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Deeper Understanding of theDeeper Understanding of theELA Common Core ELA Common Core

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Digging Deeper into the ELA Common Core State Standards

August 9, 2011

Prepared by: Maryann D. Wiggs

Today’s SessionsToday’s Sessions

1. Session One2. Session Two3. Session Three4. Session Four5. Action Planning

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Session DocumentsSession Documents

• Access the Common Core State Standards and appendices at www.corestandards.orgappendices at www.corestandards.org

• Illustrations and Activities Packet titled: “Digging Deeper into the ELA Common Core State Standards.”

• Pages #2 - #22



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Critical Priorities Addressed Within PARCC 8/3/11

1. Comprehending complex texts

2. Analyzing sources in writingy g g

3. Conducting and reporting on research

4. Speaking and listening

Student Engagement with Complex Text and Collaboration

1. Collaboration through the lens of the speaking and listening standards.

2. Engagement through the lens of close reading of text.

3. Strategies to facilitate text-based discussions.

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Foundational Skill Set



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Complex Text Defined:

Complex test is typified by a combination of longer sentences acombination of longer sentences, a higher proportion of less-frequent words, and a greater number and

variety of words with multiple meanings.

Text Complexity ModelText Complexity ModelDimension

• Qualitative (meaning or purpose, structure, language conventionality, knowledge demands).

The Three-Part Model

• Quantitative (word length or frequency, sentence length –measured by computer software).

• Reader and Task Considerations (motivation, knowledge, experiences, preferences)

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Sustained Exposure:Sustained Exposure:Building StaminaBuilding Stamina

Appendix A Level of Text Complexity Matters

Levels of Meaning or Purpose

Structure

Language Conventionality and Clarity

Knowledge Demands: Life Experiences

Cultural/Literacy Knowledge

Content/Discipline Knowledge

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Th L it d P iThe Longitude Prize

Learning Activity

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“The Longitude Prize”Purpose

The single, relatively clear purpose of the text (not fully apparent in the o e e ( o u y appa e eexcerpt but signaled by the title) is to recount the discovery of the concept of longitude.

“The Longitude Prize”Structure

• Moderately complex and subtle in structure.

• Appears at first glance to be aAppears, at first glance, to be a conventional narrative structure.

• Author uses narrative elements to illustrate historical and technical points (e.g., The Litchfield, Greek and Roman sailors, Christopher Columbus).



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“The Longitude Prize”Language Conventionality and Clarity

• Literal and relatively clear language

• Use of numerous archaic, domain-specific and otherwise unfamiliar terms e gand otherwise unfamiliar terms, e.g., “…came to grief…” “dead-reckoning” “astrolabe” “Phoenicians” “angular height”

• The excerpt cites primary historical sources embedded within narrative elements.

“The Longitude Prize”Knowledge Demands

• Relatively little prior knowledge regarding seafaring and navigation is needed.

U f l t h di th t tUseful to comprehending the text:

• Some general sense of concepts of latitude and longitude

• The nature of sailing ships

• Historical circumstances that promoted exploration and trade.

What Does it Mean to Read Closely?

• Sustained reading of complex text.

• Examining its meaning thoroughly and g ymethodically.

• Focusing on particular words, phrases, sentences, and paragraphs.

• Reading and re-reading deliberately.



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The Common Core State Standards “cause” collaboration.

SL.CCR.1 SL.CCR.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse

partners, building on others’ ideas and expressing their own clearly and persuasivelyexpressing their own clearly and persuasively.

.

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The Formative Assessment Process

“Learning progressions provide guidance to teachers regarding what to assess and when to assess it as part of the formative assessment process.”

- Margaret Heritage (2008)

1. Eliciting Evidence

2. Feedback to Students

3. Involvement of Students

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Conversation Bingo

RI.8.8

DELINEATE and EVALUATE the argument d ifi l i i t t ASSESSINGand specific claims in a text, ASSESSING

whether the reasoning is sound and the evidence is relevant and sufficient; RECOGNIZE when irrelevant evidence is introduced.

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Prepared Writing Frames

RL.8.4DETERMINE the meaning of words and phrases as they are used in a text, including figurative and connotativeincluding figurative and connotative meanings; ANALYZE the impact of specific word choices on meaning and tone, including analogies or allusions to other text.

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Introducing Group Work

RL.7.7COMPARE and CONTRAST a written story, drama, or poem to its audio, filmed, staged,

lti di i ANALYZING thor multimedia version, ANALYZING the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

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Speaking and Listening

Learning Activity

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21st and 22nd Century Literacy Actions

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Analyzing“Shorter, challenging texts provide opportunities for students to read and re-read deliberately and slowly to probe and ponder theprobe and ponder the meanings of individual words, the order in which sentences unfold, and the development of ideas over the course of the text.

Publisher’s Criteria for the CCSS in ELA Grades 3 – 12 (2011)

AnalyzingRI.4.7 Student Task:

Students interpret the visual chart that accompanies Steve Otfinoski’s The Kid’saccompanies Steve Otfinoski s The Kid s Guide to Money; Earning It, Saving It, Spending It, Growing It, Sharing It and explain how the information found within it contributes to an understanding of how to create a budget.

CCSSI (2010) Appendix B

Applying

“A substantial amount of classroom time must focus on students and teachers practicing reading writingpracticing reading, writing, speaking, and listening in direct response to high-quality text.”

Publisher’s Criteria for the CCSS in ELA Grades 3 – 12, (2011)



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ApplyingRH.11-12.7 Student Task:

Students integrate the information provided by Mary C. Daly, vice president at the Federal Reserve Bank of San Francisco, with the data presented visually in the FedViews report, in their analysis of these sources of information presented in diverse formats, students frame and address a question or solve a problemraised by their evaluation of the evidence.


Creating

SL.2.5

CREATE audio recordings of stories or ADD d i th i lpoems; ADD drawings or other visual

displays to stories or recounts of experiences when appropriate to CLARIFY ideas, thoughts, and feelings.

Evaluating

RI.11-12.8 Student Task

Students delineate and evaluate the t th t Th P i k iargument that Thomas Paine makes in

Common Sense. They assess the reasoning present in this analysis, including the premises and purposes of the essay.



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Exploring

“While engaging in short (one week - at least quarterly) and sustained q y)research, several texts will be read to explore a topic to develop expertise in one area.”


Exploring

W.5.7

CONDUCT short research projects that use l t b ild k l d th hseveral sources to build knowledge through

INVESTIGATION of different aspects of a topic.

Inferring

“Students must demonstrate that they are able to follow the details of what is explicitly stated and are able to make nontrivial inferencesto make nontrivial inferences beyond what is explicitly stated in the text to what logically follows from the evidence in the text.”




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Inferring

RI.5.1 Student Task:

Students quote accurately and explicitly f L li H ll’ “S i E t E ” tfrom Leslie Hall’s “Seeing Eye to Eye” to explain statements they make and ideas they infer regarding sight and light.


Judging

“Reading well means gaining maximum insight or knowledge from each source. Student knowledge drawn from the text is demonstrated when the student uses evidence from the text to support a claim about the text.”


Judging

RL.11-12.7 Student Task:

Students compare two or more recorded or live productions of Arthur Miller’s Death of a Salesman to the written text, evaluating howSalesman to the written text, evaluating how each version interprets the source text and debating which aspects of the enacted interpretations of the play best capture a particular character, scene, or theme.




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Monitoring

“Students can and should make connections between texts, but this activity must not supersede the close examination of eachthe close examination of each specific text. Productive connections and comparisons should bring students back to careful reading of specific texts.”


Monitoring


Students explain how the main idea that Li l h d “ f ” i R llLincoln had “many faces” in Russell Freedman’s Lincoln: A Photoblography is supported by key details in the text.


Questioning


Student’s read Aliki’s description of A Medieval Feast and demonstrate their understanding of all that goes into suchunderstanding of all that goes into such an event by asking questions pertaining to who, what, where, when, why, and howsuch a meal happens and by answering using key details.

CCSSI, (2010) Appendix B



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Synthesizing

“Students are required to synthesize multiple sources to present careful analysis wellcareful analysis, well-defended claims, and clear information through their writing.”


Synthesizing

RI.K.9

With prompting and support, IDENTIFYb i i il iti i d diffbasic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Understanding

“Overtime, through supportive discussion, interaction, and reflection, students will learn to internalize the purpose of reading strategies in pursuit of the ultimate goal: helping them understand what they have read."




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Text-Interaction Strategies

• Interactive Read Aloud

• Reader’s Theater

Di iti l

• Debate

• Socratic Seminars

• Diacritical Notebook

• Literature Circles

• Cubing –Questioning

• Cornell Notes

• Interacting with Text

• Argumentation

Three Instructional Strategies to Facilitate Text-Based Discussions

1. S.O.A.P.S. Analysis

2 St d t L d R i l T hi2. Student-Led Reciprocal Teaching

3. Structured Academic Controversy

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Instructional Strategy Jigsaw

Learning Activity

Pages: 15 - 17



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.

If (students) never practice digging the big ideas out of texts themselves and always have teachers doing it for them, how can they ever achieve literary and intellectual independence?

Daniels (1994)

Contact InformationContact Information

Questions and DiscussionQuestions and Discussion

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