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NYS Common Core Learning Standards
RTTT Common Core Training Part II
Western Suffolk BOCESVictor Jaccarino
January 2012
Overarching goals for today… To review specific standards in New York State P-
12 Common Core Learning Standards for English Language Arts & Literacy and Standards for Literacy in History/Social Studies, Science, and Technical Subjects (CCLS)
To Begin The Process of writing modules for our classrooms
http://engageny.org/
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Key Phrases in Reading Anchor Standards
Read closely; cite textual evidence to support conclusions Determine central ideas; analyze development; summarize
key supporting details and ideas. Interpret words and phrases as they are used in a text
Assess how point of view or purpose shapes the content and style of a text.
Integrate and evaluate content presented in diverse formats and media
Delineate and evaluate the argument and claims in text Read and comprehend complex literary and informational
texts . . . from a variety of genres and a wide spectrum of American and world cultures.
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Review Grade Level Standards For Your Grade Level in Reading
Write down key words and phrases Underline areas that you believe you might
improve in your classroom Discuss with partner at table how you might
include in your classroom
• Require students to cite and/or explain all (or the great majority) of the evidence presented in a segment of the text. Far more rigorous challenge than simply asking for evidence. Students can’t “cherry pick” a simple or obvious part of the text.
• Ask students to paraphrase a particularly dense and complex (in language) passage that is critical to the understanding of the text.
Close Reading Questions
•Focus on finite chunks of challenging text that are short, dense and critical to the story/ article.
•Come in clusters that build upon one another to reveal how and why a critical passage was written.
•Involve re-reading of the passage line by line, multiple times, as well as any sections the passage may allude to.
Close Reading Questions
Runners who actually run many miles a day are the winners…
•Most students read 30 minutes a day but 50% don’t read at all
•Students need “road miles” –actually reading a lot- instead of talking about reading
•Study – watched classes with a stopwatch – 17 minutes of reading per hour in reading class- 3-7 minutes of reading per hour in other subjects
Non-Fiction and absorption rate Students are very familiar with narratives Non-fiction=more domain specific vocabulary
words, complex sentence structure, contains both facts and concepts
Multiple texts on same topic Give them articles related to what they are reading Re-embed The rich get richer…
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Review Grade Level Standards For Your Grade Level in Reading
Write down key words and phrases Underline areas that you believe you might
improve in your classroom Discuss with partner at table how you might
include in your classroom
Double the amount of dense non-fiction Informational texts should not mimic the
narrative structure, i.e., biographies, etc. should be articles, speeches, founding documents
More complex texts-2 grade levels above old Lexile levels
Microscope replaces the telescope
Shift in Balance
Grade Band
Old Lexile Level
Lexile Aligned to the CCLS 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
Lexile Find a Book
Grades Literature Informational
K-2 50% 50%
3-5 50% 50%
6-12 30%-fiction-poetry-drama-Shakespeare
70%“substantially more literary non-fiction”-essays-speeches-opinion pieces-journalism-historical-scientific-contemporary events-nature-the arts-Founding Documents
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Reading Types Across the Grade Levels
VITAL
Text Dependent Questions What is (and isn’t) the meaning of “popular
sovereignty”? Why does Monk claim that this is the form of government in America?
Is Lucy Stone confused when she asks “Which ‘We the People’?” Explain your answer. Why does Monk say this question has “troubled the nation”?
What does the phrase “founding fathers” mean? Why does Marshall think the founding fathers could not have imagined a female or black Supreme Court Justice?
A photo
A drawing
Ruby Bridges Cluster the piece into two or three parts determining what
the central concerns might be Write one text dependent question on vocabulary in context Write one text dependent question that is explicit and gives
the teacher opportunity to assess student understanding or memory (Bloom)
Write two text dependent questions that are inferential One analytical One evaluative
Remember to answer your questions and cite the evidence
The Gettysburg Address Write one text dependent question on vocabulary in
context Write one text dependent question that is explicit and
gives the teacher opportunity to assess student understanding or memory (Bloom)
Write two text dependent questions that are inferential One analytical One evaluative
Remember to answer your questions and cite the evidence
Key Phrases in Writing Standards Found for All Subjects
Write arguments on discipline-specific content Use data, evidence and reason to support arguments and
claims Use domain-specific vocabulary Develop claim(s) and counterclaims fairly, supplying
data and evidence Produce writing in which the development,
organization, style are appropriate to task, purpose, and audience.
Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach.
Key Phrases in Writing Standards Found for All Subjects Use technology Conduct short as well as more sustained research
projects based on focused questions Gather relevant information from multiple print
and digital sources; assess the credibility and accuracy; integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames
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Review Grade Level Standards For Your Grade Level in Writing
Write down key words and phrases Underline areas that you believe you might
improve in your classroom Discuss with partner at table how you might
include in your classroom
Opinion K-5 Argument 6-12 Defend with evidence from text interpretation & judgments with evidence
from multiple sources claims and conclusions that answer
questions or address problems K-5 – opinion leads to argument
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Link to standards and appendices
What Questions Might We Ask to Present an Argument
Is Wikipedia a Legitimate Research Source? Will Lowering the Drinking Age Solve the Problem
of Binge Drinking Among College Students? Do the Harry Potter Books Deserve Their
Popularity? Should College Lectures Be Available as Podcasts? Is Being a Vegetarian Healthier than Being a
Carnivore? Should the United States Permit Drilling for Oil in
Environmentally Sensitive Areas?
Some Elements of an Argument Claims and Counterclaims Concessions Logos: Logic Ethos: Authority/Evidence Pathos: Emotional appeal
Template Task: An Example
After researching ______(informational texts) on _________(content), write __________ (essay or substitute) that argues your position on____________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position.
From: National Writing Project/Literacy Design Collaborative
Here’s How it Plays Out…
After researching academic articles on censorship, write an editorial that argues your position on the use of filters by schools. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
From: National Writing Project/Literacy Design Collaborative
ORAfter researching technical and academic articles on the
use of pesticides in agriculture, write a speech that argues your position on its use in managing crop production. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
From: National Writing Project/Literacy Design Collaborative
Take a Shot at It!
After researching ______(informational texts) on _________(content), write __________ (essay or substitute) that argues your position on____________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position.
Review Writing Exemplars from Appendix C
Choose a grade level argument exemplar from Appendix C
List what is right about the exemplar In your group, discuss what is right and how
you might have your students accomplish these points
And Let Us Not Forget . . .
Shift happens….
ELA/Literacy Shift 1: Balancing Informational and Literary Text
What the Student Does… What the Teacher Does…Build background knowledge to increase reading skillExposure to the world through readingApply strategies to reading informational text.
Provide students equal #s of informational and literary textsEnsure coherent instruction about contentTeach strategies for informational textsTeach “through” and “with” informational textsScaffold for the difficulties that informational text present to studentsAsk students, “What is connected here? How does this fit together? What details tell you that? “
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ELA/Literacy Shift 2: 6-12 Knowledge in the Disciplines
What the Student Does… What the Teacher Does…Become better readers by building background knowledgeHandle primary source documents with confidenceInfer, like a detective, where the evidence is in a text to support an argument or opinionSee the text itself as a source of evidence (what did it say vs. what did it not say?)
Shift identity: “I teach reading.”Stop referring and summarizing and start readingSlow down the history and science classroomTeach different approaches for different types of texts Treat the text itself as a source of evidenceTeach students to write about evidence from the textTeach students to support their opinion with evidence.Ask : “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion. “
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ELA/Literacy Shift 3: Staircase of ComplexityWhat the Student Does… What the Teacher Does…
Read to see what more they can find and learn as they re-read texts again and againRead material at own level to build joy of reading and pleasure in the worldBe persistent despite challenges when reading; good readers tolerate frustration
Ensure students are engaged in more complex texts at every grade levelEngage students in rigorous conversationProvide experience with complex textsGive students less to read, let them re-readUse leveled texts carefully to build independence in struggling readersMore time on more complex textsProvide scaffolding Engage with texts w/ other adultsGet kids inspired and excited about the beauty of language
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Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quantitative measures – readability and other scores of text complexity
Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
Text complexity is defined by:
What makes text “complex”?
Uncommon words
Background knowledge requirements
Long sentences
Complicated sentences
Cross-references between sentences
ELA/Literacy Shift 4: Text Based Answers
What the Student Does… What the Teacher Does…Go back to text to find evidence to support their argument in a thoughtful, careful, precise wayDevelop a fascination with readingCreate own judgments and become scholars, rather than witnesses of the text Conducting reading as a close reading of the text and engaging with the author and what the author is trying to say
Facilitate evidence based conversations with students, dependent on the textHave discipline about asking students where in the text to find evidence, where they saw certain details, where the author communicated something, why the author may believe something; show all this in the words from the text. Plan and conduct rich conversations about the stuff that the writer is writing about.Keep students in the textIdentify questions that are text-dependent, worth asking/exploring, deliver richly, Provide students the opportunity to read the text, encounter references to another text, another event and to dig in more deeply into the text to try and figure out what is going on. Spend much more time preparing for instruction by reading deeply.
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Instead of…
Reading – Talking – Writing
We should be
Reading – Writing - Talking
ELA/Literacy Shift 5: Writing from Sources
What the Student Does… What the Teacher Does…
Begin to generate own informational texts
Expect that students will generate their own informational texts (spending much less time on personal narratives)Present opportunities to write from multiple sources about a single topic. Give opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion.Find ways to push towards a style of writing where the voice comes from drawing on powerful, meaningful evidence.Give permission to students to start to have their own reaction and draw their own connections.
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ELA/Literacy Shift 6: Academic Vocabulary
What the Student Does…
What the Teacher Does…
Spend more time learning words across “webs” and associating words with others instead of learning individual, isolated vocabulary words.
Develop students’ ability to use and access words that show up in everyday text and that may be slightly out of reachBe strategic about the kind of vocabulary you’re developing and figure out which words fall into which categories- tier 2 vs. tier 3Determine the words that students are going to read most frequently and spend time mostly on those wordsTeach fewer words but teach the webs of words around it Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies
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Choose one of the following Activities
1. Chose an informational text or a literary text used in your own classroom and develop text dependent questions. Be sure the questions are mostly inferential. Some should be vocabulary in context. Develop a module or lesson around the text
2. Choose a text from Appendix B, do a close reading and create text based questions. Be sure the questions are mostly inferential. Some should be vocabulary in context. Develop a module or lesson around the text
3. Develop a process for developing plans for students to write an argument related to a unit, or module, or text, or concept from your classroom.
4. Go to Appendix C, choose a grade level exemplar for writing an argument. Read the annotation of the piece and determine how you would create such an assignment in your classroom
