Common Core English Language Arts: Day 2

Yesterday’s Big Ideas

The anchor standards articulate a progression from K‒12.

Yesterday’s Big Ideas

Speaking and listening is a necessary component of literacy learning.

Yesterday’s Big Ideas

Close reading fosters deep comprehension.

Yesterday’s Big Ideas

Speaking and listening overlay the reading and writing standards.

“Writing floats on a sea of talk.”

—James Britton

To acquire a new language, you

must use it, not merely listen to others

using it.

Talk

Academic language is a new

language. Treat your students as

language learners.

Anchor Standards

in Language

Conventions of Standard English

Conventions of Standard English

Demonstrate command of the conventions

of standard English grammar and usagewhen writing or speaking.

Demonstrate command of the conventionsof standard English—capitalization,

punctuation, and spelling—when writing.

Knowledge of Language

Apply knowledge of language to understand

how language functions in different

contexts, to make effective choices for

meaning or style, and to comprehend

more fully when reading or listening.

Begins Grade 3

Examine and discuss

the language

progressions in

chapter 4.

What are your

observations?

• One writes a sentence, given a word and conditions about the placement of the word.

• It forces attention to grammar and word meaning.

• Student examples are used for editing.

Generative Sentences

“Volcanoes” in the 4th Position

“Volcanoes” in the 4th Position

Try These . . .

Word Position Length

cell 3rd > 6

because 1st < 10

constitution last = 10

Expanding a Generative Sentence

Vocabulary Use and Acquisition

• Determine the meaning of unknown and

multiple meaning words and phrases by using context

clues, analyzing meaningful word parts, and consulting

general and specialized reference materials.

• Demonstrate understanding of figurative language,

word relationships, and nuances in word meaning.

• Acquire and use a range of general academic and

domain-specific words and phrases, and

independently gather vocabulary knowledge when

considering a word or phrase.

Look Inside the Word:

Morphology

• Affixes

• Root words

• Derivations

• Cognates for English

learners

• Beware of false cognates!

(embarrassed/embarazada)

Look Outside the Word:

Context

• Definition/explanation

• Restatement/synonym

• Contrast/antonym

• Inference/general context

• Punctuation

Look Outside the Word:

Resources

• Peer resources from

productive group work

• Dictionaries

• Bookmarked Internet

resources

• Phone a Friend, dictionary

use on doc camera (model

how you use these)

Alphabet Vocabulary Chart

A–B C–D E–F G–H

I–J K–L M–N O–P

Q–R S–T U–V–W X–Y–Z

Alphabet Vocabulary Chart

A–B C–D

crater

E–F G–H

I–J K–L

lava

M–N

magma

O–P

Q–R S–T U–V–W

volcano

X–Y–Z

Alphabet Vocabulary Chart

A–B

ash

C–D

crater

cinder cone

E–F

flow

G–H

I–J K–L

lava

M–N

magma

magnitude

O–P

Q–R

Rim of Fire

S–T

shield volcano

tremor

U–V–W

volcano

vent

volcanologist

X–Y–Z

Alphabet Vocabulary Chart

A–B

ash

active

balsat

C–D

crater

cinder cone

caldera

E-–F

flow

eruption

extrusion

G–H

geothermal

harmonic

tremor

I–J

intrusion

K–L

lava

lahar

M–N

magma

magnitude

mantle

O–P

obsidian

pahoehoe

pillow lava

Q–R

Rim of Fire

S–T

shield volcano

Tremor

U–V–W

volcano

vent

Volcanologist

X–Y–Z

xenoliths

• What is our current level

of knowledge about this standard?

• How can we increase our expertise?

• How will we measure our growth?

Discussion

Examine Language Standards

4–6 in Your Grade Band

Writing

Who Are the Writers in Your Class?

Text Types and Purposes

• Write arguments to support claims and

analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient

evidence.

• Write informative texts to convey complex ideas

through effective selection, organization, and

analysis of content.

• Write narratives using effective technique,

well-chosen details, and event sequences.

Explanatory

Opinion/Argument

Narrative

32

Grade Persuade Explain Convey

Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

NAEP Alignment in Writing

(National Governors Association, 2010, p. 5)

GIST Summary Writing

• Shorter than the original piece

• Paraphrases the author’s words

• Focuses on the main ideas only

(Cunningham, 1982)

Writing lessons on how to survive an

avalanche, wrestle an alligator, and survive

when your parachute fails

(Frey, Fisher, & Hernandez, 2003)

Opinion Writing

(K–5)

Contains elements

of more formal

argumentation.

Not just a claim, but

also an explanation that

justifies (reasons).

Argumentation

(6–12)

• To change a reader’s

point of view

• To bring about action

on the reader’s part

• To accept the writer’s

explanation or

evaluation

Argument is not

synonymous with

persuasion, which

is also used in

advertisement and

propaganda.

Ethos (writer’s credibility)

Pathos (emotional appeal)

Logos (logical reasoning)

PersuasionThree out of five

dentists

recommend …

ArgumentComparative studies

of gum chewers and

non-chewers

by Smith (1985)

found …

Formal Argument Writing

• Claim: the assertion

• Qualifications: if there are circumstances

where the claim would not apply

• Evidence: sources and facts that support

the claim

• Warrant: how evidence supports the claim

• Backing: cultural or historical supports for the

warrant

• Counterarguments: acknowledgement of

opposing claim (Toulmin, 1958)

Claim: I have the right to hold and use the remote control to

the TV as I see fit.

Qualifications: When a parent or grandparent is in the room,

they have the right of possession of the remote control.

Evidence: I consider the opinions of others in the room before

I change the channel. I have never lost the remote control.

Warrant: My track record of courtesy and responsibility

supports my claim that I should have the right to the remote

control.

Backing: There is a tradition of granting more responsibility

and privilege to the oldest child.

Counterarguments: When I am not watching TV, I do not

have the right to possess the remote control, and I do not

expect it.

Opinion

Stations Display a statement:

Students move to a spot in

the room that corresponds to

their beliefs.

• Students discuss in their

corner or spot and then to

the whole class.

• Sentence frames are

posted in each corner.

Strongly

Agree

DisagreeStrongly

Disagree

Agree

California police can

fine distracted drivers

up to $1000, even

those eating and

applying makeup.

Let’s Try It . . .

Choosing a Claim

• What would a police officer say?

• An ACLU lawyer?

• An insurance agent?

• A driver who has been the victim of

such an accident?

• A driver who has done this for years

without incident?

Use the discussion

web in your handouts

and work with a

partner to identify

arguments in favor of

and against this law.

• Evidence:

Henry Louis Gates, Jr. was arrested at his own home.

Link

A person's color can be misused and become racial profiling.

• There are limits to tolerance.

Claim

• Evidence: Crimes against children are historically not tolerated by society.

Link

Prosecution, retribution, and alienation by community.

Armando’s graphic organizer for his essay

on an individual’s limits to tolerance

Look at Writing Standard 1

for Opinion and Argument

• What is the essence of this standard?

• What teacher actions facilitate this

standard in practice?

• Formative assessment: What evidence

will we accept that students are learning

this standard?

Production and Distribution of Writing

Produce clear and coherent writing in which the

development, organization, and style are appropriate

to task, purpose, and audience.

Develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new

approach.

Use technology, including the Internet, to

produce and publish writing and to interact and

collaborate with others.

Use Models of Good Writing

Models offer a

pattern or form

to scaffold

writing using

existing text.

Students insert

original writing.

Basic Writing Frame

Although I already knew that ________, I

have learned some new facts about

_____. For example, I learned that

_______. I also learned that ______.

Another fact I learned _______. The most

interesting thing I learned was______ .

If I Were in Charge of the World

Original

If I were in charge of the world

I'd cancel oatmeal,

Monday mornings,

allergy shots,

and also Sara Steinberg.

Edgar’s

If I were in charge of

the world

I’d cancel posers,

police raids,

country music,

and also bras.

—Viorst , If I Were in Charge of the World and Other Worries:

Poems for Children and Their Parents (1981)

.

I am from books.

From Coca-Cola and ramen noodle soup,

I am from the chair by the computer.

I am from the palm tree, and algae from the sea.

I am from trips to Texas and high blood pressure,

From Timothy, Timothy, and Timothy.

I am from the Always Right and metalheads.

From do your work and Obey Your Elders

(even if they didn’t do it themselves).

I am from kosher and Shabbos, but only when I’m with my family.

I am from Guam with the blood of Scots and Russians,

Chicken and caviar,

From the places and things my family did to escape the

Iron Curtain, the stories of concentration camps, and Vietnam.

I am an amalgamation of all I’ve heard, seen felt, and read.

“Where I’m

From”

Conduct short as well as more sustained

research projects based on focused questions,

demonstrating understanding of the subject under

investigation.

Gather relevant information from multiple print and

digital sources, assess the credibility and

accuracy of each source, and integrate the

information while avoiding plagiarism.

Draw evidence from literary or informational texts

to support analysis, reflection, and research.

Proper Citation of Other

People’s Words and Ideas

• Direct quotes with proper citations

• Summarizing and paraphrasing

• Copyright and fair use

• Modeling these in your own materials

Unintentional Plagiarism

“But the author says

it better than I ever could!”

“Left-click” method

of paraphrasing

Where are intersections between:

• Writing and reading standards?

• Speaking and listening standards?

• Language standards?

Use specific examples.

Discussion

Range of Writing

Write routinely over extended time

frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of

tasks, purposes, and audiences.

Teams

Discussion

Use the “Implementing a

CCSS-ELA Transition

Plan” in your handouts.

Discuss the guiding

questions with your table

colleagues, and take

notes.

1. What are strengths

of the current plan?

2. What are areas

for improvement?

3. What should appear

on the needs assessment?

4. Who are the stakeholders?

5. What PD is needed?

6. How will you garner public

support?

7. What possible barriers do

you anticipate?

8. How will the plan be

evaluated?

Response to Instruction

and Intervention (RTI2)

Tier 1:

70‒80%

Tier 2:

15‒25% Tier 3:

5‒10%

Manipulate variables …

For too many learners …

Tier 1:

5‒10%

Tier 2:

15‒25%

Tier 3:

70‒80%

For too many learners …

Tier 1:

5‒10%

Tier 2:

15‒25%

Tier 3:

70‒80%

Tiers 2 and 3 intervention are not

Band-Aids …

…for ineffective Tier 1 instruction.

Mistakes to Avoid

• Believing that it’s

“someone else’s job.”

• Assuming that RTI can

address every concern.

• Ignoring Tier 1, and instead building

Tier 2 and Tier 3 interventions.

• Putting practices into place,

then failing to check on them.

• Implement gradual

release of responsibility

instructional framework.

• Increase collaborative

conversations.

• Use competency-based

grading to identify

students who struggle

academically.

Tier 1: Quality Core Instruction

Red Flags for Tier 1

• Less than 70% of the school

is at or near grade level.

• There is too much

whole-group instruction.

• There is no evidence of

flexible grouping.

• Students are blamed for

failure.

• Saying, “This is how I’ve

always done it.”

Tier 2:

15‒25%

What could Tier 2

look like?

Tier 2

• Tutorials

• Academic recovery

• Lunch bunch

• Progress monitoring and

assessments

Schedule intervention

to supplement, not

supplant core instruction.

Manipulate

the Variables

Access to

Expertise

Group Size

Red Flags for Tier 2

When …

• It replaces instead of

supplements instruction.

• It is disconnected from

curriculum.

• No mechanism for

communication between

professionals.

• It is used as a Band-Aid to

fix other schoolwide woes.

Tier 3:

5‒10%

What could

Tier 3 look like?

What Does Tier 3 Look Like?

• Program

– Intensive intervention

• Grouping

– Individuals

• Assessment

– 1‒2 times monthly

• Who

– General education

teacher, reading

specialist, S/LP, coach

• Where

– Designated by school

Students who are nonresponsive may be

referred for special education testing.

Keep the teacher

at the center of

communication.

Every certificated adult

meets with students.

Red Flags

for Tier 3

• A rush to refer to

special education

• Lack of patience

• Too much reliance on

scripted programs

• Too much reliance on

special education

staff

• Inability to support

decisions with data

Hard and Soft Data

Use the hard and

soft data chart in

your handouts.

What data will you

need to collect?

Assessments

and Screening Tools

• Cloze assessments

• Oral fluency measures

• Timed writing

Increased progress monitoring

with specialized assessments

Analytic Writing Samples:

Vocabulary CBMs

Analytic

• Number of words

• Number of sentences

• Number of words

in sentences

• Correct capitalization

• Words spelled correctly

• Correct word sequences

Holistic

• Traits (ideas, organization,

voice, word choice,

sentence fluency,

conventions)

• Focuses on writing quality

• Not valuable when used

independently (Gansle,

et al., 2006)

Assessing Writing

My bathroom is ovor the house.

My dog in kitchen.

I am sleep in bedroom.

My sister watch his oclock.

I play my friend.

My bathroom is ovor the house.

My dog in kitchen.

I am sleep in bedroom.

My sister watch his oclock.

I play my friend.

Total words written: 24

Average # of words

written per minute: 4

Total words spelled

correctly: 21

Total # of complete

sentences: 5

Average length of

complete sentences:

4.8

Correct punctuation

marks: 5/5

Word Sequences

Adjacent word pairs that

are spelled and

capitalized correctly,

and make sense

syntactically and

semantically.

∧= Correct

word sequence

∨= incorrect

sequence

^My^bathroom^is∨ovor∨the^house^.

^My^dog∨in∨kitchen^.

^I^am∨sleep^in∨bedroom^.

^My^sister∨watch∨his∨oclock∨.

^I^play∨my^friend^.

Correct word

sequences

(CWS): 18

Incorrect word

sequences

(ICWS): 11

CWS – ICWS = 7

Teams

Discussion

Revisit “Implementing a

CCSS-ELA Transition

Plan” in your handouts.

Refine your plan and use

the resources in the room!

1. What are the strengths

of the current plan?

2. What are areas for

improvement?

3. What should appear on

the needs assessment?

4. Who are the stakeholders?

5. What PD is needed?

6. How will you garner

public support?

7. What possible barriers

do you anticipate?

8. How will the plan

be evaluated?

Revisit your personal goals from

yesterday morning. Have you met your

goals? What are your next steps?