1. Sector Literacy Investigations Fall 2013S

2. Learning GoalOur goal as professional educators is to engage in deep and on-going conversations that build our collective understanding of the Iowa Core Standardsin order to make instructional decisions. 3. Success Criteria I can confidently navigate the Iowa Core EnglishLanguage Arts Standards document I can explain the structure of the English/LanguageArts section to a colleague I can explain how grade level standards contributeto the College and Career Readiness of students. I can consider implications for teaching and studentlearning 4. What are the Iowa Core Standards?The vision for the Iowa Core is to ensure the success of each and every student by providing a world-class curriculum. The Iowa Core is designed to improve achievement of all students, preparing them for the world of work and lifelong learning. It identifies the essential content and instruction of critical content areas that all students must experience. Iowa Department of Education website, 2011 5. Common Core At 30,000 Feet 6. What skills do students need to be able to read and write successfully? Investigation #1Choose and read one of the student reading or writing passages (p. 144 appendix B) or (p. 70 appendix C). 7. Surprising Statistics 2008-2009: 1.5 million students in remediation % of students not prepared for college level work: 33% reading 47% social science 58% algebra 72% biology Only 23% of college students do not 8. A college and career ready student should be able to 1. Demonstrate independence. 1. Builds strong content knowledge. 1. Responds to the varying demands of audience, 9. 4. Comprehends as well as critiques 5. Values evidence 6. Uses technology and digital media strategically and capably 7. Comes to understand other perspectives and 10. Why are ELA standards good for teachers? They provide studentlearning standards for every grade level They ensure a commonlanguage for educators They provide a strong andcommon basis for assessment 11. Navigating the document p. 2-3 of the participant book Scavenger Hunt 12. Overall ELA Structure Readin gK-5 6-12 ELA 6-12 Literacy in History/Social Studies, Science & Technical SubjectsLanguageELAAppendix A Appendix B Appendix CSpeaking & ListeningWriting 13. ELA Standards Elements Informational Text StandardsReading Foundational SkillsReadingStandard 10 Range & Text ComplexityLanguage Standards Conventions of Standard English Knowledge of Language Vocabulary Acquisition & UseLanguag eListening & Speaking Standards Comprehension & Collaboration Presentation of Knowledge & IdeasELA Speaking & ListeningWritingWriting Standards Text Types & Purposes Production & Distribution of Writing Research to Build and Present Knowledge Range of Writing 14. CCR DescriptionELA StrandCCR StandardsCCR CCR Categories Standards StandardsNote 15. Key design features Key ideas in each area: College and Career Readiness (CCR) & Grade specific standards Grade Levels and Grade Bands Focus on Results rather than Means Integrated Model of Literacy Research and Media Blended Shared Responsibility 16. Lets look at the coreAs a Learner As a Student Wide lens view 17. As a learner with your group Read the Standards linearly Read the Standards vertically following one grade band Discuss your findings. Observations? 18. As a learner with your group Read the Standards linearly Read the Standards vertically following one grade band Discuss with your findings. Observations? Patterns? 19. As a Student What kind of instruction would I need to have in order to meet these standards? What am I doing in my classroom that aligns?What are some things I may need to adjust or change? What potential impact will this have in my classroom? 20. Wide Lense View 21. 21st Century Learner 22. Depth of Knowledge 23. Investigation #2What do the categories help you understand about what students will be required to do as readers? p. 4 of your packet 24. ReadingELA 25. Standards in Reading LiteratureInformational Text 26. Investigation #3What are the progressions of sophistication in reading literature? p. 5-6 of your packet 27. Reading Literature Spiral With prompting and support, ask and answer questions about key details in a text. (RL.K.1) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RL.8.1.) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RL.11-12.1.) 28. Reading for Informational Text Spiral With prompting and support, ask and answer questions about key details in a text. (RI.K.1)Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RI.4.1) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RI.8-1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RI.11-12.1.) 29. Three key changes highlighted within the ELA CCSS:1. Building knowledge though content rich non-fiction. 2. Reading, writing, and speaking from evidencegrounded in literary and informational texts. 3. Regular practice with complex texts and itsacademic language. 30. Emphasis on non-fictionThe CCSS emphasizes a 50:50 balance of informational texts and literary texts at the elementary level and 70:30 at the secondary level. 31. Introducing Text Complexity 32. Why do we need to be concerned with text complexity? Investigation #5p. 8 of your packet 33. Choosing Appropriate Texts Please turn to Appendix A, p. 11-16, and look at the samples.Factors for text selection: complexity, quality and rangeThe text exemplars provided on the CCSS list in Appendix B are Examples only Not required reading 34. What are the 3 elements of text complexity Investigation #6p. 9 of your packet 35. Click on Common Core, choose a grade levelUsername: kaea202 Password: kaea01 36. Foundational Skills (K-5) Concepts of printAlphabeti c principlePhonics & word recognitionFluency 37. Foundational Skills (K-5)The point is to teach students what they need to learn and not what they already know-to discern when particular children or activities warrant more or less attention. (Iowa Core, K-5 Reading Foundational Skills, p. 19) 38. How do the foundational reading skills fit in? Investigation #7p. 10 of your packet 39. ELAWriting 40. CCR Anchor Standards for Writing Categories Text Types & Purposes Production & Distribution of Writing Research to Build & Present Knowledge Range of Writing 41. What do you learn from the CCR pages for writing? Investigation #8p. 11 of your packet 42. How do the standards address text types? Investigation #9p. 12 of your packet 43. ELA Speaking & Listening 44. Speaking and Listening Standards Comprehension and CollaborationPresentation of Knowledge and Ideas 45. Investigation #10How do speaking and listening standards impact classroom practices? p. 13 of your packet 46. LanguageELA 47. Standards for Language Conventions ofStandard English Knowledge ofLanguage VocabularyAcquisition and Use 48. Investigation #11What big ideas do I notice about the language standards? p. 14 of your packet 49. Investigation #12Whats this Language Progressive all about?p. 15 of your packet 50. What does College and Career Readiness mean? Readin gLanguageELA Speaking & ListeningWriting