Common core secondary ELA

Common Core State Standards for English Language Arts and Content Literacy

Key Shifts at the Secondary Level

www.achievethecore.org

PA Common Core Essential Questions

What are the instructional implications of the shift to the PA Common Core Standards?

What does rigor look like in the classroom?

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An Introduction to the PA Common Core

Why Common Core? Disparate standards across states

Global competition

Today’s jobs require different skills

States are ready and able for collective action

Aligned with college and work expectations

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Why Common Core?Focused and coherentIncludes rigorous content and application of knowledge through high- order skillsBuilt upon strengths and lessons of current state standardsInternationally benchmarkedBased on evidence and research

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Why PA Common Core?Pennsylvania Timeline:

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sive

College and Career Readiness Anchor Standards

Appendix A: Research behind the standards and a glossary of terms

Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades

Appendix D: Literacy standards for History and Social Studies

Reading Informational

Text

Reading Literature

Foundational Skills Writing Speaking & Listening

A necessary component of an

effective, comprehensive

reading program designed to develop proficient readers.

Enables students to read, understand, and

respond to informational texts.

Enables students to read, understand,

and respond to literature.

Develops the skills of informational,

argumentative, and narrative writing as well as the ability to engage in evidence

based analysis of text and research.

Focuses students on communication skills that enable

critical listening and effective

presentation of ideas.

Appendix E: Literacy standards for Science and Technical Subjects

PA Common Core StandardsEnglish Language Arts & Literacy


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CC. 1. 2. 3. A

PA Common Core

Grade Level

English Language

Arts

1 Foundation Skills2 Reading Informational Skills3 Reading Literature4 Writing5 Speaking and Listening

Reading Informational SkillsStandard 1

Numbering structure of the PA Common Core Standards


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99

E. 03. B-K. 1. 1. 2

Grade

Assessment

Anchor

Eligible ContentAnchor

Descriptor

Reporting CategoriesA = Literature TextB = Informational TextA-K and B-K = Key Ideas and DetailsA-C and B-C = Craft and Structure/Integration of Knowledge and IdeasA-V and B-V = Vocabulary Acquisition and UseC = WritingD = Language

Numbering Structure of the PA Assessment Anchors and Eligible Content


STANDARD CATEGORY1.2 Reading Informational Text Students read, understand and respond to informational text-with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

GRADE LEVEL STANDARDCC.1.2.3.ADetermine the main idea of a text; recount the key details and explain how they support the main idea.

ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills and concepts) that anchor the content of the PSSA. Each Assessment Anchor is part of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it.E03.B-K.1 Key Ideas and Details

ANCHOR DESCRIPTOR-The Anchor Descriptor adds a level of specificity to the content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it.E03.B-K.1.1 Key Ideas and DetailsDemonstrate the understanding of key ideas and details in informational texts.

ELIGIBLE CONTENT-The Eligible Content is the most specific description of the skills and concepts assessed on the PSSA. This level is considered the assessment limit and helps educators identify the range of the content covered on the PSSA.E03.B-K.1.1.2Determine the main idea of a text; recount the key details and explain how they support the main idea.


The CCSS Requires Shifts in ELA/Literacy

1. Building knowledge through content-rich nonfiction or informational text

2. Literacy instruction in Science and Social Studies

3. Engage students in more complex texts

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

5. Writing emphasizes evidence to inform or make an argument.

6. Regular practice with building academic language

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Content Shift #1

Building Knowledge Through Content-Rich Nonfiction

•50/50 balance K-5

•45 literary texts/55informational texts

•30 literary texts/70 informational texts in grades 9-12

•Students learning to read should exercise their ability to comprehend complex text through read-aloud texts.

•Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

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Literacy instruction in Science, Social Studies and Technical Subjects

• All teachers teach reading

• Non-fiction makes up the vast majority of required reading in college/workplace.

• Informational text is harder for students to comprehend than narrative text. Teach students strategies that match the text.

• Have students support opinions with evidence from the text.

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Content Shift # 2


Content Shift # 3

Sequencing Texts to Build Knowledge and Complexity

•Students engage in rigorous conversation

•Complexity of text should increase grade to grade

•Gap between complexity of college and high school texts is huge.

•What students can read, in terms of complexity is greatest predictor of success in college (ACT study).

•Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts).

•Standards include a staircase of increasing text complexity from elementary through high school.

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Regular Practice with Complex Text and its Academic Language: Why?

• Gap between complexity of college & high school texts is huge.

• What students can read, in terms of complexity is greatest predictor of success in college (ACT study).

• Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts).

• Standards include a staircase of increasing text complexity from elementary through high school.

• Standards also focus on building general academic vocabulary so critical to comprehension.

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What are the 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 which is less narrative and/or mixes structures

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Choosing Complex Texts using Lexiles

• Lexiles refer to a measurement of reading abilities based on the Lexile Framework for Reading, a nationally accepted scale designed to measure text and reading abilities.

• Lexile scores are used to measure and track a child's reading ability and progress and to choose appropriate reading material based on student’s abilities.

• Determined by administering a test that measures both recognition & comprehension of text. The scale ranges from 200L for beginning readers to 1700L for advanced reading material. www.arbookfind.com www.lexile.com

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Scaffolding Complex Text

The standards require that students read complex text at each grade level – independently (Standard 10).

However there are many ways to scaffold student learning as they meet the standard:

•Multiple readings

•Read Aloud

•Chunking text (a little at a time)

Provide support while reading, rather than before.

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Reading, Writing and Speaking Grounded in Evidence from Text:

• Most college and workplace writing requires evidence.

• Ability to cite evidence differentiates strong from weak student performance on NAEP

• Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text.

• Being able to locate and deploy evidence are hallmarks of strong readers and writers

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Content Shift # 4


Content Shift #4

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

In “Letter from a 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” 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

Text-Dependent Questions


High school students read an excerpt of James D. Watson’s The Double Helix and respond to the following:

James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.

Sample Informational Text Assessment Question: Pre-Common Core Standards

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From The Adventures of Tom Sawyer

Have the students identify the different methods of removing warts that Tom and Huckleberry talk about. Discuss the charms that they say and the items (i.e. dead cats) they use. Ask students to devise their own charm to remove warts. Students could develop a method that would fit in the time of Tom Sawyer and a method that would incorporate items and words from current time. Boys played with dead cats and frogs, during Tom’s time. Are there cultural ideas or artifacts from the current time that could be used in the charm?

Sample Literary Question: Pre-Common Core Standards

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Sample Text Dependent Question: Common Core Standards

From The Adventures of Tom Sawyer

Why does Tom hesitate to allow Ben to paint the fence? How does Twain construct his sentences to reflect that hesitation? What effect do Tom’s hesitations have on Ben?

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Literacy Priorities

Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge.

At each grade level, 80 to 90 percent of the reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline-specific require students to demonstrate that they understand the text details and can provide accurate evidence.

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So what is a lexile?

Lexile units are based on word frequency and sentence length. Word frequency is calculated based on words in Lexile databank (almost one billion).

Lexiles range from 0 (beginning reading) to 2000 (highly technical texts).

www.lexile.com

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1.Quantitative Measures – Readability and other scores of text complexity often best measured by computer software.2.Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.3.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.

Overview of Text Complexity

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

Step 1: Quantitative Measures

Quantitative Measure

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Quantitative Measures Ranges for Text Complexity Grade Bands

Pennsylvania 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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Step 2: Qualitative Measures

Measures such as:• Layers of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands• Cultural demands• Vocabulary

Qualitative Measures

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The Qualitative Measures Rubrics for Literary Text

http://www.ksde.org/Default.aspx?tabid=4605 •Allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

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The Qualitative Measures Rubrics for Informational Text

http://www.ksde.org/Default.aspx?tabid=4605 •Allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

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Because the factors for literary texts are different from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same.

And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubrics. Instead, four points along each continuum are identified: high, middle high, middle low, and low.

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Determining Text Complexity

QuantitativeQ

ualit

ativ

e

Reader and Task

Four Step Process

1. Determine the quantitative measures of the text.

2. Analyze the qualitative measures of the text.

3. Reflect upon the reader and task considerations.

4. Recommend placement in the appropriate text complexity band.

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Content Shift #5

Writing from Sources

•Writing should emphasize the use of evidence

•Writing tasks should inform or make an argument

•Writing should not be personal narrative

•Link writing tasks to texts students read

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Implications for the CC Writing Standards

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Comparing PSSA/Keystone

Explain how the author attempts to convince the reader that native species should be protected. Use at least 2 examples from the passage to support your explanation.

Analyze how the author constructs the argument in the passage. Use examples from the passage to support your analysis.

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Interpretations from Tim Shanahan

Implications for Implementing the CCSSFrom Tim Shanahan

2011 IRA Webinar: Transition to the Common Core

See handout

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Content Shift # 6

Regular practice with building academic language

•The goal is to constantly build vocabulary •Make associations to other words•Focus the majority of instruction on Tier 2 words•Make sure students are using the words in a deep and productive ways•Teach fewer words at a deeper level.

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Choosing Words Based on TiersTier 3: Low-frequency words, usually specific to an academic domain & best learned in the related content area, such as isotope, photosynthesis & psychologist.

Tier 2: High-frequency words that are important for capable language learners to have in their vocabulary, such as remorse, capricious, distinguished, & devious.

Tier 1: Basic words that rarely need to be taught, such as hair, always, dress, & laugh.

Beck, I., McKeown, M., & Kucan, L. (2002)


Example of Tier 2 Words in a Content Class

Science unit on Earth’s Changing Surface

Suggested Words: runoff, rills, gully, drainage basin, divide, flood plain, tributary, meander, alluvial fan, delta, ground water, stalactite, stalagmite

Tier 2 Words to Add: process, feature, factor


What is Depth of Knowledge (DOK)?

• A scale of cognitive demand (thinking) to align standards with assessments

• Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

• Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment

• Determined by the item, not the students’ ability


Level 1: Involves recall and the response is automatic

Level 2: Requires students to reason beyond a habitual response

Level 3: Students provide support ,reason, draw conclusions, and justify their thinking

Level 4: Extend thinking, develop connections

Levels of Cognitive Complexity

The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and

the depth of thinking required.


WebbWebb’’s DOKs DOK

DEFINITIONS

1.0Student recalls facts, information, procedures, or

definitions.

2.0Student uses information, applies knowledge, and

compares and contrasts

3.0Student uses reasoning and develops a plan or sequence

of steps; process has some complexity and more abstract

4.0Student processes multiple conditions of problem or task.

Students analyze and synthesize information


• DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

• DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

• DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

One Verb...three DOK levels


Producing Cognitive Sweat!

Meeting the Rigor of the Common Core


Addressing the Shifts

Take a look at look at your grade level first and highlight the Common Core Shifts you already address. (use handout)

Provide evidence of how this occurred.

Propose how the ones not highlighted will be addressed.

Copyright ©2010 Commonwealth of Pennsylvania

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The Common Core in action in High School

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•Students providing evidence from text

•Vocabulary Instruction

•Student Engagement

Look for SPECIFIC examples of:


Next Steps…

1. Read and discuss the Common Core Appendices2. Discuss ways to ensure that the Common Core shifts are

evident (consider adding the targeted shift(s) in lesson plans3. Identify additional training and support you need to ensure

that the Common Core Standards are implemented with fidelity

• Vocabulary Instruction• Writing (Collins, consistent scoring of student writing )• Literacy Design Collaborative (LDC) - Secondary• Reading Strategies (higher level questioning, Analytic Reading)• Increasing text complexity in your curriculum• Higher level questioning

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Time to Answer Our Essential Questions

What are the instructional implications of the shift to the PA Common Core Standards?

What does rigor look like in the classroom?

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Common core secondary ELA

Documents

Transcript of Common core secondary ELA