TLC3 Common Core Daycamp 2014
Session Location, Date, and Trainer Info
TLC3 Common Core Day Camp 2014
Agenda
• 9:00-10:00
• 10:00-12:00
Welcome and CCSS Overview
Text Complexity
• Teaching Channel Video
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•
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•
12:00-12:30
12:30-2:00
2:00-3:00
3:00-4:00
Lunch (BYO)
Informational Reading Skills
Research and Production
Wrap-Up and Q&A
Evaluations and Clock Hours
WLMA_CCSS_overviewoptions_6.6.13
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TLC3 Daycamps:
Brought to you by the Washington State Library,
a Division of the Office of the Secretary of
State with funding from the Institute for
Museum and Library Services (IMLS).
Special thanks to OSPI and WLMA for their support.
Logistics
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•
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Restrooms
Breaks
Questions/Parking Lot
Standing
Clock Partners
Washington’s K-12 Learning Standards Landscape
(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs)
Washington’s
Reading (2005), Writing (2005)
and Math (2008) Standards
Common Core State Standards for
English Language Arts and Mathematics
Adopted July 2011
Assessed 2014-15
Next Generation English Language
Development Standards
(ELA and Math)
Washington’s English Language
Development Standards
(2006-ish)
Under Development:
Drafts Summer 2013
Finals Anticipated in late 2013/Early 2014
Assessment Development (ELPA21):
Beginning 2013-14
Anticipated Operational in 2015-16
Washington’s K-12 Learning Standards Landscape, Continued
(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs)
Washington’s Science Standards
(2009)
Learning Standards/Guidelines in:
Social Studies
The Arts
Health and Fitness
World Languages
Ed Tech
Early Learning and Development, B-Gr.3
Current Standards Continue as WA
Considers the Next Generation Science
Standards (NGSS)
NGSS Final Spring 2013
Adoption may occur in Summer 2013
Assessment of NGSS in
2016-17 or 2017-18.
Current Standards Continue
Intentional connections will be made across
subjects and programs focused on building
literacy skills across content areas
CCSS and NGSS
Washington’s Implementation Timeline & Activities
2011-12
Phase 1: CCSS and NGSS
Exploration
Phase 2: Build Awareness
& Begin Building
Statewide Capacity
Phase 3: Build Statewide
Capacity and Classroom
Transitions
Phase 4: Statewide
Application and
Assessment
Ongoing: Statewide
Coordination and
Collaboration to Support
2012-13
2013-14
2014-15
2015-16 2016-17
WA Standards (GLEs) – Grades K-10
Reading
Communication
(includes Speaking
and Listening)
Writing
Common Core ELA Standards – Grades K-12
Media
&
Tech
Language
Reading
Writing
Speaking and
Listening
ELA Common Core Standards
Shifting to comprehensive literacy
K
1
2
3
4
5
6
7
8
9-10
11-12
Foundational Skills
Reading Literature and Informational Texts
Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts
students read.
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance grades K-5 = 50%* literature; 50%*
informational text


Balance grade 6-8 = 45%* literature; 55%*
informational text
Balance grades 9-12 = 30%* literature; 70%*
informational text
Writing Standards
Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social
studies, and science
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance of writing types, including writing in the
content areas
By grade 4—opinion =30%; information = 35%;
narrative =35%
Balance of writing types, including writing in the content
areas
Grade 8 – argument = 35%; information = 35%; narrative =
30%
Grade 12 – argument = 40%; information = 40%; narrative =
20%
how word choice
contributes to
meaning and tone
(RL.8.4)
be able to cite
textual evidence
(RI.8.1)
Grade 8: compare and contrast the
structure of two or more texts and analyze
how the different structure of each text
contributes to its meaning and style
(RL.8.5)
support the assertions
(arguments) they make
in writing (W.8.1, W.8.9)
The Big Ideas
(CCSS introduction, page 7)
Demonstrate independence
Build strong content knowledge
Respond to varying demands of
audience, task, purpose and discipline
Comprehend as well as
critique
Value evidence
Use technology strategically
and capably
Come to understand other
perspectives and cultures
Shift One:
Building content knowledge through
content-rich nonfiction
• Provides an ideal context for building language, vocabulary,
knowledge, and reasoning.
• Is challenging, complex, and has deep comprehension-building
potential.
• Is an opportunity for students to learn how to engage, interact,
and have “conversations” with the text in ways that prepare
them for the type of experiences they will encounter in college
and careers.
Re-balancing of writing types, modes,
genres, products
Increased quantity of materials and
instructional time devoted to informational text
English Language
Arts
Literature
fiction, drama,
poetry
Literary
Nonfiction
Social Studies, Science,
Technical Subjects
Other informational
Text
Shift Two: Reading, writing, and
speaking grounded in evidence from
text, both literary and informational
Moving from “How do you feel
about what you just read? Do you
like it?”
to
“Identify three examples that let
you know what the author’s
purpose is. Do you agree with
the author?”
MSP v SBAC
MSP Rdg; Gr 5
http://sampleitems.s
marterbalanced.org
Carmen is writing a report about
/itempreview/sbac/
the rules of baseball. Which of
these would be the least helpful
ELA.htm
source of information?
A. A book about how to play baseball
B. An encyclopedia entry for baseball
C. A map to the Baseball Hall of Fame
WLMA_CCSS_overviewoptions_6.6.13
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Shift Three: Regular practice with complex
text and its academic language
• Careful, targeted scaffolding of text complexity
• Focus on appropriately rigorous texts
• Strategic teaching of Tier 2 and Tier 3 vocabulary with
authentic application of new words and terms:
http://d97cooltools.blogspot.com/2012/09/commoncoreunp
ackingacademicvocabulary.html- WATCH ME
Reflect
• At your table, share your understanding of
Tier 1, 2 and 3 vocabulary
• Consider the introduction and the 3 shifts in
the CCSS
• On a post-it note write:
o 2 A-ha’s!
o 1 question that you have
WLMA_CCSS_overviewoptions_6.6.13
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Find your 3 o’clock partner!
• Share your post-it notes
• Share something you read this year
WLMA_CCSS_overviewoptions_6.6.13
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What is “rigorous and complex?”
Best made by
educators employing
their professional
judgment
Text Complexity
The Common Core Standards
Model of Text Complexity
Quantitative Measures
Measures such as:
o
o
o
o
o
o
Word length
Word frequency
Word difficulty
Sentence length
Text length
Text cohesion
Things to consider when thinking of
Quantitative Measures:
• Recommended Grade Band Widths
• Evidence from Reading Indexes
o
o
o
o
o
Lexile
Accelerated Reader
Flesch-Kincaid
Dale-Chall
Coh-Metrix
Comparison of Quantative Tools
http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf
F&P
Guided
Reading
L-U
R-Z
Y+
The band levels themselves have been expanded slightly over the original CCSS
scale that appears in Appendix A at both the top and bottom of each band to
provide for a more modulated climb toward college and career readiness and
offer slightly more overlap between bands. The wider band width allows more
flexibility in the younger grades where students enter school with widely varied
preparation levels. This change was provided in response to feedback received
since publication of the original scale (published in terms of the Lexile® metric) in
Appendix A.
Readability Tool
http://www.readability-score.com/
Lexile.com
Two ways to search:
o Book Title, Author, or ISBN
o Lexile Analyzer for items not found or for
articles and excerpts.
Qualitative Measures
Measures such as:
o
o
o
o
o
Levels of meaning
Levels of purpose
Structure
Organization
Language
conventionality
o Language clarity
o Prior knowledge
demands
Practice
I do, we do, you do
We Do (Small Group)
Using the informational text provided, read
and analyze the text using the Informational
Text Rubric on the tables. Use sticky notes
to tag your responses for each criteria.
We will share our results
You Do (Pairs)
Analyze either the literary or informational text
you brought, referring to the rubrics provided.
Use sticky notes to tag your responses for each
criteria.
We will share our results
31
Reader and Task
• Considerations such as:
o Motivation
o Knowledge and
experience
o Purpose for reading
o Complexity of task
assigned regarding text
o Complexity of questions
asked regarding text
Simplifying Text Complexity
(The Teaching Channel)
• Watch https://www.teachingchannel.org/videos/sim
plifying-text-complexity
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What do we do with this information?
Begin with What You Have
1. Take a text that you have and make your
task more complex.
2. Take a task that is challenging. Now pair it
with simple texts.
3. Compare texts...How can you make a
central tone more complex by comparing
or contrasting?
Reflect
• Find your 6 o’clock partner.
• Share your thoughts about text complexity.
• Enjoy your lunch!
WLMA_CCSS_overviewoptions_6.6.13
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Informational Reading Skills
Informational Text Standards
• Reading for key ideas and details (Anchor
Standards 1-3)
• Reading for craft and structure (Anchor
Standards 4-6)
• Reading to integrate knowledge and ideas
(Anchor Standards 7-9)
"The standards for reading informational texts
share the same grid as all the reading
standards...
When reading informational texts the standards
focus readers on the work of analyzing the
claims texts make, the soundness and
sufficiency of the evidence, and the way a
text's language and craft may reveal points of
view." (Pathways to the Common Core, 75-76)
Literary and/or Informational
•
Literary Non-Fiction Text: conscious and
deliberate choice of the words to please
or enrich, narrative structure
(Biographies, Memoirs, etc.)
•
Informational Text: convey information,
to inform (Textbooks, Manuals, etc.)
Instruction: Informational Text
To meet CCSS, students will need to:
• Read more informational texts
• Read “just right” informational texts
• Engage with appropriate informational texts
• Choose among informational texts
Find your 9 o’clock partner
•
Share what's working well and what
challenges you face
•
Be ready to share out
Implementing the Standards
A Three-Pronged Approach
I. Infuse High-Quality Informational
Text into Content-Area Classes
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Encourage kids to read non-fiction
Consider magazines
Seek out digital sources
Think about how many pages of non-fiction
text is read each day/week--not just time
spent
Have them engage with their reading (write,
discuss, create)
The Teaching Channel
Interacting: Little Notes for Big Discussions
https://www.teachingchannel.org/videos/enhancestudent-note-taking
As a small group, share ways your students interact
with texts.
II. Match Readers and Texts
Consider:
o
Interests
o
Readability
o
Fluency
o
Text Complexity Rubric
o
Move students to more complex text as they grow as
readers
Coded Complexity
Examples: Both eLibrary
and SIRS Discoverer provide
basic reading levels of
articles.
Another interesting source
• Newsela.com
“Intertextual connections”
Lucy Calkins, Pathways to the Common Core
Matching
Readers and
Texts through
Text Sets
Text sets provide students with
many "ways in"
•
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•
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•
•
Levels
Eg. eBins - http://tinyurl.com/n6aqky6
Genres
Perspectives
Types of texts (and images, video, audio)
Types of reading strategies
Encourage intertextual connections,
questioning of assumptions, conversation
• May be physical or digital collections
Text Set Examples and Guidance
Reading and Writing Project:
http://readingandwritingproject.com/resources/booklists-classroom-libraries-and-text-sets-forstudents.html
Begin a text set...
• Work with partner to brainstorm a thematic
unit text set for grade level/content
• Identify an "anchor text" or common reading
(at grade level)
• Generate list of types of texts (see standards
for those "called out“)
• Generate list of angles or perspectives
• Add in specific titles from your catalog,
databases, and websites
Thematic Text Set Example
Theme: _______________________________________________________________________________________
Grade level: _______________________
Subject area: ________________________________
Anchor text/common reading: ____________________________________________________________
Generate ideas based on the following categories:
Types of texts
Angles/diverse perspectives
Titles
Thematic Text Set Example
Theme: Middle Ages, Freedom, Identity
Grade level: 7
Subject area: ELA/SS
Anchor text/common reading: Crispin: The Cross of Lead
Generate ideas based on the following categories:
Types of texts
Angles/diverse perspectives
Map of medieval city
York at the Close of the Middle Ages
(http://theorb.net/encyclop/culture/towns/yorkmap1.
html)
Cathedral. Macauley
Book
Grolier’s Online article
Titles
Bubonic Plague
Author’s perspective
Historical note, Crispin
Speech
Archaic language
John Ball’s speech
Photos, description place
Medieval street – The Shambles
in York
History of York: The Shambles
(http://www.historyofyork.org.uk/themes/
medieval/the-shambles)
III. Engage Readers with Text
•
•
•
•
Close reading
Marking text (annotating)
Highlight with purpose
Sticky Notes
Close Reading and Annotating Text
http://www.engageny.org/resource/close-readingstrategies-with-informational-text-by-expeditionarylearning
Informational Reading Summary
Informational Text Implementation
1. Add more pages, more types, more choice
with this kind of reading
2. Match readers and texts
coded complexity, text sets
3.
Engage readers with text through close
reading strategies
Research and Production
From Scaffolds to Independent Inquiry
Moving from teacher-created scaffolds to
independent student inquiry
•
•
•
Inquiry vs. topical focus
More frequent, shorter opportunities for inquiry
Emphasis on using and citing textual evidence from multiple
sources and determining what the text teaches
•
Practice selecting, evaluating and defending best resources
CCSS addresses research (7
th
grade example)
RI 7.1 Several pieces of text evidence/pull & cite text
7.2 Analyze - what are central ideas in text
RI 7.6 Author's POV or purpose of text - citing sources
W 7.7 Short research project that answers the question
W 7.8 Gathers relevant information using multiple sources
W 7.9 Evidence from text to support/reflect
Shift happens ... and it’s a good thing!
“If there is one overwhelming aspect of CCSS for
reading informational texts, it is that they
move students away from reading to
accumulate information, to reading to discern
ideas and concepts and analyze texts critically
for their reasoning and perspective."
Pathways to
the Common Core (99)
What's in and out...
IN
OUT
1. Daily encounters
with complex texts
1. Leveled texts only
2. Mainly evidenced
based analysis
2. Mainly writing
without sources
3. Emphasis on
reading and rereading
3. Emphasis on prereading
From "Snore to Core"
Old-School (insert topic)
report – before
Old-School report – with
CCSS shift
Topical
Focus on a question – "inquiry"
Discrete facts possibly unrelated to area
Facts that answer a specific question
Low level depth of knowledge
Deeper investigation of question
Easy to plagiarize
Must be cited
Single source
Multiple sources
Long term
Shorter bursts
Teacher assigned
Student driven/increasingly independent
4 Research Revamps
Redesign Concept 1:
Determine inquiry focus
Work with classroom teacher to determine what
question the students will be researching and what
you will be evaluating.
Considerations in creating a learning goal:
Do you want students to perform a task? (Using the
•
•
•
informational process i.e Big Six, compare and contrast, etc.)
Do you want students to demonstrate their ability to
use a learning tool? (ProQuest, graphic organizer, etc.)
Do you want students to develop a skill? (annotating a
bibliography, note taking, etc.)
Re-envision Old-School “State Report”
Let’s move from topic to inquiry practice!
Group activity
Levels of Questioning- using your state as a
focus, have participants develop a level 1, 2
and 3 question on a post it note. Post on big
sheets around room (to be typed up and
posted later)
Levels of Questions
• Level one: I can point to one fact as the right
answer.
• Level two: I combine facts into something new.
• Level three: I use facts to create and support a
subjective conclusion.
Redesign Concept 2:
More frequent, smaller bursts
"Do I have to give up the (insert favorite topic
here) report?"
No...you don't!
Instead, consider what the learning goal and skill
emphasis is ... and think
o
more frequent
o smaller bursts
Topic:
Two questions you have about your topic:
1.
2.
Six facts you discover about your topic:
Fact:
Why is it interesting/important?
Three sentence summary of your topic:
More frequent, smaller burst practice
When and where does the learning take place?
o
completing a notetaking sheet?
o
annotating a bibliography?
o
compiling a list of textual evidence (and
explanation of importance?)
Note-taking Guide: Multi-genre research paper
Citation
Facts
(bullet points, direct quotes, image of
artwork)
Author:
Title of article:
Name of periodical with
volume and issue numbers:
Date of publication:
Pages that you used:
Name of database:
Medium [Web, Print]:
Date of access:
*Add more rows if you need them. Remember, the minimum is three. To score “Advanced,” use
more than three!
Annotating a Citation
Elementary
annotation = summary
Middle School
annotation = how it will be used
High School
annotation = notes credibility/accuracy and
defends why it will be used
Activity
How would you shrink the state/dinosaur report
- and make it a "smaller burst" activity?
Redesign Concept 3:
Using and citing textual evidence from multiple
sources
Shift toward citation early on...every time!
Student must:
"Cite textual evidence as they explain what
the text teaches." (Pathways to the Common
Core)
Not a new skill...but it needs to be practiced
earlier on and have strong vertical alignment
Re-envision the Old-School State
report
Citation practice
Redesign Concept 4:
Practice selecting, evaluating and defending
resource selection
Scaffolds are crucial here- but they can't last
forever!
Practice gradual release of responsibility.
provide all
b. provide some/limited resources
c. provide none/independent research
a.
Redesign Concept 4 - continued
• Insist that students explain why the resource
is best for their question.
• Provide space for students to write and
explain their justification.
• Increase the expectation through the year and
throughout the following years.
Notes Tracker
Source ___________________________ MLA7 Citation ______________________
I found this information . . .
I think this . . .
I wonder . . .
This is a credible and accurate source because: (2-3 sentences)
Common Core State Standards –
Good news for TLs!
•
•
•
Inquiry vs. topical focus
More frequent, shorter opportunities for inquiry
Emphasis on using and citing textual evidence from multiple
sources and determining what the text teaches
•
•
Practice selecting, evaluating and defending best resources
Everyone has a responsibility to make this happen; students,
teachers and teacher-librarians.
LIT + CCSS = Student Achievement
WLMA LIT document
LIT Frameworks
Summing it Up
• Text Complexity (3 pieces)
• Informational Text (3 prongs)
• Research Revamp (4 shifts)
Teacher Librarians ARE the perfect fit to support
the ELA Common Core implementation
•What are you taking back with you?
•What is the first thing you’ll do with this new
information?
Contacts
Trainer 1
Trainer 2
Moodle
http://moodle2.ospi.k12.wa.us/course/view.php
?id=104
Additional Resources:
http://wlma.org/CCSS
http://www.k12.wa.us/Corestandards/default.aspx
Use Twitter #tlc3 and #CCSS
Evaluations
Please fill out the evaluation online , then collect
the signed clock hour form.
https://docs.google.com/forms/d/10SBHimhOE
mtkI56yoUfvY3WsLHqyDqQeVH1VlSdsbPg/vie
wform
More Resources
Chris Gustafon’s eBins
http://tinyurl.com/n6aqky6
CoreStandards.org recommendations for publishers:
http://www.corestandards.org/assets/Publishers_Criteria_for_312.pdf
Annenberg Learner:
http://www.learner.org/workshops/tml/workshop4/teaching.html \
Texts and Lessons for Content Area Reading resource book
http://www.heinemann.com/products/E03087.aspx