How well do you know the MACF/CCSS?

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

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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

OVERVIEW OF THE 2011 MASSACHUSETTS CURRICULUM FRAMEWORK FOR ELA & LITERACY

August Institute

Why do we need common standards?

Teachers Channel Video Introduction-ELA/Literacy

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

K−12 standards

Grade-specific end-of-year expectations

Developmentally appropriate, cumulative progression of skills and understandings

One-to-one correspondence with CCR standards

Design and Organization

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

2014 +FullImplementation

PARCCAdd PARCC website

ACCESS

WIDA Standards

2012-2014Near FullImplementation

MCASFocus on standardscommon to formerand new Frameworks

Will also assess selected standards from new Frameworks not included in former Frameworks WIDA

HOW ARE THE MACF & CCSS ORGANIZED?

History of the Common Core Standards

Teachers Channel Video Introduction-ELA/Literacy

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 SubjectsShared 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

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

Reading

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

Key ideas and details

Craft and structure

Integration of knowledge and ideas

Range of Reading and Level of Text Complexity

Writing

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?

Teachers Channel Video Introduction-ELA/Literacy

Writing

“ 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

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

Writing

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

Informational Writing Aligned to Content

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?

Teachers Channel Video Introduction-ELA/Literacy

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

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

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.

KEY SHIFTS REQUIRED TO MAKE THE MACF/CCSS A REALITY

3 Shifts in ELA/Literacy27

1. Building knowledge through content-rich non-fiction and informational texts

2. Regular practice with complex text and its academic vocabulary

3. Reading, writing and speaking grounded in evidence from text

Shift 1: Building Knowledge Through Content-Rich Non-fiction and Informational Text29

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

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

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

Measuring Text Complexity

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

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New Lexiles Ranges from elementary to high school

Quantitative Measures and the CCSS

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Quantitative Measures and Real Texts

Lexile Score: 680Grade Band Placement:

2-3 (?!!)

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.

Qualitative Measures of Text Complexity

Reader and Task

The demands of the task can raise the level of complexity.

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?

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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?38

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. Achievethecore.org

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

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Writing Based in Evidence

Culminating Writing Task:How do Ms. Franny and Opal become friends?

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What’s Hot and What’s Not?

What’s HOT What’s NOT

1. Daily encounters w/complex texts

1. Leveled texts (only)

2. Texts worthy of close attention

2. Reading any text

3. Balance of literary and Info texts

3. Solely literature

4. Coherent sequences of texts 4. Collection of unrelated texts

5. Mostly text-dependent questions

5. Mostly text-to-self questions

6. Evidence-based analyses 6. Personal opinions about issues

7. Accent on academic vocabulary

7. Accent on literary terminology

8. Emphasis on reading & re-reading

8. Emphasis on pre-reading

9. Reading strategies 9. Reading strategies

10. Pre-mediation 10. (Just) Remediation

Adapted from Sue Pimental

IMPLEMENTING THE MASSACHUSETTS CURRICULUM FRAMEWORKS

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?

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 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

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

Creating Text Dependent Questions

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

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Play-Doh

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

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Play-Doh

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

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Text Dependent Questions

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-doh

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

What changes did the original invention magic wallpaper go through over time? Support your answer with evidence from the text.

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

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

Reading Street: 1-2 close reading lessons for each unit

Reading in the Content Areas: Social Studies close reading lessons

Planning Unit 1

Introduce Literacy block schedule Review essential core reading practices Introduce alternate schedule for close

reading weeks

Daily Schedule

Teaching Skills & Strategies in the Literacy Block

Close Reading Practices in the Literacy Block

When do I teach close reading?

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 Sample close reading lesson Plan daily lessons using close reading

plan

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.

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