small groups
    • Learning Objectives
    • Design Principles
    • Close Reading Exemplars and Text Dependent Questions
  • Each group shares the most salient points
planning teaching close reading
Planning & Teaching Close Reading
  • Provide multiple opportunities for students to interact with the text
  • Allow students to make sense of text
    • Do not pre-teach vocabulary
    • Provide limited background information that is not available from the text but is necessary for comprehension
  • Choose a sufficiently complex text
  • Identify vocabulary, syntax, literary elements, sentences, and paragraphs to be addressed
  • Create a series a of text dependent questions leading to a culminating open ended writing task
play doh
  • Read “Toys!”: Amazing Stories Behind Some Great Inventions Don L. Wulffson
  • Lexile 920
  • Common Core Appendix B
  • Grade 4-5, Informational Texts
play doh1
  • Create 2-3 text dependent questions using the Text Dependent Question and the CCSS as a reference
  • Questions may refer to:
    • Word/phrase
    • Sentence
    • Paragraph
play doh2
  • Gallery walk of text dependent questions
  • Find one that you think is a strong example of a text dependent question
  • Find one that you might want to revise to meet more of the criteria for a text dependent question
close reading guiding learning
Close Reading: Guiding Learning
  • Identify the big idea
  • Create a culminating writing task that focuses on the big idea
  • Sequence your questions to guide students to an understanding of the big idea
play doh3
  • Big Idea: Play-doh was not originally invented to be a toy. The inventor realized its clay-like substance may be useful in a school setting. It evolved into a successful invention sold in toy stores all over the country.
culminating question
Culminating Question
  • What changes did the original invention magic wallpaper go through over time? Support your answer with evidence from the text.
sequencing questions
Sequencing Questions
  • After reading, “people weren’t that interested” on page 102 ask, What does the author mean that sales were slow?
  • After reading, “was on to something” on page 103 ask, What does the author mean when he writes, “ Joe McVicker realized he was on to something?”
  • After reading, “popping up all over the country” on page 104 ask, What was the reaction to the product Magic Clay?
close reading practices
Close Reading Practices
  • What is different? Rely on the text:
      • Only provide background information that is not available from the text but is necessary for comprehension
      • Teach academic vocabulary in context
      • Emphasize Tier 2 (relevant to the text) vs. Tier 3 words
  • What are the implications for your teaching?
    • Expose ALL students to grade level text
    • Build student independence
    • Use the gradual release of responsibility
close reading lessons
Close Reading Lessons
  • Reading Street:
    • 1-2 close reading lessons for each unit
  • Reading in the Content Areas:
    • Social Studies close reading lessons
planning unit 1
Planning Unit 1
  • Introduce Literacy block schedule
  • Review essential core reading practices
  • Introduce alternate schedule for close reading weeks
building content knowledge
Building Content Knowledge
  • Show Daily Schedule
  • Leverage read-aloud opportunities with informational text that is content driven
    • Read-aloud suggestions
    • Science page on MyBPS read-aloud suggestions that correspond to Foss kits
    • History lesson maps on MyBPS and C&I webpage
    • Appendix B
planning a close reading lesson
Planning A Close Reading Lesson
  • Sample close reading lesson
  • Plan daily lessons using close reading plan
exit card

3. Share 3 things you learned?

2. List 2 ways you will change your practice this year?

1. Share one thing you would like to learn more about.