division of secondary language arts and reading

Division of Secondary Language Arts and Reading

Spring 2012

High School Day 1

Agenda Common Core State Standards (CCSS)

Rate your Common Core

Knowledge

4

0 -- This must have something to do with fruit, right?

1 -- Isn’t that those new English standards? I’ve heard something about

those…didn’t we adopt them in Florida?

2 -- I’ve heard something about them, and I’ve at least scanned through

the standards document.

3 -- I’ve thoroughly read through the ELA document, and I can use the

terms ―strand,‖ ―cluster‖, and ―anchor standard‖ in appropriate

contexts.

4 -- I know the document backwards and forwards; transitioning to these

new standards will be a breeze!

0 1 2 3 4

Highlights Ice Breaker

Select a highlighter from the basket at the table. You will

need this as we progress through the organization and

design of the Common Core State Standards (CCSS)

document.

Yellow: Name, Location, Years TEACHING, Favorite LA/Read Strategy.

Blue: Name, Location, Years TEACHING, Favorite Novel/Literary Text to teach

students.

Orange: Name, Location, Years TEACHING, Favorite benchmark to teach. Why?

Pink: Name, Location, Years TEACHING, Best Professional development attended. Why?

Green: Name, Location, Years TEACHING, Your definition of rigor?

ACED+: Analysis, Clarification,

Extension, Discussion

Distinguish, compare, contrast, investigate categorize, identify, explain, separate important ideas about the text.

Examine misleading or complex sections of the text.

Expand and internalize information presented in the text.

Dialogue to demonstrate text comprehension and determine validity and reliability

Relate text to personal experience or knowledge.

Adapted from “Evidence – Based Instruction in Reading” by Ransinski & Padak

The

―The best thing you can do is

the right thing; the next best

thing you can do is the wrong

thing; the worst thing you can

do is NOTHING.‖

-Theodore Roosevelt-

http://en.wikipedia.org/wiki/File:President_Theodore_Roosevelt,_1904.jpg

Why the Change to Common Core

State Standards ?

• Currently, every state has its own set of academic standards, meaning public education students in each state are learning at different levels.

• All students must be prepared to compete with not only their American peers in the next state, but with students from around the world.

11


State Standards ?

12

As part of Florida's Race to the Top Project, Florida is using funding to provide

information that allows international comparisons of student achievement in STEM

and literacy. Prior to full implementation of the Common Core State Standards

(CCSS) and aligned common assessments, Florida is seeking reliable system-level

data on how achievement compares internationally in reading, mathematics, and

science through participation in international linking and benchmarking studies.

Two international studies administered during the spring of 2011 were conducted

to help benchmark student performance in the U. S. compared to other countries

around the world.

• Trends in International Mathematics and Science Study (TIMSS) 2011

• Progress in International Reading Literacy Study (PIRLS) 2011.


State Standards ?

13

Administration:

• Trends in International Mathematics and Science Study (TIMSS) 2011

• Progress in International Reading Literacy Study (PIRLS) 2011.

• Program for International Student Assessment (PISA) will be administered in the

fall of 2012.

All three international assessments and research projects are designed to measure

trends in achievement and will be managed in the United States by the National

Center for Education Statistics (NCES).

Areas of need revealed by these measures will further allow Florida to adjust

priorities for development of resources and strategies prior to the initiation of the

internationally-benchmarked common summative assessments of the CCSS.

The Road to Common Core State Standards

14

Beginning in the spring of 2009, governors and state

commissioners of education from 48 states, 2 territories and

the District of Columbia committed to developing a common

core of state K-12 English-Language Arts (ELA) and

Mathematics standards.

The development of the Common Core State Standards

(CCSS) for English Language Arts & Literacy is a state-led

effort by the National Governors Association Center for Best

Practices (NGA Center). Parents, teachers, school

administrators, and experts from across the country, together

with state leaders, through their membership in the Council of

Chief State School Officers (CCSSO) and the National

Governors Association Center for Best Practices, convened to

develop the CCSS.

www.corestandards.org

Mission Statement The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so that teachers and parents may know how and what can be done to assist them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in COLLEGE and CAREERS. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

-Common Core State Standards Initiative

15

46 States + District of Columbia have

adopted the Common Core State Standards

*Minnesota (only adopted ELA)

Partnership for Assessment of Readiness

for College and Careers (PARCC)

17

The chair of the governing

board is Mitchell Chester,

Education Commissioner of

Massachusetts, and the state

of Florida is serving as its

fiscal agent.

18

CRITERIA Standards provide for a(n)…

Rigorous Application of content knowledge and skills

Clear & Specific Guidance and clarity

Teachable & Learnable Guidance for the design of curricula and

instructional materials

Measurable Observable and verifiable measures

Coherent Progression of learning

Standards by Grade Level Limited opportunity for repetition

Internationally Benchmarked Success in our global economy

www.commoncore.org

WHY… What Makes These Standards Special?

http://www.commoncore.org/

19

www.commoncore.org

WHY… What Makes These Standards Special?

Independent analysis indicates that they are

more rigorous/demanding than the standards

of 37 states.

They are internationally benchmarked.

They include all grades (K-12) and emphasize

disciplinary literacy.

They increase stress on expository text,

critical reading, and use of technology.

They recognize the importance of text difficulty

and the value of canonical (classics/influential)

text.

http://www.commoncore.org/

Critical to know and understand:

These standards demand very high levels of performance from all students, which in turn has significant implications for teaching.

Differentiated instruction, integrated instruction, learning by design, and other strategies will become commonplace in all classrooms.

There is no excuse for at-risk populations failing to achieve at the same rate as their as their non- at – risk peers. 20


New, next generation in-class assessments will

accompany the Common Core State Standards.

These assessments range far beyond the usual multiple-choice and short-answer questions.

Instead, students will apply their knowledge to real-world situations through performance events, work in interdisciplinary situations, and use technology with facility. Some performance events will take weeks to complete.

21


For teachers, this new form of evaluation means developing a full understanding of performance events, how to construct them, and how to evaluate student work.

In order to prepare students for such assessments, teachers must provide students with ample practice in this style of evaluation.

The new assessments will be available for

teachers to make use of formative assessment techniques. 22

Conclusion: The promise of standards…

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is of paramount importance that states work together to build upon lessons learned from two decades of standard-based reforms. The time has come to recognize that standards are not just promises to our children, but promises we intend to keep.

-www.corestandards.org/ 23

Shift

1

PK-5, Balancing

Informational and

Literary Texts

Student 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-

throughout text. At least 50% of what students read is informational.

Shift

2

6-12

Building 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.

Shift

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 grade level.

All students are asked to encounter grade level complex texts.

Questions to think about:

What is Shift 3?

What will this mean we have to change about our practice?

What challenges will we face as we make this shift?

What will we do less of in order to make room for the time it will take to read this text closely?

Which portions of the text should we focus on?

Which portions should we ask students to re-read multiple times?

What role can independent reading play in this unit for students who struggle to access the central text

on their own?

What other supports will we need to provide for these students?

When was the last time I was challenged by a text?

What did I do to handle/ manage/ work within that frustration?

Unpacking Shift 3

By unpacking Shift 3, the discussion addresses the benefits and challenges in shifting to a practice

where all students are asked to encounter grade-level complex texts.

Shift

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..

Focus on command of evidence from text: rubrics and prompts.


What is shift 4?



What are the implications for teacher planning and for teacher planning time in schools?

Unpacking Shift 4

By unpacking Shift 4, the discussion addresses what it takes to create opportunities for students to have deep, evidence-based

conversations about text.

Shift

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.


What is shift 5?



Unpacking the Shift 5

By unpacking Shift 5, the discussion addresses the challenges and benefits of putting a renewed emphasis on writing from sources

rather than keeping the current focus on personal narrative.

Shift

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.


What is shift 6?



How many vocabulary words are there in the selection?

How many of these words can be seen as useful “tools” which students will confront frequently as they read at this grade level?

Which words are worth investing in?

What would it look like to create three columns of words – ignore, target, and infer?

What is the impact, for the author, of including the words in which you are choosing to invest? What task could you create that would

get students writing using those words?

Unpacking Shift 6:

By unpacking Shift 6, the discussion addresses the “tiers” of vocabulary (see Isabel Beck’s work, for example) and the choices teachers

need to make regarding the explicit teaching of “academic” vocabulary.

http://www.prel.org/programs/rel/vocabularyforum/beck.pdf

CCSS

Road to Common Core

Design and Organization

Common Core: Shift#3 & Shift #4

Text Complexity

Common Core Shift: #5 Writing

Common Core: Shift #6 Vocabulary

The Standards are comprised of:

3 Main Sections 1. English Language Arts & Literacy in History/ Social Studies,

Science, and Technical Subjects K-5 (Comprehensive K-5)

Content Area Specific 6-12

2. English Language Arts (ELA)

3. Literacy Standards in History/Social Studies, Science

& Technical Subjects

3 Appendices A - Research and evidence; glossary of key terms

B - Reading text exemplars; sample performance tasks

C - Annotated student writing samples 28

29

K-12 Literary/ Informational

Text

STORIES DRAMA POETRY LITERARY NONFICTION

& SCIENTIFIC, AND

TECHNICAL TEXTS

Includes children’s

adventure stories,

folktales, legends,

fables, fantasy,

realistic fiction and

myth

Includes staged and

brief familiar scenes

Includes nursery

rhymes and the

subgenres of the

narrative poem,

limerick, and free

verse poem

Includes biographies

and autobiographies;

books about history,

social studies,

science, and the arts;

technical texts,

including directions,

forms, and

information displayed

in graphs, charts, or

maps; digital sources

on a range of topics

4 Clusters

10 Broad Anchor Standards

Common Core State Reading Standards for

English Language Arts

and

Literacy in History/Social Studies, Science and Technical Subjects

30

Common Core State Reading Standards for


and

Literacy in History/Social Studies, Science and Technical Subjects

31

Reading Standards for

Informational Text


Literature


History/Social Studies

Reading Standards for Science &

Technical Subjects Grade Level

Anchor

Standards

Comparison

Reading

4 Clusters

10 Anchor Standards

Writing

4 Clusters

10 Anchor Standards

Speaking and Listening

2 Clusters

6 Anchor Standards

Language

3 Clusters

6 Anchor Standards

College and Career

Readiness (CCR)

Standards

Common Core State Standards for


32

Strand 1

• College and Career Readiness (CCR)

Standards – Overarching standards for each of four strands that are further defined by grade-specific standards

Reading – 10 standards

Writing – 10 standards

Speaking and Listening – 6 standards

Language – 6 standards

College and Career

Readiness (CCR)

Standards – The Reading

strand has 4 clusters.



33

4 Clusters

College and Career

Readiness (CCR)

Standards- The Reading strand

has 10 standards

34



Reading

4 Clusters

10 Anchor Standards

Writing

4 Clusters

10 Anchor Standards


2 Clusters

6 Anchor Standards

Language

3 Clusters

6 Anchor Standards

College and Career

Readiness (CCR)

Standards



35

Strand 2

College and Career

Readiness (CCR)

Standards – The Writing strand

has 4 clusters.



36

4 Clusters

College and Career

Readiness (CCR)

Standards – The Writing strand

has 10 standards.



37

Reading

4 Clusters

10 Anchor Standards

Writing

4 Clusters

10 Anchor Standards


2 Clusters

6 Anchor Standards

Language

3 Clusters

6 Anchor Standards

College and Career

Readiness (CCR)

Standards



38

Strand 3

College and Career

Readiness (CCR)

Standards – The Speaking and

Listening strand has 2 clusters.



39

College and Career

Readiness (CCR)

Standards – The Speaking and

Listening strand has 6 standards.



40

Reading

4 Clusters

10 Anchor Standards

Writing

4 Clusters

10 Anchor Standards


2 Clusters

6 Anchor Standards

Language

3 Clusters

6 Anchor Standards

College and Career

Readiness (CCR)

Standards



41

Strand 4

College and Career

Readiness (CCR)

Standards – The Language

strand has 3 clusters.



42

College and Career

Readiness (CCR)

Standards – The Language

strand has 6 standards.



43


English Language Arts Grade-Level Standards in English Language Arts

K-8, grade-by-grade

9-10 and 11-12 grade bands for high school

Format highlights progression of standards across grades

44

Strand Strand

Abbreviation

Grade Levels

Grade Specific Anchor Standard

45

Increasing Text Complexity Across Grades

Reading Standards for Literature

Grade 3: Describe characters in a story (e.g.,

their traits, motivations, or feelings) and

explain how their actions contribute to the

sequence of events.

Grade 7: Analyze how particular elements of

a story or drama interact (e.g., how setting

shapes the characters or plot)

Grades 11-12: Evaluate various explanations

for characters’ actions or for events and

determine which explanation best accords

with textual evidence, acknowledging

where the text leaves matters uncertain.

Reading Standards for Informational

Text

Grade 3: Describe the relationships 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.

Grade 7: Analyze the interactions between

individuals, events, and ideas in a text (e.g.,

how ideas influence individuals or events,

or how individuals influence ideas or

events).

Grades 11-12: Analyze a complex set of ideas

or sequence of events and explain how

specific individuals, ideas, or events interact

and develop over the course of the text.

CCR Reading Anchor Standard 3: Analyze how and why individuals,

events, and ideas develop and interact over the course of the text.

Grade Specific Standards for Reading: Informational Text

AC

TIV

ITY

Grade Specific Standards for Reading: Informational Text

Evidence Standard

Main Idea Standard

Interaction Standard

Vocabulary Standard

Structure Standard

Point of View Standard

Multimedia Standard

Argument Standard

Multi-Text Standard

Complexity Standard

AC

TIV

ITY

6-12 ELA

RL – Reading Literature Standards

RI – Reading Informational Text Standards

W – Writing Standards

SL – Speaking and Listening Standards

L – Language Standards

6-12 Literacy in History/Social studies,

Science, and Technical Subjects

RH – Reading Standards for Literacy in History/Social Studies

RST - Reading Standards for Literacy in Science and Technical Subjects

WHST- Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

College and Career

Readiness (CCR)

Standards


Abbreviations

49

Standard Classification System

LACC.7.W.1.3a

Cluster Text Types and Purposes

Standard Write narratives to develop real or

imagined experiences or events using

effective technique, relevant descriptive

details, and well-structured event

sequences. Grade Level 7

Subject Code Reading/Language Arts

Common Core

Strand Writing

Specificity Standard Provide a conclusion that follows

from and reflects on the narrated

experiences or events.

Common Core Standards – English Language Arts K-12

The standards are organized into three main sections

Each section is divided into strands

Each strand features grade-level standards that are anchored in

college and career readiness standards.

Standards for

English Language Arts —and—

Literacy in History/Social Studies,


GRADES K-5

Standards for


GRADES 6-12

Standards for

Literacy in History/Social Studies,


GRADES 6-12

Reading

Writing

Speaking & Listening

Language

Reading

Writing

Speaking & Listening

Language

Reading

Writing

English Language Arts and Literacy Standards “Roadmap”

READING

WRITING

SPEAKING &

LISTENING

LANGUAGE

10 Anchor Standards for College and Career Readiness

6 Anchor

Standards for CCR

ELA

Standards

K-12

ELA

Standards

K-12

ELA Standards

K-12

Literacy Standards

6-12

Literary Text

1

K

2

3

4

5

6

7

8

9-10

11-12

9-10

11-12

6-8

9-10

11-12

6-8

11-12

1

K

2

3

4

5

6

7

8

9-10 9-10

11-12

6-8

1

K

2

3

4

5

6

7

8

9-10

11-12

1

K

2

3

4

5

6

7

8

9-10

11-12

K

1

2

3

4

5

9-10

11-12

6

7

8

1

2

3

4

5

K → → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

ELA Standards K-12

Literacy Standards 6-12

Sci. / Tech Subj.

Hist. / S.S.

Inform. Text

Foundational Skills

6 Anchor

Standards

for CCR

10 Anchor Standards for College and Career

Readiness

CCSS

Road to Common Core



Text Complexity Common Core Shift: #5 Writing


“While reading demands in college, workforce training

programs, and life in general have held steady or increased over

the last half century, K–12 texts have actually declined in

sophistication, and relatively little attention has been paid to

students’ ability to read complex texts independently.‖

These conditions have left a serious gap between many high

school seniors’ reading ability and the reading requirements

they will face after graduation.

—

The Crisis of Complexity

Common Core State Standards

Text Complexity and the Common

Core State Standards The Common Core State Standards Initiative places a strong

emphasis on the role of text complexity in evaluating

student readiness for college and careers.

Just

Read,

Florida!

“The Common Core State Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life” (p. 3).

Specifically, reading standard #10:

Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational

texts independently and proficiently.

Text Complexity

RI.6

.10

By the end of the year, read and

comprehend literary nonfiction in the

grades 6-8 text complexity band

proficiently, with scaffolding as needed

at the high end of the range. R

I 11

-12

.10

By the end of grade 11, read and

comprehend literature (information

texts) in the grades 11-CCR text

complexity band proficiently, and with

scaffolding as needed at the high end of

the range.

By the end of grade 12, read and

comprehend literature

(informational texts) at the high end of

the grade 11-CCR text complexity band

independently and proficiently.

Sample Grade Level Standards

Broad Spectrum

Academic orientation/ narrativity-

Information vs. Narrative

Cohesion - techniques the author

use to tie text together(repeated

phrases v. more abstract words).

Word maturity - degrees of abstract

multiple meaning words (e.g.

ground: earth or soil, to grind, or ―no

grounds‖ for an argument, or being

―well grounded‖)

60

Overview of Text Complexity

Text complexity is defined by:

2. Qualitative measures – levels of meaning,

structure, language conventionality and

clarity, and knowledge demands, often best

measured by an attentive human reader.

1. Quantitative measures – readability and

other scores of text complexity often best

measured by computer software.

Reader and Task

3. Reader and Task considerations –

background knowledge of reader, motivation,

interests, and complexity generated by tasks

assigned, often best made by educators

employing their professional judgment.

CCSS Text Complexity Model

Considerations for Text Complexity

Qualitative Quantitative

• Levels of meaning • Word length

• Levels of purpose • Word frequency

• Structure • Word difficulty

• Organization • Sentence length

• Language conventions • Text length

• Language clarity • Text cohesion

• Prior knowledge demands • Syntactic Complexity

• Cultural/Discipline knowledge

demands

• Content/Discipline knowledge

demands

62

Text Complexity – Why is This Important?

Complexity of texts students are expected to read is below what

is required to achieve college and career readiness:

• High school textbooks have declined in all subject areas

over the last several decades

• Average length of sentences in K-8 textbooks has declined

from 20 to 14 words

• Vocabulary demands have declined since the 1960s:

• 8th grade textbooks = former 5th grade texts

• 12th grade anthologies = former 7th grade texts

Complexity of college and careers texts has remained steady or

increased, resulting in a gap (up to 350L)

Why Should We Worry about This Gap?

Too many students are reading at too low a level (<50% of high school graduates can read sufficiently complex texts)

The complexity of what students can read and comprehend is the single greatest predictor of success in college (ACT study)

• Question type (main idea, word meanings, details) is NOT the chief differentiator

• Question level (higher order vs. lower order; literal vs. inferential) is NOT the chief differentiator either

Increasing Instructional Rigor

As teachers, we must… Increase the cognitive demand or levels of thinking in classroom instructional practices for all content areas. Challenge students to reach for greater levels of understanding through the application of the knowledge they have learned.

Quantitative Measures

66

Remember, however, that the quantitative measures are only the first of

three “legs” of the text complexity triangle.

Our final recommendation may

be validated, influenced, or even

over-ruled by our examination of

qualitative measures and the

reader and task considerations.

Qualitative Measures

Measures such as:

• Structure

• Language Demands

and Conventions

• Knowledge Demands

• Levels of

Meaning/Purpose

67

Reader and Task

Considerations such as:

• Motivation

• Knowledge and experience

• Purpose for reading

• Complexity of task assigned

regarding text

• Complexity of questions asked

regarding text

68

CCSS

Road to Common Core



Text Complexity



Writing

http://engageny.org/resource/common-core-in-ela-

literacy-shift-5-writing-from-sources/

Addresses challenges and benefits of

putting a renewed emphasis on writing

from sources rather than keeping the

current focus on personal narrative.

Video Presentation between

NYS Commissioner of Education John B. King Jr.,

David Coleman (contributing author to the Common Core) and Kate Gerson (a Sr. Fellow with the Regents Research Fund)

http://engageny.org/resource/common-core-in-ela-literacy-shift-5-writing-from-sources/



















Shifts to Consider…

• Draw evidence from texts to support and develop:

• Analysis

• Reflection

• Research

• Increase opportunities to write in response to

sources

• Extensive practice with short, focused research

projects

• ―typically taking a week and occurring—at a

minimum—quarterly‖

• Increase focus on argumentation and informative

writing, less emphasis on narrative writing

PLEASE NOTE: As with reading, the percentages in the table reflect the

sum of student writing, not just writing in English Language Arts. Also,

these modes of writing are not mutually exclusive; multiple purposes often

exist within a single piece of writing.

Writing and Research the Analyzes and Deploys

Evidence

Common Core Writing

Evidence concerning the demands of college and career

readiness gathered during development of the standards

concurs with NAEP’s shifting emphases: standards for grades

9–12 describe writing in all three forms, but, consistent with

NAEP, the overwhelming focus of writing throughout high school

should be on arguments and informative/explanatory texts.*

*As with reading, the percentages in the table reflect the sum of

student writing, not just writing in ELA settings.

It follows that writing assessments aligned with the standards

should adhere to the distribution of writing purposes across

grades outlined by NAEP.

(page 5 CCSS)

SHIFT 5

Writing from sources

Three

Text

Types

Argument Supporting a

claim with sound

reasoning and

relevant evidence

Informational/

Explanatory

Writing

Increase subject

knowledge

Explain a process

Enhance comprehension

Narrative

Writing

Conveys experience

i.e. fictional stories,

memoirs, anecdotes,

autobiographies

Appendix C:

Samples of

Student Writing

Argumentative

writing is

especially

prominent in

the CCLS

SHIFT 5

Writing

from

Sources

Write about a time you had to

make a difficult decision.

Describe the situation and the

heroic qualities you exhibited.

Pre-CCSS

SHIFT 5

Writing

from

Sources Write a critical essay in which you

discuss The Odyssey and The Lost City

of Z from the perspective provided in

the Critical Lens. In your essay:

Provide a valid

interpretation

of the

statement.

Agree or

disagree with

the statement

as you’ve

interpreted it.

Support your

opinion using

specific

references from

the two works

listed above.

Post-CCSS

Critical Lens

Nothing is given

to man on earth –

struggle is built

into the nature of

life, and conflict is

possible - the

hero is the man

who lets no

obstacle prevent

him from

pursuing the

values he has

chosen.

• Used for many purposes

• To change the reader’s point of view

• To bring about some action on the reader’s part

• To ask the reader to accept the writer’s explanation or

evaluation of a concept, issue or problem

• An argument is a reasoned, logical way of demonstrating

that the writer’s position, belief, or conclusion is valid

Argumentation/Opinion

Appendix A, page 23

• When writing to persuade, writers

employ a variety of persuasive

strategies

• Appeals to the credibility, character, or

authority of the writer (or speaker)—

when writers establish that they are

knowledgeable and trustworthy,

audiences are more likely to believe

what they say

• Appeals to the audience’s self-interest,

sense of identity, or emotions, any of

which can sway an audience

• A logical argument, on the other hand,

convinces the audience because of

perceived merit and reasonableness of

the claims and proofs offered rather

than either the emotions the writing

evokes in the audience or the character

or credentials of the writer

• The standards place special emphasis

on writing logical arguments as a

particularly important form of college-

and career-ready writing

Appendix A, page 24 Appendix A, page 24

Argument vs. Persuasion

• Conveys information accurately

• Serves one or more closely related purposes

• To increase readers’ knowledge of a subject

• To help readers better understand a procedure or

process

• To provide readers with an enhanced comprehension of

a concept

Informational/Explanatory Writing

Appendix A, page 23

• Conveys experiences, either real or imaginary, and uses time as its

deep structure

• Can be used for many purposes, such as to inform, instruct,

persuade, or entertain

• Can be used in the service of informational and argumentative

writing

Appendix A, page 23

Narrative Writing

Writing tasks that demonstrate an understanding of text by using information

from the text in response to a prompt.

What Is Text-Based Writing?

Writing tasks that relate to a text but do not require comprehension of the

passage.

What Is Text-Inspired Writing?

For example, after students read a mystery, a

teacher might assign them to write their own

mysteries. This sort of text-inspired writing task

may be an engaging and worthwhile writing

activity for students, but it is not dependent on

comprehending the information in the text.

Reading/ Research Use of available resources; relevant, accurate, and

sufficient text support; credibility of resources

Development Focused response; development using relevant

and sufficient details to achieve the purpose

Organization Structure; introduction, progression of ideas,

transitions, conclusion

Language/ Conventions Command of standard English; language and tone

appropriate to audience and purpose; complete

sentences with variety in length and structure;

citation of sources

Traits of Common Core Writing

Modes of Writing Argumentation Informative Narrative

CCSS Presentation Notes Road to Common Core

Design & Organization


Text Complexity

Common Core Shift: #5

Writing


Agenda Common Core State Standards (CCSS)

Vocabulary

http://engageny.org/resource/common-core-in-ela-

literacy-shift-5-writing-from-sources/

Addresses the “tiers” of vocabulary

and the importance of explicit teaching of

“academic” vocabulary.

Video Presentation between

NYS Commissioner of Education John B. King Jr.,

David Coleman (contributing author to the Common Core) and Kate Gerson (a Sr. Fellow with the Regents Research Fund)




















Study & Apply Vocabulary

• Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’ meaning(s) and use the words effectively when writing and speaking.

• To focus vocabulary instruction on words that students would be encouraged to use in writing and speaking, students should be given 5–10 Tier 2 academic words per week for each text (L.3.4–6).

SHIFT 6 Academic Vocabulary

Tier One

Words • Words of everyday speech

Tier Two

Words

• Not specific to any one

academic area

• Generally not well-defined by

context or explicitly defined

within a text

• Wide applicability to many types

of reading

Tier Three

Words

• Domain specific

• Low-frequency

• Often explicitly defined

• Heavily scaffolded

Ramp up

instruction of

Tier Two

words

CCSS

Road to Common Core

Design & Organization


Text Complexity Research


Determining Text Complexity


Common Core: Shift #6

Vocabulary

District Pacing Guide

References This presentation was compiled using resources and information from Just Read, Florida!, www.corestandards.org/, FLDOE, and the 46 States + District of Columbia who have adopted the Common Core State Standards.

Division of Language Arts/Reading

Dr. Sharon Scruggs-Williams

Instructional Supervisor

North & North Central

Dr. Erin Cuartas


South Central

Laurie Kaplan


South

http://languageartsreading.dadeschools.net/

93

http://languageartsreading.dadeschools.net/

division of secondary language arts and reading

Documents