A PPENDIX A J IGSAW A CTIVITY By Illinois State Board of Education English Language Arts Content Area Specialists.

APPENDIX A JIGSAW ACTIVITY

By Illinois State Board of Education

English Language Arts Content Area Specialists

PURPOSES/OUTCOMES Understand the key implementation ideas

behind the Common Core State Standards

Define terms such as text complexity, writing text types, and close reading

Understand the characteristics of a college or career ready student

Kathleen McNearyArea IA

Erik IwersenArea I-BB, BC, BD

Amy RobinsonArea I-C

Jill BrownArea II

Katy SykesArea III and IV

Kathi RhodusArea V and VI

APPENDIX A ACTIVITY Consists of:

Key Implementation Factors Key Design Considerations Prioritizing Text Complexity Determining Text Complexity Implementing Text Complexity Three Writing Types Writing: Argument vs. Persuasive Speaking and Listening Language Vocabulary Characteristics of a College/Career Ready

Student

KEY CONSIDERATIONS: INCREASED EMPHASIS ON INFORMATIONAL TEXT

Grade Literature Informational

K-5 50% 50%

6-8 45% 55%

9-12 30% 70%

PRIORITIZING TEXT COMPLEXITY Too much scaffolding has occurred but it

still has it’s place. Publishers have created texts that offer

too much support.

FACTS: Text Complexity has steadily declined since

1963. Hayes, Wolfer, and Wolf (1996)

Only AP textbooks met newspaper readability levels in 1992. Hayes and Ward, (1992)

350 point Lexile gap found between end of high school and beginning of college.

Williamson, (2006).

THREE WRITING TEXT TYPES

Argumentative Demonstrates logically a point of view, position

or belief Informational/Expository

Conveys information accurately Explanation is for clarification

Narrative Conveys experience either imaginative or real Creative Writing beyond Narrative

Poetry Monologue vs. dialogue Suspense

Narrative Explain/Inform

Argumentative

Elementary

35% 35% 30%

Middle School

30% 35% 35%

High School

20% 40% 40%

PERSUASIVE VS. ARGUMENT

Persuasive Appeals to emotions rather than logic.

Argument Convinces audience based on logic and sound

reasoning.

SPEAKING AND LISTENING

Receptive vs. Expressive Language

Oral Language Purposeful and systematic in even earliest of grades Foundation for written language skills Listening comprehension outpaces reading

comprehension Allocate instructional time building listening skills

VOCABULARY

Tier One Words- Consist of basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc.

Tier Two Words - High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc.

Tier Three Words - Low frequency use and limited to specific knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as geography, science, etc.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

CHARACTERISTICS OF A COLLEGE/CAREER READY STUDENT Develops and builds strong content

knowledge with increased complexity Demonstrates independence Responds to the varying demands of

audience, task, purpose and content discipline

Comprehends as well as critiques Values evidence Utilizes technology and digital media

strategically and capably Understands other perspectives and

cultures. These portraits exemplify students who are

college and career ready.

Additional Resources Common Core Standards

www.corestandards.org Literacy in History/Social Studies,

Science and Technical Subjects 6-12 Text Complexity Supplemental

Information Appendix B – Text Exemplars, Sample

Performance Tasks, Cross Content Nonfiction and Informational Text

Appendix C – Student Writing Samples Publisher’s Criteria for K-2 and 3-12

CONTACT INFORMATION

Katy [email protected]

Jill [email protected]