ASLI
May 2013
Anchorage, AK
Welcome
Goals for today
• Deepen cognitive depth with Alaska State
ELA Standards.
• Build understanding of concepts with
formative and summative assessment with
the new standards
Chalk Talk Protocol
• Draw a circle in the middle of your paper
• Record everything you know about the ELA
standards inside the circle
Commitment to Continuous Growth and
Thinking with Precision
Increases cognitive understanding through
self-directed professional development.
New Alaska Standards
• Structural
– How are standards organized
– What is the same and different from prior
standards
• Instructional
– What level of rigor will be required
– How to increase student performance with new
standards
– What instructional techniques/approaches will I
need to deploy
Foundational Skills
Jigsaw Common Core Document
• Number off into 1-4
• Each member read section of document
• Record 3 most relevant pieces of
information
• Share with group in order
Foundational Skills
•Print Concepts (K – 1)
• Phonological Awareness (K – 1)
• Phonics and Word Recognition
• Fluency (K – 5)
(K – 5)
Implications for Leaders
LENS
#3, pg
70
History, Science and Technical Subjects
The CCSS Requires
Three Shifts in ELA/Literacy
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
11
Shift #1: Building Knowledge
Through Content-Rich
Nonfiction
AK ELA Standards: Reading (6-12)
Anchor Standard
Grade Specific Standard Examples (Informational Text)
Craft and Structure
5. Analyze the structure of texts,
including how specific sentences,
paragraphs, and larger portions of
the text (e.g., a section, chapter,
scene, or stanza) relate to each
other and the whole.
Grade 7
5. Analyze the structure an author uses to organize a
text, including how the major sections contribute to
the whole and to the development of the ideas.
Grade 8
5. Analyze in detail the structure of a specific paragraph
in a text, including the role of a particular sentence in
developing and refining a key concept.
Grades 11-12
5. Analyze and evaluate the effectiveness of the
structure an author uses in his or her exposition or
argument, including whether the structure makes
points clear, convincing, and engaging.
13
AK ELA Standards: Writing (6-12)
Anchor Standard
Grade Specific Standard Examples
Text Type and Purposes
2. Write informative/explanatory
texts to examine and convey
complex ideas and information
clearly and accurately through the
effective selection, organization,
and analysis of content.
Grade 6
2(a). Introduce a topic; organize ideas, concepts, and
information, using strategies such as definition,
classification, comparison/contrast, and
cause/effect; including formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when
useful in aiding comprehension.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
Note: This standard is repeated at each grade level noting that specific expectations for writing
types14are defined in standards 1-3 for each grade level.
Text structure refers to the ways that
authors organize information in text.
Handout
16
Text Structures
Narrative
Character(s)
Setting
Informational
Cause/Effect
Compare/Contrast
Problem/Conflict
Description
Events
Chronology/Sequence
Resolution/Outcomes
Theme
17
Problem/Solution
Your Turn: Identifying Text
Structure
Using the information about each of the five
text structures from your handout, identify the
text structure of each of the passages about the
Olympics in your handout.
 Circle any signal words.
 Think about intended purpose.
 Underline important information.
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Comprehension
Text Structure
• Listen for the following items:
– Signal words
– Low level text
– Graphic organizers
– Read aloud
– Cooperative Learning (Rally Table)
Explicit Text Structure Instruction
1. Teacher selects appropriate texts and
examples.
2. Teacher explains the task and its importance.
3. Teacher models the task.
4. Teacher and students practice the task.
5. Independent practice/application.
6. Revisit, remind, review, recheck—and repeat!
20
Dinoflagellates play an important role in marine
ecosystems. Together with diatoms and
coccolithophores, they are a major component of
phytoplankton that provide food directly or indirectly
many marine animals. Their flagella, mixtrophic
nutrition, ability to migrate vertically in the water
column and lack of independence on silicon give
dinoflagellates an ecological advantage over diatoms.
On the other hand, aside from predation, to which
the diatoms are subjected as well, dinoflagellates are
less tolerant of stormy seas. Their relatively large
size and multiplated structure increase their chance of
cells being torn apart.
(Introduction to Marine Biology, Karleskint Turner Small, pg 145
CAUSE
Why did it happen?
EFFECT
What happened?
The economy of nearly every city was impacted by the flu
epidemic of 1918. The workforce was paralyzed because 21-to-29
year olds suffered the greatest casualties. Essential services were
on the verge of collapse since workers like firemen, nurses, and
garbage collectors were too sick to come to work. New public
health ordinances prohibiting public gatherings resulted in
theaters, cinemas and hotels losing millions of dollars.
As a result of the unexpected high volume of deaths among the
young, insurance actuarial projections were incorrect. Therefore,
many insurance companies were unable to pay life insurance
claims.
Adapted from ELA CCSS document, Appendix c, pp. 80–81.
22
CAUSE
Why did it happen?
EFFECT
What happened?
The economy of nearly every city was impacted by the flu
epidemic of 1918. The workforce was paralyzed because 21-to-29
year olds suffered the greatest casualties. Essential services were
on the verge of collapse since workers like firemen, nurses, and
garbage collectors were too sick to come to work. New public
health ordinances prohibiting public gatherings resulted in
theaters, cinemas and hotels losing millions of dollars.
As a result of the unexpected high volume of deaths among the
young, insurance actuarial projections were incorrect. Therefore,
many insurance companies were unable to pay life insurance
claims.
Adapted from ELA CCSS document, Appendix c, pp. 80–81.
23
CAUSE
Why did it happen?
EFFECT
What happened?
The economy of nearly every city was impacted by the flu
epidemic of 1918. The workforce was paralyzed because 21-to-29
year olds suffered the greatest casualties. Essential services were
on the verge of collapse since workers like firemen, nurses, and
garbage collectors were too sick to come to work. New public
health ordinances prohibiting public gatherings resulted in
theaters, cinemas and hotels losing millions of dollars.
As a result of the unexpected high volume of deaths among the
young, insurance actuarial projections were incorrect. Therefore,
many insurance companies were unable to pay life insurance
claims.
Adapted from ELA CCSS document, Appendix c, pp. 80–81.
24
CAUSE
Why did it happen?
EFFECT
What happened?
The economy of nearly every city was impacted by the flu
epidemic of 1918. The workforce was paralyzed because 21-to-29
year olds suffered the greatest casualties. Essential services were
on the verge of collapse since workers like firemen, nurses, and
garbage collectors were too sick to come to work. New public
health ordinances prohibiting public gatherings resulted in
theaters, cinemas and hotels losing millions of dollars.
As a result of the unexpected high volume of deaths among the
young, insurance actuarial projections were incorrect. Therefore,
many insurance companies were unable to pay life insurance
claims.
Adapted from ELA CCSS document, Appendix c, pp. 80–81.
25
CAUSE
Why did it happen?
EFFECT
What happened?
The economy of nearly every city was impacted by the flu
epidemic of 1918. The workforce was paralyzed because 21-to-29
year olds suffered the greatest casualties. Essential services were
on the verge of collapse since workers like firemen, nurses, and
garbage collectors were too sick to come to work. New public
health ordinances prohibiting public gatherings resulted in
theaters, cinemas and hotels losing millions of dollars.
As a result of the unexpected high volume of deaths among the
young, insurance actuarial projections were incorrect. Therefore,
many insurance companies were unable to pay life insurance
claims.
Adapted from ELA CCSS document, Appendix c, pp. 80–81.
26
Morning Concept Attainment
• Review your Chalk Talk chart
• Add to your Chalk Talk
outside of your circle
Lunch
Shift #2: Reading, Writing, and
Speaking Grounded in Evidence
From Text, Both Literary and
Informational
Not Text Dependent
In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at
something.
In “Letter From 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” Abraham
Lincoln says the nation is dedicated to
the proposition that all men are created
equal. Why is equality an important value
to promote?
30
Text Dependent
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?
WHAT TEXT-DEPENDENT QUESTIONS
ARE:
• Questions that can only be answered with
evidence from the text
• Can be literal but can also involve analysis,
synthesis, evaluation
• Focus on word, sentence and paragraph as
well as larger ideas, themes or events
• Focus on difficult portions of text in order to
enhance reading proficiency
WHY TEXT-DEPENDENT QUESTIONS? or, WHY
NOT GO OUTSIDE THE TEXT?
• More time inside the text less outside
• Going outside the text privileges those who
have that experience
• It is easier to talk about our experiences
than to analyze the text
• These are college and career standards
Close Reading
• Reading with pen (or pencil) in hand – taking
notes as you go through the text
• Reading, and rereading, and rereading again
to uncover layers of meaning
• Asking and answering questions about the
text – especially how and why
Close Reading of Complex Text
• Great books (challenging books) need to be read and
reread
• Each reading should accomplish a separate purpose
– 1st purpose: Allows the reader to determine what a text
says
– 2nd purpose: Allows a reader to determine how a text
works
– 3rd purpose: Allows the reader to evaluate the quality
and value of the text (and to connect the text to other
texts)
—Timothy Shanahan
A Guide to Creating Text-Dependent
Questions for Close Analytic Reading
Discuss how the process for generating
questions may be different than past classroom
practices.
WHY TEXT-DEPENDENT QUESTIONS? or, WHY
NOT GO OUTSIDE THE TEXT?
• More time outside the text less inside
• Going outside the text privileges those who
have that experience
• It is easier to talk about our experiences
than to analyze the text
• These are college and career standards
BASAL ALIGNMENT PROJECT
Council of the Great City Schools
and
Student Achievement Partners
Cleveland, Ohio
September 13-14, 2012
WHAT THEY DID NOT DO
• Will not alter sections on phonics, spelling,
grammar, word study, science and social
studies connections
• Will not be supporting any supplemental texts
such as leveled readers.
• However aligned questions and culminating
tasks will take longer
Shift #3: Regular Practice With
Complex Text and Its Academic
Language
39
Features of Complex Text
•
•
•
•
•
•
•
•
Subtle and/or frequent transitions
•
•
Longer paragraphs
Multiple and/or subtle themes and purposes
Density of information
Unfamiliar 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
Any text structure that is less narrative and/or mixes structures
•Levels of meaning
•Levels of purpose
•Structure
•Organization
•Language conventionality
•Language clarity
•Prior knowledge demands
•Word length
•Word frequency
•Word difficulty
•Sentence length
•Text length
•Text cohesion
•Motivation
•Knowledge and experience
•Purpose for reading
•Complexity of task assigned and questions asked regarding text
41
Scaffolding Complex Text
The standards require that students read appropriately
complex text at each grade level, independently (Standard
10). However, there are many ways to scaffold student
learning, including:
•
•
•
Allowing for multiple readings of the same text
Read Aloud
Chunking a text (taking a little at a time)
Provide support while reading, rather than before.
What have we covered?
• Awareness Phase
– Standards Awareness
• Transition Phase
– Foundational Skills
– Informational Text
– Text Structure with informational text
– Multiple Rereads
– Basal Alignment Project
– Complex text
Testlets
District & Principal Responsibility
What have we covered?
• Awareness Phase
– Standards Awareness
• Transition Phase
– Foundational Skills
– Informational Text
– Text Structure with informational text
– Multiple Rereads
– Basal Alignment Project
Adaptive Challenges
Transition…
Moving from my knowledge to supporting staff in the
transition
Team Time #2
Assessing the Phases…
Awareness
Transition
Implementation
Knowing our target
Closing