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Page 1: Common Core and Literacy First K-5 “Achieving Beyond Expectations”

Common Core and Literacy FirstK-5

“Achieving Beyond Expectations”

Page 2: Common Core and Literacy First K-5 “Achieving Beyond Expectations”

Common Core and Literacy First

Secondary

“Achieving Beyond Expectations”

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ES Discussion Group: Understanding Text Complexity and Close Reading in the Disciplines

Considering 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?

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Common Core and Literacy First Process

More 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?

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MS/HS Discussion Group: Understanding Text Complexity and Close Reading in the Disciplines

Considering 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?

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THE COMMON COREAND

CLOSE READING

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College and Career Readiness Anchor Standards for Reading

Key Ideas and Details - Literature

Anchor Standards

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Read 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

examples

in a text when

explainingwhat the textsays explicitly andwhen

drawing

inferencesfrom the text.

Quoteaccuratelyfrom a textwhenexplainingwhat thetext saysexplicitlyand whendrawingInferencesfrom thetext.

Vertical Alignment Example

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What the Standards Are Asking For

Grade 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.

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Cross walk of Common Core Instructional Shifts: ELA Literacy

1:PK-5, Balancing Informational & 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

}=

3 Shifts: Student Achievement Partners

www.achievethecore.org

1: Building knowledge through content-rich nonfiction and informational texts

Both 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/Literacy

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Cross walk of Common Core Instructional Shifts: ELA Literacy

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

}=

3 Shifts: Student Achievement Partners

www.achievethecore.org

2: Reading and Writing grounded in evidence from text.

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Students are expected to engage in rich, evidence-based dialogue about a text they have read

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

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.

Text-based Answers

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Cross walk of Common Core Instructional Shifts: ELA Literacy

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

}=

3 Shifts: Student Achievement Partners

www.achievethecore.org

3. Regular practice with complex text and its academic vocabulary

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Ramping up the Rigor We must systematically expose students to increasingly complex texts.

Text Complexity Grade Band in the Standards Old Lexile Ranges Lexile Ranges Aligned to CCR

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

Figure 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.

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Protocol for Analyzing Text

1. Identify 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.

___________LText Complexity

Grade BandsCurrent Lexile Band Suggested

Lexile Range

2-3 450L-725L 450L – 790L

4-5 645L-845L 770L – 980L

6-8 860L-1010L 955L – 1155L

9-10 960L-1115L 1080L – 1305L

11-CCR 1070L-1220L 1215L – 1355L

Adapted from NYC DOE

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2. Identify Qualitative Complexity

A. Read through the text. Jot down ideas or vocabulary or other characteristics of the text that might make this text difficult to read.

B. 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 you’ve just read.

Adapted from NYC DOE

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Adapted from NYC DOE

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3. Refer to the CCSS for reading in your grade band/subject to determine the following.

A. What content expected by the standards are embedded in this text? (e.g. Seminal U.S. documents? Precise procedure? Account of an historical event?)

B. What academic performances/purposes does this text enable readers to engage in? (e.g. Cite evidence? Analyze an author’s 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.

C. What grade level, subject area, and task is this text best suited for?

D. What instructional strategies would help to facilitate student access to this text without degrading the text’s complexity?

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It All Points to a Need for “Close Reading”

http://www.youtube.com/watch?v=5w9v6-zUg3Y

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THE CLOSE READINGPROCESS

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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.

Close Reading

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College and career ready requires

“. . . students to use reading rather than ‘do’ reading.”

Doug Buehl, 2012

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Common Core State Standards

Students 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)

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Close Reading Requires:

Understanding your purpose in readingUnderstanding the author’s 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

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guides the reader with follow-up support.

encourages re-reading. Scaffolding doesn’t mean…

• reducing complexity of text.• replacing the text.• telling students what they are going to learn.

Scaffolding…

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The Close Reading Process Step One: Set a Purpose for Reading

• Present an overarching, text-based question that only a close reading will answer

• Present the step-by-step structure

• Present a short passage for study

Step 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 author’s purpose in writing?

• Partner Talk to check meaning.

– Share understandings with partner.

– Discuss one surprising part of the reading.

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The Close Reading Process

Step Three: Second Reading (or read-aloud)

• Students create 3-column notes to examine issues such as:

– How does the author use structure to advance the main ideas?

– What important, interesting, or confusing words, phrases, or imagery does the author use to advance the main ideas?

– What recurring patterns do you see?

– What internal similarities or contradictions do you see?

– What other details do you see that support the main ideas? (How is the author telling this story or advancing this argument or discussion?)

– What questions would you have for the author along the way? (“Why are you doing that?” “Why did you say it that way?”

• Partner Talk to share evidence

– Share your notes with a partner. Show textual evidence.

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Three-Column Note-Taking

Quotes Notes Questions

“We wear the mask” (title) Title gives you the whole main idea of the poemIt’s a poem, so he doesn’t mean it literally

Is “we” everyone or just African Americans? Or African American males? Why is it “the” mask? Does everyone wear the same one? Is there only one?

Students copy words, phrases, images,

sentences of interest or question

Students jot down notes about the quote,

its meaning, and its importance

Students pose questions about the

text to themselves, the author, or the teacher

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Three-Column Note-Taking for Non-Readers

Quotes Notes Questions

HIDING

PRETENDING

AFRAID

James asks why the author keeps doing it if he knows it’s wrong or unhealthy

Create a graphic organizer with words and/or other images

pre-selected

Students can make pictures, write single

words, or dictate ideas to the teacher or aide

Have students listen in pairs and ask questions of each other at pause

points.

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The Close Reading Process

Step Four: Discussion

• Teacher poses text-dependent questions that require close analysis of the text, its structure, and the author’s craftsmanship

• Teacher guides students to refer explicitly to their notes in answering questions

• Teacher uses questioning to build deep understanding of the text and help students engage with the larger purpose for reading

• Teacher may scaffold by having students answer overarching questions as a class before attempting any writing

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Progression of Text-dependent Questions

Opinions, Arguments, Intertextual Connections

Inferences

Author’s Purpose

Vocab & Text Structure

Key Details

General Understandings

Part

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

Douglas Fisher, 2012

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The Close Reading Process

Step Five: Writing

• Teacher has students respond to the overarching question(s) in a paragraph (or a paired discussion for lower grades)

• Teacher guides students to make specific references to the text in answering questions or advancing arguments, using the notes they took while reading

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DISCUSSION

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