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

P URPOSES /O UTCOMES 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 McNeary Area IA Erik Iwersen Area I-BB, BC, BD Amy Robinson Area I-C Jill Brown Area II Katy Sykes Area III and IV Kathi Rhodus Area V and VI

A PPENDIX A A CTIVITY 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

K EY CONSIDERATIONS : I NCREASED EMPHASIS ON I NFORMATIONAL TEXT GradeLiterature Informational K-550% 6-845%55% %70%

P RIORITIZING 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 Hayes, Wolfer, and Wolf (1996) Only AP textbooks met newspaper readability levels in Hayes and Ward, (1992) 350 point Lexile gap found between end of high school and beginning of college. Williamson, (2006).

T HREE W RITING T EXT T YPES 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

NarrativeExplain/ Inform Argumentative Elementary 35% 30% Middle School 30%35% High School 20%40%

P ERSUASIVE VS. A RGUMENT Persuasive Appeals to emotions rather than logic. Argument Convinces audience based on logic and sound reasoning.

S PEAKING AND L ISTENING 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

V OCABULARY 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 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. 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.

C HARACTERISTICS 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 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

C ONTACT I NFORMATION Katy Sykes Jill Brown