Common Core and Literacy First K-5 “Achieving Beyond Expectations”

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<p>Slide 1</p> <p>Common Core and Literacy FirstK-5</p> <p>Achieving Beyond Expectations1Common Core and Literacy First</p> <p>Secondary</p> <p>Achieving Beyond Expectations</p> <p>2ES Discussion Group: Understanding Text Complexity and Close Reading in the DisciplinesConsidering the standards and the shifts?What is familiar?What is new?What may be challenging for schools/teachers/students?How can we strengthen or adapt LF Process to meet challenges?Common Core and Literacy First ProcessMore specifically . . .What does CCSS mean by rich complex text and how does that match our current definition?How do you bridge the gap between current reading levels and expected reading levels?What is the close reading process?How are we supporting this process in our new program?What LF processes are in place to support close reading of complex text?Where are we doing to strengthen our processes and materials? What does it look like in whole group/flex group?</p> <p>MS/HS Discussion Group: Understanding Text Complexity and Close Reading in the DisciplinesConsidering the standards and the shifts?What is familiar?What is new?What may be challenging for schools/teachers/students?How can we strengthen or adapt LF Process to meet challenges?The Common CoreandClose Reading6Lets examine what this idea of close reading really entails, and why it is being talked about in conjunction with the new Common Core State Standards.6College and Career Readiness Anchor Standards for ReadingKey Ideas and Details - LiteratureAnchor StandardsKindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Read closely todetermine whatThe text saysexplicitly and tomake logicalinferences fromit; cite specifictextualevidence whenwriting orspeakingto supportconclusionsdrawn from thetext.With promptingand support, askand answerquestions aboutkey details in atext. Ask andanswerquestionsabout keydetails in a text. Ask andanswersuch questionsas who, what,where, when,why, and howto demonstrateunderstandingof key detailsin a text. Ask andanswerquestions todemonstrateUnderstandingof a text,referringexplicitly to thetext as thebasis for theanswers.Refer todetailsand examplesin a text whenexplainingwhat the textsays explicitly andwhen drawinginferencesfrom the text.Quoteaccuratelyfrom a textwhenexplainingwhat thetext saysexplicitlyand whendrawingInferencesfrom thetext. Vertical Alignment Example7What the Standards Are Asking ForGrade 2 Literary Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.Grade 3 Informational Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Grades 6-8 Science Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.Grades 9-10 History Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.8The Common Core State Standards talk about literacy from a number of different angles.They talk about how students make meaning from literary text, which most of us as English teachers are used to.They also talk about making meaning from informational textsusing text to understand history, politics, science, technology. These are the ways many of us use text as adults, but they are often not talked about while were in school. The CCSS are putting a lot of focus and emphasis on this kind of reading, as you can see from the grade 3, 6-8, and 9-10 standards. ALL of these are considered literacy standards.</p> <p>8</p> <p>9How does this (or should this) re-definition of literacy affect instruction?Depending on who you ask, there are 3 or 6 clear instructional shifts necessitated by the CCSS.As you can see from this color coding, they 3-shirf version and 6-shift version fit together Lets take a closer look9Cross walk of Common Core Instructional Shifts: ELA Literacy</p> <p>1:PK-5, Balancing Informational &amp; Literacy Texts: Students read a true balance of informational and literary texts. Elementary school classrooms are , therefore, places where students access the world science, social studies, the arts and literature through text. At least 50% of what students read is informational.2: 6-12, Knowledge in the Disciplines: Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms rather than referring to the text, they are expected to learn from what they read.6 Shifts: EngageNYwww.engageny.org</p> <p>}=3 Shifts: Student Achievement Partnerswww.achievethecore.org</p> <p>1: Building knowledge through content-rich nonfiction and informational textsBoth the 6 instructional shifts articulated by the NY State Department of Education and the 3 instructional shifts outlined by Student Achievement Partnerships help educators understand the major changes required by the Common Core in terms of curricular materials and classroom instruction in ELA/LiteracyCross walk of Common Core Instructional Shifts: ELA Literacy</p> <p>4: Text-based Answers: Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.5: Writing from Sources: Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.6 Shifts: EngageNYwww.engageny.org</p> <p>}=3 Shifts: Student Achievement Partnerswww.achievethecore.org</p> <p>2: Reading and Writing grounded in evidence from text.Students are expected to engage in rich, evidence-based dialogue about a text they have read </p> <p>Teachers must now train students to stay in the text, to draw conclusions and make arguments about the text and do so through the text itself</p> <p>Teachers should be asking, where do you see that in the text? What paragraph? What sentence? What word? and students must begin to think and argue through and with texts by constantly being asked to find evidence in what they have read.</p> <p>Text-based Answers 12When we talk about text-dependent questions and text-based answers, these are the kinds of things we mean. We want students to interact with text in deep waysto pull text apart, examine it, understand how it worksnot simply summarize it.Cross walk of Common Core Instructional Shifts: ELA Literacy</p> <p>3: Staircase of Complexity: In order to prepare students for the complexity of college and career ready texts, each grade level requires a step of growth on the staircase. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below level.6: Academic Vocabulary: Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as discourse, generation, theory, and principled) and less on esoteric literary terms (such as onomatopoeia or homonym), teachers constantly build students ability to access more complex texts across the content areas.6 Shifts: EngageNYwww.engageny.org</p> <p>}=3 Shifts: Student Achievement Partnerswww.achievethecore.org</p> <p>3. Regular practice with complex text and its academic vocabularyRamping up the Rigor We must systematically expose students to increasingly complex texts.Text Complexity Grade Band in the StandardsOld Lexile RangesLexile Ranges Aligned to CCR ExpectationsK-1N/AN/A2-3450-725450-7904-5645-845770-9806-8860-1010955-11559-10960-11151080-130511-CCR1070-12201215-1355Figure 3: Text Complexity Grade Bands and Associated Lexile Ranges (in Lexiles)The Common Core State Standards require students to meet more rigorous expectations regarding text complexity.14Here is the quantitative part of the equation. Look at your grade level and see to what extent the expectations around complexity of text are changing. Notice how the expected reading level begins to creep up even at the Grade 2-3 level, and how far it has moved up by the time students reach 11th grade and graduation. The CCSS expects students to be reading within a range whose lowest limit is HIGHER THAN THE TOP of the previous Lexile range.14Protocol for Analyzing TextIdentify Quantitative ComplexityUse lexile.com to find the quantitative measure of text named above. Use the chart below to determine the grade band alignment for the quantitative measure of the text.</p> <p> ___________LText Complexity Grade BandsCurrent Lexile BandSuggested Lexile Range2-3450L-725L450L 790L 4-5645L-845L770L 980L6-8860L-1010L955L 1155L9-10960L-1115L1080L 1305L11-CCR1070L-1220L1215L 1355LAdapted from NYC DOE2. Identify Qualitative ComplexityRead through the text. Jot down ideas or vocabulary or other characteristics of the text that might make this text difficult to read.</p> <p>Use the Gradients in Complexity rubric that corresponds to the text type (literary/informational text). Read through all the traits of the Gradients of Text Complexity rubric. Highlight those indicators that represent the complexity of the text that youve just read.</p> <p>Adapted from NYC DOE</p> <p>Adapted from NYC DOE3. Refer to the CCSS for reading in your grade band/subject to determine the following.What content expected by the standards are embedded in this text? (e.g. Seminal U.S. documents? Precise procedure? Account of an historical event?)What academic performances/purposes does this text enable readers to engage in? (e.g. Cite evidence? Analyze an authors claim? Provide a summary? Distinguish between fact and fiction? Analyze text structure? Determine the meaning of words and phrases?)4. Use the information from steps 1-3 to make the following judgments.What grade level, subject area, and task is this text best suited for?</p> <p>What instructional strategies would help to facilitate student access to this text without degrading the texts complexity? It All Points to a Need for Close Reading</p> <p>http://www.youtube.com/watch?v=5w9v6-zUg3Y 19These new expectations have led to a call for something called close reading. In this video, author Douglas Fisher discusses what close reading means and why it is important.(play the video, either through the URL or using a downloaded file)</p> <p>Ask participants for their reactions, responses, and points of view, What makes sense? What confuses them? What worries them?(dont let this discussion linger too longa handful of minutes is plenty)</p> <p>19The Close ReadingProcess20How does one conduct close reading? There are many waysbut today well learn one process for doing it that you all can share and work with at any grade level.</p> <p>Keep in mind that close reading is NOT MEANT TO BE THE ONLY WAY STUDENTS READ. This is a process for digging deeply into a textnot the way students should read the entirety of a novel or a whole textbook chapter. Close reading gives you the opportunity to slow down and dig deep, and as such, it works best on short pieces of text that are truly worthy of investigation and exploration.20</p> <p>Paying attention to what is printed on the page.Re-reading with text-dependent questions.Reading with a pencil.Talking with others about the ideas and concepts you extract from text.</p> <p>Close ReadingClose reading isnt in the Common Core State Standards. However, an analysis of the Common Core State Standards really says youve got to learn the text well. The Common Core State Standards require that students provide evidence and justification for their answers. The only way we know how students can do this - that they really learn to provide evidence and justification - is if they closely read.21</p> <p>College and career ready requires . . . students to use reading rather than do reading.Doug Buehl, 2012College and career ready part of hidden curriculum </p> <p>Teachers constantly teaching students the processes for interpreting and using what they have read.22Common Core State StandardsStudents who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.(Common Core State Standards, page 3)</p> <p>Even though how to practice close reading is not explicitly defined in the standards nor mentioned in any anchor standard, it is very strongly implied.23Close Reading Requires:Understanding your purpose in readingUnderstanding the authors purpose in writingSeeing ideas in a text as being interconnectedLooking for and understanding systems of meaningEngaging a text while reading Getting beyond impressionist readingFormulating questions and seeking answers to those questions while reading</p> <p>24Scaffolding doesnt mean reducing complexity of text. replacing the text. telling students what they are going to learn.</p> <p>Scaffolding25Applying it making it happen for all students. Teachers provide scaffolding to assist students with complex texts. Scaffolding is how students are able to grow in text complexity.</p> <p>CCSS defines scaffolding as temporary guidance or assistance provided to a student by a teacher, another adult, or a more capable peer, enabling the student to perform a task he or she otherwise would not be able to do alone. A teacher should never build a scaffold for a student without having a plan to remove it.25The Close Reading ProcessStep One: Set a Purpose for ReadingPresent an overarching, text-based question that only a close reading will answerPresent the step-by-step structure Present a short passage for studyStep Two: First Reading (or read-aloud)Read or listen in order to answer questions such as:Is this fiction or non-fiction?Who is the story about? / What topic is the article or essay about?What is the main thing the main character does? / What is the most important thing said about the main topic?What was the authors purpose in writing?Partner Talk to check meaning.Share understandings with partner.Discuss one surprising part of the reading.</p> <p>26STEP ONEBecause close reading is used for investigation, its important to set a...</p>