Lake County Schools Investing In Excellence!

College and Career Readiness

Academic Services C² Collaborative Cohort

September 20, 2012

Connecting to Common Core through Reading Instruction

Date: October 18, 2012

Benchmark: Anchor Standard 10 for Reading Literary/ InformationalDomain 2: Planning and Preparing

Shifting Gears (Bell Ringer): Evaluate text for complexity in structure and language demands.

Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success in the C2 Ready Reading Classroom?

Vocabulary: informational text, “pairing text”, structure, language demands

Objective: Learners will identify ways to pair informational text in instruction and locate informational texts by utilizing online tools provided and task cards.

Agenda: I DO: Provide online tools for incorporating informational text for instruction

WE DO: Discuss the role of pairing informational text in the classroom utilizing a circle map

YOU DO: Find a paired text to match the literary text used in “Shifting Gears” using the online tools and reading task card provided.

Summarizing Activity: Reflective questionWhat do you now know about pairing text? What are your preliminary considerations for your action plan?

Next Steps (Homework): •Bring artifact

Learning Goal: Learners will know, understand, implement and monitor the 3 elements of the C2 Ready Reading Classroom at the school they serve.

Lake County Schools

Vision Statement• A dynamic, progressive and collaborative learning community

embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement• The mission of the Lake County Schools is to provide every student

with individual opportunities to excel.

• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Academic Services

Academic ServicesCurriculum & Instruction ~ Professional Development ~ Teaching &

Learning• The Office of Academic Services encompasses the core business of Lake County Schools.

We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.  

Assurances• We will ensure that we work with district staff and school administrators to design and

collaborate on systems that address professional learning needs related to improving student outcomes.

• We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.

• We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.

• We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

Academic Services

Academic Services

21st Century Skills Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Academic Services

Shifting Gears

Language demands and structure

Think (Read) Write

RoundRobin

3 minutes to Read2 minutes to WriteRoundRobin

The C2 Ready Reading Classroom

Students interacting with text

Students responding to text

•Complex•Higher Lexile•Increase Informational Text• Text Across Content Areas

Student and Teachers utilizing the “RIGHT” text

The C2 Ready Reading Classroom

Teachers and Student Utilizing the “Right” Text

Complex

Higher Lexiles

Increase in Informational Text

Text Across Content Areas

Share our ArtifactsSchool Name of

TextLevel of Complexity Aha’s Next Steps

Lesson Planning and Delivery

Teachers generate questions and tasks around the elements that make the text complex

Teachers create opportunities for students to engage in structures that allow for academic discourse

Teachers identify and select the “right text” to use in instruction

Teachers create opportunities for students to deepen knowledge by responding to text

The C2 Ready Reading Classroom

Pairing Text

Matching informational text and literary text by topic.

AN IN-DEPTH LOOK

•The Balance of Informational and Literary Texts - YouTube

Watch

•What is the purpose of increasing complex/ informational text?

Respond

The C2 Ready Reading Classroom

Pairing Text

Matching informational text and literary text by topic.

Reading and Language Arts Teachers

AN IN-DEPTH LOOK

•Literacy Standards in the Content Areas

Watch

•What is the purpose of increasing complex/ informational text?

Respond

The C2 Ready Reading Classroom

Pairing Text

Matching informational text and literary text by topic.

Reading and Language Arts Teachers

Content Area Teachers

Task

• Find an informational text to pair with the literary text, Heidi or Martin Eden from our Shifting Gears.

• Utilize online tools and the Reading Task Card to assist you

• Find the Lexile of the text and questions you might ask based on the skill using the Reading Task Card

Web Based Tools: Ebsco

• Ebsco– Lake County Home Page– EBSCO

• lakecounty (Username)• lakecounty (Password)

Tool

www.time.com/time/magazine

Lexile: 1290L*Language Demands

*Knowledge Demands

www.Readworks.org

Grade, Lexile, Skill/ Strategy

http://news.discovery.com

Lexile: 1470 LLanguage DemandsKnowledge Demands

www.britannica .com

http://ngm.nationalgeographic.com

• Lexile: 1210L• Context Clues• Multiple Meaning

Words:– plate, fault, rock, strike

www.scholastic.com/activities/scholasticnews/index.html

1450LText Structure:

Cause and Effect

http://kellygallagher.org/resources/articles.html

Article of the Week:Sources: New York

Times, CBS Reports, Washington Post, The

Week

Easy Ready to Print Format

Pair to teach skill: Validity and Reliability- What does the author use

to support the information in the article? What information from the

article support the conclusion that …?

Lexile- 1050 L

http://docsteach.org

• D-Day Statement to Soldiers, Sailors, and Airmen of the Allied Expeditionary Force

• On to victory!• This message signed by

Gen. Dwight D. Eisenhower was handed to Allied troops stepping onto their transports in early June 1944. As Commander of the Supreme Headquarters, Allied Expeditionary Force, General Eisenhower provided encouragement and hope for those about to liberate the European continent from Nazi tyranny.

MIRANDA VS. ARIZONARationale from the Supreme Court for the right to remain silent

Historycentral.com

Task

• Find an informational text to pair with the literary text, Heidi or Martin Eden from our Shifting Gears.

• Utilize online tools and the Reading Task Card to assist you

• Find the Lexile of the text and questions you might ask based on the skill using the Reading Task Card

Stand up, Hand up, Pair Up

• Resource Utilized• Name of text• Lexile• Questions Stand Up

Hand UpPair Up

Lesson Planning and Delivery

Teachers generate questions and tasks around the elements that make the text complex

Teachers identify and select the “right text” to use in instruction

Summarizing Activity/ Exit Ticket:

What do you now know about pairing text?

How does pairing text connect to our district look-fors?

December 2012: Teachers will identify the Lexile for all text used and be able

to communicate the Common Core Lexile Expectation for their grade level

February 2013: Teachers will increase the amount of

informational text used in instruction by pairing text

May 2013 –Teachers will be all able to articulate the 3 legs of text

complexity and the 4 elements that make a text complex. They will

engage in discussions and collaborate to analyze the

complexity of various texts.

June 2013- Teachers are trained on creating moderate to high

text-dependent questions using the elements that make the text

complex.

Year at a Glance

Next Steps

• Action Plan for training teachers on pairing text with classroom implementation by February 2013

• Example of informational text paired with literary text to include; Lexile measure, and questions related to benchmark utilizing the Reading Task Card

Artifacts:

Objective: Learners will identify ways to pair informational text in instruction and locate informational texts by utilizing online tools provided and task cards.

0-Not Using

• No understanding or implementation steps taken away

1-Beginning

• Little understanding and inconsistent implementation steps taken away

2-Developing

• Moderate understanding and implementation steps taken away

3-Applying

• Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating• In

addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

Academic Services