building knowledge by balancing literary and informational texts california common core state...
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Building Knowledge by Balancing Literary and informational Texts
California Common Core State Standards For English Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects
Collaborative ConversationObjective: Describe the relationship between at least two of these data points (RI3)
1) Interrogate this textRecord at least two comments
2) Write Back To MeExchange papers with a thinking partner, respond to your partner’s thinking, Swap back
3) Partner Talk: How is your point of view
similar/ different from your partner’s? (RI6, SL1)
Sentence Starters:• Our points of view were similar in that we both ______ (noted/perceived/agreed) that _____. • Our points of view (differed/diverged) because __________________________.
3
Age 3 Vocabulary Experience
Low Socio-economic…. 525 wordsHigh Socio-economic….1,116 words
D.A. Sousa, “How the brain learns to read”
Over 70% of CA 4th-12th
grade students are NP writers
NAEP, CA, 2008
RankStandardized
Tests %
Independent Reading
90th 60 min/day
50th 15 min/day
Prior knowledge impacts test results by 81%
(Dochy, Segers & Buehl, 1999).
The 2010 (NAEP)
Civics Proficiency
Grade 4… 27%Grade 12… 24%
70% of writing in K-12 does not require
reading from text.ASCD, Sandra Alberti; CCSS, May 2, 2012
NAEP G4Reading
ComprehensionPercentile
2011Vocabulary
Score
15th 35%
75th 50%
2011 Nation’s Report Card
46% of CA grade 4 students read for fun almost daily
http://nationsreportcard.gov/reading_2011/context_2.asp
294,000 Students Across 49 States Want More!
Regular social learning exchangesUn–tethered learning
Digitally–rich, real outcomesSpeak-Up 2010: 30,000 K-12 schools, 50 States
2011 National Association of Educational Progress Student Survey
Classroom Literature Discussions
47% ….. once a week11% ….. never or hardly ever
Connect & Comment
4
College and Career Success
Objectives
• We will explore the “Key Shifts” of the CCSS
• We will examine the definition and role of Informational text as delineated in the CCSS
• We will review some pre-reading strategies to demonstrate how an analysis of text structures and text features, both traditional & digital, aides the comprehension of informational text
STANDARDS FORENGLISH LANGUAGE ARTS
&LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS
www.corestandards.org
Don’t start by looking at each tree – each standard…
Look at the BIG picture – the whole forest!
Shifts…
Instructional Shifts in the Common Core State Standardshttp://engageny.org/resource/common-core-shifts
Balancing Informational & Literary Texts
Grades K-5“Students read a true balance of informational & literary Texts”
50% Informational (Increased through reading in science & social studies)
50% Literature
Grades 6-855% Informational 45% LiteratureGrades 9-1270% Informational30% Literature
Knowledge in the Disciplines 6-12Students build knowledge about the world (content areas) through TEXTS. Content area teachers teach the literacy skills of their discipline through instructional strategies.
What is Informational Text?
Common Core State Standards K-5 Informational texts include biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics written for a broad audience.Common Core State Standards 6-12 Informational texts/literary nonfiction include the subgenres of exposition, argument, and functional text in the form of personal essays; speeches; opinion pieces; essays about art or literature; biographies; memoirs; journalism; and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience.
Understanding the Genre Balance P-5
Reading/Writing Connections
Why the Focus on Informational Text?
• Harder for students to comprehend informational text than narrative text
• Much of our knowledge base comes from info text• Academic vocabulary comes largely from info text• Makes up 80% of the required reading in college/
workplace• Yet students currently read 7-15% of it in
elementary and middle school
Team Brainstorm What can your team do to put more of a focus on informational text? What are some specific examples? K-5 ResourcesWhich informational selections are currently taught? Which are not?Are the main selections of HM enough to address the required balance? Is there a variety of informational text structures (expository and narrative)?6-8 ELAWhich informational selections in Pearson are strong examples of literary non-fiction? Which selections are examples of argumentation? What additional resources do you have at your site? 6-8 Social Studies/ScienceIdentify chapters/lessons/resources where the author(s) present an argument that can be analyzed. Which text structures occur most frequently in your text?
What Makes Informational Text Informational Text?
Structures and Features “Text structures and features define the
organization and elements within the text. The organization and elements refer to the way ideas are arranged and connected to one another. Features refer to visual and structural elements that support and enhance the reader’s ability to understand the text.”
National Assessment Governing Board (2011)Reading Framework for the 2009 National Assessment of Educational Progress
19
Organized in four key areas:1. Key Ideas and Details2. Craft and Structure3. Integration of Knowledge and Ideas4. Range of Reading and Level of Text
Complexity
CCR Standards for Reading
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.
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.
CCR Standards for Reading
Organizational Text Structures
• Description• Cause/Effect• Problem/Solution• Definition• Classification• Chronological• Compare/Contrast
Text structure refers to the ways that authors organize and connect information in text.
Resourceshttp://www.scboces.org/Page/683
Text www.austinschools.org/.../la/.../LA_res_TxtStruc_ORS_Module.pdf
Text Features of a Website- Quiz (fill in the blanks)
_____________: Short for uniform resource locator. It is the address of a World Wide Web page. Depending on who created the website, it can have special three letter endings which may tell you something about the point of view of the website:• .com (commercial)• .edu (educational)• .gov (government)• .mil (millitary)• .org (non-profit
organization)
___________: The opening page of a web site. This is kind of like the “cover” of the website combined with the “preface.” It gives a general overview of the contents.
_________________: The links and information at the bottom of a webpage. This is usually where you will find information about the organization or person who made the website and how to contact them.
________________: Clickable pictures, buttons or text which will take you to another part of the website or to a related website. Links are like headings, subheadings and bold print. They help direct you to the information you are searching for.
__________: Small pictures that represent objects or programs. Usually they are hyperlinks.
Text Features of a Website Quiz (page 2)_______________: The top bar of the website. It’s purpose is often to promote the company or organization who created the website. It should tell you right away if you landed at the right place.
______________: A menu of topics, similar to a table of contents. It is a list of subheadings that are linked to other parts of the website where you will find additional information.
_______________: A box where you can type in terms to search for them on the website. It is usually in the upper right corner.
________________:A list across the top part of the webpage where the larger general categories are listed. These are somewhat like chapter headings in a text.
______________: This is a more specific menu that appears when you click on a topic in the main menu bar. It gives the subheadings for that section of the website. Each item on the dropdown menu is linked to another part of the website.
_______________: This is the center area of the website where most of the information will appear. Often it contains the main text or graphics on the topic. Sometimes it contains more headings and subheadings that are hyperlinked to additional text.
Text Features of a Website
URL: Short for uniform resource locator. It is the address of a World Wide Web page. Depending on who created the website, it can have special three letter endings which may tell you something about the point of view of the website:• .com (commercial)• .edu (educational)• .gov (government)• .mil (millitary)• .org (non-profit
organization)
Home Page: The opening page of a web site. This is kind of like the “cover” of the website combined with the “preface.” It gives a general overview of the contents.
Footer: The links and information at the bottom of a webpage. This is usually where you will find information about the organization or person who made the website and how to contact them.
Hyperlinks: Clickable pictures, buttons or text which will take you to another part of the website or to a related website. Links are like headings, subheadings and bold print. They help direct you to the information you are searching for.
Icons: Small pictures that represent objects or programs. Usually they are hyperlinks.
Text Features of a WebsiteHeader: The top bar of the website. It’s purpose is often to promote the company or organization who created the website. It should tell you right away if you landed at the right place.
Sidebar Menu: A menu of topics, similar to a table of contents. It is a list of subheadings that are linked to other parts of the website where you will find additional information
Search box: A box where you can type in terms to search for them on the website. It is usually in the upper right corner.
Menu bar: A list across the top part of the webpage where the larger general categories are listed. These are somewhat like chapter headings in a text.
Dropdown Menu: This is a more specific menu that appears when you click on a topic in the main menu bar. It gives the subheadings for that section of the website. Each item on the dropdown menu is linked to another part of the website.
Body of the website: This is the center area of the website where most of the information will appear. Often it contains the main text or graphics on the topic. Sometimes it contains more headings and subheadings that are hyperlinked to additional text.
A Text Structure/Text Feature Pre-reading Strategy to Support Comprehension – The Topic Survey
Titles, subtitles, headings, subheadings
Organization: MI/detail, Cause/Effect, Compare/Contrast, Sequence/Chronological, Parts to whole
Pictures and illustrations, charts, graphs, images
Cornerstone words: captions, highlights, bold/italicized words, clever or curious words
TO
P/IC
Green Flags / Red Flags
ELA / Literacy
Mathematics
GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION The Common Core State Standards for ELA/Literacy
GREEN FLAGS: We’ll KNOW the CCSS for ELA / Literacy are being implemented when…
RED FLAGS: We should NOT see the following:
Building Knowledge by Balancing Informational and Literary Texts Scientific and historical texts are given the same time and weight as
literary text. Informational text in elementary comprise 50% of text used in ELA,
science, social studies and the arts; in the middle school, informational text comprise 55%; in high school, informational text comprise at least 70%.
Informational texts are selected to help students deepen their understanding of topics and themes over time.
Literature is the sole or vast majority of text used in ELA classes.
All or majority of text is narrative in structure.
Texts do not logically develop learning about a specific topic or theme.
Content Area Literacy 6-12 All content area teachers explicitly teach reading and writing strategies
essential to learning and communicating in their discipline. Students are asked questions that give them the opportunity to share
evidence from text. Activities strengthen students’ listening skills as well as their speaking
skills. Students write frequently about what they are reading and learning,
drawing from evidence in the text. Reading and writing strategies are presented consistently across all
content areas. Multiple texts, presented in diverse formats, are used to integrate
information on a given topic. Primary sources of information are used widely.
Teachers present the information in the text rather than expecting students to read for understanding.
Text is used as a reference rather than a source of information.
No connection between the reading and writing assignment.
No instruction is provided in reading or writing strategies appropriate to the content area.
A single text is used for all reading assignments.
Regular Practice with Complex Text All students encounter and are engaged with the same, grade-
appropriate, high-quality text. Appropriate scaffolding is provided to help students understand
complex text, based on their individual needs, building toward the goal of independent reading.
Reading strategies are embedded in the activity of reading rather than as a separate body of material.
Students are required to think critically about the text. Instruction is often centered on multiple close readings in order to
develop deep understanding. Teachers are aware of resources and know how to identify and evaluate
the complexity of text in their content areas. Students read complex texts from a wide variety of text structures
(narrative, cause and effect, compare and contrast, etc.)
Students always receive different levels of text based on their reading ability.
No instruction is provided for reading strategies to approach complex text.
Students are given a summary of the text prior to reading it.
No support is provided for students who read below grade level.
Majority of text uses a single text structure.
GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION
The Common Core State Standards for Mathematics GREEN FLAGS: We’ll KNOW the CCSS for Math are being implemented when…
RED FLAGS: We should NOT see the following:
Focus The content of instruction focuses on the identified standards for the
grade level, with emphasis placed on the priority standards for the grade level.
Teachers select text(s) and resources for instruction based on the standards to be taught and assessed.
Students are challenged to learn the content of mathematics at the level of rigor defined by the CCSS for their grade level.
Students are engaged with topics and activities unrelated to the concepts and procedures identified in the standards for their grade level.
Content and skills not in the CCSS are taught to “get students ready” for the next grade level or for middle school or high school.
Coherence Standards are taught and assessed in ways that maintain their
connection to the cluster and domain in which they appear in the CCSS. Teachers use understanding of learning progressions presented from
grade to grade in the CCSS to monitor students’ progress, to provide scaffolding to support student learning, and to extend learning beyond grade level content, where appropriate.
Concepts and skills advance and deepen over time, within and across grades.
Students transfer knowledge and skills across concepts and within and across domains and learning progressions.
Major topics are linked within grades.
“Crosswalks” of the CCSS are aligned grade by grade with the existing/former state standards.
Scope and sequence documents or curriculum maps replicate the table of contents of an existing mathematics textbook.
Standards are “broken apart” for instruction.
Rigor In major topics, students pursue the following four aspects of
mathematics with equal intensity: -- conceptual understanding, -- procedural skill, -- fluency, and -- application.
Students engage in authentic, real-life practice of skills and make use of those skills through extended application of math concepts.
Students develop deep conceptual understanding of the math concepts identified in the CCSS and are assessed to determine the extent to which they have attained the desired learning.
Students receive feedback about the concepts and skills they have learned and about their next steps.
Paper and pencil assessments are used predominantly.
Worksheets and workbooks are used extensively.
Students are rarely or never assessed formatively.
GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION Building Knowledge by Balancing Informational and Literary
Texts
Green Flags: We’ll know the CCSS is in implementation when……..
Red Flags: We should not see…
Scientific and historical texts are given the same time and weight as literary text.
Informational text in elementary comprise 50% of text used in ELA, science, social studies and the arts; in the middle school, informational text comprise 55%; in high school, informational text comprise at least 70%.
Informational texts are selected to help students deepen their understanding of topics and themes over time.
Literature is the sole or vast majority of text used in ELA classes.
All or majority of text is narrative in structure.
Texts do not logically develop learning about a specific topic or theme.
GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION Content Area Literacy Grades 6-12
Green Flags: We’ll know the CCSS is in implementation when……..
Red Flags: We should not see…
All content area teachers explicitly teach reading and writing strategies essential to learning and communicating in their discipline.
Students are asked questions that give them the opportunity to share evidence from text.
Activities strengthen students listening skills as well as their speaking skills.
Students write frequently about what they are reading and learning, drawing from evidence in the text.
Reading and writing strategies are presented consistently across all content areas.
Multiple texts, presented in diverse formats, are used to integrate information on a given topic.
Primary sources of information are used widely.
Teachers present the information in the text rather than expecting students to read for understanding.
Text is used as a reference rather than a source of information.
No connection between the reading and writing assignment.
No instruction is provided in reading or writing strategies appropriate to the content area.
A single text is used for all reading assignments.
