Common Core Training for Related Arts Teachers
Bristol Tennessee City Schools
Professional Development | June 20, 2012
Kelly Vance
English Teacher, English Core Curriculum Coach THS
Broken Escalator
Sometimes we can become
overwhelmed by tasks that
seem enormous.
The important thing is that we
keep moving forward.
Exxon Common Core
Commercial
Exxon Common Core Commercials
We are moving from Snorkeling to…..
Scuba Diving
Common Core:
English Language Arts Standards
CC Anchor Standards Worksheet
Timer
Text Complexity
Qualitative evaluation of the text:
Levels of meaning, structure,
language conventionality and
clarity, and knowledge demands
Quantitative evaluation of the text:
Readability measures and other
scores of text complexity
Matching 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)
Online Clock Countdown
(Common Core State Standards Initiative 2010a, 57)
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 the
5th grade from 19421962.
• The wording of 12th
grade text published
after 1963 was
simpler than the 7th
grade texts published
prior to 1963.
Lexile Ranges
Text Complexity
Grade Band in the Old Lexile Ranges
Standards
Lexile Ranges
Aligned to CCR
Expectations
K–1
2–3
4–5
N/A
450–725
645–845
N/A
450–790
770–980
6–8
9–10
11–CCR
860–1010
960–1115
1070–1220
955–1155
1080–1305
1215–1355
(Common Core State Standards Initiative 2010b, 8)
Lexile Literature
1700 - Discourse on the Method…
800 -
The Adventures of
Pinocchio
700 -
Bunnicula: A Rabbit Tale of
Mystery
1200 - War and Peace
600 -
A Baby Sister for Frances
1100 - Pride and Prejudice
500 - The Magic School Bus
Inside the Earth
1000 - Black Beauty
400 -
Frog and Toad are Friends
900 - Tom Swift in the Land of
Wonders
300 -
Clifford’s Manners
1400 - The Scarlet Letter
1300 - Brown vs. Board of Ed.
Why Lexile Alone Isn’t Enough
These books are typically taught in high
school literature classes …
•
•
•
•
•
•
The Grapes of Wrath – 680 L – 4th grade
Fahrenheit 451 – 451 L – between 2nd & 3rd grade
Fallen Angels – 650 L – 4th grade
A Farewell to Arms – 730 L – between 4th & 5th grade
Lord of the Flies – 770 L – between 4th & 5th grade
Brave 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 demands
Quantitative evaluation of the text:
Readability measures and other
scores of text complexity
Matching 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)
Online Clock Countdown
(Common Core State Standards Initiative 2010a, 57)
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 Knowledge
Think aloud
Discussion
Writing
# 17
Synthesis 3-5
Topic:_________________
What the text says:
What I think about that:
My opinion based on details from the text:
Synthesis 6-12
Topic:_________________
What does the text say?
Literal
What does it mean?
interpretive
What does it matter?
reflective
Graphic organizers in Related Arts
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
Writing
Writing types/purposes (standards 1−3)
• Writing arguments (Instructional shift in
elementary, increased focus in secondary)
• Writing informative/explanatory texts
• Writing narratives
• Strong and growing across-the-curriculum
emphasis on students writing arguments and
informative/explanatory texts
• Aligned with NAEP Writing framework
• Students will be assessed through writing
• Students 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.
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.
Innovative English Language Arts Sample
(Dolan et al. 2011, 50)
SAVED BY THE BELL?
PROJECT PROMPT: As a student of the instrumental music program
and the public school system school scheduling becomes a very
important aspect of course offerings, availability, and ultimately
your school experience. There are several popular school schedule
plans that exist (90 A/B Block Schedule, the 7 Period or Modular
Schedule, etc.). Scheduling designs often impact the arts as they
compete with "core" subjects such as English, Mathematics and
Science.
Imagine that you are writing an article in an educator magazine.
Research school system schedule options, choose the option that
you believe provides the best setting for a rigorous arts program
and persuade school administrators and schedulers that you
scheduling option is best suited for Gwynn Park High School. Your
position must include credulous sources, well thought out
arguments, understanding and refutation of other positions; and a
rousing conclusion. Students must address their audience
appropriately with correct grammar, spelling, punctuation and
syntax.
SAVED BY THE BELL?
Project Due Dates:
I.) Historical Background Fact Cards (10 Cards)
Due:
II.)Your Position (10 Cards) and Sources Due:
III.)Counter Position and Sources (10 Cards Due):
IV.)Refutation of Counter Position (5 Cards Due):
V.)Paper Outline Due:
VI.)Rough Draft Due:
VII.)Final Draft Due:
Sample Item: Performance Event
(SBAC 2010, X-29)
Sample Item: Performance Event (continued)
(SBAC 2010, X-30)
Sample Item: Performance Event (continued)
(SBAC 2010, X-31)
Bloom’s Taxonomy Internet Resources
5 Things Every Teacher Should be Doing
to 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 PersuasionPersuasion appeals to emotion- Argument appeals to logic
• Increase Text Complexity
“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.”