LOUISIANA STATE SUPERINTENDENT OF EDUCATION JOHN WHITE Winn Parish August 2013

Why do we need Common Core State Standards? 2 Louisiana Believes

Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening and Language 3 Louisiana Believes They demonstrate independence. They build strong content knowledge. They respond to the varying demands of audience, task, purpose and discipline They comprehend as well as critique. They value evidence They use technology and digital media strategically and capably. They come to understand other perspectives and cultures.

Instructional Shifts to Meet Literacy Standards 4 Louisiana Believes Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and Informational Regular practice with complex text and its academic language

Shift 1: Building knowledge through content-rich nonfiction 5 Louisiana Believes More emphasis on informational texts: High school = 70% informational/30% literary College and workplace reading: informational Reading informational texts: essential to building background knowledge Best way to “grow” academic vocabulary SHARED RESPONSIBILITY: THE STANDARDS REQUIRE THAT STUDENTS WORK ON LITERACY IN ALL CONTENT AREAS.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from Text, both Literary and Informational 6 Louisiana Believes Students are required to support what they say or write about by providing evidence from text Providing evidence: Hallmarks of strong readers and writers Reading like a detective and writing like a reporter.

Shift 3: Regular Practice with Complex Text and its Academic Language 7 Louisiana Believes All students, even struggling readers, need to be exposed to grade-level complex text Gaps exist between high school and college/career What students can read, in terms of complexity, is greatest predictor of success in college (2006 ACT study) Standards focus on academic vocabulary

8 Louisiana Believes CCSS and Vocabulary Tier 3 Words: Domain-Specific Tier 2 Words: General Academic Vocabulary Tier 1 Words: Basic, high frequency words

Why Close Reading of Complex Text? 9 Louisiana Believes A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced— to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)

What is Close Reading? 10 Louisiana Believes Close Reading is a goal. Many strategies for implementation Reading and re-reading of rich, complex texts Grappling (struggling) with the text Looking at what the author is saying and how he is saying it Requires prompting students with text-dependent questions

Scaffolds for Reading Complex Text 11 Louisiana Believes Chunking Reading and re-reading Read aloud Strategic think aloud (Metacognition) Scaffolding questions Heterogeneous small groups Recordings Pre-prepping struggling readers Annotation strategies (Example: Thinking Notes) Cornell Notes (Split-page Note-taking)

Strategy for Close Reading 12 Louisiana Believes Close Reading is the Goal Many Strategies Available to Reach the Goal Thinking Notes *Main Idea-Central to the Author’s Purpose !I love this part! Great writing or idea ?Raises a question—possible discussion point ??Something is unclear or confusing to me—I need to ask about this in class.

What are Text Dependent Questions? 13 Louisiana Believes Require that students have read the text. They are answered through close reading of complex and worthy texts. Require an understanding beyond basic facts. Ensure that readers understand the points the author is making and how the author is making those points. Often require that students return to the text and reread to find evidence.

TEXT DEPENDENT QUESTION ACTIVITY 14 Louisiana Believes Text – “Classifying the Stars”

Text-Dependent Questions 15 Louisiana Believes

Close Reading of a Text- “We, the People “ 16 Louisiana Believes Students read text silently Teacher reads text aloud Teacher models annotating and engaging in the text Teacher poses text dependent question for student focus Students read again making annotations, engaging in the text The teacher and students engage in a discussion of the students’ notes Thinking Notes *Main Idea-Central to the Author’s Purpose !I love this part! Great writing or idea ?Raises a question—possible discussion point ??Something is unclear or confusing to me—I need to ask about this in class.

Creating Text Dependent Questions 17 Louisiana Believes Multiple Levels of Questions

Text – based Writing 18 Louisiana Believes Essay based on We, the People. Culminating writing activity: good formative assessment

Other Resources 19 Louisiana Believes Appendix B: Text Exemplars & Sample Performance Tasks Appendix B: Text Exemplars & Sample Performance Tasks Appendix C: Samples of Student Writing Teacher Toolbox Eagle

Career Technical Education 20 Louisiana Believes Example – Auto Tech CCSS-CTE Classroom Tasks Resources CCSS-CTE Classroom Tasks Instructional Practice Guide

The Shifts Mean a Change in Practice! 21 Louisiana Believes From : Content knowledge primarily from teacher-led lecture To: Content knowledge from a balance of reading, writing, lecture and hands-on experience.

NEXT STEPS! 22 Louisiana Believes WHAT WILL YOU DO DIFFERENTLY AS YOU PLAN FOR INSTRUCTION?

23 Questions For any further questions, Ann Smith: Melissa Mainiero: Have a great instructional year!