ccss in ela/literacy: shifts in thinking and instruction

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CCSS in ELA/Literacy: Shifts in Thinking and Instruction Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA Fusion 2012, the NWEA summer conference in Portland, Oregon The Common Core State Standards call for important shifts in thinking and instruction in order to adequately prepare students to be college and career ready and to prepare students for the new testing that is based on the Common Core. This session will focus on the key shifts in literacy instruction and how it will impact teaching and learning. Learning outcome: - Understand the instructional shifts inherent in the CCSS for ELA / Literacy. - Identify resources and tools for helping staff make the transition to the CCSS. Audience: - New data user - Experienced data user - Advanced data user - District leadership - Curriculum and Instruction MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.


  • 1.CCSS in ELA / Literacy: Shifts in Thinking and Instruction NWEA Seminar June2012 Sue Beers

2. Common Core: A Fast TimelineImplementation is NOW! 2014 - 2015Dec. 2011 Participating June 201046 StatesStatesHave Adopted Administer New Formal ReleaseMarch 2010 of K-12 CCSS CCSS CCSS AssessmentsK-12 DraftReleased for June 2009 Public Beginning Comment of CCSS 3. Green Flags & Red Flagsfor ImplementationThe Common Core State Standards for ELA / Literacy 4. STANDARDS FORENGLISH LANGUAGE ARTS &LITERACY IN HISTORY/SOCIAL STUDIES,SCIENCE, AND TECHNICAL SUBJECTSJUNE 2010 5. Design and OrganizationThree main sectionsK-5 (cross-disciplinary)6-12 English Language Arts6-12 Literacy in History/Social Studies,Science, and Technical Subjects 6. Design and OrganizationThree appendicesA: Research and evidence; glossary of key termsB: Reading text exemplars; sample performance tasksC: Annotated student writing 7. Key Design Considerations: ELA Define year-end expectations leading toCCR Focus on results rather than means Integrated model of literacy Research and media skills integrated Shared responsibility for literacy Focus and coherence in instruction 8. What is NOT in the Standards How teachers should teach All that can or should be taught Advanced work beyond the core Interventions for students well below gradelevel Full range of support for ELL and spec needs Everything needed to be 9. ELA Major ShiftsShift to higher-level thinking skillsIncreasing focus on informational textNot coverage, but depth and focus: RIGORWriting about texts, citing sources 10. SHIFT 1: Building Knowledge by Balancing Informational and Literary TextsSEENOT SEE Scientific and historical texts are given the same Literature is the soletime and weight as literary text.or vast majority of Informational text in elementary comprise 50% of text used in ELAtext used in ELA, science, social studies and theclasses.arts; in middle school, informational texts All or majority ofcomprise 55%; in high school, informational text text is narrative incomprise at least 70%. structure. Informational texts are selected to help students Texts do notdeepen their understanding of topics and themeslogically developover time. learning about a specific topic or theme. 11. Reading Framework for NAEP 2009 GradeLiteraryInformational450%50%845%55% 12 30% 12. INFORMATIONAL TextLiterary Nonfiction and Historical, Scientific,and Technical Texts Biographies and autobiographies Books about history, social studies, science, andthe arts Technical texts, including directions, forms, andinformation displayed in graphs, charts, or maps Digital sources on a range of topics 13. 14. 15. Sample Performance Tasks for InformationalTexts: English Language ArtsStudents determine the point of view of JohnAdams in his Letter on Thomas Jeffersonand analyze how he distinguishes his positionfrom an alternative approach articulated byThomas Jefferson. [RI.7.6] p. 92 16. Read like adetective! Use clues / evidencefrom text Make non-trivialinferences based onthat evidence Use information frommultiple sources withinor between text tomake arguments 17. SHIFT 2: Content Area Literacy 6-12SEENOT SEE All content area teachers explicitly teach reading Teachers present theinformation in the textand writing strategies essential to learning andrather than expectingcommunicating their discipline. students to read for Students are asked questions that give them the understanding. Text is used as aopportunity to share evidence from text.reference rather than a Activities strengthen students listening skills as source of information.well as their speaking skills. No connection betweenthe reading and writing Students write frequently about what they are assignment.reading and learning, drawing evidence in the text. No instruction isprovided on reading or Reading and writing strategies are presentedwriting strategiesconsistently across all content areas.appropriate to thecontent area. Multiple texts, presented in diverse formats, are A single text is used forused to integrate information on a given topic. all reading assignments. Primary sources of information are used widely. 18. Reading Standards for Literacy in History/SocialStudies, Science and Technical Subjects 6-12 Reading critical to building knowledge Appreciation for norms and conventions Evidence Understanding of domain specific words Analyze, evaluate intricate argument,synthesize Complement the 19. suebeers@netins.netHow will you engage allcontent teachers inunderstanding andimplementing readingexpectations? 20. SHIFT 3: Regular Practice with Complex Text SEENOT SEE Students always All students encounter and are engaged with the receive different levelssame, grade-appropriate, high-quality text.of text based on their Appropriate scaffolding is provided to help studentsreading ability.understand complex text, based on their individualneeds, building toward the goal of independent No instruction isreading.provided for reading Reading strategies are embedded in the activity ofstrategies to approachreading rather than as a separate body of material. complex text. Students are required to think critically about the text. Students are given a Instruction if often centered on multiple close summary of the textreadings in order to develop deep understanding.prior to reading it. Teachers are aware of resources and how to indentifyand evaluate the complexity of text in their content No support is providedareas.for students who read Students read from complex texts from a wide varietybelow grade level.of text structures (narrative, cause and effect, Majority of text uses acompare and contrast, etc.) single text structure. 21. Text Complexity MattersStudents who reached benchmark scoresand did well in college: Ability to make inferences whilereading or answering questions Ability to answer questions associatedwith complex text - ACT, 2006 Reading Between the 22. Why Complex Text? Mustread closely Think deeply about texts Participate in discussionsbased on text Gain knowledge Publishers Criteria for ELA/Literacy Grades 3-12, p. 23. Why Not Use Simple Texts? Simplified texts are often restricted, limited, andthin in meaning Complex texts are rich in academic vocabulary;simple texts do not expose students to the type ofvocabulary necessary to read complex texts. Mature language skills are gained by working withdemanding materials No evidence that struggling readersespecially atmiddle and high schoolcatch up by graduallyincreasing the complexity of simpler texts - Adapted from the work of Jean M. Evans Davila, www. 24. Among Highest Priority for CCSS:read closely and gainknowledge from texts. Publishers Criteria for ELA/Literacy Grades 3-12, p. 6 25. Above Grade Level Textsfor Advanced ReadersALL Students: Anchor Texts at Grade LevelTexts Below Grade Level Scaffolding Only! 26. Overview of Text ComplexityAppendix B includes exemplar texts (stories and literature, poetry, andinformational texts) that illustrate appropriate level of complexity by gradeText complexity is defined by:1. Qualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands2. Quantitative measures readability and other scores of text complexity Reader and Task3. Reader and Task background knowledge of reader, motivation, interests, and complexity generated by tasks assigned 27. Text Complexity Sophistication of the language and content Subtlety of themes and issues Extract knowledge and information from referencematerials, technical manuals, literature and other texts Demanding and context-dependent vocabulary Subtle relationships among ideas and characters Nuanced rhetorical style and tone Elaborate structures or formats Demand close attention and often demand rereadingin order to be fully understood 28. Text Quality Rich in content Strong models of thinking and writing Broad resonance - referred to and quoted often Deep engagement in the world and a variety ofcultures Reflect on important issues in the disciplines Build background knowledge and vocabularyessential to reach CCR 29. Text Range Variety of literary and informational texts Read deeply across content areas to gainknowledge base In literature, students attend to authorschoice of words and structures / order anduse of detail In informational text, students acquireinformation from different formats in order toaccess 30. Text Complexity Grade Bands and AssociatedLexile Ranges Text ComplexityLexile RangesGrade Band in the Old Lexile Ranges Aligned to CCRStandardsexpectationsK-1N/A N/A2-3 450-725 450-7904-5 645-845 770-9806-8860-1010 955-11559-10 1215-1355 31. solution-common-text-types-in-the-times/ 32. SHIFT 4: Focus on Text-Based, Text-Specific QuestionsSEE NOT SEE Rich and rigorous conversations are based on text. The bulk of questions Students closely analyze text with evidence to back up regarding the text can betheir claims and conclusions.answered without reading the text, either The majority of text-based questions focus because it


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