Module 2-Exploring the Appendices_SC

7/27/2019 Module 2-Exploring the Appendices_SC

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Essential to Understanding the CCSS:

The Appendices

Training Modules Brought toyou by the Idaho State

Department of Education and

Rachel Bear, Jess Westhoff,

Ramey Uriarte, Paula Uriarte,

and Chris Butts, Boise StateWriting Project Teacher

Consultants



What is in the Appendices?

• Appendix A: supplementary material on reading,writing, speaking & listening, and language aswell as a glossary of key terms

•Appendix B: text exemplars illustrating thecomplexity, quality and range of readingappropriate for various grade levels withaccompanying sample performance tasks

• Appendix C: annotated writing samplesdemonstrating adequate performance in studentwork at various grade levels

Boise State Writing Project Common CoreState Standards Team



What is in Appendix A?

• Provides important breakdowns of the standards’key elements, and the research supporting theseelements, for the four areas of literacy: – Reading

– Writing

– Speaking and Listening

– Language

• Includes a glossary of important terms used inthe CCSS, with detailed explanations of theirmeanings as they apply to the implementation ofthe standards




Divide and Conquer

• Each group will be the expert on their pages andwill be responsible for teaching the rest of us itscontent.

• After reading, as a group, identify the keyconcepts in your section. Create a visual that bestrepresents these concepts from your assignedsection. Be prepared to share this visual andreport out on the essential elements of your

section.• Please make sure you label your poster with the

section you read and your group number.




What Standards Were Addressed?• Place an asterisk next to each standard that

was addressed in this activity.




Appendix A: Backyard BBQ

① Read your assigned section of Appendix A and

identify key points and critical questions.

Document these on a note catcher.② Please stand up and mingle with your colleagues.

Find people who have explored different sections

of Appendix A.

③ Take notes as you learn about the other fivesections.

④ Return to your seat when your note catcher is

complete.Boise State Writing Project Common Core

State Standards Team



Appendix A: Backyard BBQ Debrief

• What did you learn from the research supporting

the CCSS that supports your current practices?

• What did you learn that surprises you?

• What argument is the Common Core making about

learning? How does this compare with your beliefs

about learning?

• CLICK HERE TO SEE A VIDEO OF THIS ACTIVITY


https://www.youtube.com/watch?v=Sh7VWwBAT1s

https://www.youtube.com/watch?v=Sh7VWwBAT1s



Understanding Text Complexity

and Exemplar Texts• Text Complexity:

– Quantitative: www.lexile.com

– Qualitative—levels of meaning or purpose, structure,language conventionality and clarity, knowledge demands

– Reader and task—teacher professional judgment,experience and knowledge

• Exemplar Texts:

– Complexity

– Quality

– Range


http://www.lexile.com/

http://www.lexile.com/



From the Introduction to Appendix B

• “The following text samples primarily serve toexemplify the level of complexity and quality that the

Standards require all students in a given grade band

to engage with. Additionally, they are suggestive of

the breadth of texts that students should encounter

in the text types required by the Standards. The

choices should serve as useful guideposts in helpingeducators select texts of similar complexity, quality,

and range for their own classrooms. They expressly

do not represent a partial or complete reading list.”




Text Complexity Analysis

• Purpose: to begin process of identifying

appropriate texts for your current grade level

and content area

• Process: follow protocol—be sure to take

notes as you go to share with your colleagues

• Deliverable: Analysis of as many exemplar

texts as possible in the time you have




CCSS and Text Complexity: Working with Appendix B

Purpose: The purpose of this activity is to consider the textexemplars at each grade level and discipline and to evaluate

your current curriculum for inclusion of each type of text in order

to ensure your curriculum includes texts of the complexity,

quality and range endorsed by the CCSS.

Process:

•Read and discuss the introduction to Appendix B.

•Go to your grade level and discipline in the Table of Contents

•Consider the text exemplars for your area•Discuss and identify the following for each text exemplar

(start with the ones you recognize or use a laptop to look at the

full Appendix B which includes passages from each exemplar)




•Title

•Author

•

Origin•Time Period

•Type of Text

•Complexity

•Qualitative

•Quantitative

•Match to Reader and Task

Other texts like it, based on information above

(DOUBLE CHECK TO MAKE SURE THEY ARE NOT LISTED

AT ANOTHER GRADE LEVEL)Discuss: is this text type currently represented in your

curriculum? Do you teach this specific text or another

like it? (see previous step)




Example: Grade 9-10 English Language Arts •“Story” Text Exemplar

Title: The Odyssey

Author : HomerOrigin: Greek Mythology

Time Period: near end of 8th Century BC

Type of Text: epic poem




Complexity (Example, continued) oQualitative: I would rate this text pretty high as far as the

qualitative dimension. The structure is on the more complex end

because it begins in medias res and jumps back and forth between

the story of Odysseus and his son Telemachus. As far as language

complexity, it is also high because there is much figurative language

and the language is archaic. The knowledge demands are also

quite high because it requires knowledge of Greek customs and

characteristics of mythology. It also has a relatively high

intertextuality as there are references to The Iliad and other Greekmyths.

oQuantitative: Lexile level=1130 (low end of 9-10 band according

to CCSS Appendix A, page 8)

oReader and Task: This text is not easily matched to my current

10th graders. They will need much support in connecting to this text

and a great Essential Question in order to navigate the text. I have

a few students who would embrace this text as a challenge, but the

majority would give up if asked to read this without the propersupports.Boise State Writing Project Common Core

State Standards Team



Example, continued. Other texts like this: The

Iliad, Ramayana, Epic of Gilgamesh, Aeneid,

Metamorphoses, The Inferno, Beowulf This text-type is not currently represented in my

10th grade curriculum. The Odyssey and the

other texts like it are all listed in the 12th grade

curriculum for the Boise School district and I

have always taught them at the 12th grade level.

There is a Greek drama, Antigone, at the 10th

grade level, but no epic poems.

CLICK HERE TO SEE A VIDEO OF THIS ACTIVITY


https://www.youtube.com/watch?v=odXIbByql0k

https://www.youtube.com/watch?v=odXIbByql0k



Exit Ticket

• 3—major takeaways from the activities

•

2—questions you have about the CCSS and/orimplementation

•

1—thing you know you can do right away tobegin aligning to the CCSS in your classroom,

school or district




References

Common core state standards initiative. (2012). Retrieved from www.corestandards.org.


http://www.corestandards.org/

http://www.corestandards.org/



Acknowledgements

Boise State Writing Project Teacher Consultants

involved in developing activities in this module:

Rachel Bear, Cecilia Pattee, Anna Daley, and Katie

Rotchford

Linda Christensen, Oregon Writing Project Director

Documents

Module 2-Exploring the Appendices_SC