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http://pugetsoundesdccss-ela.wikispaces.com/

Common Core State Standards Overview August 2011| 2

Common Core State Standards• Define the knowledge

and skills students need for college and career

• Developed voluntarily and cooperatively by states; more than 40 states have adopted

• Provide clear, consistent standards in English language arts/Literacy and mathematics Source: www.corestandards.org

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Washington’s Common Core Implementation Timeline

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: Awareness and Understanding, Alignment, and Adoption

Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials

Phase 3: Classroom Transitions

Phase 4: Statewide Implementation through the Assessment System


Statewide Transition and Implementation Supports National Resources – ongoing

Content-specific implementation support plans and resources: underway to help guide districts' smooth transition to CCSS. Statewide professional development at each grade level will be coordinated by partners across the state.

CCSS “Toolkit” for Implementation Support Samples of meeting/presentation protocols

that can be used with different groups and audiences


A Balanced Assessment System

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students leave

high school college

and career ready

Teachers and schools have

information and tools they need

to improve teaching and

learning Interim assessments Flexible, open,

used for actionable feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for

formative assessment

practicesto improve instruction

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Smarter Balanced Assessment Consortium (SBAC) Timeline


Important Websites

CCSS: http://www.corestandards.org/

Smarter Balanced Assessment Consortium:http://www.SmarterBalanced.org/

OSPI:http://www.k12.wa.us/CoreStandards/Transition.aspx

http://www.corestandards.org/

http://www.SmarterBalanced.org/

http://www.k12.wa.us/CoreStandards/Transition.aspx

http://www.k12.wa.us/CoreStandards/Transition.aspx

Text Complexity

Defining Rigor through Research and the Common Core Standards

http://pugetsoundesdccss-ela.wikispaces.com



Outcomes for today

Define text complexity and describe why it matters

Practice reading complex text and using text-based evidence in discussion

Evaluate text complexity of a non-fiction passage

Identify implications for our work as school and district leaders


ELA / Literacy: The 6 Major Shifts

Balance of Literary and Informational Texts

Literacy in the Content Areas

Increased Complexity of Text

Text-based Questions and Answers

Writing Using Evidence

Academic Vocabulary

October 2011

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The ELA Document Structure

• K-5

– Reading

• Foundational Skills

– Writing

– Speaking and

Listening

– Language

6-12

Reading

Writing

Speaking and Listening

Language

Literacy in History/Social

Studies, Science, and

Technical SubjectsAppendices A, B, C

Introduction

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Specifically, within reading standard #10:

Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.

Progression of Reading Standard 10: Appendix A, page 10

Text Complexity

Why does text complexity matter?

Read Appendix A, pages 2, 3 and

top half of 4

Identify a passage that you feel has implications for your work

Identify a back up passage

Three Levels of Text Protocol

1. Form a group of three people

2. Identify a time keeper and a facilitator

3. One person has up to three minutes to: read the passage tell about what he/she thinks about the passage tell about what implications for his/her work

4. The group responds for up to two minutes

Reflect the process

Refer to the anchor standards, what were

the Reading and Speaking/Listening

standards that were addressed during this

activity?

Overview of Text Complexity

Text complexity is defined by:

Qua

litat

ive

2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

Where do we find texts in the appropriate text complexity band?

Choose an excerpt of text from Appendix B:

We could...

or…

Use available resources to determine the text complexity of other materials on our own.

A Four-step Process:

Determining Text Complexity

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QuantitativeQ

ualit

ativ

e

Reader and Task

4. Recommend placement in the appropriate text complexity band.

3. Reflect upon the reader and

task considerations.

2. Analyze the qualitative measures of the text.

1. Determine the quantitative measures of the text.

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Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 1: Quantitative Measures


Lexiles

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The Quantitative Measures Ranges for Text Complexity

Gr. Band Old Lexile Lexile Range Aligned to the CC

Standards

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


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Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using the Lexile text measures.

For illustrative purposes, let’s choose Harper Lee’s 1960 novel To Kill a Mockingbird.

http://en.wikipedia.org/wiki/File:Mockingbirdfirst.JPG

Finding a Lexile Measure for Text: http://www.lexile.com/findabook/


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http://www.lexile.com/findabook/

http://www.lexile.com/findabook/


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Text Complexity Grade Bands

Suggested Lexile Range

Suggested ATOS Book Level Range**

K-1 100L – 500L* 1.0 – 2.5

2-3 450L – 790L 2.0 – 4.0

4-5 770L – 980L 3.0 – 5.7

6-8 955L – 1155L 4.0 – 8.0

9-10 1080L – 1305L 4.6 – 10.0

11-CCR 1215L – 1355L 4.8 – 12.0

Quantitative Measures Ranges for Text Complexity Grade Bands

Kansas Common Core Standards

* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.

** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf


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Lexile Text Measure:

ATOS Book Level

870L

5.6



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For texts not in the Lexile database, consider using the Lexile Analyzer: http://www.lexile.com/analyzer/

• Registration is required (free)

• Allows user to receive an “estimated” Lexile score

• Accommodates texts up to 1000 words in length

• Texts of any length can be evaluated using the Professional Lexile Analyzer

http://www.lexile.com/analyzer/

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Step 2: Qualitative Measures

Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language

conventionality• Language clarity• Prior knowledge

demands



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The Qualitative Measures Rubrics for Literary and Informational Text:

Partner Share

How do the demands for text complexity increase from low to high?


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Lexile Text Measure:

ATOS Book Level:

870L

5.6

From examining the quantitative measures, we knew:

But after reflecting upon the qualitative measures, we believed:


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Considerations such as:• Motivation• Knowledge and

experience• Purpose for reading• Complexity of task

assigned regarding text

• Complexity of questions asked regarding text

Step 3:Reader and Task Considerations

Step 3:Reader andTask Considerations

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The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom.

Step 4: Recommended Placement

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Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is….



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In this instance, Appendix Bconfirms our evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band.


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Template for Text Complexity Analysis and Recommended

Placement Form:

Evaluate a text

Using the Surface Tension selection from the Foss Water Unit, evaluate the text complexity.

Use the four-step process to make a placement recommendation

What level is this text?

Lexile




A Letter From Birmingham

As you watch the video, write down quotes from David Coleman that support the claim that the CCSS call for a different approach to instruction.

http://usny.nysed.gov/videos/engageny/closereading-letterfrombirminghamjail.mp4

l

Table Talk

Share the quotes from David Coleman that support the claim that the CCSS call for a different approach to instruction.

What questions did this video generate for you?

What do you agree with? What do you disagree with?

Implications

What are some implications for your school or district as you consider the levels of text complexity called for in the Common Core Standards?

How will you share the your new learnings about Common Core back to your building or district?

Research Base

ACT, INC. Report (2006)

Common Core State Standards (2010)

National Reading Panel Report (2000)

Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy Grades K-2 and Grades 3-12 (2011)

RAND Report: Reading for Understanding: Toward an R&D Program in Reading Comprehension (Snow, 2002)

Reading in the Disciplines: The Challenge of Adolescent Literacy (Lee & Spratley, 2010)

One Word

As you think about the ELA Common Core Standards, what is the first word that comes to mind?

Wrap Up

1. Exit Ticket

2. Feedback Form

3. Clock Hours


Balance of Literary and Informational Texts

Literature includes•Stories•Drama•Poetry

Informational Text includes•Literary Nonfiction

• Personal essays• Speeches• Opinion pieces• Biographies• Memoirs

Grade Level Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

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Literacy in the Content Areas

•At K-5• Emphasis on literary experiences in content specific domains

• Instruction in science and history/social studies

•Grades 6-12• Teaching content specific literacy• Reading is critical in building knowledge in content areas

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Text-based Questions and Answers

Rich discussions dependent on common text

Focus on connection to text Develop habits for making evidence based

arguments in discussion and writing

October 2011

49


Writing Using Evidence

Students compose arguments and opinions, informative/explanatory pieces, and narrative texts

Focus on the use of reason and evidence to substantiate an argument or claim

Emphasize ability to conduct research – short projects and sustained inquiry

Students incorporate technology as they create, refine, and collaborate on writing

October 201150


Balance of Writing Text Types

Grade Level To Persuade (Argumentative)

To Explain (Informative)

To Convey Experience (Narrative)

4 30% 35% 35% 8 35% 35% 30%

12 40% 40% 20%

• In grades K-5, the term opinion refers to persuasive writing

• Argumentative is a form of persuasion but brings in evidence from both sides of the issue.

• Narrative strategies are important component to developing both argumentative and explanatory writing

• Technology will be used to create, refine and collaborate writing October 2011

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Academic Vocabulary

Vocabulary to access grade-level, complex

texts

Vocabulary that crosses content Focus on pivotal, commonly found words, such

as consequently, generation

October 2011

52


Increased Complexity of Texts

Staircase of complexity

Each grade level, step of growth

More time for close and careful reading Appropriate and necessary scaffolding and

supports for students reading below grade level

October 2011

53

wiki

Documents

state resources

statewide implementation

consistent standards

statewide transition

useful resources

statewide capacity

ccss toolkit

social studies standards