Implementing Common Core:
A Focus on Early Literacy
Module- 2
Book Study: Rigorous Reading
Presenters:
LaRae Blomquist, Susie Lapachet,
and Patty Tong
October, December 2014
Debrief Module 1
As a result of the
ELD/ELA training
in September,
what steps (if
any) did you take
or do you plan to
take at your site?
Outcomes
“Own” reading standards
Understand “text complexity”
Discuss self-selected topics from
Rigorous Reading, chapter 1
Connecting the Dots
Just giving students complex text
doesn’t mean they will read and
understand it. At other times, we’ve
scaffolded so much that we
removed the need for students to
read altogether…Neither of these
approaches met the intended goal
of getting student to read complex
texts.
--Rigorous Reading
(p. 2)
Connecting the Dots
To ensure that students actually do learn to read
complex texts, teachers have to scaffold instruction
and know when to transfer the cognitive and
metacognitive responsibility to students.
--Rigorous Reading
(p. 2)
Instructional Implication: In order for
teachers to scaffold instruction, they
must know how to analyze a text for its
complexity.
Connecting the Dots
Analyzing text
complexity
Understanding of
ELA standards
What are College and Career
Readiness Anchor Standards?
• Define “College and Career Readiness” (CCR)
– Ready for “13th” grade
– Military, work, college…no remediation necessary
• Standards were backwards mapped to
determine K-12 specific standards
Examining CCR Anchor Standards
Please take
out the
College and
Career
Readiness
anchor
standards
handout.
Reading Standards:
4 Distinctive Categories
Key Ideas and Details
“WHAT” is said
Standards 1-3
Craft and Structure
“HOW” it is said
Standards 4-6
Integration of Knowledge and Ideas Comparison—2
or more
Standards 7-9
Range of Reading and Level of Text Complexity
Standard 10
9
Examining the Anchor Standards
• Use center
column of
grade-specific
handout to
record the
intent of the
CCR
standards.
“I do” Think Aloud…CCR #1
CCSS.ELA-Literacy.CCRA.R.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.
“I do” Think Aloud…CCR #1
Reading comp.;
cite text evidence
“We do”…CCR #2
CCSS.ELA-Literacy.CCRA.R.2 Determine central
ideas or themes of a text and analyze their
development; summarize the key supporting
details and ideas.
“We do”…CCR #2
Theme/central ideas;
summarize
“You do”…CCR #3
CCSS.ELA-Literacy.CCRA.R.3 Analyze how and
why individuals, events, or ideas develop and
interact over the course of a text.
“You do”…CCR #3
Development
ideas, people,
events
Compare CCR intent to Grade-Specific
Standards
Discuss:
• How does the grade-specific standard fit into
the CCR standard outcome?
• How would you explain to a new teacher the
specific parallels between RL and RI
standards?
• Which standard(s) are more difficult to teach?
Why?
Craft and Structure: #4-#6
Vocabulary; word
choice; figurative
language
Text structure;
part-to-whole
• j
Author’s point of
view; purpose
Compare CCR intent to Grade-Specific
Standards
Discuss:
• How does the grade-specific standard fit into
the CCR standard outcome?
• Which standard(s) are more difficult to teach?
Why?
Integration of Knowledge & Ideas:
#7-#9
Text to graphics;
multi-media
Author’s
argument
Compare topics
from multiple
sources
Compare CCR intent to Grade-Specific
Standards
Discuss:
• How does the grade-specific standard fit into
the CCR standard outcome?
• Which standard(s) are more difficult to teach?
Why?
How do First Grade Standards work
with K-3 Standards?
K-3 Standards Sort
Reinforcing Content Knowledge
As site curriculum leaders, it’s imperative that all
teachers have deep understanding of the
standards.
Yes…even to the point of having them
memorized.
What are College and Career
Readiness Anchor Standards?
• Define “College and Career Readiness” (CCR)
– Ready for “13th” grade
– Military, work, college…no remediation necessary
• Standards were backwards mapped to
determine K-12 specific standards
Reading Standards:
4 Distinctive Categories
Key Ideas and Details
“WHAT” is said
Standards 1-3
Craft and Structure
“HOW” it is said
Standards 4-6
Integration of Knowledge and Ideas Comparison—2
or more
Standards 7-9
Range of Reading and Level of Text Complexity
Standard 10
25
From Standards to Text Complexity
CCSS
Instruction
Activating Prior Knowledge
Please write your current definition of “text
complexity” on the index card.
Recording Thinking – Graphic
Organizer
Use graphic organizer to record
thinking. (NOTE: this might be an
activity that is used with staff
that would not require the
purchase of RR.)
CCSS Definition of Text Complexity
“Text complexity” has 3 components.
CCSS Definition of Text Complexity
Word length/frequency, sentence length, text
cohesion —measured by computer (e.g. lexile)
4th-5th: 740-1010L
CCSS Definition of Text Complexity
•
•
•
•
Levels of meaning
Knowledge demands
Language convention and clarity
Structure
CCSS Definition of Text Complexity
Who is sitting
in front of you?
Consider a student’s
motivation,
knowledge,
experience;
difficulty of task—
Examining a 2nd Source
Page “9”
represents the
circular graphic
info.
Debrief: Think-Pair-Share
• What were salient points that you gleaned
from the video?
• How could/should the information about
teachers analyzing a text for its complexity
affect decisions at your site? (e.g., novel
choices, teaching points)
Connecting Quantitative Factors to
Standards
RL/RI 4; L5; L6-word
choice
L 1 – grammar
L 3 – sentence structure
L 6 – academic language
Connecting Quantitative Factors to
Standards
Levels of Meaning:
RL 2 – theme
RI 2 – central ideas
RL/RI 4; L 5 – figurative
lang.
RI 6 – author’s purpose
Connecting Quantitative Factors to
Standards
Structure:
RL/RI 5– text structure
RL 6 – narration/POV
RI 5 – text features
(previous grades)
RL/RI 7 – graphics
Connecting Quantitative Factors to
Standards
Lang. Convention/Clarity:
RL/RI 4 – word choice
L 3b – dialects/registers
L 5 – figurative language
L 6 – academic lang.
Connecting Quantitative Factors to
Standards
Knowledge Demands:
RI 3 – development/
relationship of ideas
RL/RI 4; L 6 – vocabulary;
word choice
Examining a 3rd Source
• Reread the text
complexity
excerpt (pp. 712).
• Record additional
info on the
graphic organizer.
• Discuss salient
points with table
group.
Examining a 3rd Source
• Discuss insights
• Revise index card
Looking for Teaching Points Using Text
Complexity
Team Discussion “Read Aloud”
What are teachable
aspects of the text?
460L
970L
440L
Reading-Foundational Skills
1. Print Concepts
2. Phonological Awareness
3. Phonics and Word Recognition
4. Fluency
From Text Complexity to
Rigorous Reading Book Club
CCSS
Instruction
Book Club Style
 Review the contents of chapter
one that have not yet been
discussed.
 Formulate a question that you
would like to discuss with your
table (e.g., How do Fisher and Frey
address the teaching of
comprehension skills compared to
the Open Court approach? What
should we message to our
teachers?)
Whole-Group Debrief
What salient book club discussion points would
someone like to share with the group?
Reminder…
EL Walk-Through
Form
• Next K-6 admin
module focuses
on examining
student data
• Collect
observational
data prior to
Module 3 (Oct.
24 or Dec. 3)
Reflection – Feedback Form
Since your
feedback helps
drive our
professional
learning decisionmaking, we
appreciate your
reflective
comments!