February

1 7, 2012

February 17, 2012 Common Core State Standards 8:00-3:30 for English
Language Arts
8:00 -3:30

Reading

Strand

K-12 College & Career Readiness Anchor Standards

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. 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. 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.* 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. 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. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. 2

Cluster

Standards

K-12 College & Career Readiness Anchor Standards

Circle each strand. Underline each cluster. Place a star beside the most challenging standard in each strand.

K-12 College & Career Readiness Anchor Standards

Reading 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. 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. 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.* 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. 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. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. 4

College and Career Anchor Standard for Reading

#2- Determine central ideas or themes of a text and analyze their development; summarize the key supporBng details and ideas. [RL2]
Highlight and/or note the dierences in the standard as it progresses through the grade levels (K-12). Look at the grade levels below, on, and above for the grade you teach. Ask yourself- What is it that students must know and be able to do at my grade level?

Dont Forget The Appendices!

B

Appendix

Why Text Complexity MaZers

One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.

Text Complexity
2006 ACT, Inc. Report Reading Between the Lines Reading demands of college and the workforce have increased over the past 50 years while K-12 texts have become less demanding. Students need sustained exposure to expository text to develop important reading strategies.

The goal for all readers should be

To understand what is read. To express that understanding through speaking and wri\ng about the text. To read with a purpose. To expect the text to make sense to the reader.

A Look at the K-2 Reader:

Learning to read is key to success. The focus must be on reading with ease and uency. There needs to be a focus on learning to read for informa0on, not just for entertainment. There should be an expectaBon that beginning readers are purposeful readers, speaking and wri0ng about what they read with an understanding about the text.

A Look at the 3-5 Reader:

Literacy instrucBon should be centered on careful examina0on of the text itself. Students need to read closely to draw evidence from the text. Students need to read text of adequate range and complexity. There should be a close connecBon between comprehension of text and the acquisiBon of knowledge.

A Three-Part Model For measuring Text Complexity

Close Reading

Read this passage silently:

There are known knowns. There are things we know that we know. There are known unknowns. That is to say, there are things that we know we dont know. But there are also unknown unknowns. There are things we dont know we dont know.
Donald Rumsfeld, Newsweek

Eec\ve First Readings

Have you ever gone through a stoplight and thought, Was that light green? Have you ever arrived at a des\na\on without considera\on of how you got there? Some\mes a rst reading can resemble this phenomena! What did I just read?

Consider four key ques\ons:

1. Have I provided my students with a reading focus? 2. Are my students willing and able to embrace confusion? 3. Can my students monitor their own comprehension? 4. Do my students know any x-it strategies to assist them when their comprehension begins to falter?

Reaching New Heights

Students come to us with an I read it and Im done mentality. We must show/teach them the value of a second reading.
Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall. All the Kings horses and all the Kings men, Couldnt put Humpty together again.

 Deep reading, or slow reading, is a sophisBcated process in which people can criBcally think, reect, and understand the words they are looking at. With most, that means slowing down- even stopping and rereading a page or paragraph if it doesnt sink it- to really capture what the author is trying to say. Experts warn that without reading and really understanding whats being said, it is impossible to be an educated ciBzen of the world, a knowledgeable voter or even an imaginaBve thinker.
Laura Casey

 Where does close reading appear in the Common Core State Standards?
College and Career Readiness Anchor Standards for Reading R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specic textual evidence when wriBng or speaking to support conclusions drawn from the text.

Three key ques\ons to ask students afer they have read something:
1. What does it say? (Literal) 2. What does it mean? (InterpretaBon) 3. What does it macer? (ReecBon) (self, family, peers, community, country, humankind)

Take
Break

Vocabulary
Most children begin rst grade with about 6,000 words of spoken vocabulary. They will learn 3,000 more words per year through third grade. However, not all words have equal importance in language instrucBon. So, how do we know which words we need to teach?

We consider 3 types of vocabulary words for teaching and assessing word knowledge.

Tier 1
Basic Vocabulary
High Fr e Mul\p quency/ le Mea ning

Tier 2

Tier 3
Subject Related

Tier One Words- the most basic words that rarely require direct instrucBon and typically do not have mulBple meanings. Ex. book, girl, sad, run, orange Tier Two Words- general academic words that are far more likely to appear in a variety of domains. Ex. masterpiece, fortunate, industrious, benevolent, establish, verify Tier Three Words- low frequency words that appear in specic domains such as subjects in school, hobbies, occupaBons, technology, weather, etc.

Tier 2 words are the most important words for direct instruc\on.
Important for reading comprehension Contain multiple meanings Used across a variety of contexts Characteristic of mature language users Allows students to describe concepts in a detailed manner

Consider the following ques\ons when determining which Tier 2 words to choose for instruc\on:

How generally useful is the word? Is it a word that students are likely to see ofen in other texts? Will it be of use to students in their own wri\ng?

How does the word relate to other words or ideas that the students know or have been learning?

What does the word choice bring to the text? What role does the word play in communica\ng the meaning of the context in which it is used?

Appendix

Text Exemplars and Sample Performance Tasks

RL = Reading Literature RI = Reading Informa\onal Text SL = Speaking and Listening W = Wri\ng L = Language

RL.K.7 = Reading Literature Kindergarten Standard 7 RI.1.5 = Reading InformaBonal Text 1st Grade Standard 5 RL.3.6 = Reading Literature 3rd Grade Standard 6 RI.4.4 = Reading InformaBonal Text 4th Grade Standard 4

Six Shifs in ELA/Literacy

K-5, Balancing Informa\onal & Literary Texts 6-12, Building Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Wri\ng from Sources Academic Vocabulary

The Comprehension Toolkit

Too oien in primary grades, we have dened comprehension as the ability to answer factual quesBons or to retell a story. While both of these kinds of thinking are valuable, they do not tell anywhere near the whole story of comprehension.
The Primary Comprehension Toolkit Teachers Guide p. 12

The Comprehension Toolkit

Reading comprehension is the evoluBon of thought that occurs as we read. True understanding happens when readers merge their thinking with the text, ask quesBons, draw inferences, think about whats important, and summarize and synthesize. This enables them to use their new understanding to ask further quesBons and guide new learning. This acBve, construcBve, strategic thinking process entails far more than simply retelling.
The Primary Comprehension Toolkit Teachers Guide p. 12

The Comprehension Toolkit

The toolkit is designed to help kids negoBate informaBonal text, to think about what they are reading, and to hold that thinking so that they understand and remember it- and can use it to guide new learning and thinking.
The Comprehension Toolkit Teachers Guide p. 8

The Comprehension Toolkit

Kindergarten = First 4 Clusters Throughout the year Grades 1-2 = All Clusters First 12 Weeks Grades 3-5 = All Clusters First 9-12 Weeks

Scaolding Requires Gradual Release of Responsibility

Showing kids how and giving them \me to prac\ce.

There are 5 Steps in the gradual release of responsibility.

Step 1

Teacher Modeling

The teacher explains the strategy. The teacher models how to eecBvely use the strategy to understand text. The teacher thinks aloud when reading to show thinking and strategy use.

Guided Prac\ce

Ste p 2

The teacher purposefully guides a large group conversaBon that engages students in a focused discussion that follows a line of thinking. The teacher and students pracBce the strategy together in a shared reading context reasoning through the text and co-construcBng meaning through discussion. The teacher scaolds the students acempts and supports their thinking, giving specic feedback and making sure students understand the task.

Step

Collabora\ve Prac\ce

Students share their thinking processes with each other during paired reading and small-group conversaBons. The teacher moves from group to group assessing and responding to students needs.

Independent Prac\ce

Ste p

Aier working with the teacher and with other students, the students try pracBcing the strategy on their own. The students receive regular feedback from the teacher and other students.

Step

Applica\on of the Strategy

Students use the strategy in authenBc reading situaBons. Students use the strategy in a variety of dierent genres, semngs, contexts, and disciplines.

11:00-12:30

Kindergarten p. 1 First Grade p. 57 Second Grade p. 115 Third Grade p. 207 Fourth Grade p. 267 Fiih Grade p.339

Wri\ng: THEN and NOW

OS SC NC

vs

CCSS

Appendix

Samples of Student Wri\ng

Handout- Wri\ng samples that have been annotated to illustrate the criteria required to meet the Common Core State Standards for par\cular types of wri\ng- argument, informa\ve/explanatory text, and narra\ve- in a given grade. Each of the samples exhibits at least the level of quality required to meet the Wri\ng standards for that grade.

ELA Inventory
RL
W

RI

SL