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Making Sense of the Appendices
2010 Arizona English Language Arts Standards
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Appendices
Appendix A:
Articulates the research that supports the need for increased text complexity K-12.
Appendix B:
Applies understanding of text complexity to identify grade level text samples and corresponding performance tasks.
Appendix C:
Identifies exemplars of student writing.
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Appendix AResearch Supporting
Key Elements of the StandardsGlossary of Key Terms
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Appendix A: The Big Picture
“Take a walk” through Appendix A
First Thoughts?Usefulness?Surprises?
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5 Source: Appendix A
Activity 1What is text complexity?
Jigsaw
Assign a section to each member at your table to read and share your responses.Share findings with entire group.
Respond to the Questions:
What does the research tell us about the need for increased text complexity?What is the rationale?
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A teacher, new to your campus, keeps hearing this term“text complexity.” She asks you to explain the meaning and its relevance to her as a classroom teacher.
What might you tell her?1.Think2.Write 3.Share
What is Text Complexity?
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Text Complexity GradeBand in the Standards
Old Lexile Ranges Lexile Ranges Alignedto
CCR Expectations
K–1 N/A N/A
2–3 450–725 450–790
4–5 645–845 770–980
6–8 860–1010 955–1155
9–10 960–1115 1080–1305
11–CCR 1070–1220 1215–1355
Figure 3: Text Complexity Grade Bands and Associated Lexile Ranges (In Lexiles)
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Text Collection 50th Percentile
Education (11-12) 1130L
Workplace 1260L
Community College 1295L
University 1395L
How well do you have to read for college and careers?
Williamson, G. L. (2008). A Text Readability Continuum for Postsecondary Readiness. Journal of Advanced Academics, 19(4), 602-632.
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Appendix BText Exemplars
Sample Performance Tasks
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Appendix B
Goal:
Apply understanding of Text Complexity to identify grade level samples of text complexity.
Questions to Consider:
Does my reading program have the appropriate level of text complexity? How would I know?
What are examples of appropriate text complexity for specific grade levels?
What type of professional development would teachers need to use the information presented in the Appendices?
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Background-- Appendix B: Text Exemplars and Sample Performance Tasks
Exemplars are useful guideposts.
Complexity
Quality
Range
Source: Appendix B
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Sample Performance Tasks
• Text exemplars are supplemented by brief performance tasks.
• Tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality, and range.
Source: Appendix B
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Using the Table of Contents for Appendix B, highlight titles currently being used in your grade level.
Identify titles that have been moved from your level to another grade. What “Aha’s” and “Uh-oh’s” did you observe?
Activity 2: Touring the Titles
13 Source: Appendix B
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Appendix C
Samples of Student Writing
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Samples of Student Writing
Writing samples:
Demonstrate the lowest level of quality required to meet the Writing standards for that grade level
15Appendix C
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Read through the student writing samples from your grade level.
Discuss how the annotated writing samples might be used by leadership and classroom teachers. (Annotations refer back to the standards)
Activity 3: Take a Peek!
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Resources
Common Core State Standards:
www.ade.az.gov/standards/commoncorestandards/default.asp
Center for K-12 Assessment & Performance Management at ETS Assessment Article
www.k12center.org
Achieve-Information about PARCC
www.achieve.org/
Surveys of Enacted Curriculum
http://seconline.wceruw.org/Reference/K12Taxonomy08.pdf
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3-2-1 Summary Handout
Write: 3 Things you have learned2 Things you still have questions about1 Thing you can work on right away
Stack your TTL at the center of your tables
Bring your Alignment Document and Grade Level Standards
See You Tomorrow!!!! (Guest Speaker Sarah Baird at 8:30 am)
Our Wiki: http://pcrsc2010elacommoncorestandards.wikispaces.com
Closure: Ticket to Leave
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