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What Does it Take to Succeed in the Era of the Common Core?David [email protected]@studentsachieve.netwww.achievethecore.org
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Five Essential Studies
• Hernandez 2011 “Double Jeopardy” • Lesnick et al 2010 “Reading on Grade Level in
Third Grade: How Is it Related to High School Performance and College Enrollment?”
• Fletcher and Lyon 1998 74 percent of third graders who read poorly still struggling in 9th grade
• Snow et al 1998 “A person who is not at least a modestly skilled reader by the end of third grade is quite unlikely to graduate from high school”
• Juel 1988 First grade reading scores “reliable predictor of later reading scores”
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Why?
• How is it that tests so early can predict results so many years later?
• What are we doing in curriculum that might be perpetuating these trends?
• What are we not doing in our curriculum that might be perpetuating these trends?
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What are not the causes?
• Lack of critical thinking
• Failure to know or use comprehension strategies
• Failure to master the standards
Quick Quiz: Which is harder?
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Question 1: Literal MeaningLow on Bloom’s Taxonomy
Restate the following sentence in your own words:
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“The former render possible theoretical cognition according to principles a priori; the latter in respect of this theoretical cognition only supplies in itself a negative principle (that of mere contrast), but on the other hand it furnishes fundamental propositions which extend the sphere of the determination of the will and are therefore called practical.”
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Question 2: SynthesisHigh on Bloom’s Taxonomy
Read the following passage, then write a letter to the editor defending the moral values the main character displays with regard to animals.
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• “Where's Papa going with that ax?" said Fern to her mother as they were setting the table for breakfast.
• "Out to the hoghouse," replied Mrs. Arable. "Some pigs were born last night.“
• "I don't see why he needs an ax," continued Fern, who was only eight.
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• "Well," said her mother, "one of the pigs is a runt. It's very small and weak, and it will never amount to anything. So your father has decided to do away with it.”
• "Do away with it?" shrieked Fern. "You mean kill it? Just because it's smaller than the others?"
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• Which question was easier?
• Why?
• Would a lesson (or a whole week of lessons) on “finding main idea” or “making inferences” help you to answer question 1?
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8th Grade Reading Standards
• Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
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If critical thinking, strategies and standards
are not the causes…
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What are the causes?
• Vocabulary: Failure to grow sufficient vocabulary
• Knowledge: Failure to develop wide background knowledge
• Fluency: Failure to become a fluent reader
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Importance of Vocabulary
• Nearly a century of research (Whipple 1925, NAEP 2012)
• Feature of complex text that likely causes greatest difficulty (Nelson et al 2012)
• Cunningham and Stanovich (1997) Vocabulary assessed in grade 1 predicts 30% of grade 11 comprehension
• Having to determine the meaning of too many words slows readers up; a far greater problem with complex text
• Not knowing words on the page is debilitating• “30 Million Word Gap”• After much research…
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Academic Vocabulary on Three Passages of NYS Third Grade Test
• mimic• “special bond”• struts• scampers• plunge• flop• surface• “shooting out” • flap• scowled • shifted
• defense• fierce• darted• wiggle• gear• clanked• swelling• distant as an adjective in
the “distant truck”• observe• restless• cast v.• strikes v
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Academic Vocabulary on Just One Passage of NYS Sixth Grade Test
ImposingHarnessFinesseSurgeGlanced“comfort washed over me”ProcessStraddledDraperiesMagnificentTransformedbreathtaking
• Cascaded• Contrasted• Imposing• Ascent • Ascend• Descend• Exhilarating• Labored• Constricted• Exclamation• Rasping• Speck• Glanced
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Academic Vocabulary SBAC and PARCC Sample Items - Grade 3 only
• Unfortunate• Filtered• Scarred• Scuffs• Fraying• Seams • Overlooked • Spouting• Blossom
• Bank (as in river)• Pitch (as in sound)• Nifty• Pose• Tender• Scorched• Scaly• Nutrients • Crops• Spouting
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Importance of Knowledge
• Similar history of research (Kintsch 1998, most of John Guthrie's work, Adams 2009…)
• Recht and Leslie, 1988 – baseball study
• Makes sense as knowledge of words and knowledge of the world go together
• Take a look at recent tests aligning with the Common Core
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Topics and References in Third Grade Passages NY State Tests
• Leaves in the fall, playing with leaves, suburban setting
• Ecology frogs—habitats, ponds, species in trouble, food chain, life cycle
• GW Carver—African American History, agriculture, sense of time 20th century 1900s, professor
• Benny West—Quaker/religious groups, schoolmaster/old schools, small town rural life, Italy/England/Europe
• Snow Walker—northern rural life, snowshoes, dogsleds, Alaska
• The Nautilus—submarines, diesel, maps, Hawaii, North Pole, nuclear power, the arctic
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Topics and References in Sixth Grade Passages NY State Tests
• Caving: Rappelling, caves structure, “life flashing before your eyes”, limestone, minerals
• Stargazing in the South Pole: Astronomy and astronomers, constellations, National Science Foundation, military transport planes, road construction, kilometers, continents, “high peaks” the size of France, crevasses
• Girl who wants to be a food scientist: masters degree, microbiology, “biological standpoint”, sensory science, internships, West Africa, “a science and an art”, varieties of wheat
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Topics and References in Third Grade SBAC and PARCC Sample Tests
• Babe Ruth• Smithsonian• Alaska• Native peoples• Japan & Japanese art• National Geographic
Society• Indonesia• Animal
communication• U.S. Congress
• Animal mating• Gills • Animal traits• Vertebrate• Amphibian• Larva• Pupa• Lifecycle• Mammals• Mass-produced
Illustration: PARCC Redacted
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Imagine what it’s like to be a student with vocabulary and knowledge deficits…
…on test day.
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Letter from a Principal
“ We continue to struggle with the gaps in vocabulary development and background knowledge when students engage in close reading of a complex passage. We continue to model and assist students navigating through complex informational and fictional text, and hope that the efforts will help them carry skills to the next piece of text they encounter.”
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We owe our students a better experience reading than this.
We have to help them get the vocabulary and knowledge of the world they need to be able to read complex text.
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What To Do About Vocabulary and Knowledge
“Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture…”
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Growing Vocabulary and Background Knowledge Through Reading
• Most words learned through context of reading or being read to
• But not all reading is equally effective at doing this
• Reading a number of texts within a topic grows knowledge and vocabulary far more than any other way
• Both NY elementary school programs do this extremely well, but it is not the only way
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Growing Vocabulary and Background Knowledge Through Reading
• Read Aloud Project (RAP) K-2
• Text Sets grades K-12
• Assigned Readings within a topic
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Growing Vocabulary Through Direct Instruction
• What is direct vocabulary instruction?
• Need to grow vocabulary through reading AND direct instruction
• How many words can students learn? Biemiller 2010
• Word Study
• How to choose words for teaching http://achievethecore.org/page/974/vocabulary-and-the-common-core-detail-pg
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Importance of Fluency
• What is fluency?
• Name who you think is one of the wisest, most intelligent people to ever live on our planet. Just one please.
• Rasinski (2005) 61% of 9th grade students in bottom quartile of fluency with pre-Common Core 8th grade texts.
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What to do About Fluency if Students Decode without Automaticity
• You can’t be fluent reader if you can’t decode
• If your K-2 program produces fluent readers with standards aligned complex text by end of second grade then no reason to change
• If not, need to look at something different
• How CKLA differs from other foundational standards programs
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What To Do About Fluency for Students Who Decode with Automaticity
• Reading While Following Along
• Repeated Reading
• Tim Rasinski Developmental Fluency Lessons
• Fluency Packets
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Guided Reading
• Given all of this, how might it change?
• Why should it change?
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Close Reading
• Where does Close Reading fit into all of this?
• How often do I do Close Reading?
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WHAT ARE THE FEATURES OF COMPLEX TEXT?
• Subtle and/or frequent transitions• Multiple and/or subtle themes and purposes• Density of information• Unfamiliar settings, topics or events• Lack of repetition, overlap, or similarity in words and sentences• Complex sentences• Uncommon vocabulary• Lack of words, sentences or paragraphs that review or pull things
together for the student• Longer paragraphs• Any text structure which is less narrative and/or mixes structures
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Resources - Close Reading 2-12 & Text Dependent Questions
• Featured Lessons on achievethecore.org– http://achievethecore.org/page/752/close-reading-sampl
e-lessons-list-page
• ELA/Literacy lesson bank including RAP, BAP, & AAP– http://achievethecore.org/page/788/ela-literacy-lesson-b
ank-content-list-page
• Text Dependent Questions Resources from achievethecore.org– http://achievethecore.org/page/710/text-dependent-ques
tion-resources
• Short Guide to Creating Text Dependent Questions– http://achievethecore.org/page/45/short-guide-to-creatin
g-text-dependent-questions-detail-pg
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Resources - Guided Reading
• ‘Both And’ Paper by David & Meredith Liben– http://bit.ly/1oWZ7ai
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Resources - Text Sets and Assigned Readings
• ELA SCASS Navigating Text Complexity– http://www.ccsso.org/Navigating_Text_Complexity/Showroom
_Models.html
• ReadWorks– http://www.readworks.org/
• Reading A-Z– http://www.readinga-z.com/
• EBSCO Databases (state membership)– http://cdn.lexile.com/m/cms_page_media/135/RTData_July_13
• Webinar on Finding Texts at Different Lexile Levels:– http://
achievethecore.org/page/927/webinar-on-finding-texts-hidden-resources-at-your-fingertips-detail-pg
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Resources - Text Sets and Assigned Readings
• Book on “Teaching with Text Sets” http://bit.ly/Teaching_with_Text_Sets
• American Reading Company Webinar on Finding Texts at Different Lexile Levels: http://www.americanreading.com/
• Light Sail: http://www.lightsailed.com/
• Curriculet: http://www.curriculet.com
• Starting in the spring full text sets will begin to be loaded up on www.achievethecore.org
• Nonfiction Text Sets from TC Reading and Writing Project http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html
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Resources - Direct Vocabulary Instruction
• “Wordly Wise” published by Educators Publishing Service (EPS)
• Bringing Words to Life, Beck and McKeownwww.textproject.org
• Marzano Six Step Program http://www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
• “Word Nerds” - Stenhouse Publishers• Frayer model (all over the internet) • Words Their Way http://
www.pearsonhighered.com/educator/series/Words-Their-Way-Series/10888.page
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Fluency Resources
• Fluency packets, fluency assessments, and fluency benchmarks http://achievethecore.org/page/981/fluency-resources
• Additional fluency packets for grade 2-3 and 9-10 available starting Sept
• Fluency Development Lesson - Tim Rasinski http://www.vriuvm.org/members/lli/fluency/Fluency%20Development%20Lesson.pdf
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Conclusion
• None of this is quick, none of this happens without you.
• Thank You!
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