transitioning to california common core state standards summer inservice– (4 th grade) reading...
TRANSCRIPT
Transitioning to CaliforniaCommon Core State Standards
SUMMER INSERVICE– (4th Grade)READING•Literature
•Informational Text•Foundational Skills
SPEAKING & LISTENING
Presented by:Katy Thomas
Norms• Be present and invested
• Collaborate with colleagues
• Avoid sidebar conversations during explanations
• Set your phone to silent
Outcomes:
1. “Own” the 10 Reading-Literature (RL), the 10 Reading-Informational Text (RIT), and the 2 applicable Reading-Foundational Skills (RFS) standards
2. Utilize social studies and science textbooks for teaching reading
3. Write CCSS-aligned lesson plans using the pacing guide and other resources provided
Noteworthy Changes in Standards
Organization: K-5 and 6-12
K-12 Consistency
Emphasis on Expository Text
Social Studies/Science Literacy Standards
CCSS Scavenger HuntPURPOSE: • Explore the legal-sized format• Review the organization of the standards• Discover additional resources within the
document
DIRECTIONS1. Choose partners or
triads.2. Using the legal-sized
copy of the standards, complete the scavenger hunt handout.
1. Which of all the ELA standards are only found in grades K-5?
Reading – Foundational Skills #1-#4 … Numbers 1 and 2 are only listed for K and 1st grade since they are to be mastered by the end of 1st.
2. The three divisions of the reading strand (formerly known as “domain”) are Literature, _InformationalText_,
and__Foundational Skills____ .
3. To find an explanation of the three factors considered when measuring text complexity, one could look on page __9__ and discover that the three factors are Reader and Task, __Qualitative___, and ____Quantitative_____.
4. …What do these standards have in common? They all seem to require the same reading skill or strategy but “tweaked” to fit the specific content are (e.g., “theme” is to literature what “main idea” is to expository text). There’s a parallel nature built in to all of the standards.
5. Find the Language standards for your grade level. What topics/skills are in the Language strand? 1) Conventions (L#1 and L#2): grammar, mechanics, spelling, and capitalization; 2) Knowledge of Language (L#3): Sentence variety, style, tone; and 3) Vocabulary Acquisition and Use (L#4-L#6): multiple meaning words, context clues, affixes, reference materials, figurative language, word relationships.
6. Identify the three purposes of writing as noted by the writing standards #1, #2, and #3.
#1: persuade; #2 inform/explain, and #3 narrate
7.What seems to be the purpose of Reading – Literature #10, Reading – Informational Text #10, and Writing #10? These are application or mastery standards. Technically, the standard doesn’t refer to a specific skill or concept to be taught…just that the student is to be reading literature and informational text at grade-level and writing for a variety of purposes, audiences, and lengths of time.
8. Speaking and Listening standards are divided into which two substrands (indicated by light gray shading)? What are the implications…?
1) Comprehension and Collaboration (SL#1-#3); 2) Presentation of Knowledge and Ideas (SL #4-#6). Implications: students are expected to be verbally processing and working collaboratively on a daily basis.
9. Portions of standards that are in bold, underlined print indicate_____California added this portion to the adopted CCSS.
10. Where could you go to find examples of text that illustrate the complexity,
quality, and range of student reading in grades K- 5?
p.10; also in Appendix B written by the
CCSS authors
What is a “lexile”?
These two factors are similar to the “Frye Readability” formula. More info can be found at
http://www.lexile.com/about-lexile/lexile-overview/
2 Factors:Word FrequencySentence Length
Lexile is the unit used to report text complexity.
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Text
Le
xile
Mea
su
re (
L)
HighSchool
Lit.
CollegeLit.
HighSchoolTexts
CollegeTexts
Military PersonalUse
Entry-Level
Occupa-tions
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
19
Currently Assessed Standards Lexile Expectations
CCSS Lexile Expectations
Weight of Expository Text on CSTVocabulary
(1.0)Reading Comp.(2.0)
Lit. Resp. & Analysis
(3.0)
Writing Strategies
(1.0)
Written & Oral Lang.
Conventions1.0)
3rd 31% 23% 12% 14% 20%
4th 24% 20% 12% 20% 24%
5th 19% 21% 16% 21% 23%
6th 17% 23% 16% 23% 21%
Information available on the CDE website – CST Blueprints
Discussion
• What AH-HAs or surprises did you have?
• What implications for the classroom do the increase in lexile level and emphasis on expository text have?
Focus on Outcome #1:
“Own” the 10 Reading-Literature (RL), the 10 Reading-Informational Text (RIT), and the 2 applicable Reading-Foundational Skills (RFS) standards
Compare Reading Standards
Directions: 1. Locate the reading – literature standards.
Pages 1 and 2 (3rd-5th grades) Page 12 (6th grade)
2. Find standard #3 3. Read/trace the standard from kindergarten
through 5th grade.4. Notice the shifts in complexity but how the
standards remain consistent with intent.
1st: describe characters,
settings, events
2nd: Describe characters’ response to
events
3rd: Describe characters;
explain actions
4th: Describe character,
setting, or event
5th: Compare/ contrast
characters/settings
K: identify characters; retell
Debrief• In looking at the reading literature
and informational standards side-side-by-side, what do you notice about them?
• What are the implications for use of the identified vocabulary words in the classroom?
• What actions might be done to specifically address the word “text” and the use of “main idea and detail” paired with informational text?
Debrief
•How prevalent was “text dependency” within the standards?
•What is the significance for instructional planning?
Think-Pair-Share
What I learned through these activities was…
When planning for instruction I will….
How was the pacing guide created?
1. ELA Crosswalk produced by SCOE (available on EGUSD website for CCSS)
How was the pacing guide created?
1. (continued) ELA Crosswalk connection to Open Court
Identified “matched”
standards
How was the pacing guide created?2. Converted reference page #s to Excel
document- Spot checked validity of OC pages
Activity: Standards Aligned Resource
DIRECTIONS: 1. Locate your choice of various
standards in the far left column.2. Use the Standards Aligned Resource to locate
specific page numbers identified as support for teaching the CCSS within the TE.
3. Be sure to check the margins for explicit support.
4. Spend 2-3 minutes with this activity.
Open Court Color-Coded Sections
Preparing to Read
Reading & Responding
Language Arts
•Word Knowledge
•Phonics and Fluency
•Selection Vocabulary
•Comprehension
•Literary Elements
•Writing process
•English Language Conventions
•Spelling
•Vocabulary
Think about the content/standards that the color-coding sections of green, red, and blue represent in Open Court or if it is even found in Open Court.
Connecting Prior Knowledge
DIRECTIONS:• Let’s examine CCSS Reading #1 to determine in
which color-coded section in O.C. it would be found.
• In partners or triads, determine the corresponding color-coded section for the following standards:Reading – Literature #2Reading – Foundational Skills #3Writing #3 Language #1Language #4
Connecting Prior Knowledge Reading – Informational Text #5
– What O.C. resources are available? – Do they provide support for the intent of the
standard?– If not, what are the implications?
Table Discussion
• What connections to color-coding did you make with the reading standards—both literature and informational text?
• How might you use this document as a resource?
Creating the Pacing Guide cont’:3. Filtered choices through key questions
•Standards alignment
•Vehicle for standards
•“Two-fer”
•Curricular “holes”
What if I find that my favorite selection is omitted on the pacing guide?
“Fidelityto Standards”
“Fidelityto Program”
What if I find that my favorite selection is omitted on the pacing guide?
“Fidelityto Standards”
“Fidelityto Program”
Writing is the one place where the pacing guide will not be absolute…this will be
addressed during the Preservice training.
Navigating the Pacing Guide
• Take time to look at what resources are available.
• Remember that reading standards #1 and #10 are virtually impossible NOT to teach.#1 = reading
comprehension/text evidence#10 = comprehending grade-
level material
Question & Answer
Explore the pacing guide, and as a table, brainstorm a list of any questions you might have.
Write your questions collectively on post-it notes.
Exploring the Pacing Guide
Using thePacing Guide… with a little help from Delaware’s Dept. of Education.
FROM:
TO:
Resources for Reading Questions
Thank you to the Delaware Department of Education!
http://www.doe.k12.de.us/aab/files/ELA/_Linking_Document.pdf
Applying the Resource• Highlight existing questions in
O.C., social studies, or, science that would address the reading standards.
• Create “post-it note questions” to align to specific standards using the question resource.
• Suggestion: focus on creating high-quality questions for standards with the fewest identified resources.
Reflection
Fist to five: • When the day began, how would you evaluate
your knowledge of CCSS reading standards?• How would you rank your understanding now?
Discuss:• The resource that I will use the most is_____
because…
Outcome 2:Utilize social studies and science textbooks for teaching reading
Connecting the “what” (standards/curriculum) with the “how” (lesson planning)
Incorporating Speaking/Listening Standards into GRR
DIRECTIONS: 1. Read the Speaking &
Listening standards #1-#3 and #6 for your grade level found on p. 6.
2. Discuss with your table how these standards naturally “fit” with the GRR planning lens.
A Resource for Structuring
Student Interaction• As you plan, you may want to
consider structured ways to implement the Speaking & Listening standards into daily student communication.
• Read the Structured Student Interaction resource (blue handout) in your packet.
• Note the differences in the examples at the bottom.
DebriefConsider what was presented about the Gradual Release of Responsibility, the tie to Speaking & Listening standards, and the resource for structuring student interaction.
What AH-HAs and/or validation did you have?
How might what was presented affect your planning?
Analogy – Deconstructing a Process• Think about the steps in
starting a car and pulling out of the driveway.
• In groups of 4 or 5, create a list of the specific steps required beginning with unlocking the car door.
• Be prepared to share.
How do I lesson plan both reading/writing standards with
social studies and science?
Let’s try this together.
Demo Lesson for Social Studies or Science
Having discussed GRR and modeled the thinking process for lesson planning, let’s see what a portion of the lesson would look and sound like in a classroom.
Interactive Lesson Planning
• Utilize the next hour to begin lesson planning with the CCSS reading standards and the available resources.
• Be prepared to share resources at the end of the planning time.
Day 2 Content• Examine and “own” the 10 Writing standards
and 6 Language standards.
• Identify opportunities for writing instruction.
• Craft high-quality prompts for Open Court, social studies, and science.
• Utilize the EGUSD writing rubrics to help plan instruction.
Day 2 Content• Examine and “own” the 10 Writing standards
and 6 Language standards.
• Identify opportunities for writing instruction.
• Craft high-quality prompts for Open Court, social studies, and science.
• Utilize the EGUSD writing rubrics to help plan instruction.
Bring th
e folders
with th
e resources
that you re
ceived today…
Day 2 Content• Examine and “own” the 10 Writing standards
and 6 Language standards.
• Identify opportunities for writing instruction.
• Craft high-quality prompts for Open Court, social studies, and science.
• Utilize the EGUSD writing rubrics to help plan instruction.
…and Open Court (
Unit 1),
Social Studies, a
nd
Science TEs.