Linking Instructional Shifts Instead of Grinding the Gears Developing Understanding for Instructional Change Dr. Marty Daniels, ODE Regional Network Leader, ELA OCEA October 8, 2013

Quick Review Common Core Standards adopted starting 2010 ELA and Math selected Based on research and best practices evidence Fewer, Higher, Clearer Result = College and Career Readiness

New Learning Standards Ohio focus ELA and Math – National Common Core Science and Social Studies - State Testing/Assessments ELA and Math – PARCC assessments Science and Social Studies – State HS – End of Course assessments OGT – Not gone yet!

ELA and Content Area Literacy ELA Fiction/Nonfiction material % of Balance Grades 6-12 – Content Literacy Shared Responsibility Similar expectations – Anchor Standards Literature, Informational Text, Content-Based

Instructional Shifts for All Literacy Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text (literary and informational) Regular practice with complex text and academic language

Shift 1: Building Knowledge through Content-Rich Nonfiction WHY? Comprehension background knowledge. Nonfiction reading is college/training/work. Students need the HOW - TOs to read different types of informational text.

Shift 1: Building Knowledge through Content-Rich Nonfiction HOW? ELA – Literature AND non-fiction speeches, essays, literary criticism, and background informational text. Content – Texts, journal articles, experimental results, primary source documents Quality Is there a balance?

Shift 2: Reading, Writing, and Speaking Grounded in Evidence from Text. Paying close attention to what is read. Support what they say or write about with text evidence (writing from sources).

Shift 2: Reading, Writing, and Speaking Grounded in Evidence from Text. WHY? Support from text and purpose for reading strengthens comprehension. Critical thinking grows with supporting evidence for oral discussions and writing. College and career writing requires information or a position based on text evidence – not personal reflection.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from Text. HOW? New Text-Dependent Questions (multi-layer) Re-examine current material and questions – reframe the quality Guided Practice.

Example 1: (Science Content-Based) 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 question from HS Biology text.) The text is rich and complex – the questions are much weaker, since they require little attention to or comprehension of text. Quality Rewrite!

Example 2: (Literary Question ) From The Adventures of Tom Sawyer Have students identify the different methods of removing warts that Tom and Huck talk about. Discuss the charms that they say and the items they use. Ask students to devise their own charms to remove warts. Students could develop a method that would incorporate items and words from current times. Boys played with dead cats and frogs during Toms time. Are there cultural ideas or artifacts from the current time that might be used in the charm?

Example 3: (Literary Text-Dependent) 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 does Toms hesitation have on Ben? Quality In what ways do the students show proof of their thinking with text support?

Shift 3: Regular Practice with Complex Text and its Academic Language WHY? Complexity Gap – HS College/Career The level of complexity read is a predictor of college success. NLS staircase text complexity

Shift 3: Regular Practice with Complex Text and its Academic Language Complex Text Features Multiple/Subtle Themes and Purposes Idea-dense Complex sentences and uncommon vocabulary Lack of repetition or overlap of words and sentences Longer sentences and paragraphs Text structure - less narrative and specific patterns of thought

Shift 3: Regular Practice with Complex Text and its Academic Language HOW? Text Complexity determined in 3 part process. Quantitative – lexile levels (numerical) Qualitative – structure, language conventionality and clarity, knowledge demands, and levels of meaning/purpose. Reader/Task Considerations – what the reader will do with the text.

Shift 3: Regular Practice with Complex Text and its Academic Language Complex text requires close analytic reading. Prompt students with questions to unpack understanding of complex text. Incorporates multiple standards. NOT teacher think-aloud. Text-dependent questions require text-based answers – evidence gained through close reading.

Shift 3: Regular Practice with Complex Text and its Academic Language Scaffolding Complex Text Goal – students read complex text at grade level independently (Standard 10) Support is OK! Multiple readings – encourage re-reads! Read aloud as students read/follow along. Chunking Text (section at a time) Support WHILE reading, rather than before Read-alouds of complex text for k-2 ( and beyond when appropriate)

Shift 3: Regular Practice with Complex Text and its Academic Language Additional Considerations for ELL/SPED Macro-scaffolding Micro-scaffolding ELL and SPED need access to complex texts and academic discussions with support to engage in them. Quality Do students have opportunities to read challenging complex text? Are there multiple forms of text, including internet/media that students have access? What supports are in place for students needing additional instruction to be independently successful?

Meshing Shifts Moves Instruction Forward Review current materials and supplements Complex pieces? Challenging? Include fiction and non-fiction in ELA? Examine current questions/ assessments Reword to become more text-dependent/multi- level? Examine PARCC examples for guidelines. Structure class discussion and writing Consider depth of meaning and evidence- supported responses.