common core english language arts welcome mvesc curriculum council! february 24, 2012
TRANSCRIPT
Common Core English Language Arts
WelcomeMVESC
Curriculum Council!
February 24, 2012
ELA Common Core
Critical Advances in the Standards
Reading complex texts
Reading a range of texts—literature and informational
Writing effectively when using and/or analyzing sources
Conducting and reporting on research
Speaking and listening
Using knowledge of language effectively when reading, writing, and speaking
PARCC Model Content Framework
Read Tennessee
Gear Shifting
Common Core
Informational TextInformational texts include biographies and autobiographies; books about history, social studies, science and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics written for a broad audience (Common Core State Standards, page 31).
LiteratureLiterature includes adventure stories, folktales, legends, fables, fantasy, realistic fiction and drama, with a special emphasis on myth, as well as nursery rhymes, narrative poems, limericks and free verse (Common Core State Standards, page 31).
Major Shift 1: Emphasizing
Informational Text.
Gear Shifting Partners
How are teachers thinking differently about instruction of informational text?
What changes will you make?
Major Shift 2: Literacy Standards for All
Content Areas
Common Core Literacy Standards in History/Social Studies, Science and Technical Subjects
Gear Shifting Partners
How are you planning to introduce the ELA standards to content area teachers?
What changes will you make?
Students must read lots of ‘complex’ texts—texts that offer them new language, new knowledge, and new modes of thought”
Measuring Text Complexity
word length or frequency,
sentence length, and text cohesion,
levels of meaning or purpose; structure;
language conventionality and clarity; and
knowledge demands.
purpose and the complexity of the task assigned and the questions posed
Major Shift 3: Text Complexity
Range of Text Types
Stories
Dramas
Poetry
Informational Text
Students in K-5 apply Reading Standards to these text types, with texts selected from a broad range of cultures and periods.
Reading Complex Text
Close, Analytical Reading
Comparison and Synthesis of Ideas
Multiple TextMinimum Number of Grade Level Appropriate Short Text and one Extended Text
In Lower Grades, Texts should include content from across the disciplines.
Texts should vary in type, length and density.
All students need access to a wide range of materials on a variety of topics and genres in order to develop their knowledge and joy of reading.
Close Reading: What is it?
Teach students to “Read like Detectives.”
interrogating what texts tell us about the way things are and why
Discussion Question: What does a detective do that can be compared to a reader
engaging with a text?13
making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level
engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals
modeling how to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument
engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible
immersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge
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Gear Shifting
How has your district addressed text complexity?
Major Shift 4: The Special Place of Argument
The ability to make logical arguments based on substantive claims, sound reasoning, and relevant evidence
Writing Shifts
• An increase in writing to sources
• Emphasis on writing that marshals arguments (using evidence, evidence, evidence)
• A significant increase in the amount of research writing (short and frequent projects)
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Writing About Texts
At Third Grade Level…
65% Analytical (30 percent opinions and 35 percent to explain/inform)
35% Narrative
Routine writing, such as short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts.
Routine written responses to such text-dependent questions allow students to build sophisticated understandings of vocabulary, text structure and content and to develop needed proficiencies in analysis.
Three Written Text Types
Opinion (Argument and Persuasive)
Informational/Explanatory Writing
Narrative
Persuasion Argument Appeals to the credibility,
character, or authority of the writer (speaker)
Appeals to the audience’s self-interest and sense of identity
Relies on emotional appeals Evokes emotions
Convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than evoking emotions.
Requires evidence
Argument vs. Persuasion in the Common Core
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Marshaling Arguments: Why?
When students consider two or moreperspectives on a topic or issue, something far
beyond surface knowledge is required . They must– Think critically and deeply– Assess the validity of their own thinking– Anticipate counterclaims in opposition to their
own assertions
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Research as the Vehicle
Research projects allow for and promote:•Close reading•Text complexity increase•Increase in literary nonfiction•Writing to sources•Exposure to academic vocabulary•Presentation skills (Speaking and Listening)
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What does it look like in grade 3? What does it look like in grade 3?
Text Dependent Non-Text Dependent
Ask and answer questions regarding the plot of Patricia MacLachlan’s Sarah, Plain and Tall, explicitly referring to the book to form the basis for their answers. [RL.3.1]
One of the themes in the book, Sarah, Plain and Tall, is loss. Write about a time when you or someone you know experienced the loss of a loved one.
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Gear Shifting
Language- Vocabulary Shift
• Increased emphasis on academic vocabulary as a critical component of college and career readiness.
• Information in the following slides has been taken from Isabel Beck’s book, Bringing Words to Life.
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Tier 1 –Basic Vocabulary
• The words of everyday speech, usually learned in the early grades.
• These words are not considered a challenge to the average native speaker.
• Words in this tier rarely require direct instruction and typically do not have multiple meanings.
• Examples: clock, baby, happy, walk
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The following is a list of characteristics for Tier Two words:
– Important for reading comprehension– Contain multiple meanings – Increased descriptive vocabulary (words that
allow students to describe concepts in a detailed manner)
– Used across a variety of domains, occurs more frequently in literature
Tier 2- Academic Vocabulary
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Tier 3- Low-Frequency, Content-Specific Vocabulary
• Specific to a domain or field of study
• Far more common in informational texts than in literature.
• Explicitly defined by the author of a text
• Repeatedly used• Heavily scaffolded (e.g.,
made part of a glossary)
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Gear Shifting
Speaking and Listening
Receptive Language
Expressive Language
Oral Language Listening Speaking
Written Language Reading(decoding + comprehension)
Writing (spelling, written composition)
The importance of oral language extends well beyond the early grades.
Children benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing.
(Bus, Van Ijzendoorn, & Pellegrini, 1995; Feitelstein,Goldstein, Iraqui, & Share, 1993; Feitelstein, Kita, & Goldstein, 1986; Whitehurst et al., 1988).
Gear Shifting
Text Exemplars
Sample Performance Tasks
Gear Shifting
Course of Study Work
Common Core English Language Arts
Final Product
Standards
Integrated Unit Designs
Resources for Differentiating Instruction
Teaching Resources (including technology)
Common Core English Language Arts
Components of the Unit Organizer
End-of-Year /End-of-Course
Assessment
Performance-Based
Assessment
Summative assessment for accountability
Formative assessment
Diagnostic Assessment
Speaking and
Listening
Flexible
Mid-Year Assessment
English Language Arts/Literacy and Mathematics, Grades 3-11
Summative Components
Source: Center for K-12 at ETS
PARCC Assessment DesignPARCC Assessment Design
Shifts in ELA- Course of Study
Use more informational text (library enhancement)
Looking at diverse learners
Resources and strategies to combine what we are already doing
More in-depth thinking
Analytical writing
Opinion
Discussing and then move into writing format
Conversations
Time for writing
Writing – more non-fiction
Writing prompts
English Language Arts Course of Study
Cathy Morgan Bobbie HowardCurriculum Director Curriculum [email protected] [email protected]
Cindy Miller Nancy Conaway Curriculum Consultant Gifted Consultant [email protected] [email protected]
205 North 7th Street Zanesville, Ohio 43701
www.mvesc.k12.oh.us