common core english language arts welcome mvesc curriculum council! february 24, 2012

Common Core English Language Arts

WelcomeMVESC

Curriculum Council!

February 24, 2012

ELA Common Core

Critical Advances in the Standards

Reading complex texts

Reading a range of texts—literature and informational

Writing effectively when using and/or analyzing sources

Conducting and reporting on research

Speaking and listening

Using knowledge of language effectively when reading, writing, and speaking

PARCC Model Content Framework

Read Tennessee

Gear Shifting

Common Core

Informational TextInformational texts include 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; and digital sources on a range of topics written for a broad audience (Common Core State Standards, page 31).

LiteratureLiterature includes adventure stories, folktales, legends, fables, fantasy, realistic fiction and drama, with a special emphasis on myth, as well as nursery rhymes, narrative poems, limericks and free verse (Common Core State Standards, page 31).

Major Shift 1: Emphasizing

Informational Text.

Gear Shifting Partners

How are teachers thinking differently about instruction of informational text?

What changes will you make?

Major Shift 2: Literacy Standards for All

Content Areas

Common Core Literacy Standards in History/Social Studies, Science and Technical Subjects

Gear Shifting Partners

How are you planning to introduce the ELA standards to content area teachers?

What changes will you make?

Students must read lots of ‘complex’ texts—texts that offer them new language, new knowledge, and new modes of thought”

Measuring Text Complexity

word length or frequency,

sentence length, and text cohesion,

levels of meaning or purpose; structure;

language conventionality and clarity; and

knowledge demands.

purpose and the complexity of the task assigned and the questions posed

Major Shift 3: Text Complexity

Range of Text Types

Stories

Dramas

Poetry

Informational Text

Students in K-5 apply Reading Standards to these text types, with texts selected from a broad range of cultures and periods.

Reading Complex Text

Close, Analytical Reading

Comparison and Synthesis of Ideas

Multiple TextMinimum Number of Grade Level Appropriate Short Text and one Extended Text

In Lower Grades, Texts should include content from across the disciplines.

Texts should vary in type, length and density.

All students need access to a wide range of materials on a variety of topics and genres in order to develop their knowledge and joy of reading.

Close Reading: What is it?

Teach students to “Read like Detectives.”

interrogating what texts tell us about the way things are and why

Discussion Question: What does a detective do that can be compared to a reader

engaging with a text?13

making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level

engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals

modeling how to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument

engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible

immersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge

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Gear Shifting

How has your district addressed text complexity?

Major Shift 4: The Special Place of Argument

The ability to make logical arguments based on substantive claims, sound reasoning, and relevant evidence

Writing Shifts

• An increase in writing to sources

• Emphasis on writing that marshals arguments (using evidence, evidence, evidence)

• A significant increase in the amount of research writing (short and frequent projects)

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Writing About Texts

At Third Grade Level…

65% Analytical (30 percent opinions and 35 percent to explain/inform)

35% Narrative

Routine writing, such as short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts.

Routine written responses to such text-dependent questions allow students to build sophisticated understandings of vocabulary, text structure and content and to develop needed proficiencies in analysis.

Three Written Text Types

Opinion (Argument and Persuasive)

Informational/Explanatory Writing

Narrative

Persuasion Argument Appeals to the credibility,

character, or authority of the writer (speaker)

Appeals to the audience’s self-interest and sense of identity

Relies on emotional appeals Evokes emotions

Convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than evoking emotions.

Requires evidence

Argument vs. Persuasion in the Common Core

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Marshaling Arguments: Why?

When students consider two or moreperspectives on a topic or issue, something far

beyond surface knowledge is required . They must– Think critically and deeply– Assess the validity of their own thinking– Anticipate counterclaims in opposition to their

own assertions

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Research as the Vehicle

Research projects allow for and promote:•Close reading•Text complexity increase•Increase in literary nonfiction•Writing to sources•Exposure to academic vocabulary•Presentation skills (Speaking and Listening)

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What does it look like in grade 3? What does it look like in grade 3?

Text Dependent Non-Text Dependent

Ask and answer questions regarding the plot of Patricia MacLachlan’s Sarah, Plain and Tall, explicitly referring to the book to form the basis for their answers. [RL.3.1]

One of the themes in the book, Sarah, Plain and Tall, is loss. Write about a time when you or someone you know experienced the loss of a loved one.

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Gear Shifting

Language- Vocabulary Shift

• Increased emphasis on academic vocabulary as a critical component of college and career readiness.

• Information in the following slides has been taken from Isabel Beck’s book, Bringing Words to Life.

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Tier 1 –Basic Vocabulary

• The words of everyday speech, usually learned in the early grades.

• These words are not considered a challenge to the average native speaker.

• Words in this tier rarely require direct instruction and typically do not have multiple meanings.

• Examples: clock, baby, happy, walk

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The following is a list of characteristics for Tier Two words:

– Important for reading comprehension– Contain multiple meanings – Increased descriptive vocabulary (words that

allow students to describe concepts in a detailed manner)

– Used across a variety of domains, occurs more frequently in literature

Tier 2- Academic Vocabulary

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Tier 3- Low-Frequency, Content-Specific Vocabulary

• Specific to a domain or field of study

• Far more common in informational texts than in literature.

• Explicitly defined by the author of a text

• Repeatedly used• Heavily scaffolded (e.g.,

made part of a glossary)

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Gear Shifting

Speaking and Listening

Receptive Language

Expressive Language

Oral Language Listening Speaking

Written Language Reading(decoding + comprehension)

Writing (spelling, written composition)

The importance of oral language extends well beyond the early grades.

Children benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing.

(Bus, Van Ijzendoorn, & Pellegrini, 1995; Feitelstein,Goldstein, Iraqui, & Share, 1993; Feitelstein, Kita, & Goldstein, 1986; Whitehurst et al., 1988).

Gear Shifting

Text Exemplars

Sample Performance Tasks

Gear Shifting

Course of Study Work

Common Core English Language Arts

Final Product

Standards

Integrated Unit Designs

Resources for Differentiating Instruction

Teaching Resources (including technology)

Common Core English Language Arts

Components of the Unit Organizer

End-of-Year /End-of-Course

Assessment

Performance-Based

Assessment

Summative assessment for accountability

Formative assessment

Diagnostic Assessment

Speaking and

Listening

Flexible

Mid-Year Assessment

English Language Arts/Literacy and Mathematics, Grades 3-11

Summative Components

Source: Center for K-12 at ETS

PARCC Assessment DesignPARCC Assessment Design

Shifts in ELA- Course of Study

Use more informational text (library enhancement)

Looking at diverse learners

Resources and strategies to combine what we are already doing

More in-depth thinking

Analytical writing

Opinion

Discussing and then move into writing format

Conversations

Time for writing

Writing – more non-fiction

Writing prompts

English Language Arts Course of Study

Cathy Morgan Bobbie HowardCurriculum Director Curriculum Consultantcmorgan@mvesc.k12.oh.us bhoward@mvesc.k12.oh.us

Cindy Miller Nancy Conaway Curriculum Consultant Gifted Consultant cmiller@mvesc.k12.oh.us nconaway@mvesc.k12.oh.us

205 North 7th Street Zanesville, Ohio 43701

www.mvesc.k12.oh.us