a ppendix a j igsaw a ctivity by illinois state board of education english language arts content...
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APPENDIX A JIGSAW ACTIVITY
By Illinois State Board of Education
English Language Arts Content Area Specialists
PURPOSES/OUTCOMES Understand the key implementation ideas
behind the Common Core State Standards
Define terms such as text complexity, writing text types, and close reading
Understand the characteristics of a college or career ready student
Kathleen McNearyArea IA
Erik IwersenArea I-BB, BC, BD
Amy RobinsonArea I-C
Jill BrownArea II
Katy SykesArea III and IV
Kathi RhodusArea V and VI
APPENDIX A ACTIVITY Consists of:
Key Implementation Factors Key Design Considerations Prioritizing Text Complexity Determining Text Complexity Implementing Text Complexity Three Writing Types Writing: Argument vs. Persuasive Speaking and Listening Language Vocabulary Characteristics of a College/Career Ready
Student
KEY CONSIDERATIONS: INCREASED EMPHASIS ON INFORMATIONAL TEXT
Grade Literature Informational
K-5 50% 50%
6-8 45% 55%
9-12 30% 70%
PRIORITIZING TEXT COMPLEXITY Too much scaffolding has occurred but it
still has it’s place. Publishers have created texts that offer
too much support.
FACTS: Text Complexity has steadily declined since
1963. Hayes, Wolfer, and Wolf (1996)
Only AP textbooks met newspaper readability levels in 1992. Hayes and Ward, (1992)
350 point Lexile gap found between end of high school and beginning of college.
Williamson, (2006).
THREE WRITING TEXT TYPES
Argumentative Demonstrates logically a point of view, position
or belief Informational/Expository
Conveys information accurately Explanation is for clarification
Narrative Conveys experience either imaginative or real Creative Writing beyond Narrative
Poetry Monologue vs. dialogue Suspense
Narrative Explain/Inform
Argumentative
Elementary
35% 35% 30%
Middle School
30% 35% 35%
High School
20% 40% 40%
PERSUASIVE VS. ARGUMENT
Persuasive Appeals to emotions rather than logic.
Argument Convinces audience based on logic and sound
reasoning.
SPEAKING AND LISTENING
Receptive vs. Expressive Language
Oral Language Purposeful and systematic in even earliest of grades Foundation for written language skills Listening comprehension outpaces reading
comprehension Allocate instructional time building listening skills
VOCABULARY
Tier One Words- Consist of basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc.
Tier Two Words - High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc.
Tier Three Words - Low frequency use and limited to specific knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as geography, science, etc.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.
CHARACTERISTICS OF A COLLEGE/CAREER READY STUDENT Develops and builds strong content
knowledge with increased complexity Demonstrates independence Responds to the varying demands of
audience, task, purpose and content discipline
Comprehends as well as critiques Values evidence Utilizes technology and digital media
strategically and capably Understands other perspectives and
cultures. These portraits exemplify students who are
college and career ready.
Additional Resources Common Core Standards
www.corestandards.org Literacy in History/Social Studies,
Science and Technical Subjects 6-12 Text Complexity Supplemental
Information Appendix B – Text Exemplars, Sample
Performance Tasks, Cross Content Nonfiction and Informational Text
Appendix C – Student Writing Samples Publisher’s Criteria for K-2 and 3-12
