READING COMMON CORE
ENGLISH LANGUAGE ARTS
MODULE 1
AUGUST 22, 2012
Catchin’ Waves
Outcomes
Participants will…

receive an update on new resources

review the Common Core Reading Standards

participate in a close reading activity

work in grade level groups to identify the
impact of the Common Core on instruction and
student growth
Writing Instruction
On Demand
Writing
Prompts
Requirements
Instructional
Model
for
LA folders
Writing
On Demand Writing Prompt Assessments
Materials
3 Grade specific
prompts per year
Rubrics and
prompts will be
available online
Administration
of Assessments
Suggested timeline
given 3 times a year
Given in a 45 minute
timeframe
Scoring
Suggested to score
together as a team
Writing Assessment
Record and On
Demand writing
samples should be
kept in ELA folders.
These prompts will replace the current writing
checklist and the writing samples!!
End of Year Language Arts Folders
 Please have the following artifacts in each student’s
folder before passing to the next grade.





Intermediate Reading Profile checklist
Most Recent F and P Benchmark Assessments required for
BGL students
F and P Benchmark Assessment Summary Forms required for
BGL students
Writing Assessment Record
Writing Prompt Assessments (labeled with student’s name,
date, and identified purpose: W1 Opinion , W2
Informative/Explanatory, or W3 Narrative)
Intermediate Reading Assessments
 There have been minor additions to the current
passages to allow for more in-depth questions.
 Some questions have been reworded to allow for
close reading and text dependent responses.
 The Assessment Map includes the grade specific
CCSS and sample instructional considerations.
Intermediate Reading Profile Sheet
Continues to…
And now…
 help identify students’
 aligns with the CCSS
reading behaviors
 document individual
reading progress
 provide articulation
information
 is grade specific
 is one single page
How is it going?
Value Line
Are you…
WALKING
JOGGING
RUNNING
with understanding the Common Core
Standards?
ELA Common Core
Writing
Reading
Speaking and
Listening
Language
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.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
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.
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.
6. Assess how point of view or purpose shapes the
content and style of a text.
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.1
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.
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.
Range of Reading and Level of Text
Complexity
10. Read and comprehend complex literary and
informational texts independently and proficiently.
Reading Standards
Reading Literature
Reading Informational
Foundational Reading
Key ideas and details
(Standards 1,2,3)
Key Ideas and details
(Standards 1,2,3)
• Print Concepts (Grade
K-1)
Craft and Structure
(Standards 4,5,6)
Craft and Structure
(Standards 4,5,6)
• Phonological
Awareness (Grade K-1)
Integration of
Knowledge and Ideas
(Standards 7,8,9)
Integration of Knowledge
and Ideas (Standards
7,8,9)
• Phonics and Word
Recognition
(Grade K-5 Standard
3)
Range of Reading and
Level of text complexity
(Standard 10)
Range of Reading and
Level of text complexity
(Standard 10)
• Fluency
(Grade K-5 Standard
4)
9
8
7
what the text says
6
5
4
3
2
Standard 1o: Read and comprehend
complex literary and informational text
Standards 4, 5, 6
Craft and
Structure
Standard 1: Read closely to determine
Ladder to Success
Standards 7,8, 9
Integration of
Knowledge and
Ideas
Standards 2 & 3
Key ideas and
Details
Instructional Shifts Called for by the Common Core
BUILDING
KNOWLEDGE
THROUGH CONTENTRICH NON-FICTION
• 50% Informational Text /50% Literary Texts
• Students read domain-specific texts independently to
acquire content knowledge
READING, WRITING,
AND SPEAKING
GROUNDED IN
EVIDENCE FROM THE
TEXT
• Teachers facilitate rich and rigorous conversations
that stay deeply connected to the text
• Students make evidentiary arguments both in
conversation and writing
• Students respond in writing to texts they have read using
evidence to inform or make an argument
REGULAR PRACTICE
WITH COMPLEX TEXT
• Staircase of text complexity over grade levels
• Teachers create more time for close and careful
reading of complex texts with scaffolding as
needed
• Focus on building general academic vocabulary that
students will encounter across the disciplines
How does this fit with the shifts?
Reflection
 When was the last time you were
challenged by a text?
 What did you do to handle or
manage working within your
frustration?
What is Close Reading?
 Close, analytic reading stresses engaging with text of
sufficient complexity directly and examining its meaning
thoroughly and methodically, encouraging students to read
and reread deliberately. Directing student attention on the
text itself empowers students to understand the central ideas
and key supporting details. It also enables students to
reflect on the meanings of individual words and sentences;
the order in which sentences unfold; and the development of
ideas over the course of the text, which ultimately leads
students to arrive at an understanding of the text as a whole.
Close, analytic reading entails the careful gathering of
observations about a text and careful consideration about
what those observations taken together add up to –from the
smallest linguistic matters to larger issues of overall PARCC
understanding and judgment.
What is Close Reading?
 Close, analytic reading stresses engaging with text of
sufficient complexity directly and examining its meaning
thoroughly and methodically, encouraging students to read
and reread deliberately. Directing student attention on the
text itself empowers students to understand the central ideas
and key supporting details. It also enables students to
reflect on the meanings of individual words and sentences;
the order in which sentences unfold; and the development of
ideas over the course of the text, which ultimately leads
students to arrive at an understanding of the text as a whole.
Close, analytic reading entails the careful gathering of
observations about a text and careful consideration about
what those observations taken together add up to –from the
smallest linguistic matters to larger issues of overall PARCC
understanding and judgment.
Douglas Fisher
 Close Reading and the Common Core State
Standards
How would you describe
Close reading ? How would
you define it?
Is close reading part of
addressing the Common
Core State Standards?
Example of Elevator Conversation
A close reading is a careful and
purposeful reading and rereading
of a text. It’s an encounter with the
text where students really focus on
what the author had to say, what
the author’s purpose was, what the
words mean, and what the
structure of the text tells us.
Close reading requires that
students actually think and
understand what they are reading.
Read Closely to…
 Engage with a text directly
 Learn about language and rhetorical techniques
 Examine its meaning thoroughly and methodically
 Use texts of grade-level appropriate complexity
 Explore a specific theme or pattern within a text
 Focus reading on the particular words, phrases,
sentences, and paragraphs of the author
 Read and re-read deliberately
Try and Apply
Listen to Invictus, a short poem written by
English poet William Ernest Henley in
1875.
Invictus
Listen to Invictus, a short
poem written by English poet
William Ernest Henley in
1875.
Invictus
 How would you
describe the character
of the narrator? What
evidence in the poem
supports your
description?
 Identify the mood of
this poem. What
words or phrases are
used to convey the
mood?
 Silently read Invictus and
be prepared to discuss the
following questions
Out of the night that covers me,
Invictus, meaning
Black as the pit from pole to pole,
"unconquerable" or
I thank whatever gods may be
"undefeated" in Latin. The
For my unconquerable soul.
poem was written while
In the fell clutch of circumstance
Henley was in the hospital
I have not winced nor cried aloud.
being treated for
Under the bludgeonings of chance
tuberculosis of the bone. He
My head is bloody, but unbowed.
had had the disease since he
Beyond this place of wrath and tears
was very young, and his foot
Looms but the Horror of the shade,
had been amputated shortly
And yet the menace of the years
before he wrote the poem.
Finds and shall find me unafraid.
This poem is about courage
It matters not how strait the gate,
in the face of death, and
How charged with punishments the scroll, holding on to one's own
I am the master of my fate:
dignity despite the
I am the captain of my soul.
indignities life places before
us.
Writing TO Source
 In Invictus, what is the meaning of I
am the master of my fate: I am the
captain of my soul?
Instructional Practices
What did you notice? What strategies or activities did we
use in this close reading activity to successfully
comprehend this text?
•Multimedia
•Definition of Close Reading
•Video of Douglas Fisher
•Audio of Invictus
•Universal Design of Learning
•Group discussion
•Independent practice
•Different types of text
Link to UDL: http://www.udlcenter.org/aboutudl/whatisudl
Placemat Group Work
1. What is the impact of the Reading Common
Core Standards on our instructional practices?
2. What will we need to do less of so there is
more time to devote to close reading?
Plan for Yearly Modules for Reading
Dates
Topics
August 22, 2012
Common Core Reading Overview
October 9, 10, 12, 2012
Text Dependent Questions & Answers~ Close Reading
December 11, 12, 13, 2012
Academic Vocabulary
February 5, 6, 7, 2013
Text Complexity
May 7, 8, 9, 2013
Analytic Reading~ Writing to Source
Timeline 2012-2013
Prekindergarten
Mathematics
ELA
Implement
(Content & Practices)
Awareness of Writing &
Reading
K
Implement Writing &
Awareness of Reading
1
2
3
4
5
Awareness (Content)
Implement Writing &
Reading
Timeline 2013-2014
Mathematics
ELA
Implement
(Content &
Practices)
Implement
(Writing, Reading,
Language,
Listening &
Speaking)
Content
Prekindergarten
K
1
2
3
Pilot Social Studies
4
Pilot Social Studies
and Science
5
Pilot Social Studies
and Science
Transition Wiki
https://transitiontocommoncore.wikispaces.hcpss.org/

MSDE materials
Common Core Standards
 Maryland Common Core Curriculum Frameworks
 Assessment Information


HCPSS materials
Transition Information
 Educators Effectiveness Academy

Reaching the Top
With your
guidance,
students will
reach the
highest heights.
Thank you for your attention.
We will see you in October.