using the publishers’ criteria for ela/literacy to better understand the standards may 15, 2013

Using the Publishers’ Criteria for ELA/Literacy to Better Understand the Standards

May 15, 2013

www.achievethecore.org

Icebreaker Question

What is the intention of the Publishers’ Criteria? Who is it intended for?

How can it support these different audiences?

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Goals for this Session

We will closely examine the Publishers’ Criteria in an effort to:•Gain a deeper understanding of the Common Core State Standards and the shifts they require •Discuss the Standards’ implications for instructional materials •Judge materials for alignment and reflect on the appropriate use of existing classroom resources and strategies

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ELA/Literacy: 3 shifts

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language


Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy

• Designed to guide publishers and curriculum developers as they work to ensure alignment with the CCSS.

• Focuses on the most significant elements of the Standards.

• Not intended to dictate classroom practice.

• Comprised of two documents: grades K-2 and 3-12.

• Aimed to support the responsibilities of both producers and purchasers of instructional materials.

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Document Organization

Four sections:

I.Key Criteria for Text SelectionII.Key Criteria for Questions and TasksIII.Key Criteria for Academic VocabularyIV.Key Criteria for Writing to Sources and Research

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I. Key Criteria for Text Selection

Text ComplexityA. Align with grade by grade complexity requirements

outlined in the Standards B. Give all students access to and support with grade-

level complex textC. Include shorter, challenging textsD. Include novels, plays, and other full-length readingsE. Increase regular independent reading

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Features of Complex Text

•Subtle and/or frequent transitions•Multiple and/or subtle themes and purposes•Density of information•Less common settings, topics or events•Lack of repetition, overlap or similarity in words and sentences•Complex sentences•Uncommon vocabulary•Lack of words, sentences, or paragraphs that review or pull things together for the student•Longer paragraphs•Any text structure which is less narrative and/or mixes structures•Use of passive voice


Time to reflect…

Text Complexity

What practices and materials are currently in place in our instructional setting to support all

students in accessing appropriately complex text?

Where do we have needs (materials, PD, assessment tools)?

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Key Criteria for Text Selection

2. Range and Quality of TextsA. In grades 3-5, literacy programs include equal

measures of literary and informational texts.

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Key Criteria for Text Selection

2. Range and Quality of TextsA. In grades 3-5, literacy programs include equal

measures of literary and informational texts. B. In grades 6-12, ELA programs include substantially

more literary nonfiction. C. The quality of the texts is high.D. Specific texts and text types named in the standards

are included. E. Specific anchor texts are selected for especially careful

reading.

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Time to Reflect…

Range and Quality of Texts

How do the current reading selections in our instructional setting align

to the expectations of the Common Core?

Who is engaged in conversations about text selection in our district?

How are content area teachers engaged?

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Key Criteria for Questions and Tasks

1. High-Quality Text-Dependent Questions and TasksA. A significant portion of the tasks and questions are text-

dependent. B. High-quality sequences of text-dependent questions

elicit sustained attention to the specifics of the text and their impact.

C. Questions and tasks require the use of textual evidence.D. Instructional design cultivates student interest and

engagement in reading rich texts carefully. E. Materials provide opportunities to build knowledge

through texts.F. Questions and tasks attend to analyzing the arguments

and information central to informational text.13


Non-Examples and Examples

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In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent


Key Criteria for Questions and Tasks

2. Cultivating Students’ Ability to Read Complex Texts Independently

A. Scaffolds enable all student to experience rather than avoid the complexity of a text.

B. Reading strategies support comprehension of specific texts, focus on building knowledge.

C. Design for whole-group, small-group, and individual instruction cultivates responsibility and independence.

D. Questions and tasks require careful comprehension of the text first.

E. Materials make the text the focus of instruction.F. Materials offer assessment opportunities that

genuinely measure progress.15


Key Criteria for Academic Vocabulary

• “Tier 2” words

• Present across content areas (in contrast to domain-specific words)

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Time to Reflect…

Academic Vocabulary

What is our current practice of vocabulary instruction? Is it aligned to the requirements of the Common Core?

Does it support college and career readiness?Does it support access to complex text?

How are we supporting English Language Learners with vocabulary acquisition through complex text?

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Key Criteria for Writing to Sources and Research

1. Materials portray writing to sources as key task.2. Materials focus on forming arguments as well as writing to inform.

1. In elementary school 30% writing to argue35% writing to explain/inform35% narrative writing

2. In middle school35% writing to argue35% writing to explain/inform30% narrative writing

3. In high school40% writing to argue40% writing to explain/inform20% narrative writing

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Key Criteria for Writing to Sources and Research

1. Materials portray writing to sources as key task.2. Materials focus on forming arguments as well as informative

writing.3. Materials make it clear that student writing should be

responsive to the needs of the audience and the particulars of the text in question.

4. Students are given extensive practice with short, focused research projects.

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Putting it all together

•The four strands of ELA– reading, writing, speaking and listening– are meant to be woven together. This is as true in instructional materials as in curriculum mapping.

•All three shifts are meant to be in play at once.

•There is no either/or here: good materials need all of this.

•Be wary of materials and approaches that seek to segregate the standards.


What’s In and What’s Out?

IN OUT1. Leveled texts (only)2. Reading any ‘ol text3. Solely literature4. Collection of unrelated texts5. Mostly text-to-self questions6. Mainly writing without sources7. Accent on literary terminology8. Emphasis on pre-reading9. Reading strategies (as end goal)10. Reading foundations

(peripheral and detached)

1. Daily encounters w/complex texts2. Texts worthy of close attention3. Balance of literary and info texts4. Coherent sequences of texts5. Mostly text-dependent questions6. Mainly evidence-based analyses7. Accent on academic vocabulary8. Emphasis on reading & re-reading9. Reading strategies (as means)10. Reading foundations

(central and integrated)


It all boils down to. . .

Texts Worth Reading and

Questions Worth Answering!

using the publishers’ criteria for ela/literacy to better understand the standards may 15, 2013

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