bristol tennessee city schools professional development | june 20, 2012 kelly vance english teacher,...
TRANSCRIPT
Bristol Tennessee City SchoolsProfessional Development | June 20, 2012
Kelly VanceEnglish Teacher, English Core Curriculum Coach THS
Common Core Literacy in Social Studies, History, Science and Technology
Sometimes we can become overwhelmed by tasks that seem enormous.
The important thing is that we keep moving forward.
Sometimes we can become overwhelmed by tasks that seem enormous.
The important thing is that we keep moving forward.
Broken Escalator
Exxon Common Core Commercials
Exxon Common Core Commercial
Common Core: English Language Arts Standards
CC Anchor Standards WorksheetTimer
Text Complexity
Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demandsQuantitative evaluation of the text: Readability measures and other scores of text complexityMatching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)(Common Core State Standards Initiative 2010a, 57)
Online Clock Countdown
Why the need to increase the level of text complexity?
8th grade “school books” published after 1963 are equivalent (in terms of difficulty) to books used in the5th grade from 1942-1962.
• The wording of 12th grade text published after 1963 was simpler than the 7th grade texts published prior to 1963.
Lexile Ranges
(Common Core State Standards Initiative 2010b, 8)
Text Complexity Grade Band in the Standards
Old Lexile Ranges
Lexile Ranges Aligned to CCR Expectations
K–1 N/A N/A
2–3 450–725 450–790
4–5 645–845 770–980
6–8 860–1010 955–1155
9–10 960–1115 1080–1305
11–CCR 1070–1220 1215–1355
Where can you find Lexile measures?
1. Lexile Look up2. Accelerated Reader
Lexile Chart Handout
Lexile Literature
1700 - Discourse on the Method…
1400 - The Scarlet Letter
1300 - Brown vs. Board of Ed.
1200 - War and Peace
1100 - Pride and Prejudice
1000 - Black Beauty
900 - Tom Swift in the Land of Wonders
800 - The Adventures ofPinocchio
700 - Bunnicula: A Rabbit Tale of Mystery
600 - A Baby Sister for Frances
500 - The Magic School Bus Inside the Earth
400 - Frog and Toad are Friends
300 - Clifford’s Manners
Why Lexile Alone Isn’t Enough
These books are typically taught in high school literature classes …
The Grapes of Wrath – 680 L – 4th gradeFahrenheit 451 – 451 L – between 2nd & 3rd gradeFallen Angels – 650 L – 4th grade A Farewell to Arms – 730 L – between 4th & 5th gradeLord of the Flies – 770 L – between 4th & 5th gradeBrave New World – 870 L – between 5th and 6th
Text Complexity
Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demandsQuantitative evaluation of the text: Readability measures and other scores of text complexityMatching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)(Common Core State Standards Initiative 2010a, 57)
# 7
Online Clock Countdown
Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion
Step 1: Quantitative Measures
Step 2: Qualitative Measures
Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language
conventionality• Language clarity• Prior knowledge
demands
Step 3: 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
Appendix B Text Exemplars
Read across exemplars for your grade level span and identify specific examples that demonstrate complexity, quality, and range.
# 11
Literacy in Social Studies and History
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Reading for Informational Text 6
English Language Arts
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
History/Social Studies
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Science and Technical Subjects
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
2011 © CA County Superintendents Educational Services Association
Literacy in Science and Technical Subjects
Common Core Reading Standard for Informational
Text Anchor Standard
Reading Standards for Literacy in Science and
Technical Subjects Grades 9-10
Reading Standards for Literacy in Science and
Technical Subjects Grades 11-12
Integration of Knowledge & Ideas
Integration of Knowledge & Ideas
Integration of Knowledge & Ideas
7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
7.Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
7.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Sample Best Practice Strategies
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To Increase Reading Comprehension of Content Area TextPre-reading
Build background knowledge/FrontloadSurvey the textMake predictions/Ask questionsComplete vocabulary activity
ReadingChunk the textUse a graphic organizer
Post-readingWrite argumentsSummarize
Reading Comprehension
Close Reading
Close, strategic reading is one of the most powerful and enjoyable ways to develop the ability to think critically and evaluate information—to literally become smart. Students should therefore have abundant daily opportunities to carefully read and reread texts for intellectual purposes—and with a pen in hand.
Close Reading Interview
Page protectors, highlighting tape, post it pointers
Comprehension Strategies
Strategies for Developing an Accurate Representation of Text Say what the text means.Make ideas cohere.Strengthen vocabulary. Focus on purposeful reading through questioning.Develop genre and text structure knowledge.Use graphic organizers.
Strategies for Applying Relevant KnowledgeThink aloudDiscussionWriting
# 17
What the text says:
What I think about that:
My opinion based on details from the text:
Synthesis 3-5Topic:_________________
What does the text say?
Literal
What does it mean?
interpretive
What does it matter?
reflective
Synthesis 6-12 Topic:_________________
Demonstrating Comprehension
Similarities
Summarizing
Compare and contrast
Determining the meaning of words
Point of view
Literature Only
Focus on determining theme
Figurative language
Point of view
Informational Text Only
Domain-specific words
Explain the relationships between concepts
Analytic Thinking Process
• What are the assumptions the author(s) made in this information, issue, or source
• What are the implications of this information?
• What is the main point of view that is presented?
• Paul,R. and Elder, L. (2003) Analytic Thinking Foundation for Critical Thinking Press (page 23)
Analytic Thinking Process
• What is the purpose of this material?• What is a key question that is addressed
or needs to be addressed?• What is the most important information?• What are the main inferences that can be
made?• What are the key ideas or concepts?
Qualities of an Effective Performance Task
Students should be active participants.
Intended outcomes should be clear and measure something important.
Students should engage in higher order thinking to complete the task.
Task should demonstrate mastery of knowledge.
Sample Performance Task
(Common Core State Standards Initiative 2010c, 76)
Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet.
What grade level is this?
Writing
Writing types/purposes (standards 1−3)Writing arguments (Instructional shift in
elementary, increased focus in secondary)Writing informative/explanatory textsWriting narrativesStrong and growing across-the-curriculum
emphasis on students writing arguments and informative/explanatory texts
Aligned with NAEP Writing frameworkStudents will be assessed through writingStudents learn to write by writing
Balance in the writing curriculum
In Elementary school – 30% argument, 35 % writing to inform/explain, and 35% narrative
In Middle school – 35% argument, 35 % writing to inform/explain, and 30% narrative
In High school – 40 % argument, 40% writing to inform/explain, and 20% narrative
These forms of writing are not strictly independent; for example, arguments and explanations often include narrative elements, and both informing and arguing rely on using information or evidence drawn from texts.
Writing
Production and distribution of writing (standards 4−6)Developing and strengthening writingUsing technology to produce and enhance writing
Research (standards 7−9)Engaging in research and writing about sources
(embedded in Writing standard – not an individual standard)
Range of writing (standard 10)Writing routinely over various time frames
Example/ Science Technical
• Sample Task A: Evaluating Evidence• Compare what the latest science tells us about Genetically
Modified food against the arguments for and against Genetically Modified food. Evaluate the hypotheses, data, analysis, conclusions of each side, and including determining the extent to which each side in the debate relied on the available science, argues from an economical perspective, or appeals to the political and emotional concerns. Verify the data and either support or challenge the conclusions with other sources of information.
• CCSS 11-12 RST.8• Source: Achieve
Example/ Science Technical
• Sample B – Making a claim• Read and view different examples of case-making
materials related to GM food. Take a position and cite specific textual evidence from your sources, attending to important distinctions each authors makes and to any gaps or inconsistencies in the account. Defend your conclusion from counter-claims Create a presentation of your analysis that highlights key evidence and your strongest claims.
• CCSS 11-12 RST 1. and RST 9.• Source: Achieve
Building Analytic Thinking Skills
• Word “analysis” appears 57 times in the CCSS with 77 mentions of associated analysis words such as “compare and contrast”
• Analysis – precursor to high level thinking
» Lin Kuzmich» Stretch Learning Handbook
5 Things Every Teacher Should be Doingto Meet the Common Core State Standards
• Lead High-Level, Text-Based Discussions
• Focus on Process, Not Just Content• Create Assignments for Real Audiences
and with Real Purpose• Teach Argument, Not Persuasion-
Persuasion appeals to emotion- Argument appeals to logic
• Increase Text Complexity
What are some resources beyond text books? The Times and the Common Core Standards: Reading Strategies for 'Informational Text' - NYTimes.com
“The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.”
Source: International Center for Leadership in Education