COSA, April 2013
john_slagle@mcgraw-hill.com
How does this relate
to capacity for the
common core?
planning for a
training & techniques
texts & tools
Consider the
Common Core
fewer, higher, better
Consider the
Common Core
reading across texts
& in emerging
environments
Consider the
Common Core
equity
Consider the
Common Core
equality of
fiction & nonfiction
Consider the
Common Core
connectivity
Consider the
Common Core
text complexity &
rigorous tasks
Reading Anchors
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting
details and ideas.
Key Ideas and Details
3. Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Reading Anchors
Craft and Structure
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
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.
Craft and Structure
6. Assess how point of view or purpose shapes the content and style
of a text.
Reading Anchors
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.*
Integration of Knowledge and Ideas
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
Integration of Knowledge and Ideas
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
Reading Anchors
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts
independently and proficiently.
complex texts & tasks
collaborative conversations
close reading
writing to analyze
writing to argue
complex texts & tasks
collaborative conversations
close reading
writing to analyze
writing to argue
something learned
as an adult
&
how it was learned
optimal driving
conditions
Conditions of Learning • Cambourne
immersion
Conditions of Learning • Cambourne
demonstration
Conditions of Learning • Cambourne
expectation
Conditions of Learning • Cambourne
responsibility
Conditions of Learning • Cambourne
employment
Conditions of Learning • Cambourne
approximation
Conditions of Learning • Cambourne
feedback
What makes texts & tasks complex ?
complex texts . . .
The inherent difficulty of reading and comprehending
a text combined with consideration of reader and task variables;
in the Standards, a three-part assessment of text
difficulty that pairs qualitative and quantitative
measures with reader-task considerations.
(CCSS, pp. 31, 57; Reading, pp. 4–16)
complex texts . . .
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)
complex texts . . .
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)
Potential Areas of Text Complexity
Purpose
Organization
Teaching for Access ● Fisher
Potential Areas of Text Complexity
Sentence Structure
Prior Knowledge
Teaching for Access ● Fisher
Potential Areas of Text Complexity
Genre
Connection of Ideas
Teaching for Access ● Fisher
Potential Areas of Text Complexity
Specific Vocabulary
Teaching for Access ● Fisher
CCSS lenses for
qualitative evaluation
levels of meaning*
single level
of meaning
multiple levels
of meaning
(literary texts)
purpose*
explicitly stated
purpose
implicit purpose,
may be hidden
or obscure
(informational texts)
structure
simple
complex
structure
explicit
implicit
structure*
conventional
unconventional
(chiefly literary texts)
structure*
events related
chronological
order
events related
out of chronological
order
(chiefly literary texts)
structure*
traits of a common
genre or subgenre
traits specific to
a particular discipline
(chiefly informational texts)
structure
simple graphics
sophisticated graphics
structure
graphics unnecessary
or merely supplementary
to understanding the text
graphics essential to
understanding the text
and may provide
information not otherwise
conveyed in the text
language conventionality & clarity
literal
figurative or ironic
language conventionality & clarity
clear
ambiguous,
purposefully
misleading
language conventionality & clarity
contemporary,
familiar
archaic,
otherwise
unfamiliar
language conventionality & clarity
conversational
general academic &
domain specific
knowledge demands: life experiences*
simple theme
complex or
sophisticated
theme
(literary texts)
knowledge demands: life experiences*
single theme
multiple
themes
(literary texts)
knowledge demands: life experiences*
common, everyday
experiences or clearly
fantastical situations
experiences distinctly
different from one’s own
(literary texts)
knowledge demands: life experiences*
single perspective
multiple perspectives
(literary texts)
knowledge demands: life experiences*
perspective(s) like
one’s own
perspective(s) unlike
or in opposition to
one’s own
(literary texts)
knowledge demands:
cultural/literary knowledge*
everyday knowledge
and familiarity with
genre conventions
required
cultural and literary
knowledge useful
(chiefly literary texts)
knowledge demands:
cultural/literary knowledge*
low intertextuality
(few if any references/
allusions to other texts)
high intertextuality
(many references/
allusions to other texts)
(chiefly literary texts)
knowledge demands:
content/discipline knowledge*
everyday knowledge
and familiarity with
genre conventions
required
extensive, perhaps
specialized disciplinespecific content knowledge
required
(chiefly informational texts)
knowledge demands:
content/discipline knowledge*
low intertextuality
(few if any references
to/citations of
other texts)
high intertextuality
(many references to/
citations of other texts)
(chiefly informational texts)
Grade 4
tasks: what
will it take?
assessment consortiums
showcase items
complex texts & tasks
collaborative conversations
close reading
writing to analyze
writing to argue
TEACHER RESPONSIBILITY
Focus Lesson
“I do it”
Guided
Instruction
“We do it”
Collaborative
Independent
“You do it
together”
“You do it
alone”
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of
responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
TEACHER RESPONSIBILITY
(none)
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
TEACHER RESPONSIBILITY
Focus Lesson
“I do it”
Guided
Instruction
“We do it”
Collaborative
Independent
“You do it
together”
“You do it
alone”
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of
responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.


Multiple exchanges between students and peers as well as
students and adults
Conversations are centered on grade level texts and topics providing opportunities for students to practice new vocabulary,
especially content-specific vocabulary.


Follow rules for discussion, such as listening to others and
taking turns speaking.
Asking and answering questions to confirm
understanding of key details and seek clarification
Slagle
coffee:
a menu of words
CAFFÈ AMERICANO
CAFFÈ LATTE
CAFFÈ MOCHA
CAPPUCCINO
CARAMEL MACCHIATO
CINNAMON DOLCE LATTE
ESPRESSO
ESPRESSO CON PANNA
ESPRESSO MACCHIATO
PEPPERMINT WHITE CHOCOLATE MOCHA
SKINNY CARAMEL LATTE
SKINNY CINNAMON DOLCE LATTE
SKINNY HAZELNUT LATTE
SKINNY VANILLA LATTE
SYRUP FLAVORED LATTE
VANILLA LATTE
WHITE CHOCOLATE MOCHA
(STARBUCKS, 2008)
TALL▪GRANDE▪VENTI
140˚
160˚
180˚
DRIP
WET
DRY
EXTRA-FOAM
NO FOAM
SPLIT SHOT
SINGLE-SHOT
QUAD-SHOT
KID’S TEMP
coffee please!
Function: Ordering Coffee from a specific
coffee shop
Forms: Tall, Grande, Venti, Skinny, Soy, Wet,
Steamer, Latte, Whip
Fluency: May I please have two grande soy
chai lattes and one skinny vanilla steamer
with no whip.
Slagle, adapted from Focused Approach
coffee please!
FORMS By Levels of English Proficiency
Beginning Level:
(Coffee)
________, please!
Early Intermediate level: Can I have two _______
_________, please? (grande, lattes)
Intermediate level: May I have two _______ ______ _____
please? (grande, chai, lattes)
Proficiency level: May I please have two _____ _____ _____
______?(grande, soy, chai, lattes)
Slagle, adapted from Focused Approach
THINKING
MULTIPLE INTELLIGENCES
LEARNING STYLE
LANGUAGE ACQUISITION
LITERACY DEVELOPMENT
SCHEMA
INTERESTS
READINESS
CA CCSS SKILLS & STRATEGIES
Slagle
creating
conditions
for
collaboration
Enough background knowledge to have
something to say.
Fisher & Frey
A topic of interest.
Fisher & Frey
An authentic reason to interact.
Fisher & Frey
Expectations of and
accountability
for the interaction.
Fisher & Frey
An established
community of
learners that
encourage
&
support
each other.
Fisher & Frey
Understanding
of the task.
Fisher & Frey
Knowledge of
the norms
of interaction.
Fisher & Frey
complex texts & tasks
collaborative conversations
close reading
writing to analyze
writing to argue




Keeping your eyes on the text to read the content
very carefully, paying attention to details
Stresses engaging with a text of sufficient
complexity directly and examining its meaning
thoroughly and methodically, encouraging
students to read and reread deliberately
Requires active thinking and analyzing of the
content to make decisions.
Supports students’ comprehension in
different disciplines


Read the Text-What is the author saying?
Reread the text for a specific purposes


Reread the text multiple times using
comprehension tools to help clarify issues


Collaborative Conversations
Answer Questions
Write about the Reading
Developing Our Capacity
complex text & tasks
What
Whatcould
How
inferences
teaching
these
behaviors
can
behaviors
you make
do& you
beliefs
about
see?
be
the
teacher’s
changed beliefs?
or built upon?
+
collaborative conversations
What
How
Whatinferences
could
teaching
thesebehaviors
can
behaviors
you make
do
& beliefs
you
about
see?
be
the
teacher’s
changedbeliefs?
or built upon?
+
close reading
What
How
Whatinferences
could
teaching
thesebehaviors
can
behaviors
you make
do
& beliefs
you
about
see?
be
the
teacher’s
changedbeliefs?
or built upon?
+
complex texts & tasks
collaborative conversations
close reading
writing to analyze
writing to argue
complex texts & tasks
collaborative conversations
close reading
writing to analyze
writing to argue
-
=
+
Text Types and Purposes
1
Write arguments to support claims
in an analysis of substantive topics
or texts, using valid reasoning and
relevant and sufficient evidence.
Text Types 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.
Text Types and Purposes
3
Write narratives to develop real or
imagined experiences or
events using effective technique,
well-chosen details, and well
structured event sequences.
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.
Production and Distribution of Writing
5
Develop and strengthen writing
as needed by planning, revising,
editing, rewriting, or trying a new
approach.
Production and Distribution of Writing
6
Use technology, including the
internet, to produce and publish
writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7
Conduct short as well as more
sustained research projects based
on focused questions,
demonstrating understanding of
the subject under investigation.
Research to Build and Present Knowledge
8
Gather relevant information from
multiple print and digital
sources, assess the credibility and
accuracy of each source, and
integrate the information while
avoiding plagiarism.
Research to Build and Present Knowledge
9
Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
Range of Writing
10
Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time
frames (a single sitting or a day or
two) for a range of tasks, purposes,
and audiences.
The Common Core State Standards require that the balance of
writing students are asked to do parallel the balance assessed
on the National Assessment of Educational Progress (NAEP):



In elementary school, 30 percent of student writing should
be to argue, 35 percent should be to explain/inform, and 35
percent should be narrative.
In middle school, 35 percent of student writing should be to
write arguments, 35 percent should be to explain/inform,
and 30 percent should be narrative.
In high school, 40 percent of student writing should be to
write arguments, 40 percent should be to explain/inform,
and 20 percent should be 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.
complex texts & tasks
collaborative conversations
close reading
writing to analyze
writing to argue
writing in the common core classroom
7. Conduct short research projects that build
knowledge about a topic.
8. Recall information from experiences or gather
information from print and digital sources; take
brief notes on sources and sort evidence into
provided categories.
9. Begins in Grade 4.
7. Conduct short research projects that build
knowledge through investigation of different
aspects of a topic.
8. Recall relevant information from experiences or
gather relevant information from print and digital
sources; take notes and categorize information,
and provide a list of sources.
9. Draw evidence from literary or informational
texts to support analysis, reflection, and research.
7. Conduct short research projects that use several
sources to build knowledge through investigation
of different aspects of a topic.
8. Recall relevant information from experiences or
gather relevant information from print and digital
sources; summarize or paraphrase information in
notes and finished work, and provide a list of
sources.
9. Draw evidence from literary or informational
texts to support analysis, reflection, and research.
Classroom
Snapshot
complex texts & tasks
collaborative conversations
close reading
writing to analyze
writing to argue
writing in the common classroom
Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create
an organizational structure in which related ideas are grouped to
support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
d. Provide a concluding statement or section related to the
opinion presented.
Write opinion pieces on topics or texts,
supporting a point of view with
reasons.
a. Introduce the topic or text they are writing
about, state an opinion, and create an
organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g.,
because, therefore, since, for example) to
connect opinion and reasons.
d. Provide a concluding statement or section.
Writing to Argue or Persuade
What I Know About Essays that Argue or Persuade
They state a strong opinion.
What I Need To Think About Before Writing
Do I have a strong opinion about a topic or issue?
Writing to Argue or Persuade
What I Know About Essays that Argue or Persuade
They try to get readers to agree with their views.
What I Need To Think About Before Writing
How can I get others to share my views?
Writing to Argue or Persuade
What I Know About Essays that Argue or Persuade
They contain facts and opinions.
What I Need To Think About Before Writing
Do I have enough facts to support my opinions?
Characteristics of Arguing or Persuading Essays
A good arguing or persuading essay . . .
-Influences readers to accept a position or to take action.
-Includes an opening paragraph that gets the reader’s
attention and tells the writer’s position.
-Has middle paragraphs that give reasons and facts that
support the position.
-Includes reasons that are presented in a logical order.
-Has a closing paragraph that summarizes the position or makes a call
to action.
Organization of Arguing or Persuading Essays
Introduction with topic sentence.
What is the writer’s position?
Middle paragraphs with support.
What facts does the writer provide to support opinions?
Conclusion with call to action.
How does the writer restate his or her position?
State your argument.
Example: I am going to
try to convince you
that chocolate is a
healthy snack.
Important people or experts can
make your argument seem more
convincing.
Example: Former U.S.
president Bill Clinton
thinks that junk food
should be taken out of
vending machines.
Facts, numbers, and information
can be very convincing.
Example: A
Snickers bar has
280 calories and 30
grams of sugar.
Getting people to feel happy, sad,
or angry can help your argument.
Example: Your
donation might just
get this puppy off
the street and into
a good home.
If people believe and trust in you,
you’re more likely to persuade
them.
Example: Believe
me! I’ve been
there before. I’m
just like you.
Try to convince your audience that
this issue is so important they must
act now.
Example: This is a
one-time offer. You
can’t get this price
after today.
Using reliable research can help
your argument seem convincing.
Example: A recent
study found that
students who
watch TV during
the week don’t do
as well in school.
COSA, April 2013
john_slagle@mcgraw-hill.com