Bristol Tennessee City SchoolsProfessional Development | June 14, 2012

Kelly VanceEnglish Teacher, English Core Curriculum Coach THS

Common Core English Language ArtsGrades K–2

Sometimes we can become overwhelmed by tasks that seem enormous.

The important thing is that we keep moving forward.

Escalator

Outcomes

At the conclusion of this workshop, you will be able to

plan appropriate classroom libraries and other reading materials to scaffold students to higher standards;

apply grade-appropriate instructional strategies that enrich comprehension of complex text, vocabulary, and fluency;

incorporate reading comprehension strategies specific to informational texts;

use best practices and classroom materials to meet the CCSS for Reading.

I dreamed I had to change the way I’ve been teaching!

We are moving from Snorkeling to…..

Scuba Diving

Design and Organization

Common Core: English Language Arts Standards

Cracking the Literacy “CODE”

Strand Code KeyReading Standards R Reading Standards for Literature RL Reading Standards for Informational Text RI Reading Standards: Foundational Skills RF Reading Standards for Literacy in History/Social Studies RH Reading Standards for Literacy in Science & Technical Subjects

RST

Writing Standards W Writing Standards for Literacy in History/Social Studies,

WHST Science, & Technical Subjects

Speaking & Listening Standards SL

Language Standards L

How to read a Common Core Reading Standard (grade-specific standard)

RI.4.3Strand

Grade

Number assigned to Standard

Reading Informational Grade 4

Key Ideas & Details: 3. Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Reading

Reading Foundational Skills

Key Points of CCSS ELA

Reading• Balance of literature and informational texts• Text complexityWriting• Emphasis on argument and informative/explanatory writing• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress on general academic and domain-specific vocabulary

Selecting Appropriate Text

Text complexity

Text quality

Range of text types

# 6

Text Complexity

Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demandsQuantitative evaluation of the text: Readability measures and other scores of text complexityMatching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)(Common Core State Standards Initiative 2010a, 57)

# 7

Online Clock Countdown

Why the need to increase the level of text complexity?

8th grade “school books” published after 1963 are equivalent (in terms of difficulty) to books used in the5th grade from 1942-1962.

• The wording of 12th grade text published after 1963 was simpler than the 7th grade texts published prior to 1963.

Lexile Ranges

Text Complexity Grade Band in the Standards

Old Lexile Ranges

Lexile Ranges Aligned to CCR Expectations

K–1 N/A N/A

2–3 450–725 450–790

4–5 645–845 770–980

6–8 860–1010 955–1155

9–10 960–1115 1080–1305

11–CCR 1070–1220 1215–1355

(Common Core State Standards Initiative 2010b, 8)

# 8

What were some text titles you brought?

1st grade titles

2nd grade titles

Why Lexile Alone Isn’t Enough

These books are typically taught in high school literature classes …

The Grapes of Wrath – 680 L – 4th gradeFahrenheit 451 – 451 L – between 2nd & 3rd gradeFallen Angels – 650 L – 4th grade A Farewell to Arms – 730 L – between 4th & 5th gradeLord of the Flies – 770 L – between 4th & 5th gradeBrave New World – 870 L – between 5th and 6th

Text Quality

The CCSS describe quality texts as “classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content.”

(Common Core State Standards Initiative 2010b, 2)

# 8

Literature Informational Texts

Stories Drama PoetryLiterary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventurestories, folktales, legends,fables, fantasy, realistic fiction,and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free versepoem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digitalsources on a range of topics

Range of Text Types

(Common Core State Standards Initiative 2010a, 31)

Range of Text Types for K–5

Distribution of Literary and Informational Text

Grade Literary Informational

4

8

12

Stop Watch

National Assessment of Educational Progress (NAEP) Reading FrameworkDistribution of Literary and Informational Passages by Grade in the 2009 National Assessment of Educational Progress (NAEP) Reading Framework

(Common Core State Standards Initiative 2010a, 5)

Grade Literary Informational

4 50% 50%8 45% 55%

12 30% 70%

# 10

Appendix B Text Exemplars Read across exemplars for your grade level span and identify specific examples that demonstrate complexity, quality, and range.

# 11

Reading ComprehensionClose Reading

Close, strategic reading is one of the most powerful and enjoyable ways to develop the ability to think critically and evaluate information—to literally become smart. Students should therefore have abundant daily opportunities to carefully read and reread texts for intellectual purposes—and with a pen in hand.

(Schmoker 2006)

# 14

Comprehension Strategies Strategies for Developing an Accurate Representation of Text

Say what the text means.Make ideas cohere.Strengthen vocabulary. Focus on purposeful reading through questioning.Develop genre and text structure knowledge.Use graphic organizers.

Strategies for Applying Relevant KnowledgeThink aloudDiscussionWriting

# 17

What the text says:

What I think about that:

My opinion based on details from the text:

SynthesisTopic:_________________

What does the text say?

Literal

What does it mean?

interpretive

What does it matter?

reflective

SynthesisTopic:_________________

Demonstrating Comprehension

Summarizing

Compare and Contrast

Determining the meaning of words

Point of view

# 16

Domain-specific words

Explain the relationship between concepts

Focus on determining theme

Figurative language

Literature Informational Text

Creating Performance TasksA good performance task often addresses multiple standards and reflects an integrated approach to English language arts.

Reading Task 1.2

Students retell Arnold Lobel’s Frog and Toad Together while demonstrating their understanding of a central message or lesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2]

—Common Core State Standards Initiative (2010c, 53)

# 19

Foundational Reading Skills Background Knowledge

How do you address foundational reading skills in your classroom?

# 20

Foundational Skills in CCSS

Print concepts

Phonological awareness

Phonics phones

Phonics and word recognition

Word Families Paint Swatches

Flip Books

Fluency

# 20

Differentiating Instruction

Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.

—Common Core State Standards (2010a, 15)

http://3.bp.blogspot.com/-tzujgpEU7V8/TuZSYYIqnBI/AAAAAAAAAAU/RkfGsTpxYgM/s1600/strategy+book+marks.jpg

Building Vocabulary

Vocabulary Research

• Yet research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words. (Betts, 1946; Carver, 1994; Hu & Nation, 2000; Laufer, 1988).

Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure in a variety of contexts to the words they are trying to learn. (Landauer & Dumais, 1997)

In fact, at most between 5 and 15 percent of new words encountered upon first reading are retained, and the weaker a student’s vocabulary is the smaller the gain (Daneman & Green, 1986)

Index Card Vocabulary Activity

• To illustrate the importance of students encountering vocabulary in multiple contexts, we will try this activity:

• 1st Take 3 minutes to write down all the different contexts for the word “Strike” for example “3 strikes and you’re out”

• 2nd With a shoulder buddy, compare your lists• 3rd How many different contexts did we come up

with as a group?• Rocket Timer

Building Vocabulary- How can you support vocabulary acquisition in your classroom?

Vocabulary Instruction

Vocabulary Instruction Reflection

What is new to your thinking about vocabulary instruction?

What is one question you still have about how to support students in vocabulary acquisition?

What is one new action you will take as you plan for vocabulary instruction?

Reading Informational Text

How do students demonstrate comprehension of informational texts?

National Geographic Honeybees

Handout

Anticipation Guide

In the forest bugs eat leaves.

Foxes do not like to eat squirrels.

Vocabulary Knowledge Rating

Informational Text SuperHero

Graphic Organizers

T-Chart Example

What other examples of graphic organizers can students use to help them understand informational text?

Tasks for Informational Texts

Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. [RI.2.8]

—Common Core State Standards Initiative (2010c, 61)

# 29

Revisiting the Section 5 Big Question

How do students demonstrate comprehension of informational texts?

Review and Closing

Section 6 Big Question

What have you learned during today’s session?

Review

Work in small groups to answer the review questions presented in the Participant Workbook. Use this time to reflect on what you have learned and key understandings from today’s workshop.

Outcomes Review

Plan appropriate classroom libraries and other reading materials to scaffold students to higher standards.

Apply grade-appropriate instructional strategies that enrich comprehension of complex text, vocabulary, and fluency.

Incorporate reading comprehension strategies specific to informational texts.

Support English language learners (ELLs) in achieving the Common Core State Standards (CCSS).

Use best practices and classroom materials to meet the CCSS for Reading.

Closing

Digging into the Reading Standards Grades K–2

Kelly Vance

Date: June 14, 2012