Module 2B for Middle/High School

Teachers

Florida Standards for ELA & Literacy: Focus on Instructional Shifts

Transitioning to Florida Standards: Project Overview

• Project is Race to the Top funded until June 2014• All charter schools eligible to participate• Develop and deliver targeted training and technical assistance

specific to charter schools in two major areas: 1) Implementation of the Florida Standards2) Access and use of a Local Instructional Improvement System (LIIS)

to analyze student achievement data to drive instruction and increase student academic achievement

• No cost to charter schools

2

Project Activities• Professional development for teachers, administrators, and governing board

members (Delivered regionally)• Data Literacy and Use • Florida Standards (English Language Arts & Literacy, Math)• Value-Added Model (VAM)

• Training of Trainers Model for Teacher Leaders• K-5 (Up to 5 Teachers & 1 Administrator Per School)• 6-12 (Up to 5 Teachers & 1 Administrator Per School)

• Training for charter school teams (Delivered regionally)• Self-assessment tool • Creating a Florida Standards Implementation Plan• Progress monitoring templates

3

Professional Development Session Alignment Set 1

Governing Board

School Leaders Module 3PARCC

Module 6 Florida Standards Math Module 7

ELA & Data Use

Teachers Math

Leadership Teams Session 2

Session1

ELAData Use

Data Use ELA Math

Data Use

4

Professional Development Session Alignment Set 2

Governing Board

School Leaders

Module 5 Florida Standards ELA

Module 6 Florida Standards Math Module 7

ELA & Data Use

Module 8 Math & Data Use

Teachers Math

Leadership Teams

Session 4

Session3

ELAData Use

AssessmentsData

AnalysisVAM

Florida Standards

Data &ELA

Data &Math

Session 5

Session 6

5

Travel Notes

• Mileage to/from the trainings will be reimbursed to the school at $.445/mile (documentation with map and mileage required)

• Parking and tolls will also be reimbursed with receipt• Reimbursement is limited to two cars per school• Forms and directions to request reimbursement are available

under “Resources” on www.flcharterccrstandards.org• There are specific instructions included with the form to help

fill it out correctly• Reimbursements for substitutes are NOT an eligible expense

6

Module Outcomes

• Assess understanding of Florida Standards for ELA & Literacy and the related instructional shifts

• Explore grade level expectations of the Florida Standards for ELA leading to the College and Career Readiness Anchor Standards (CCR)

• Discuss required instructional shifts for Florida Standards• Examine instructional practices that are consistent with the Florida

Standards instructional shifts• Engage in collaborative discussion about the standards, the shifts,

and related practices• Identify relevant resources for implementation and create a peer

support network

7

Module 2ELA

Module 1 Data Use

Module 3Math

Module 4 Data Use

Module 5 ELA

Module 6 Math

Module 7 ELA & Data

Use

Module 8Math &

Data Use

You Are Here

8

9

8 Components of Full Florida Standards Implementation

Today’s Agenda

10

• Welcome and Introductions• Pre-Assessment• Overview of 6-12 Florida Standards for ELA & Literacy• Instructional Shifts and Related Instructional Practices• Lunch• Continuation of Instructional

Shifts and Related Practices• Next Steps• Post-Assessment and Wrap Up

Pre-Assessment

Introductory Activity

11

Guide Page

4

Section 1

12

Examining the Vertical Progressions

of the Florida Standards for ELA &

Literacy

Today's Presentation

13

Florida Standards for ELA & Literacy: Focus on Instructional Shifts

Vertical Progressions

Instructional Shifts

Goals of K-12 Florida Standards for ELA &

Literacy Aligned Curriculum

• Increase rigor in core and intervention instruction

• Improve student proficiency on grade level outcomes & graduate all students ready for college and careers

14

Big Ideas of the Florida Standards for ELA & Literacy

Vertical progression of College and Career Readiness

standards and grade level standards

Three Instructional Shifts • Building knowledge through

content-rich text• Using evidence in reading,

writing & speaking• Text complexity & academic

language

15

A New Way To Work:Florida’s Additional Instructional Shifts

16

• Curriculum mapping in layers• Chunk the course content standards and identify the “big

ideas.”• Define the major learning goals for each of the big ideas.• Describe the learning progressions or scales associated

with each learning goal.• Create or identify appropriate assessments to monitor

student progress toward attainment of the major learning goals for the course.

Vertical Progressions of CCR Anchor and Grade Level Standards

17

• Backward mapping by strand + cluster• 10 CCR for reading literature & informational text• 10 CCR for writing• 6 CCR for speaking and listening• 6 CCR for language

• Reading: Foundational Skills, K-5• Disciplinary Literacy, 6-12

CCR Anchor Standards

Corestandards.org18

Strand: ReadingCluster: Key Ideas & Details

College & Career Readiness Anchor Standard #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.

CCR Anchor Standard for Reading #1

Grade 7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grades 9-10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grades 11–12: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

19

Activity 1: Examining the Florida Standards for ELA, 6-12

20

Activity 1: Examining the Vertical Progressions of the Florida Standards for ELA, Grades 6-121. In mixed grade table groups, pairs select a strand to explore: reading,

writing, language, speaking and listening, or disciplinary literacy. 2. Pairs trace the standard from grade to grade, examine grade level

expectations, and consider how the grade level expectations lead to the College and Career Readiness Anchor Standard.

3. Pairs discuss how the Florida Standards for ELA can support grade level agreements about the focus of instruction. Volunteers will share with the whole group.

Guide Pages

6-8 Appendix A

Myths vs. Facts about the Florida

Standards for ELA and Literacy

Section 2

21

Activity 2: Myths vs. Facts about the Florida Standards for ELA & Literacy

22

Activity 2: Myths vs. Facts about the Florida Standards for ELA & Literacy•In mixed table groups, participants take a short quiz on myths vs. facts about the Florida Standards for ELA & Literacy, making consensus decisions about each statement. • Each person at the table reads one of the myths vs. facts. Using a jigsaw strategy, each person compares the author’s statements with participants’ consensus responses.

Guide Pages 10-17

Let’s Take A Break…

23

Be back In 15 minutes…

Today’s Presentation

24

Florida Standards for ELA & Literacy: Focus on Instructional Shifts

Vertical Progressions

Instructional Shifts

Three Instructional Shifts for Florida Standards

25

Building knowledge through content-rich nonfiction

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

Regular practice with complex text and its academic language

Shift #1: Building Knowledge

Through Content-Rich Nonfiction

Section 3

26

Instructional Shift #1: Building Knowledge Through Content-Rich Text

27

1. Balance of Literature & Informational Text (NAEP 2009)

Grade 4: 50% literary, 50% informational

Grade 8: 45% literary, 55% informational

Grade 12: 30% literary, 70% informational2. Texts worth reading provoke critical thinking

Why Does Content-Rich Matter?

28

Reciprocal RelationshipDeepen language and

literacy skills by reading, writing about, and

discussing meaningful, life-enriching content-rich text

Deepen content knowledge using discipline-specific

language and literacy skills to learn independently

Instructional Practice Aligned with Shift #1: Texts Talking to Each Other

29

Multimodal, multi-

genre text sets

Literature

Literary nonfiction

and informatio

nal text

Digital text

Primary source

documents

Based on Cappiello & Dawes, 2013, p.22

Solar System Text Set

30

Thematic topic

Fiction

Nonfiction

Fiction

Nonfiction

Sunburst Model Text Set

31

Core text

Complementary multimodal, multi-genre

text

Complementary multimodal, multi-genre

text

Complementary multimodal, multi-genre

text

Complementary multimodal, multi-genre

text

Complementary multimodal, multi-genre

text

Duet Model Text Set

32

Compare Contrast

Implications of the Use of Text Sets

33

Discuss with a partner:

What are the implications of text sets if they are used multiple times per year in every grade level? In terms of currently available materials? For professional development? Other implications?

Examples of Content-Rich Text Grades 6-8

34

See ELA & Literacy Standards Appendix B: Text Exemplars and Sample Performance Tasks for exemplars of content-rich, grade appropriate texts.For example:

www.corestandards.org/assets/Appendix_B.pdf

Stories Louisa May Alcott Little Women

Drama Frances Goodrich & Albert Hackett

The Diary of Ann Frank: A Play

Poetry Langston Hughes “I, Too, Sing America”

Informational Text

• English John Adams “Letter on Thomas Jefferson”

• History/Social Studies

United States, Preamble and First Amendment to the United States Constitution (1787, 1791)

• Science David Macaulay Cathedral: The Story of Its Construction

Examples of Content-Rich Text Grades 9-12

35

See ELA & Literacy Standards Appendix B: Text Exemplars and Sample Performance Tasks for exemplars of content-rich, grade appropriate texts.For example:

www.corestandards.org/assets/Appendix_B.pdf

Stories Homer The Odyssey

Drama William Shakespeare The Tragedy of Hamlet

Poetry Alice Walker “Women”

Informational Text

• English Elie Wiesel “Hope, Despair and Memory”

• History/Social Studies

Declaration of Sentiments by the Seneca Falls Conference

• Science Malcolm Gladwell The Tipping Point: How Little Things Can Make a Big Difference.

• With training from Student Achievement Partners, middle school teachers are revising current literature anthologies to align with the Florida Standards for ELA, grades 6-8• Specify key content: Big ideas and important understandings• Increase text-dependent questions focused on comprehension of

content• Increase text-dependent questions focused on Tier 2 academic

language• Include culminating text-based writing task• Include additional tasks

• See http://www.edmodo.com for more information

Anthology Alignment Project

36

37

Model Curriculum Frameworks

http://www.parcconline.org/sites/parcc/files/PARCCMCFELALiteracyAugust2012_FINAL.pdf

Guide Page

19

Activity 3: Instructional Shift #1

38

Activity 3: Building Disciplinary Content Knowledge Through Content-Rich Nonfiction, Grades 6-12

Part 1. In table groups of 6-8, 9-10, and 11-12 educators, teacher leaders reflect on a video example relative to text selection to build content knowledge. Follow along with the lesson plan as you watch the video. Use the discussion prompts to discuss why this is an exemplar of content-rich text and to identify key understandings.

http://commoncore.americaachieves.org Guide Pages 20-25

Activity 3: Instructional Shift #1

39

Activity 3: Building Disciplinary Content Knowledge Through Content-Rich Nonfiction, Grades 6-12

Part 2. For application and practice, 6-8, 9-10, and 11-12 pairs of educators read a brief excerpt of an exemplar informational text to identify key ideas and understandings. Using a Florida Standards-aligned lesson planning template, pairs will complete the sections on lesson content to build knowledge and skills. Pairs share their emerging plans with others at the table.

Guide Pages 20-21

Lesson Template26-30

Shift #2: Reading, Writing, and

Speaking Grounded in Evidence

Section 4

40

Instructional Shift #2: Reading,writing, and speaking grounded in evidence, both literary and informational

41

1. Reading like a careful writer 2. Textual evidence is central to ELA standards: R1, W9, SL 2,3,4

Teachers Do This . . . So That Kids Can Do This

•Reread the text multiple times

•See in the text what the standards demand

Select complex text that addresses

specific standards

•Text-based answers

•Learn how texts are constructed

Read the text closely, identifying all the key

teaching points

•Learn how to learn from the text itself

Create text dependent questions

and experiences

42

What is Close Reading?

43

“Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.”

PARCC, 2012, p.7

44

Creating Text-Dependent Questions

Phase 1: Read the text closely before creatingtext-dependent questions

Step I: Identify the core content

understandings and key ideas

Step 2: Identify vocabulary and

language structures for

focus of questions

Step 3: Identify hard sections for

focus on questions

Based on Guide to Creating Text-Dependent Questions. http://www.achievethecore.org/

45

Creating Text-Dependent Questions

Phase 2: Create coherent sequences of text dependent questions

Step 4: Create text-dependent

questions, starting with easier ones

Step 5: Specify the lesson standards associated with the questions

Step 6: Create the culminating assessment

aligned to the standards

Based on Guide to Creating Text-Dependent Questions. http://www.achievethecore.org/

Text-Dependent Questions

•In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

• In “The Gettysburg Address,” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

46

Instructional Shift #2: Reading, writing, and speaking grounded in evidence, both literary and informational

47

Purposeful Writing (NAEP 2011)Grade 4: 30% to narrate, 35% to explain,

35% to persuadeGrade 8: 30% to narrate, 35% to explain,

35% to persuadeGrade 12: 20% to narrate, 40% to explain,

40% to persuade

Writing is the Neglected “R”

48

“Writing today is not a frill for the few, but an essential skill for the many.”

Report of the National Commission on Writing in America’s Schools and Colleges (2003)

And that was 10 years ago!

49

Reading & Writing Go Hand in Hand

“When reading and writing instruction include significant opportunities for students to write about text, students have the potential to improve not only content knowledge, but also skills in reading comprehension.”

Graham & Hebert, 2010Based on a meta-analyses of 93 studies of writing instruction

Only 25% of students in grades 8 and 12 demonstrated proficient or advanced performance on the 2011 assessment.

•At grade 12, 33% of females scored at the proficient or advanced levels while only 21% of males did so.

Wide disparity of performance

of males and females

2011 NAEP Writing Assessment

50

Purposeful Writing EmphasizesWriting to Sources

51

Increase attention to writing that requires use of evidence from texts•Careful analyses•Well-defended claims•Clear information

Narrative writing to convey personal experience is still important, but comprises far less of instructional time than does argument and informational writing

Frequent Opportunities to:

52

Use technology to produce, collaborate & share writing

Conduct research that integrates reading, writing

& presentation

Engage in the writing process & write for different audiences

1. Routine writing2. Extended writing

Instructional Shift #2: Reading,writing, and speaking grounded in evidence, both literary and informational

53

6-12 Speaking & Listening 1. Comprehension & Collaboration (SL 1-3)

2. Presentation of Knowledge & Ideas (SL 4-6)

54

Receptive language

Expressive language

Oral language Listening Speaking

Written language

Reading(decoding + comprehension)

Writing(written composition)

Integration of Reading, Writing, Speaking and Listening

Speaking Grounded in Evidence

55

Oral language is the foundation for reading and writing

Integrate spoken and written language to advance communication, collaboration, and cognitive skills

Engage students in active discussion in which they defend point of view with evidence

Activity 4: Instructional Shift #2

56

Activity 4: Reading, Writing, and Speaking with Evidence, 6-12

Part 1. In table groups of 6-8, 9-10, and 11-12 educators, teacher leaders reflect on a video example of close reading instruction based on a content-rich nonfiction text. The focus is on the teacher’s text-based questions and the students’ text-based answers that use textual evidence to support reading comprehension and knowledge building.

http://commoncore.americaachieves.org Guide Pages 32-34

Bon Appétit

57

Reflecting on the Morning Session

58

Know, Think, Do Reflection ActivitySpend 2 minutes reflecting on the morning session: Activities 1, 2, 3 and Part 1 of Activity 4. Use these questions to guide your reflection:

What Do I Know Now? What Do I Think Now? What Can I Do Next?

Select a person at your table to go first and each take a turn sharing a single idea about what you know now.Go around the group a second time and share one idea you think now.Lastly, go around the group and share one idea about what you can do next at your school.

Activity 4: Instructional Shift #2

59

Activity 4: Reading, Writing, and Speaking with Evidence, 6-12

Part 2. For application and practice, 6-8, 9-10, and 11-12 educators develop text-dependent questions for an excerpt of an exemplar content-rich informational text to help students build knowledge. Participants continue to use the Florida Standards-aligned lesson planning template from Activity 3, completing the section related to text-dependent questions.

Guide Pages 32-33 & 35-37

Shift #3: Complex Text and Its

Academic Language

Section 5

60

Shift #3: Regular Practice with Complex Text and Its Academic Language

Reading Standard 10: Read and comprehend complex literary and informational text independently and proficientlyReading Standard 4: Interpret words & phrases in textLanguage Standards 4-6: Determine the meaning of academic vocabulary in context, figurative language, acquire and use academic & domain-specific vocabulary, careful attention to text structure & syntax

61

Why is text complexity so important?

62

• Huge gap between complexity of college and high school texts.

• What students can read, in terms of complexity, is the greatest predictor of success in college. (ACT, 2006)

• Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts)

• Florida Standards emphasize increasing text complexity from elementary through high school. They also focus on building both general academic vocabulary & domain-specific vocabulary as critical to comprehension.

63

•Levels of meaning or purpose

•Structure

•Language conventionality & clarity

•Knowledge demands

Qualitative•Word

length or frequency

•Sentence length

•Text cohesion

Quantitative

•Variables specific to particular readers such as motivation, knowledge, and experiences

•Variables specific to particular tasks such as purpose and complexity of the task assigned and questions posed

Reader and Task Considerations

Features of Text Complexity

Revised Grade Level Bands

64

Florida Standards Band

ATOS Degrees of Reading Power

Lexile Framework

Flesch-Kincaid Coh-Metrix Formula

2nd-3rd 2.75-5.14 42-54 420-820 1.98-5.344th-5th 4.97-7.03 52-60 740-1010 4.51-7.736th-8th 7.00-9.98 57-67 925-1185 6.51-10.349th-10th 9.67-12.01 62-72 1050-1335 8.32-12.12

11th-12th 11.20-14.10 67-74 1185-1385 10.34-14.20

Academic Vocabulary

65

“Words are not just words. They are the nexus - the interface - between communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understandings.”

Adams, 2009, p.180

Research recommendations to improve academic language

Explicit teaching of academic

vocabulary within text

context.

Focus on general academic language (Tier 2 words) that

are in common word families, but

unfamiliar to some students; 90% words

across content areas.

Provide multiple

exposures to new

vocabulary.

Do not ignore discipline-specific vocabulary: 10%

of words in academic texts are

unique & unfamiliar to most students (Tier 3).

Focus attention on grammatical

structures (e.g.,

figurative language) in

context.

Academic Language Instruction

66

Activity 5: Instructional Shift #3

67

Activity 5: Complex Text and Academic Language, 6-12

Part 1. In table groups of 6-8, 9-10, and 11-12 educators, teacher leaders reflect on a video example of close reading instruction based on a content-rich nonfiction text. The focus of viewing and discussion is text-dependent questions and text-based answers that target academic language.http://commoncore.americaachieves.org

Guide Pages 39-41

Activity 5: Instructional Shift #3

68

Activity 5: Complex Text and Academic Language, 6-12

Part 2. For application and practice, Grades 6-8, 9-10, and 11-12 groups will develop text-dependent questions that focus on academic language. They will use the same Florida Standards-aligned lesson planning template, completing the section related to text-dependent questions on academic language. Partners will discuss possible performance tasks for their lessons using Appendix B’s performance tasks as a guide.

Guide Pages 39-40

Using the EQuIP Rubric to

Assess Alignment

Section 6

69

Ensuring Alignment with the EQuIP Rubric

70

How well does the lesson align with the Florida Standards for ELA & Literacy?

Use the EQuIP rubric to examine:

Alignment to the rigor of the Florida

Standards for ELA & Literacy

Key areas of focus in the

Florida Standards for ELA & Literacy

Instructional supports Assessment

Activity 6: Using the EQuIP Rubric to Assess Alignment

71

Activity 6: EQuIP Rubric, 6-12In table groups of 6-8, 9-10, and 11-12 educators, teacher leaders will use the EQuIP rubric to assess the extent to which the video lesson exemplar aligns with the Florida Standards for ELA and the instructional shifts.

• Alignment to the rigor of the Florida Standards for ELA & Literacy

• Key areas of focus in the Florida Standards• Instructional supports• Assessments

Guide Page

43

Let’s Take A Break

72

Be back in 5 minutes….

Next Steps

Section 7

73

What Is Collaboration?

74

“A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve your individual and collective results.”

—DuFour, DuFour, & Eaker, Getting Started: ReculturingSchools to Become Professional Learning Communities

(2002)

Activity 7: Next Steps

75

Florida Standards for ELA Alignment & Instructional

Shifts

Impact on Aligned Curriculum & Shifts in

Instruction

1

2

3

In within-school grade level groups, discuss how Florida Standards for ELA alignment and the instructional shifts impact classroom instruction. What needs to be done to accommodate these shifts at your grade level?

Guide Page

45

Closing Activities

76

Homework

77

• Prior to returning for Module 5, please develop and teach one or more Florida Standards for ELA aligned lessons using the lesson planning template. • Use your school’s current curriculum or Basal Alignment Project

lessons for lesson activities aligned with the Florida Standards for ELA & Literacy.

• Use the EQuIP rubric to assess the alignment of your lesson(s). Bring aligned lesson plans with you to Module 5.

Module Outcomes

• Assess understanding of Florida Standards for ELA & Literacy and the related instructional shifts

• Explore grade level expectations of the Florida Standards for ELA leading to the College and Career Readiness Anchor Standards (CCR)

• Discuss required instructional shifts for Florida Standards• Examine instructional practices that are consistent with the Florida

Standards instructional shifts• Engage in collaborative discussion about the standards, the shifts,

and related practices• Identify relevant resources for implementation and create a peer

support network

78

Post-Assessment and Session Evaluation

79

Where Are You Now?

Assessing Your Learning

Guide Page

47

Thanks and see you next time!

80