Mississippi Department of Education
Common Core State Standards
and Assessments
English / Language Arts
Grades 9-12 Training of the Trainers
July 2012
1
*All page references are from this document unless otherwise noted.*
2
Survey
Currently, what is your comfort level related
to the Common Core State Standards for
ELA?
1. Not comfortable
2. Somewhat comfortable
3. Very comfortable
Please respond using the Promethean device.
3
General Overview of
CCSS for ELA
4
Key Design
Considerations
Grade levels and grade bands
Focus on results rather than means
Integrated model of literacy
Research and media throughout
Shared responsibility including focus on
informational text
• Focus and coherence in instruction and
assessment
•
•
•
•
•
5
Students Who Are College and
Career Ready in Reading, Writing,
Speaking, Listening, and
Language
Refer to p. 7
6
Organization of CCSS
for ELA
• Introduction
• Three main sections
– K-5 (comprehensive and cross disciplinary)
– 6-12 English Language Arts
– 6-12 Literacy in History/Social Studies, Science, and
Technical Subjects
• Three appendices
– Appendix A: Research supporting key elements of the
standards (includes text complexity) and glossary of
key terms
– Appendix B: Reading text exemplars and sample
performance tasks
– Appendix C: Annotated student writing samples
Refer to p. 8
7
Organization For
Grades 9-12
• Four Strands of Standards
– Reading (R)
• RL (Reading Standards for Literature)
• RI (Reading Standards for Informational Text)
– Writing (W)
– Speaking and Listening (SL)
– Language (L)
• College and Career Readiness Anchor
Standards
Refer to p. 8
8
College and Career
Readiness Anchor
Standards
College and Career Readiness (CCR)
Anchor Standards drive the grade-specific
standards.
– Identify by strand and CCR number. (Refer to p. 8)
– Example of identifying (R.CCR.6—Reading
College and Career Readiness Anchor
Standard 6 is “assess how point of view or
purpose shapes the content and style of a
text.”) (Refer to p. 35)
9
Grade Specific
Standards
Grade-specific standards define what
students should know and be able to do by
the end of each year or grade band to
progress toward achievement of each anchor
standard.
– Identify by strand, grade, number (or number and
letter)
– Example of identifying (RI.9-10.6 is “determine
an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance
that point of view or purpose.”)
RI – Reading Informational Text
9-10 – Grade Band
6 – Standard
10
Key Features
• Reading
– Text complexity increases with each grade level
– Comprehension demands increase with each grade level
• Writing
– Text types--argument and informative/explanatory writing
(in addition to narrative)
– Writing about texts and other sources
– Research (also included across standards)
• Speaking and Listening
– Collaboration
– Range of oral communication and interpersonal skills
• Language
– General academic and domain-specific vocabulary
– Essential rules of standard written and spoken English
with a focus on craft and informed choices
11
Work Session #1:
Scavenger Hunt
• Locate Work Session 1 Activity Sheet.
• Directions
– Knowing where to find information in the
Standards is just as important as knowing the
information itself. Using the Common Core
State Standards (CCSS) for English Language
Arts (ELA), search with others at your table
(in groups of 2, 3, or 4) to find the answers to
the questions.
12
Work Session #1:
Scavenger Hunt
Discuss answers for Work Session #1: CCSS
for ELA Scavenger Hunt.
13
Unpacking the ELA Common Core State
Standards:
Committing to the Process
14
Unpacking CCSS
for ELA – Overview
• WHY?
– Unpacking helps teachers identify the skills and thinking
students will need to know and be able to do in order to meet
the standards.
• HOW?
– Begin by identifying key verbs and key terms in the CCSS
that may be unfamiliar to students, as well as the key content
that students should already know.
– Next, write the identified words in language that students will
readily understand (student-friendly) and that teachers can
easily explain to students.
– Finally, develop “I can” statements for students to
understand the language of the standard (defines what
students should know and/or be able to do).
15
Evaluating the Progression
of a Standard Grades 6-8
(Handout #1)
16
Evaluating the Progression
of a Standard Grades 9-12
(Handout #2)
17
Step One: Unpacking
the Standards
• Identify key verbs and key terms in the CCSS that may be
unfamiliar to students. Also list key content with which they may be
familiar.
RI.9-10.8 – Delineate and evaluate the argument and specific claims
in a text, assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious
reasoning.
• Key Verbs
Delineate
– Evaluate
– Assessing
– Identify
–
• Key Terms
– Fallacious
• Key Content
Argument
– Claims
– Reasoning
– Evidence
–
18
Step Two: Unpacking
the Standards
• Write the key verbs and key terms in language that students will
readily understand (student-friendly) and that teachers can easily
explain to students. The key content should already be studentfriendly.
RI.9-10.8 – Delineate and evaluate the argument and specific claims
in a text, assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious
reasoning.
• Key Verbs
–
–
–
–
Delineate – describe precisely
Evaluate – judge or find the value of
Assessing – determining the quality of
Identify – recognize or point out
• Key Terms
– Fallacious – misleading or deceiving
• Key Content
–
–
–
–
Argument – a belief or stance on an issue or topic
Claims – statements made about an issue
Reasoning – the thoughts behind an opinion
Evidence – supporting documents, thoughts, or statements
19
Step Three: Unpacking
the Standards
• Develop “I can” statements for students to
understand the language of the standard. The
statements should serve as examples of what students
will know and be able to do.
RI.9-10.8 – Delineate and evaluate the argument
and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant
and sufficient; identify false statements and
fallacious reasoning.
I can identify, describe and judge the value of an
author’s stance on a topic and can determine
the quality of the evidence provided.
*I can statements may also be written as stepping stones to help students build
their knowledge incrementally.
20
Work Session #2:
Unpacking CCSS for ELA
• Locate Work Session 2 Activity Sheets
• Directions
– Participants will use the Unpacking the
Standards form to unpack the standard
indicated on the top of each form.
– Participants will identify and record key
verbs and terms, rewriting these terms in
student-friendly language, and develop “I
can” statements for students.
21
Unpacking
Application
• What are skills that students should know
and be able to do in order to master the
Speaking and Listening standards that
were discussed?
• How does unpacking contribute to my
understanding of the standards?
• What do I need to add to my current
instruction?
22
Determining Text Complexity of
Individual Texts
23
Text Complexity
Considerations
•
Significant Instructional Shifts in CCSS for ELA
•
Consistent emphasis on increasingly complex texts throughout the
grades to prepare students for success in college and career
– Students need to develop the ability and the stamina to read
complex texts independently and proficiently in all disciplines.
•
Integration of Literacy across the Content Areas
– Educators have a shared responsibility for literacy instruction,
regardless of discipline or content area.
Developed by EngageNY
(Handout #3)
24
Staircase of
Complexity
• To prepare students for the complexity of college and
career ready-style texts, each grade level requires a
“step” of growth on the “staircase.”
• Students read the grade-appropriate text around which
instruction is centered.
• Teachers are patient and create more time and space for
close, careful reading.
• Teachers provide appropriate scaffolding and supports to
meet students’ instructional needs and reading levels.
Developed by EngageNY
25
Advancing Our Students’
Language and Literacy (2010) by
Marilyn Jager Adams
Key Points
•“The literacy level of our secondary students is languishing because the kids are not reading
what they need to be reading.” (p. 3)
•SAT scores decline as well as the difficulty of reading materials.
•Textbooks became progressively easier as societal reading materials remained constant
(newspapers) or increased difficulty levels.
–
–
Average length of sentences in books published between 1963 and 1991 was shorter than that of
books published between 1946 and 1962.
In the seventh- and eighth-grade textbooks, …, the mean length of sentences had decreased from 20
words to 14 words – the “equivalent of dropping one or two clauses from every sentence” -- Hayes,
Wolfer, and Wolfe (1996)
•“…words are not just words. They are the nexus—the interface—between knowledge and
thought ... It is through words that we build, refine, and modify our knowledge. What makes
vocabulary valuable and important is not the words themselves so much as the understandings
they afford.” (p. 8)
•Although the relaxation of school book complexity may be the consequence of our earnest
efforts to ensure full curricular access to all, it is a solution with serious problems of its own. In
terms of literacy growth, it is a solution that is … self-propagating and self-defeating, for it is a
solution that denies the student the very language, information, and modes of thought that they
need most in order to move up and on.
•“…a great benefit of common core curriculum is that it would drive a thorough overhaul of the
texts we give students to read, and the kinds of learning and thought we expect their reading to
support.” (p. 11)
Adams, M. J. (2011). Advancing our students’ Language and Literacy: The challenge of
complex texts. American Educator, 34(4), 3-11.
(Handout #4)
26
CCSS and Text
Complexity
“The Common Core Standards hinge on
students encountering appropriately
complex texts at each grade level in order to
develop the mature language skills and the
conceptual knowledge they need for success
in school and life” (p. 3).
Taken from Coleman, D. & Pimentel, S. (2011). Publishers’ Criteria for the Common
Core State Standards in English Language Arts and Literacy: Grades 3–12.
Retrieved from http://www.corestandards.org/assets/Publishers_Criteria_for_312.pdf
27
Why Text Complexity
Matters
Over the past 50 years, the complexity of college and workplace
reading has increased, while text complexity in K-12 has
remained stagnant:
• Research indicates that the demands that college, career, and
citizenship place on readers has either held steady or increased over
the last fifty years.
• The difficulty of college textbooks has increased since 1962.
• Students in college are expected to read complex texts with
substantially greater independence than are students in typical K-12
programs.
• Workplace reading, measured in Lexiles, exceeds grade 12 text
complexity significantly, although there is considerable variation.
Taken from CCSS, Appendix A, p. 2
28
Combined Lexile
Charts
**Based upon a 2009 national study by MetaMetrics reported in The Lexile
Framework for Reading
29
Lexile Level of Sample
Reading Materials
**Based upon a 2009 national study by MetaMetrics reported in The Lexile
Framework for Reading
30
The Common Core
and Text Complexity
College and Career Readiness Anchor Standard for Reading #10
Read and comprehend complex literary and informational texts independently and
proficiently.
Grade-level Standard Examples
RI.9.10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.10.10
By the end of grade 10, read and comprehend literary nonfiction at the high end of the
grades 9–10 text complexity band independently and proficiently.
RI.11.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR
text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.12.10
By the end of grade 12, read and comprehend literary nonfiction at the high end of the
grades 11–CCR text complexity band independently and proficiently.
Taken from CCSS, pg. 40
(Handout #5)
31
The Common Core
and Text Complexity
• The Common Core Standards for Reading
address the intertwined issues of what and how
students read through:
– Increasing sophistication in students’ reading
comprehension ability
– Increasing text complexity in successive school years
– A three-part model for determining the difficulty of a
particular text
Taken from CCSS, Appendix A, p. 4
32
Common Core and
Text Types
• Narrative
–
–
–
–
Short stories
Novels
Poetry
Drama
• Informational Text and Literary Non-fiction
–
–
–
–
–
–
Historical non-fiction
Biographies
Auto-biographies
Speeches
Historical documents
Technical documents
Taken from CCSS, p. 57
33
Text complexity is defined by:
• Quantitative Measures
– Readability and other scores of text complexity are often
best measured by computer software (word length, word
frequency, sentence length, text cohesion).
• Qualitative Dimensions
– Levels of meaning or purpose, structure, language
conventionality and clarity, and knowledge demands are
often best measured by an attentive human reader.
• Reader and Task Considerations
– Background knowledge of reader, motivation, interests,
and complexity generated by tasks assigned are often best
measured by educators employing their professional
judgment.
Taken from CCSS, Appendix A, pp. 4-9
34
Where do we find texts in the
appropriate text complexity
band?
We could . . . Choose an excerpt of text from Appendix B.
. . . or. . . Use available resources to determine the text
complexity of other materials on our own.
35
Determining Text
Complexity
A Four-step Process
– Determine the quantitative measures of the
text.
– Analyze the qualitative measures of the text.
– Reflect upon the reader and task
considerations.
– Recommend placement.
36
Step 1: Quantitative
Measures
Traditionally measured by:
– Word Length, Frequency, and Difficulty
– Sentence Length
– Text Length
– Text Cohesion
37
Step 1: Quantitative
Measures
Ranges for Text Complexity
The chart outlines the suggested ranges for each of the text complexity bands.
*The K-2 suggested Lexile range was not identified by the CCSS and was added by Kansas.
**Taken from Accelerated Reader and the CCSS, available at the following URL:
http://doc.renlearn.com/KMNet/Roo4572117GCK46B.pdf
Taken from www.ksde.org
38
Step 1: Quantitative
Measures
What is the quantitative measure of the text complexity
triangle using the Lexile system for Harper Lee’s 1960
novel To Kill A Mockingbird?
39
Step 1: Quantitative
Measures
• Finding a Lexile Measure for Text:
http://www.lexile.com/findabook/
40
Step 1: Quantitative
Measures
• For texts not in the Lexile database, consider using the
Lexile Analyzer: http://www.lexile.com/analyzer/
• Registration is required (free)
http://www.lexile.com/account/register/
• Allows user to receive an “estimated” Lexile score
• Accommodates texts up to 1000 words in length
41
Step 1: Quantitative
Measures
• Remember - the “quantitative measures” section is the
first of three components of the text complexity triangle.
• The final recommendation may be validated, influenced,
or even over-ruled by the examination of qualitative
measures and the reader and task considerations.
42
Step 2: Qualitative
Dimensions
• Measures such as:
– Levels of Meaning and Purpose
– Text and Sentence Structure
– Language Conventionality and Clarity
– Organization
– Prior Knowledge Demands
43
Step 2: Qualitative
Dimensions
•
The Qualitative Measures Rubrics for Literary and Informational Texts are
below.
•
The rubric for literary texts and the rubric for informational texts allow
educators to evaluate the important elements of text that are often missed
by computer software that tends to focus on more easily measured factors.
•
These factors represent continua rather than discrete stages or levels.
Numeric values are not associated with these rubrics. The four points along
the continuum are: high, middle high, middle low, and low.
(Handouts # 6 and #7)
44
Step 2: Qualitative
Dimensions
So…
How is the rubric used?
And how would To Kill a Mockingbird fare when
analyzed through the lens of the Literary Texts Rubric?
(Handout #6)
45
Step 2: Qualitative
Dimensions
(Handout #7)
46
Review
Steps 1 and 2
From examining the quantitative measures, we knew:
Lexile Text Measure: 870L
But after reflecting upon the qualitative measures, we believed:
47
Review
Steps 1 and 2
• Quantitative Measures and Qualitative Dimensions are
BOTH useful and imperfect.
• Quantitative measures place most texts in a complexity
band reliably. However, quantitative measures are less
reliable for certain kinds of texts, such as poetry and
drama.
• Qualitative dimensions are on a continuum (not
grade/band specific) and are most useful in conjunction
with quantitative measures.
48
Work Session #3a: Analyze a Text to
Determine Text Complexity
Quantitative Measures and Qualitative
Dimensions
• Locate Work Session 3a, page 3 of 5.
• Directions
– Participants will analyze the qualitative measures
using “The Qualitative Measures Rubric for Literary
Texts” for I Know Why the Caged Bird Sings.
= Recommended Placement
Bird Image from http://www.askdesign.biz/blog/2011/12/2011-poem-design-winners/
49
Work Session #3a:Analyze a Text to
Determine Text Complexity
Quantitative Measures and Qualitative Dimensions
50
Step 3:
Reader and Task Considerations
Step 3: Reader and Task Considerations such as:
• Knowledge and Cognitive Demands
– Life experiences
– Cultural and literary knowledge
– Content and discipline knowledge
• Mode(s) of Response
– Written
– Oral
– Graphic
• Purpose for Reading
• Degree of Scaffolding
51
Step 3: Reader and Task
Considerations
Questions for Professional Reflection
on Reader and Task Considerations
have been developed.
– The questions provided in this
resource are meant to spur
teacher thought and reflection
upon the text, reflection upon
the students, and any tasks
associated with the text.
– The questions included here are
largely open-ended questions
without single, correct answers
but help educators to think
through the implications of
using a particular text in the
classroom.
52
Work Session #3b: Analyze a Text to
Determine Text Complexity
Reader and Task Considerations
• Locate Work Session 3b, page 4 of 5.
• Directions
– Participants will complete the “Text Complexity
Analysis Sheet” by reflecting on the “Reader and Task
Considerations” document for I Know Why the Caged
Bird Sings.
= Recommended Placement
Bird Image from http://www.askdesign.biz/blog/2011/12/2011-poem-design-winners/
53
Step 4: Recommend
Placement
• After the examination of the Reader and Task
Considerations, the third section of the text
complexity model is complete.
• Now, a recommendation for final placement
within a text complexity band can be made.
54
Step 4: Recommend
Placement
Based upon all the information—all three
sections of the model—the final
recommendation for To Kill a Mockingbird
is….
55
Step 4: Recommend
Placement
In this instance, Appendix B confirms the evaluation
of the novel. To Kill a Mockingbird is placed within
the grade 9-10 text complexity band.
56
Step 4: Recommend
Placement
The one-page template provides an opportunity to record the thinking
involved in recommending the placement of a specific text into a text
complexity band.
Keeping a record of such analysis and thinking might be useful
documentation in the case that any questions arise in the future.
57
Text Analysis Sample
Example Text Analysis Summary Sheet from Kansas State Department of Education
58
Work Session #3c:
Analyze a Text to Determine Text
Complexity
Recommended Placement
• Locate Work Session 3c, page 5 of 5.
• Directions
– Participants will complete the
recommendation section on the “Text
Analysis” document for I Know Why the
Caged Bird Sings.
= Recommended Placement
Bird Image from http://www.askdesign.biz/blog/2011/12/2011-poem-design-winners/
59
Text Complexity Analysis
Lexile Score: 1070
ATOS: 5.5
1
3
2
4
60
Text Analysis of I Know Why
the Caged Bird Sings
(Handout #8)
61
Partnership for Assessment of
Readiness for College and Careers
(PARCC)
Model Content Frameworks for
ELA/Literacy
62
PARCC Model Content
Frameworks for ELA
• Purpose
– Support implementation of the CCSS
– Inform development of item specifications
and blueprints for PARCC assessments
• Intention
– Dynamic
– Responsive to evidence and input from
educators
Taken from PARCC, p. 3
63
PARCC Model Content
Frameworks for ELA
• Designed to measure knowledge, skills, and
understanding essential to achieving college
and career readiness.
• ELA/Literacy Areas
–
–
–
–
–
Reading complex texts
Writing effectively
Conducting and reporting on research
Speaking and listening
Using language for reading, writing, and speaking
Taken from PARCC, pp. 3-4
64
Structure of the PARCC Model
Content Frameworks for ELA
• Narrative Summary of the ELA Standards
• Model Content Framework Chart
• Key Terms and Concepts for the Model
Content Framework Chart
• Writing and Speaking and Listening
Standards Progression Charts
Taken from PARCC, p. 4
65
Section 1: Narrative
Summary
PARCC MODEL CONTENT FRAMEWORK FOR ELA/LITERACY
FOR GRADE 11
Narrative Summary of ELA Standards for Grade 11
The Common Core State Standards in grade 11 call for students to be able to understand and analyze
substantive, complex expository works of literary nonfiction as well as a diverse spectrum of stories,
poems, plays and novels (RL/RI.11.10) such that they can produce ample amounts of evidence to
support inferences (RL/RI.11.1). Students also perform a variety of complex reading tasks focused on
recurrent themes in American literature and foundational works of American political philosophy, from
grasping the subtleties of an author’s point of view to perceiving when a text leaves matters ambiguous.
Students become skilled at determining how multiple themes or ideas combine and intertwine to
produce a complex narrative or explanation as well as evaluating the premises, arguments and rhetoric
present in seminal texts from American history. Additional Standards for Reading Literature (RL.11.2–9)
and Standards for Reading Informational Text (RI.11.2–9) offer detailed expectations for student
academic performance in preparation for college and careers.
Students will demonstrate their listening skills by synthesizing the comments and claims of others and
exercising outstanding teamwork when functioning in groups. The Standards in Speaking and Listening
detail the ways in which students in grade 11 will distinguish themselves as approaching college and
career readiness by being able to respond thoughtfully when encountering diverse perspectives and by
skillfully presenting findings both orally and in writing.
In grade 11, students begin to excel at making oral and written arguments that are logical and wellreasoned, objectively assessing the evidence on all sides of an issue. At this point, the Writing Standards
specify that students should possess the fluency, flexibility and focus to produce high-quality drafts
under tight deadlines and be equally proficient at editing and revising their written work (over multiple
drafts if needed).
Literacy Standards
Taken from PARCC,
p. 86 for Other Disciplines in Grade 11
66
Section 2: ELA Model
Content Framework Chart
Taken from PARCC, p. 87
67
Section 3: Key Terms and
Concepts for the Model
Content Framework Chart
• Key elements as seen in the CCSS
• To be addressed in the PARCC assessment
• Defined within each grade level and specific to
the grade level
Taken from PARCC, pp. 6-10 and 87
68
Reading Complex
Texts
Taken from PARCC, p. 87
69
Reading Complex
Texts
What are complex texts?
• Focus on close, sustained analysis
• Synthesis of ideas and making connections across
texts
• Extended and short texts must be appropriately
complex at the grade-band-level
• Various texts—poems, short stories, magazine
articles, political documents, classic works,
website pages, new media texts
• Access to wide range of materials and genres for
independent reading (develop knowledge and
promote reading for pleasure)
Taken from PARCC, pp. 6-7
70
Writing About Texts
Taken from PARCC, p. 87
71
Writing About Texts
• Emphasis on writing arguments or
informational pieces with a focus on
analyzing sources (texts or media)
• Routine writing—critical for reading
comprehension and developing writing skills
• Formal, structured analytic writing—
advances an argument or explains an idea
based on text-dependent questions
• Timed writing and writing projects over
multiple days or weeks
Taken from PARCC, pp. 7-8
72
Research Project
Taken from PARCC, p. 87
73
Research Project
• Seeks to build connections between texts
where students integrate knowledge
• Develops expertise on various topics
• Requires students to read closely and
synthesize information from multiple texts
• Requires students to present findings
using formal and informal methods (oral
presentations, compositions, multimedia
products)
Taken from PARCC, p. 8
74
Narrative Writing
Taken from PARCC, p. 87
75
Narrative Writing
•
•
•
•
In K-5, 35% of writing is narrative.
Decreases gradually to 20% in high school.
Reinforces other learning.
Provides additional opportunities to reflect
on or emulate what is read.
Taken from PARCC, pp. 8-9
76
For Reading and Writing
in Each Module
Taken from PARCC, p. 87
77
For Reading and Writing
in Each Module
• Explanation of the knowledge and skills
that may be integrated with all standards
• Critical role of building content knowledge
in
– Citing evidence and analyzing content
– Understanding and applying grammar
– Understanding and applying vocabulary
– Conducting discussions and reporting
findings
Taken from PARCC, pp. 9-10
78
d.
e.
claim(s) and reasons, between reasons and
evidence,
and
between
claim(s)
and
counterclaims.
Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
Provide a concluding statement or section
that
follows
from
and
supports
the
argument presented.
c.
Use words, phrases, and clauses as well as
varied syntax to link the major sections of
the text, create cohesion, and clarify the
relationships between claim(s) and reasons,
between
reasons
and
evidence,
and
between claim(s) and counterclaims.
Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
Provide a concluding statement or section
that
follows
from
and
supports
the
argument presented.
Writing and Speaking and
Listening Standards
Progression Charts
d.
e.
Grades 9–10, Standard 2 (W.9–10.2)
Grades 11–12, Standard 2 (W.11–12.2)
Write informative/explanatory texts to examine
and
convey
complex
ideas,
concepts,
and
information clearly and accurately through the
effective selection, organization, and analysis of
content.
Write informative/explanatory texts to examine
and
convey
complex
ideas,
concepts,
and
information clearly and accurately through the
effective selection, organization, and analysis of
content.
a.
b.
c.
d.
e.
Introduce a topic; organize complex ideas,
concepts,
and
information
to
make
important
connections
and
distinctions;
include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when
useful to aiding comprehension.
Develop
the
topic
with
well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate
to the audience’s knowledge of the topic.
Use appropriate and varied transitions to
link the major sections of the text, create
cohesion,
and
clarify
the
relationships
among complex ideas and concepts.
Use precise language and domain-specific
vocabulary to manage the complexity of the
topic.
Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
Provide a concluding statement or section
that
follows
from
and
supports
the
a.
b.
c.
d.
Introduce a topic; organize complex ideas,
concepts, and information so that each new
element builds on that which precedes it to
create a unified whole; include formatting
(e.g.,
headings),
graphics
(e.g.,
figures,
tables), and multimedia when useful to
aiding comprehension.
Develop the topic thoroughly by selecting
the most significant and relevant facts,
extended
definitions,
concrete
details,
quotations,
or
other
information
and
examples appropriate to the audience’s
knowledge of the topic.
Use appropriate and varied transitions and
syntax to link the major sections of the text,
create cohesion, and clarify the relationships
among complex ideas and concepts.
Use
precise
language,
domain-specific
vocabulary,
and
techniques
such
as
metaphor, simile, and analogy to manage
the complexity of the topic.
Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
• Traces changes to standards between the previous
grade and the current grade
• Highlights the shifts in a single standard
f.
PARCC Model Content Frameworks for ELA/Literacy
November 2011
Taken from PARCC, p. 91
e.
91
79
Work Session #4: Jigsaw
• Locate the PARCC Model Content Framework
for ELA/Literacy For Grade 11.
• Choose a group member to fulfill the following
roles.
–
–
–
–
Group Leader—manages group
Recorder—records “Most Valuable Point” (MVP) on chart paper
Reporter—presents the information to the entire group
Time Manager—keeps group on task and monitors time
• Each person serves as a member as seen below
to read a section/sections of the PARCC Model
Content Frameworks.
– Member 1—Narrative Summary of ELA Standards for Grade 11 and
Literacy Standards for Other Disciplines in Grade 11
– Member 2—Reading Complex Texts
– Member 3—Writing About Texts and Research Project
– Member 4—Narrative Writing and For Reading and Writing in Each
Module
*Note—if more than 4 members at a table, then assign each section to partners.
80
Work Session #4: Jigsaw
• Group Members read and present
– Each member silently reads assigned section and
completes the “Essential Details” component of the
Think Sheet for assigned section, page 2 of 2.
– Once sections are read, each member presents to the
group the “essential details” from the Think Sheet.
• Discuss ideas on Think Sheet
– Group discusses key or big ideas from the “Essential
Details” on Think Sheet from assigned sections.
– Group determines the MVP and recorder writes the
MVP on the large chart paper.
– Time Manager displays MVP on wall.
81
Work Session #4: Jigsaw
Reporter in each group will
describe the MVP to the entire
group.
82
Integrating the CCSS and PARCC
Model Content Frameworks
(MCF)
Unit Planning
83
Utilizing the PARCC MCF
for Unit Planning
Refer to p. 67
84
Module A
Refer to p. 67
85
Compare and Contrast
Modules A and B
Refer to p. 67
(Handout #9)
86
10th Grade Argument
Writing Sample
Taken from CCSS Appendix C, p. 68
(Handout #10)
87
Did the student’s writing sample show
mastery of 9-10 Writing Standard 2
and Sub-standards a-f?
W.9-10.2. - Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting, graphics, and
multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Taken from CCSS for ELA, p. 45
(Handout #11)
88
Focus Standards for Ninth Grade
Unit Plan
Adapted from Common Core Curriculum Maps for English Language Arts for Grade 9.
(Handout #12)
89
Sample Unit of Study
Grade 9, Module
Adapted from Common Core Curriculum Maps for English Language Arts for
Grade 9. These can be accessed at
http://commoncore.org/maps/unit/grade_9
(Handout #13)
90
Complex Text #1 – Speech
(Informational Text)
Complex Text #1
Speech (Informational)
1.5 weeks
Gettysburg
Address
Complex Text #2
Novel (Literary)
2 weeks
To Kill A
Mockingbird
Reading Task -
Reading Task -
CCSS for Reading
Informational Text
CCSS for Reading
Literary Text
Complex Text #3
Letter (Informational)
1.5 weeks
Complex Text #4
Poem (Literary)
1 week
Extended Text
Autobiography (Informational)
3 weeks
After reading the first paragraph silently, the students
Up from Slavery:
Letter
fromtoatranslate Ithis
Know
Whyinto
thetheir own words.
will stop
section
An
Birmingham
Jail
Caged
Bird Singsaloud and gives
After the teacher
reads
the paragraph
Autobiography
additional information, the students will rewrite their
translation. Students will then share their first and
Reading Task Reading Task Reading Task second translation with a partner, and both partners
CCSS for Reading
CCSS for Reading
CCSS for Reading
should
discuss
their work and
theText
changes in
Informational
Text
Literary
Informational Text
translations. This activity provides students the opportunity to
demonstrate these standards: RI.9.4 and 9.9; SL.9.1.a.
Vocabulary
Task -
Vocabulary
Task -
Vocabulary
Task -
CCSS for Language
CCSS for Language
CCSS for Language
Discussion
Task -
Discussion
Task -
CCSS for Speaking
and Listening
Writing Task CCSS for Writing
Informative /
Explanatory
Vocabulary
Task CCSS for Language
Discussion
Discussion
Task Task Have students
brainstorm what “score”
in this context
CCSS for Speaking
CCSS for Speaking
CCSS for Speaking
and Listening
and Listening
and Listening
means. Lincoln
uses the phrase “conceived
in liberty.”
Students should discuss the meaning of this phrase with
and be prepared
to shareWriting
their thoughts
Writing Task - a partnerWriting
Task Task - with
CCSS for Writing the class. This
CCSSactivity
for Writing
for Writing to
provides studentsCCSS
the opportunity
Informative /
Explanatory
Informative
/
Narrative
demonstrate these
standards:
RI.9.4; L.9.4; SL.9.1.d.
Explanatory
Adapted from Common Core Curriculum Maps for English Language Arts for Grade 9.
These can be accessed at
http://commoncore.org/maps/unit/grade_9
Vocabulary
Task CCSS for Language
Discussion
Task CCSS for Speaking
and Listening
Writing Task CCSS for Writing
Informative /
Explanatory
(Handout #14)
91
Complex Text #2 – Novel
(Literary Text)
1
nal)
Complex Text #2
Novel (Literary)
2 weeks
urg
ss
To Kill A
Mockingbird
Complex Text #3
Letter (Informational)
1.5 weeks
Complex Text #4
Poem (Literary)
1 week
After reading the assigned portion
offrom
the text,
Up
Slavery:
Letter from a select two
I Know
Why paragraphs
the
substantial
from the
An
Birmingham Jailnovel. InCaged
Bird one,
Sings
paragraph
highlight Autobiography
the
transitive verbs and identify the direct objects,
as well as the intransitive verbs. In paragraph
Reading Tasktwo,
Reading
Task
Reading
Task highlight
and label
each
adjective.
This
g Task -
Reading Task -
Reading
onal Text
CCSS for Reading
Literary Text
ulary
k-
Vocabulary
Task -
Vocabulary
Task -
Language
CCSS for Language
CCSS for Language
ssion
k-
Speaking
tening
Task -
Writing
ative /
atory
Discussion
Task CCSS for Speaking
and Listening
Writing Task CCSS for Writing
Informative /
Explanatory
Extended Text
Autobiography (Informational)
3 weeks
CCSS for Reading activity
Informational Text
for Reading
providesCCSS
students
the opportunity to CCSS for Reading
Literary Text
Informational Text
demonstrate the standard L.9.3.
Vocabulary
Task CCSS for Language
Vocabulary
Task CCSS for Language
from one of the
Discussion Select a quotation
Discussion
Discussion
Task Task
- Write an
Task characters in this text.
CCSS for Speaking explanatory CCSS
for Speaking
essay
that explains what CCSS
the for Speaking
and Listening
and Listening
and Listening
quotation reveals about the power of this
character’s words. State your thesis
Writing Task -clearly and Writing
Writing
Task Task
- three pieces
include
at
least
offor Writing
CCSS for Writing
CCSS
CCSS for Writing
your thesis. This Informative /
Informative / evidence to support
Narrative
Explanatory
activity provides students the opportunity to Explanatory
demonstrate the standard W.9.2.
Adapted from Common Core Curriculum Maps for English Language Arts for
Grade 9. These can be accessed at
http://commoncore.org/maps/unit/grade_9
(Handout #15)
92
Complex Text #3 – Letter
(Informational Text)
The Power of One’s Words
9th Grade Unit of Study
2nd Nine Weeks (Module B)
Complex Text #1
Speech (Informational)
1.5 weeks
Complex Text #2
Novel (Literary)
2 weeks
Read
the first five paragraphs,
stopping
Gettysburg
To
Kill A to
noteAddress
the author’s tone in each
paragraph.
Mockingbird
List three arguments that the author
makes in these paragraphs, as well as the
evidence
heTask
uses -to support Reading
these
Reading
Task arguments.
Be prepared to share
CCSS for Reading
CCSS your
for Reading
Informational Text
Literary
Text
thoughts
with the class. This activity
provides
Complex Text #3
Letter (Informational)
1.5 weeks
Complex Text #4
Poem (Literary)
1 week
Letter from a
Birmingham Jail
Reading Task
I Know Why the
Caged Bird Sings
-
Reading Task -
CCSS for Reading
Informational Text
CCSS for Reading
Literary Text
Vocabulary
Task -
students the opportunity to demonstrate these
standards: RI.9.3, RI.9.4, and SL.9.3.
Vocabulary
Task -
Vocabulary
Task -
Vocabulary
Task -
CCSS for Language
CCSS for Language
CCSS for Language
Discussion
Task -
Discussion
Task -
Discussion
Task -
Discussion
Task -
CCSS for Speaking
and Listening
CCSS for Speaking
and Listening
CCSS for Speaking
and Listening
CCSS for Speaking
and Listening
Writing Task -
Writing Task -
Writing Task -
Writing Task -
Informative /
Explanatory
Informative /
Explanatory
Informative /
Explanatory
Narrative
CCSS for Writing
CCSS for Writing
Adapted from Common Core Curriculum Maps for English Language Arts for
Grade 9. These can be accessed at
http://commoncore.org/maps/unit/grade_9
CCSS for Writing
(Handout #16)
CCSS for Language
CCSS for Writing
93
U
Complex Text #4 – Poem
(Literary Text)
The Power of One’s Words
9th Grade Unit of Study
2nd Nine Weeks (Module B)
Complex Text #1
Speech (Informational)
1.5 weeks
Gettysburg
Address
Reading Task CCSS for Reading
Informational Text
Vocabulary
Task CCSS for Language
Discussion
Task -
Complex Text #2
Novel (Literary)
2 weeks
Complex Text #3
Letter (Informational)
1.5 weeks
To Kill A
Mockingbird
Letter from a
Birmingham Jail
I Know Why the
Caged Bird Sings
Up from Slavery
An
Autobiography
Reading Task -
Reading Task -
Reading Task -
Reading Task
CCSS for Reading
Literary Text
CCSS for Reading
Informational Text
CCSS for Reading
Literary Text
CCSS for Reading
Informational Text
Vocabulary
Task -
Vocabulary
Task -
Write about a time in your life where
you felt like a caged bird. Where did
you find
solace? What made you
Vocabulary
Vocabulary
Task
sing? Cite
examples
from the poem
Task in your
CCSS for Language
CCSS narrative.
for Language This activity provides
students the opportunity to demonstrate
standard W.9.3.
Complex Text #4
Poem (Literary)
1 week
CCSS for Language
Extended Text
Autobiography (Informational
3 weeks
CCSS for Language
Discussion
Task -
Discussion
Task -
Discussion
Task -
Discussion
Task -
CCSS for Speaking
and Listening
CCSS for Speaking
and Listening
CCSS for Speaking
and Listening
CCSS for Speaking
and Listening
CCSS for Speaking
and Listening
Writing Task -
Writing Task -
Writing Task -
Writing Task -
Writing Task -
Informative /
Explanatory
Informative /
Explanatory
Informative /
Explanatory
Narrative
Informative /
Explanatory
CCSS for Writing
CCSS for Writing
CCSS for Writing
Adapted from Common Core Curriculum Maps for English Language Arts for Grade 9. These
can be accessed at
http://commoncore.org/maps/unit/grade_9
CCSS for Writing
(Handout #17)
CCSS for Writing
94
Research Project
Example
Select an author from our unit of study and conduct
further research about this individual. Begin by defining a
research question related to the literal and figurative
power this person possessed and refine it as necessary. The
research should include an autobiographical or
biographical text, another story, speech, or poem by the
author, and at least two other references to the author and
his or her work. Ultimately, you should be able to critically
analyze not only the power of this individual’s words, but
the impact this individual had on society. Be prepared to
share your findings with your classroom in a ten-minute
presentation.
This research project provides students the opportunity to demonstrate the following
standards: W.9.7; SL.9.4; and RI.9.3.
Adapted from Common Core Curriculum Maps for English Language Arts
for Grade 9. These can be accessed at
http://commoncore.org/maps/unit/grade_9
(Handout #18)
95
Shifts in Planning According to
PARCC Model Content
Framework
• How will the demands of this “unit of study”
structure affect the time allocated for reading
texts?
• What must happen in classrooms to plan for
the shift from literary texts to informational
texts?
• What will need to happen to incorporate all
of the writing tasks necessary in this new
structure?
• How will language standards be integrated
into the unit of study structure?
96
Close Reading = Analytical
Thinking
97
“Slowing Down”
“Teachers can enhance students’ pleasure
and success in reading by showing them how
to slow down and savor what they read.”
- T. Newkirk
Taken from ASCD Educational Leadership, March 2010, Volume 67, Number 6, pages 6-11
98
What is close
reading?
• “Reading closely” means developing a deep
understanding and a precise interpretation of a
literary passage.
• When reading closely, a reader does not stop at the
literal meaning of the words on a page, but
embraces larger themes and ideas evoked or
implied by the passage itself.
• Close reading involves reading and rereading
deliberately to examine meaning, as well as careful
gathering of observations from the smallest
linguistic matters to larger issues of overall
understanding and judgment.
99
Taken from Indiana’s Transition to the CCSS Document, Series One, Page 2.
What is close
reading? (cont.)
• The Common Core State Standards for
ELA “strongly focus on students gathering
evidence, knowledge, and insight from
what they read.”
• “80 to 90% of the Reading Standards in
each grade require text dependent
analysis.”
Taken from AchievetheCore.org’s Guide to Creating Text Dependent Questions for
Close Analytic Reading, which can be accessed at this website:
http://www.achievethecore.org/steal-these-tools/text-dependent-questions
100
Text Dependent Questions
Ask Students To:
• Analyze paragraphs on a sentence by sentence basis and word
by word basis to determine literal and figurative meaning
• Investigate how meaning can be altered by changing key
words and why an author may have chosen one word over
another
• Probe each argument in persuasive text, each idea in
informational text, each key detail in literary text, and observe
how these build to a whole
• Examine how shifts in the direction of an argument or
explanation are achieved and the impact of those shifts
• Question why authors choose to end and begin when they do
• Note and assess patterns of writing
• Consider what the text leaves uncertain or unstated
Taken from Achieve the Core Guide which can be accessed at this website:
http://www.achievethecore.org/steal-these-tools/text-dependent-questions
(Handout #19)
101
Examples of Text Dependent
Questions for the Gettysburg
Address
• “How does Lincoln establish what is at stake
in this war in the first two sentences of the
Gettysburg Address?”
• “What is the unfinished work that those
listening to the speech are asked to achieve?
With this in mind, how does Lincoln use the
idea of ‘unfinished work’ to assign
responsibility to his listeners?”
• “How does the meaning of ‘dedicate’ change
over the course of the text, and what does this
reveal about the Gettysburg Address?”
Taken from David Coleman’s Common Core Unit for High School English/Social Studies
http://www.achievethecore.org/steal-these-tools/close-reading-exemplars
102
Example of Non-text
Dependent Questions
• Why did the North fight the Civil War?
• Have you ever been to a funeral or a
gravesite?
• Lincoln says that the nation is dedicated to
the proposition that “all men are created
equal.” Why is equality an important value
to promote?
If the question can be answered without reading the
text, it is not a text dependent question.
Taken from AchievetheCore.org’s Guide to Creating Text Dependent Questions for Close Analytic Reading, which can be accessed
at this website: http://www.achievethecore.org/steal-these-tools/text-dependent-questions
103
VIDEO
(Handouts # 20 and #21)
104
Work Session #5: Planning
for an Individual Text
Within a Unit
• Locate Work Session 5
• Directions
• Using the Writing and Speaking and
Listening Standards listed on the sheet and
the text, “Letter from Birmingham Jail,”
create a writing task or tasks and a speaking
and listening task or tasks that would
provide students an opportunity to
demonstrate the selected standards.
105
Websites and Contact
Information
Common Core Website
www.corestandards.org
MDE website
www.mde.k12.ms.us (Hot Topics)
PARCC Website
www.PARCConline.org
Mississippi Department of Education
Office of Curriculum and Instruction
Vincent Segalini
Office Director-English/Language Arts
vsegalini@mde.k12.ms.us
(601)359-2586
106