ASLI

ASLIMay 2013

Anchorage, AK

Welcome

Goals for today• Deepen cognitive depth with Alaska

State ELA Standards.

• Build understanding of concepts with formative and summative assessment with the new standards

Chalk Talk Protocol• Draw a circle in the middle of your

paper

• Record everything you know about the ELA standards inside the circle

Commitment to Continuous Growth and Thinking with Precision

Increases cognitive understanding through self-directed professional

development.

New Alaska Standards• Structural– How are standards organized–What is the same and different from prior

standards• Instructional–What level of rigor will be required– How to increase student performance

with new standards–What instructional techniques/approaches

will I need to deploy

Foundational Skills Jigsaw Common Core Document • Number off into 1-4• Each member read section of

document• Record 3 most relevant pieces of

information• Share with group in order

Foundational Skills•Print Concepts (K – 1)

• Phonological Awareness (K – 1)

• Phonics and Word Recognition (K – 5)

• Fluency (K – 5)

Implications for LeadersLENS #3, pg 70

History, Science and Technical Subjects

The CCSS Requires Three Shifts in ELA/Literacy1. Building knowledge through content-rich

nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

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Shift #1: Building Knowledge Through Content-Rich Nonfiction

AK ELA Standards: Reading (6-12)

Anchor Standard Grade Specific Standard Examples (Informational Text)

Craft and Structure5. Analyze the structure of texts,

including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Grade 75. Analyze the structure an author uses to organize a

text, including how the major sections contribute to the whole and to the development of the ideas.

Grade 85. Analyze in detail the structure of a specific paragraph

in a text, including the role of a particular sentence in developing and refining a key concept.

Grades 11-125. Analyze and evaluate the effectiveness of the

structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

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AK ELA Standards: Writing (6-12)

Anchor Standard Grade Specific Standard Examples

Text Type and Purposes2. Write informative/explanatory

texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Grade 62(a). Introduce a topic; organize ideas, concepts, and

information, using strategies such as definition, classification, comparison/contrast, and cause/effect; including formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful in aiding comprehension.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization and style are

appropriate to task, purpose, and audience.

Note: This standard is repeated at each grade level noting that specific expectations for writing types are defined in standards 1-3 for each grade level.

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Text structure refers to the ways that authors organize information in text.

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Handout

Informational

Cause/Effect

Compare/Contrast

Description

Chronology/Sequence

Problem/Solution

Text StructuresNarrative

Character(s)

Setting

Problem/Conflict

Events

Resolution/Outcomes

Theme

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Your Turn: Identifying Text Structure

Using the information about each of the five text structures from your handout, identify the text structure of each of the passages about the Olympics in your handout.

Circle any signal words. Think about intended purpose. Underline important information.

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ComprehensionText Structure• Listen for the following items:– Signal words– Low level text– Graphic organizers– Read aloud– Cooperative Learning (Rally Table)

Explicit Text Structure Instruction

1. Teacher selects appropriate texts and examples.

2. Teacher explains the task and its importance.

3. Teacher models the task.4. Teacher and students practice the

task.5. Independent practice/application.6. Revisit, remind, review, recheck—and

repeat!20

Dinoflagellates play an important role in marine ecosystems. Together with diatoms and coccolithophores, they are a major component of phytoplankton that provide food directly or indirectly many marine animals. Their flagella, mixtrophic nutrition, ability to migrate vertically in the water column and lack of independence on silicon give dinoflagellates an ecological advantage over diatoms. On the other hand, aside from predation, to which the diatoms are subjected as well, dinoflagellates are less tolerant of stormy seas. Their relatively large size and multiplated structure increase their chance of cells being torn apart. (Introduction to Marine Biology, Karleskint Turner Small, pg 145

The economy of nearly every city was impacted by the flu epidemic of 1918. The workforce was paralyzed because 21-to-29 year olds suffered the greatest casualties. Essential services were on the verge of collapse since workers like firemen, nurses, and garbage collectors were too sick to come to work. New public health ordinances prohibiting public gatherings resulted in theaters, cinemas and hotels losing millions of dollars.

As a result of the unexpected high volume of deaths among the young, insurance actuarial projections were incorrect. Therefore, many insurance companies were unable to pay life insurance claims.

CAUSEWhy did it happen?

EFFECTWhat happened?

Adapted from ELA CCSS document, Appendix c, pp. 80–81.22

Morning Concept Attainment

• Review your Chalk Talk chart

• Add to your Chalk Talk outside of your circle

Shift #2: Reading, Writing, and Speaking Grounded in Evidence From Text, Both Literary and Informational

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In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter From Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Abraham Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text Dependent Text Dependent

WHAT TEXT-DEPENDENT QUESTIONS ARE:

• Questions that can only be answered with evidence from the text

• Can be literal but can also involve analysis, synthesis, evaluation

• Focus on word, sentence and paragraph as well as larger ideas, themes or events

• Focus on difficult portions of text in order to enhance reading proficiency

WHY TEXT-DEPENDENT QUESTIONS? or, WHY NOT GO

OUTSIDE THE TEXT?• More time inside the text less outside• Going outside the text privileges

those who have that experience• It is easier to talk about our

experiences than to analyze the text• These are college and career

standards

Close Reading• Reading with pen (or pencil) in hand – taking

notes as you go through the text

• Reading, and rereading, and rereading again to uncover layers of meaning

• Asking and answering questions about the text – especially how and why

Close Reading of Complex Text• Great books (challenging books) need to be read

and reread• Each reading should accomplish a separate

purpose– 1st purpose: Allows the reader to determine what a text

says– 2nd purpose: Allows a reader to determine how a text

works– 3rd purpose: Allows the reader to evaluate the quality

and value of the text (and to connect the text to other texts)

—Timothy Shanahan

A Guide to Creating Text-Dependent Questions for Close Analytic Reading

Discuss how the process for generating questions may be different than past classroom practices.

WHY TEXT-DEPENDENT QUESTIONS? or, WHY NOT GO

OUTSIDE THE TEXT?• More time outside the text less inside• Going outside the text privileges

those who have that experience• It is easier to talk about our

experiences than to analyze the text• These are college and career

standards

BASAL ALIGNMENT PROJECT

Council of the Great City Schools

andStudent Achievement Partners

Cleveland, OhioSeptember 13-14, 2012

WHAT THEY DID NOT DO

• Will not alter sections on phonics, spelling, grammar, word study, science and social studies connections

• Will not be supporting any supplemental texts such as leveled readers.

• However aligned questions and culminating tasks will take longer

Shift #3: Regular Practice With Complex Text and Its

Academic Language

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Features of Complex Text• Subtle and/or frequent transitions• Multiple and/or subtle themes and purposes• Density of information• Unfamiliar settings, topics, or events• Lack of repetition, overlap, or similarity in words and

sentences• Complex sentences• Uncommon vocabulary• Lack of words, sentences, or paragraphs that review or

pull things together for the student• Longer paragraphs• Any text structure that is less narrative and/or mixes

structures

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•Word length•Word frequency•Word difficulty•Sentence length•Text length•Text cohesion

•Levels of meaning•Levels of purpose•Structure•Organization•Language conventionality•Language clarity•Prior knowledge demands

•Motivation•Knowledge and experience

•Purpose for reading•Complexity of task assigned and questions asked regarding text

Scaffolding Complex TextThe standards require that students read appropriately complex text at each grade level, independently (Standard 10). However, there are many ways to scaffold student learning, including:

• Allowing for multiple readings of the same text

• Read Aloud

• Chunking a text (taking a little at a time)

Provide support while reading, rather than before.

What have we covered?• Awareness Phase– Standards Awareness

• Transition Phase– Foundational Skills– Informational Text– Text Structure with informational text –Multiple Rereads– Basal Alignment Project– Complex text

Testlets

District & Principal Responsibility

What have we covered?• Awareness Phase– Standards Awareness

• Transition Phase– Foundational Skills– Informational Text– Text Structure with informational text –Multiple Rereads– Basal Alignment Project

Adaptive Challenges

Transition…Moving from my knowledge to supporting staff in the transition

Team Time #2Assessing the Phases…

Awareness Transition Implementation

Knowing our target

Closing

ASLI

Documents

Transcript of ASLI