Instructional Shifts of the Common Learning Standards: Science, SS, and Technical Subjects Monroe 2 –Orleans BOCES.

Instructional Shifts of the Common Learning Standards: Science, SS, and Technical Subjects

Monroe 2 –Orleans BOCES

Over-Arching Objectives:

Understand what makes a text complex

Develop text dependent questions

Identifying academic vocabulary (Tier II words)

Next Steps (June)… Tools and strategies for teaching academic

vocabulary Dissecting and understanding the standards

6 Shifts in Thinking:

1. Greater emphasis on informational text at all grade levels

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework


2. Literacy in history, science, and other disciplines

“This division reflects the unique, time honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.”

6 Shifts in Thinking:3. Text complexity matters

o Exposure to text at and above grade level

4. Text dependent questionso Questions should require close attention to text

“Students should read like a detective and write like a conscientious investigative

reporter.”


5. Constructing an argument with evidence in writing

Grade To Persuade To Explain To Convey Experiences

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework


6. Academic Vocabulary = power Included in the development of the language

strand Greater emphasis on the language of

complex text (Tier 2 words) Not necessarily domain specific words or

literary terms Examples: product, relative, vary, formulate,

specificity, accumulate, calibrate, itemize, periphery, misfortune, dignified, faltered, unabashedly

Topics

Anchor Standards

Common Core State Standards:Literacy in History/Social Studies, Science and Technical Subjects

Clear vertical progression

Grade band expectations for grades 6-12

Clear vertical progression



Clear vertical progression-all subjects combined


Clear vertical progression-all subjects combined

How is Literacy Connected with the Content Areas?

ELA

How is Literacy Connected with the Content Areas?

ELA

Identifying Complex and Supplemental Texts… Text Complexity

Why is this now a focus? What makes a text complex? How can I determine if a text is complex?

Text-Dependent Questions What are text-dependent questions? What does a close read look like? How do I write questions that are text-

dependent? Strategies to help all students access complex

text

Text Complexity: Why is this now a focus?(Besides the CCLS are a state requirement)

The text complexity of K-12 textbooks has become increasingly "easier" over the last 50 years.

The text demands of college and careers have remained consistent or increased over the same time period.

As a result, there is a significant gap between students' reading abilities and the text demands of their postsecondary pursuits.

42% of freshman at community colleges and 20% of freshman at four-year institutions need at least one remedial course

(lexile.com, 2011)

ELA/Literacy Shift 3: Staircase of Complexity

What the Student Does… What the Teacher Does… What the Principal Does…

•Read to see what more they can find and learn as they re-read texts again and again•Read material at own level to build joy of reading and pleasure in the world•Be persistent despite challenges when reading; good readers tolerate frustration

•Ensure students are engaged in more complex texts at every grade level•Engage students in rigorous conversation•Provide experience with complex texts•Give students less to read, let them re-read•Use leveled texts carefully to build independence in struggling readers•More time on more complex texts•Provide scaffolding• Engage with texts w/ other adults•Get kids inspired and excited about the beauty of language

•Ensure that complexity of text builds from grade to grade. •Look at current scope and sequence to determine where/how to incorporate greater text complexity•Allow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over time•Allow and encourage teachers the opportunity to share texts with students that may be at frustration level

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Text Complexity

http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/Literacy/default.htmhttp://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/Literacy/default.htm

Text Complexity

How can we find a complex text?

Text Complexity

3-Part Model for Determining Text Complexity:

Quantitative measures best done by software/algorithm (readability formulas i.e.,Lexile Levels (lexile.com), Fleisch-Kincaid (Word), etc.)

Qualitative measures Best assessed by a human reader applying trained judgment Levels of meaning (single vs. multiple, literal vs. implied) Structure (simple vs. complex/sophisticated) Language conventionality (literal vs. figurative, familiar vs. archaic) Knowledge demands (common/familiar vs. abstract/unfamiliar)

Reader and task considerations Teacher employs professional judgment re: individual readers Motivation, knowledge , and experiences of the reader

Text Complexity Read the text…you may mark the text as you read…

Let’s see where our selected text (content specific) falls on the quantitative measures.

You will first use text we have brought then you may use a text that you have brought

First time read: familiarity

Text Complexity

What level did your text measure out to be?

Will you use your text as a complex text or supplemental text?

Fry’s Readability

Using multiple measures…Flesch-Kincaid

1. Spell-check document

2. Click on Options box

3. Click on:

Show readability statistics

1. Choose a 100 word selection

2. Count sentences

3. Count Syllables

4. Find reading level according to Fry’s graph

Lexiles

Or sign up for a free lexile account at www.lexile.com

Fry’s

Word 1.Click the File tab, and then click Options.2.Click Proofing.3.Under When correcting spelling and grammar in Word, make sure Check grammar with spelling is selected.4.Select Show readability statistics. After you enable this feature, open a file that you want to check, and check the spelling. When Outlook or Word finishes checking the spelling and grammar, it displays information about the reading level of the document.

Quantitative Measures

Text Complexity

Qualitative measures Let’s take a look at a rubric for evaluating

texts…


Text ComplexityLet’s use the rubric to evaluate your texts…

From examining the quantitative measures, we know:

Text Complexity

Fry’s readability:

Flesch-Kincaid:

But after reflecting upon the qualitative measures, we believed…

Lexile:

or

or

Text Complexity


Reader andTask and Considerations

(ksde, 2011)

Text Complexity

So, based on the three measures…So, based on the three measures…

Text Complexity

Work together and evaluate your text…

Text-Dependent Questions

What are text-dependent questions?

Let’s take a look….


Cause the reader to pay careful attention to the text in order to draw evidence from the text

Often written at the word or phrase levelCan only be answered by close readingShould be worth asking

or exploring


Let’s try…..

Which question is a text-dependent question?Question A How did Frederick Douglass’ ability to read contribute to

his emotional struggle for freedom? Cite examples from the text to support your answer.

Question B In what ways does America represent the hope for

freedom that lived in the heart of Frederick Douglass?

Although question “b” would generate a rich conversation, the open-ended nature of this question does not require students to demonstrate specific text-dependent knowledge.


Focus on author’s words, details, logic, argument

Make inferences based on evidence from text

Grounded understanding of topic

Evaluate and offer opinions


How do I write questions that are text-dependent?

You have to first read the text closely yourself, and then think about what it is you want your students to gain from that text, keeping a particular standard in mind.


Don’t wait!!!!!

“Don’t wait”: Ask questions frequently, and throughout the selection rather than waiting until the end of a selection. Don’t Wait questions are quick to maximize time actually spent reading.

(Uncommon Schools, 2011)


Deepen the Level of Questions

Deepen the Level: Ask questions about a text at all four levels of meaning (word/phrase level, sentence level, passage level, text level) but pay particular attention to word, phrase and sentence level. These are often the root of larger misunderstandings and are asked too infrequently by many teachers.(Uncommon Schools, 2011)

Middle School ExampleMy Genome, Myself: Seeking Clues in DNANew York Times

Would you purchase genome testing? Why or why not?

How does the author feel about the new technology of seeking personal genome testing? Cite specific textual evidence to support your theory.

High School ExampleAbraham Lincoln’s “Gettysburg Address”

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

Lincoln begins his speech with a reference to the birth of our nation. What founding principles does Lincoln outline in this paragraph? (This leads into a later discussion of what’s at stake in this civil war)

Lab Tech Examples

What do you think about studying bacteria in space?

Citing specific information from the presentation, how do you think studying bacteria is going to affect the lives of the non-scientific public?

What discoveries did the authors make?

How did the discoveries the authors made affect future and daily life?

Our Attempt at Complex Questions…Answer first individually, then discuss with your group…

1.Daggett’s inferred claim is that Eastern nations are posed to over-take us in the global marketplace. Cite examples from the text that support this position.

2.Daggett identifies State-supported initiatives for closing the growing gap in educational achievement. How will these initiatives enable us to compete in the global marketplace?

Text-Dependent QuestionsProtocols for close reading (as you plan)

Read, prepare to annotate Look for specific evidence Important details and facts Note first impressions Note Tier II vocabulary Note contradictions Type of writing Author’s intentions (may or

may not be present)

Tips for close reading (as you teach)

Let the text speak for

itself

Limit out-of-the-text discussion

Text-Dependent QuestionsPotential Question Stems: Where in the text did you see that? Where did the author say that? Why do you think the author believes that? Show

me the words. Tell me what your evidence is. What can you infer from what was said/ not said? How does the argument fit together? What does the author mean by ____? How does that resemble/ not resemble what I’ve

seen in other ____?


Now you try…

Use the close read worksheet provided, along with the complex text you identified earlier, and read the text closely….

As you read, annotate on the worksheet. Think about word or phrase level questions that are critical to comprehension. From there, you will find patterns and be able to write strong text-dependent questions.


Share out:

Share a few of your text-dependent questions, including why you asked the lower level questions where you did. As you listen to each other, think about:

How did the question(s) support students in reading closely?How did the question(s) require students to use evidence?What do you like about the question(s)?What suggestions might you give?

Ideas for scaffolding for Text Complexity

Reading and re-reading Gradual Release of Responsibility

Model -(I do, We do, You do…) Present some KEY vocabulary

before (avoid over-scaffolding) Creating motivation for the text Modeling and teaching resilience for

dealing with complex text Encourage lots of student discourse to

co-construct meaning Let your students become

“scholars of the text and not just witnesses” to text.

Appendices

Appendix A -Research Supporting Key Elements of the Standards; Glossary of Key Terms

Appendix B -Text Exemplars and Sample Performance Tasks

Appendix C -Examples of Student Writing

This afternoon

Go to the assigned room with your cluster group. Assignment (minimum of one per group) Choice to work with someone in your cluster or work

independently (print a copy of this for us)1. Choose a complex text (based on the 3 lenses)

2. Do a close reading of the complex text (use graphic organizer)

3. Write text-dependent questions Upload this on Atlas and integrate it within one of your

upcoming units (in technical literacy box)—send us an email/note (Joe, Deb & Shawna) to let us know where you put it.

Rooms for the PM

D101(Steve)

Health Rachael, Jim P, Cindy, Jason, Gail

Human Services

Laurie, Felicia, Brandi, Lisa

Food Tom, Kevin, Mike, Kari

D100A New Visions Paul, Pam, Todd, Marc, Candie

D103-A(Jeff)

Computer, Art, Engineering

Walt, Rich, Fil, Len

Construction Gerry, Karl, Pete, Bob, Dom, Paul, Kathy

Auto Matt, Dave, Brian, Dan

Want to Learn More?

Visit http://engageny.org/ http://www.parcconline.org/parcc

-content-frameworks Common Core Website: www.corestandards.org http://lexile.com Just Google it! NYS Common Core

Instructional Shifts of the Common Learning Standards: Science, SS, and Technical Subjects Monroe 2 –Orleans BOCES.

Documents

complex text slide

text dependent

text students

informational text

ela slide

textdependent questions

topics slide

text demands of college