2012 Louisiana Textbook Adoption Review Committee Training English Language Arts and Literacy May 9, 2012 QUESTIONS WELCOME THROUGHOUT----NOT HERE TO BADMOUTH BASALS– THIS GENERATION WAS DESIGNED FOR DIFFERENT STANDARDS

Implementation Overview New standards and assessments for ELA and mathematics will be phased in over several years 2012-13 2013-14 2014-15 PreK GLEs CCSS K Grade 1 Grade 2 Transitional Grades 3-8 High School No changes – teach current GLEs, and take current assessments Teach combination of GLEs and CCSS based on crosswalk documents Assess GLEs being taught during transition This is a summary slide showing the assessments and curriculum to be used by grade and year from 2011-12 through 2014-15. Note this applies to ELA and math only. Teach and assess CCSS only

2012-13 Curriculum Transitional Assessments Transitional Curriculum ELA : Grades 2 through English IV Math: Grades 2 through Algebra 2 CCSS-based New Comprehensive Curriculum Kindergarten and Grade 1 Math CCSS Implemented via Extensive Professional Development Kindergarten and Grade 1 ELA (No Comprehensive Curriculum) Align questions and tasks in basals to CCSS Various components phased in as PD is provided No development of state curriculum for other grades LDOE collaborates with other states to select curricular materials for Grades 2 and higher in ELA and math Transitional Assessments Grades 3-8, EOC tests

Common Core State Standards Overview of ELA/Literacy standards Organization and Structure Horizontal and Vertical Alignment Evaluation Tool #1 Terminology and Additional Resources Publishers’ Criteria Content shifts (Priority Review Considerations) Content Shift #1: Complex Text Content Shift #2: Building Knowledge Content Shift #3: Evidence Evaluation Tool #2 Exemplar Evaluation Tool #3

Organization and Structure Strand (Focus Topic) College and Career Readiness Anchor Standard Grade-Specific Standard CCRAS Included to show end result (focus on being college and career ready; describe what is essential for readiness, not the whole set of skills that will ensure success); there will likely be other things that teachers may teach in their classroom in support of the Standards, but it is essential that students are developing these core skills over the course of their school careers. Further inform grade-specific standards; the Standards provide a staircase/progression toward college and career readiness. The Standards writers began with the CCRAS and then wrote the grade-specific standards after to show what a kindergartener, first grader, etc. should be doing to work toward mastery of the CCRAS. For reference only; will not align to these codes

Organization and Structure Sample ELA/Literacy Standards Focus Topics from College and Career Readiness Anchor Standards RL.K.3

Organization and Structure Coding Scheme RI . 4 . 2 Strand Grade Standard Number

Organization and Structure Coding Scheme L . K . 2b Strand Grade Standard Number

Horizontal and Vertical Alignment Horizontal Alignment a.k.a Integration Writing Standard 7 Conduct research Writing Standard 9 Draw evidence from reading Speaking and Listening Standard 4 Share findings from research Reading Standards Read and understand what read, including for research

Horizontal and Vertical Alignment “While the standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task” (p. 5, CCSS).

Horizontal and Vertical Alignment Integration Examples Pair literary texts with informational texts Locate evidence from texts to support written answers in questions and tasks Present information researched in tasks Study language conventions in reading texts Include questions and tasks that address standards many times in varied ways with multiple texts The Standards focus on integration. In other words, each strand is supposed to be connected to the skills, concepts, and lessons taught for the other strands. This is horizontal alignment.

Horizontal and Vertical Alignment Vertical Alignment a.k.a. Progression RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. The Standards are also aligned vertically, which leads to a progression toward college and career readiness.

Horizontal and Vertical Alignment Vertical Alignment a.k.a. Progression RF.1.4a, b, c Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.2.4a, b, c Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. There should be a staircase of complexity within a grade-level band and across a grade-level band.

English Language Arts and Literacy May 9, 2012 Evaluation Tool #1 English Language Arts and Literacy May 9, 2012

Evaluation Tool #1 Review the tool. (5 min.) How does the tool connect to the organization and structure of the CCSS?

Evaluation Tool #1 Overview of how to use the tool Specific directions provided to the publishers

Grade-Specific Standard Chapters and page #s for Grade 4 only Evaluation Tool #1 Grade-Specific Standard Grade Level Chapters and page #s for Grade 4 only CCSS Strand Publishers will complete one per grade/submission.

Committee members evaluate publisher alignment. Evaluation Tool #1 Publishers will complete one per grade/submission. Committee members evaluate publisher alignment.

The lettered item must be interpreted within the above context. Evaluation Tool #1 When standards have letters below the stem… The lettered item must be interpreted within the above context.

Standard sets expectations for student performance. Evaluation Tool #1 When standards focus on student performance… Standard sets expectations for student performance. Is the content of the materials sufficient for students to adequately meet the standard? Example: Does student’s edition contain tasks that promote discussions involving these skills? Does teacher’s edition provide strategies for better discussions, enabling teachers to provide opportunities for students to meet these standards? 100% alignment is not expected for all standards, especially when they are focused on student performance.

Evaluation Tool #1 Completed by publisher Verified by the committee Title of Textbook and Publisher Date of Copyright Column labeled “To be completed by publisher” Questions after each strand and at the end Verified by the committee Will complete the column labeled “Committee Standards Alignment Evaluation” using the provided rubric at the top of the first page

Terminology and Additional Resources English Language Arts and Literacy May 9, 2012

Terminology and Additional Resources Literary text Informational text Emergent-reader texts Complex text Text-dependent questions Academic vocabulary Syntax Evidence Resource List

Terminology and Additional Resources Page 31 of the CCSS for ELA/Literacy

Terminology and Additional Resources (Appendix A Glossary Screen Shot)

Terminology and Additional Resources Read the Revised Publishers’ Criteria for K-2. (15 min.) Should be familiar with both documents before reviewing the materials

English Language Arts and Literacy May 9, 2012 Content Shifts English Language Arts and Literacy May 9, 2012

Main Goal of the CCSS for ELA/Literacy Content Shifts Main Goal of the CCSS for ELA/Literacy Students will read and understand grade-level complex text independently and proficiently and express that understanding clearly through writing and speaking about text. The CCSS can be summarized by this statement. When thinking about the content shifts and the CCSS as a whole, this is the main goal or end result of the standards. When a student graduates high school, we should be able to say this about each and every one of our students. If each student is truly able to achieve this goal in ELA/Literacy, then all students would be ready for college or a career.

Content Shifts 3 Shifts 6 Shifts Regular practice with complex text and its academic vocabulary 3. Appropriately complex text 6. Academic vocabulary Building knowledge through content-rich nonfiction and informational text 1. Balance literature and informational text (K-5) 2. Literacy as part of science and social studies/history; informational text as part of ELA (6-12) Reading and writing grounded in evidence from text 4. Questions regarding text are text-dependent 5. Writing to inform or argue using evidence

Priority Review Considerations

English Language Arts and Literacy May 9, 2012 Content Shift #1: Regular practice with complex text and its academic vocabulary English Language Arts and Literacy May 9, 2012

Regular practice with complex text Content Shift #1 Regular practice with complex text What is the appropriate text to teach at each grade level? Defined by… Reading Standard 10 Reading Foundational Skills Standard 4 (K-5) Text Complexity and Text Types (Page 31) Page 32 Appendix A and Appendix B The Publishers’ Criteria further refines that criteria. The following slides take participants on a “scavenger hunt” through the Standards to determine what criteria for selecting texts is established by the CCSS for ELA/Literacy. While there are several answers provided through the Standards, there are also several questions that will be raised. That is why there are other documents that accompany the CCSS for ELA/Literacy. These extra documents (appendices and Publishers’ Criteria) provide additional information for text selection criteria. (Note: Selecting the “right” texts is the first part of the planning process, even in grades K and 1. Once texts are selected, teachers can begin to analyze the texts to know what to teach and how to teach them. In most cases the Standards require that teachers start the planning with selecting texts. In some cases, though, teachers may not use text (i.e., when teaching phonemic awareness), although it is important to promote those ideas through the use of text. This connects isolated practice with text and provides students a chance to consolidate their reading skills. Also, there may be times when students have not met the expectations of a particular standard even though it was taught through a selected text. At that point, it would be appropriate to select a text after a standard has been identified to be taught. In most cases, though, the identification of which standards will be taught will come after a teacher has already selected a text to be taught.)

Reading Standard 10 Direct participants to this page (page 10) in the CCSS for ELA/Literacy. Have them highlight or circle the identified standard. Read the standard to participants. Ask participants what type of texts should be taught in ELA/Literacy (i.e., complex literary and informational texts). Then ask participants what we need more information about to be able to select the right texts (i.e., What is a complex text? What is a literary text? What is an informational text? How much should I include of both?). The answers to these questions are found throughout the rest of the documents for ELA/Literacy: Complex text is defined and explained on page 31 of the Standards and pages 2-17 of Appendix A. Exemplars are provided on page 32 of the Standards and throughout Appendix B. Further information about the importance of using complex text is found throughout the Publishers’ Criteria. Literary and informational texts are defined on page 31 of the Standards. Additional information about these texts and how much to include of each is found in Appendix A and the Publishers’ Criteria.

Reading Standards for Text Complexity Kindergarten Grade 1 Grade 2 (Literary Texts) (Informational Texts) (Reading Foundational Skills) For each standard, discuss the implications of what the standard is asking students to be able to read independently and with support. Participants should finish this discussion with the knowledge that the standards ask students in grades K-1 to read complex text in group reading activities or with the teachers’ support (not independently), but that students should be able to read grade-level texts (emergent-reader texts in grade K, defined in the glossary at the end of Appendix A) independently. What still needs to be defined for teachers is what are grade-level texts in grade 1. (Note: The standard on the screen says “on-level text.” For the CCSS for ELA/Literacy, “on-level text” is synonymous with “grade-level text.”)

Reading Standards for Text Complexity Grade 3 Grade 4 Grade 5 (Literary Texts) (Informational Texts) (Reading Foundational Skills)

Children at the kindergarten and grade 1 levels should be expected to read texts independently that have been specifically written to correlate to their reading level and their word knowledge. Many of the titles listed above are meant to supplement carefully structured independent reading with books to read along with a teacher or that are read aloud to students to build knowledge and cultivate a joy in reading. Direct participants to page 32 of the standards. Read the asterisk at the bottom of the page. This statement adds to our knowledge of the standards. When a teacher is selecting texts to teach, she/he should be selecting complex texts for read alouds and group activities that focus on comprehension and grade-level texts for focusing on reading instruction in how to read (decode). If students are reading independently in grades K-1, however, they should mostly be reading books that are designed for their reading level. In other words, students should be practicing what is taught by reading books that are designed for them to read successfully on their own.

Additional Text Selection Criteria Content Shift #1 Additional Text Selection Criteria Staircase of text complexity Read-aloud texts well above grade-level band; read-along texts in grade-level band; independent reading at reading level of student Extensive opportunities to encounter complex text Through read aloud and read along 50/50 balance between literature and informational text High-quality texts, worth reading and rereading, richly illustrated, when appropriate, and well written Reading foundations key to success with complex text (learn to read and read to learn simultaneously) Balance is key in K-1 Classroom Systematic and explicit instruction of reading foundational skills should be balanced with comprehension instruction. One should not overtake the other. Structure of reading instruction Students can “learn to read” and “read to learn” simultaneously. Reread paragraph #4 of the Text Selection document. Have participants focus on the idea that a K-1 teacher will need to have a variety of texts at a variety of different complexity levels for teaching the CCSS for ELA/Literacy.

Text Complexity Definition Content Shift #1 Text Complexity Definition (page 31 and Appendix A) Qualitative Reader and Task Quantitative What changes as kids grow as readers is not that they can suddenly find the main idea, it is that they can do so with increasingly complex text. What appears to differentiate those who are ready for college and career from those who are not is the ability to read and understand a range of sufficiently complex text with confidence (ACT, Reading Between the Lines). A significant body of research links the close reading of complex text to significant gains in reading proficiency and ultimately college and career readiness. A large body of work by K. Anders Ericcson and Walter Kintsch has shown that the development of reading expertise requires sustained and deliberate effort as well as active strategic processing triggered by the close reading of complex text. Research shows that even struggling readers enjoy success using complex grade-level text with instructional support from teachers. Other studies show that schools promoting access to advanced classes for an expanded number of students (where complex text is the norm) have enhanced achievement. Numerous other studies stress depth of word knowledge as another crucial element of reading complex text. Finally, the 2006 Reading Between the Lines ACT study showed that students’ comprehension level of text complexity is a better predictor of college success than any other aspect of the ACT reading test. In sum, instruction centered on the close reading of complex texts is the key for unlocking student success in literacy and ELA classrooms.

Content Shift #1 Resources for Determining Text Complexity (Appendix A, Page 32 and Appendix B, and Other Tools)

Content Shift #1 Resources for Determining Text Complexity (Appendix A, Page 32 and Appendix B, and Other Tools)

Content Shift #1

Content Shift #1 Resources for Determining Text Complexity (Appendix A, Page 32 and Appendix B, and Other Tools) Text Complexity Grade-Band Level Chart Text Complexity Qualitative Rubrics Text Complexity Questions for Reader and Task

Determining Text Complexity – Appendix A Content Shift #1 Determining Text Complexity – Appendix A Text Complexity Process Quantitative – place in grade-level band Lexile, ATOS, Flesch-Kincaid, etc. Text complexity chart (updated) Qualitative – further define where to use within band Rubrics Professional judgment Reader and Task – further define how best to teach text Is the content appropriate for age level? What areas are potentially difficult for students? What vocabulary should be taught? What is the big idea and key student understandings? What questions/tasks will get at those understandings and what standards align with those understandings? This is a simplified version of what was presented in October. The Standards divide the grade levels into “text complexity bands” to help keep students on track for college and career readiness. At all times students should be move forward in a band, so that by the end of the band, they are ready to begin reading texts in the next band. Depending on what type of instruction the K-1 teacher is providing, though, she/he is likely to use text from within or above the K-1 grade-level band. The first step for teachers to determine text complexity is to analyze the quantitative measures to place the text in the appropriate band. (Note: In most cases the texts will always stay within the band identified by the quantitative measure, but there will be times when the qualitative measures will override the quantitative measures. This is more likely to happen in middle and high school with literary texts (i.e., Albert Camus’ The Stranger). The quantitative measure is determined by using a readability measure like Lexile or Flesch-Kincaid, getting a numbered result, and then referring to the Text Complexity Grade-Band Chart in Appendix A to convert that number into a grade-level band. Appendix A is being revised, though, to include an updated chart. It should be released in a week or so. The second step for analyzing text complexity is to use qualitative measures to further define where in the band that text is best used. The qualitative measures are more focused on the content of the text (i.e., meaning or purpose, language, knowledge demands, etc.), which make a text easier or more difficult to understand apart from the actual readability of the text. Rubrics were handed out in October to use to analyze the qualitative measures, but for grade K-1 those rubrics aren’t as useful. Also, those rubrics are being revised. The best way to analyze the qualitative measures is to think about texts comparatively. For example, if a text is more repetitive, has rhyming, and simple story line, it is likely to be easier than a text that has less rhyming and a more complex story line. A general rule of thumb, then, is that a teacher would want to use the easier text before reading the more difficult text, unless the teacher wants to use the easier text for read along and the harder text for read aloud and teach them around the same time period. The last step for analyzing text complexity is to think about the students and how you plan to use the text (what tasks will you be doing). This step further defines how best to teach the text. This step does not allow a teacher to say, “My students are struggling, so I’m going to use an easier text.” Instead this step asks for teachers to think about the students they teach to best identify how to teach a more difficult text to their students. This involves thinking about three areas: How will my students struggle in reading this text? What can I do throughout my instruction to best help students understand this text? Is the content of this text appropriate for the age of my students? For example, if the text is about the death of a parent, even if the quantitative measures place in the grade K-1 band, the content might be too advanced for that age. How does this text fit in a unit? Does it provide general information about the unit topic that would best be provided at the beginning of the unit? Does it give specific information that should come at the end? If it is more complex (especially above the grade-level band), should I use it for read aloud? Is there a grade-level text that will provide information necessary for understanding a more complex read-aloud text that I can teach first so that students can use the information from the grade-level text to help them understand the complex read-aloud text?

Text Complexity Analysis Practice Content Shift #1 Text Complexity Analysis Practice Read “Insect Olympics” and analyze its complexity. (20 min.) Quantitative Measures ATOS: 4.4 Flesch-Kincaid (FK): 4.5 In what grade-level band does this article fit? Qualitative Measures Use the appropriate rubric to analyze the article Reader and Task What should be taught with this text?

Content Shift #1 Vocabulary Tiers Academic (Tier II) consequence criteria substantial justify persist (words essential for meaning, but not often easily defined in the text) Domain-Specific (Tier III) hyperbole metaphor cell wall amoeba equation GDP

Academic vocabulary is essential. Content Shift #1 Academic vocabulary is essential. Role in complex text One of two features of text most predictive of student difficulty (Chall 1996, Stanovich 1986, Nelson et al 2012) There is in fact a great deal of powerful academic vocabulary in these texts. From, “Officer Buckle” third grade (department, attention, speech, applauded, frowned, onstage, swivel, frowned, afterward, announced, discovered, grinned, roared, enormous, bowed) Vocabulary is difficult to catch up.

Content Shift #1 Academic Vocabulary Which words should be the focus? Essential to text Likely to appear in future text Which words should get more time and attention? More abstract words (persist v. checkpoint; noticed v. accident) Words which are part of semantic word family (secure, securely, security, secured)

Content Shift #1 Academic Vocabulary When should you provide the meaning; when should students determine from context? How should words be taught? Distributed practice Use the text Differences (applaud vs. clap; isolated vs. alone) CAN’T GET INTO THIS HERE. WE CONCENTRATE STUDENT ATTENTION ON IT AS MUCH AS POSSIBLE. DIFFICULT TO PROVIDE ALL THE ACTIVITIES TO DO THIS--

Content Shift #1 Reading Foundations Explicit and systematic instruction (focus on sequenced and structured teaching of phonological awareness) Need lots of distributed practice Need ongoing diagnostic support (assessment) Should be happening simultaneously with read alouds of complex text

Additional Alignment Considerations Syntax Possibly as much as vocabulary predicts student performance Questions and tasks addressing syntax WE DID NOT MODEL THIS AS MUCH AS WE WOULD HAVE LIKED

Additional Alignment Considerations Fluency We must address fluency. With the arrival of more complex text, more students will struggle to read fluently. How to address this?

English Language Arts and Literacy May 9, 2012 Content Shift #2: Building knowledge through content-rich nonfiction and informational text English Language Arts and Literacy May 9, 2012

Read-Alouds with Informational Text Content Shift #2 Read-Alouds with Informational Text 50/50 balance As students are learning to read in K-1, they should also exercise their ability to comprehend complex text through listening and responding to read-aloud texts In grades 2+, students begin reading more complex texts through read alongs, thus consolidating the foundational skills with reading comprehension. Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

Sequencing Texts to Build Knowledge Content Shift #2 Sequencing Texts to Build Knowledge Literacy in social studies/history, science, and technical subjects embedded in K-5; connections to content areas Additional resources referenced on Evaluation Tool #2 Page 33 in the CCSS for ELA/Literacy PARCC Model Content Frameworks

Content Shift #2

Content Shift #2

Content Shift #3: Reading and writing grounded in evidence from text English Language Arts and Literacy May 9, 2012

Reading and Writing Grounded in Evidence Content Shift #3 Reading and Writing Grounded in Evidence Students demonstrate understanding of text in writing, speaking, and research. Writing to sources Text-dependent questions “Evidence Standards”: Reading Standard 1 and Writing Standard 9 Research tasks Develop from the text and topics studied Offer students chance to reflect on a text or topic and connect it to other texts, events, or ideas (compare/contrast, investigate concept or idea, explore real-life connections, etc.) AFTER students fully demonstrate understanding of individual text

Text-Dependent Questions Content Shift #3 Text-Dependent Questions Questions that can only be answered with evidence from the text Can be literal but can also involve analysis, synthesis, evaluation Focus on word, sentence and paragraph as well as larger ideas, themes or events Focus on difficult portions of text in order to enhance reading proficiency LEARN ABOUT THIS BY DOING IT AND THIS IS A REAL DOING TWO DAYS

Text-Dependent Questions Content Shift #3 Text-Dependent Questions In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Text-dependent questions force us to pay attention to the text in front of us and to draw evidence from that text. Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text. 60

Why use text-dependent questions? Content Shift #3 Why use text-dependent questions? More time outside the text less inside Going outside the text privileges those who have that experience It is easier to talk about our experiences than to analyze the text That being said….

Content Shift #3 Why limit pre-reading? Multiple readings often make this unnecessary Too often provides information students can glean from careful reading of the text- in many cases provide a complete summary Almost impossible to wean students from this Similarly challenging to move teachers away from providing this “smoothing of the road” Research base? NOTE SHANAHAN BLOG

Text-dependent questions should… Content Shift #3 Text-dependent questions should… Be focused around the big ideas and key understandings of a text (allow students to demonstrate understanding of what is most important in the text); not a reading strategy or device that is not important to understanding. Use standards to provide specific wording and expectations for knowledge (standards are not the focus) Focus student attention on difficult sections of text Expect thorough response FINDING DIFFICULT SECTIONS OF TEXT HELPS WITH COMPLEXITY---NOT A FORMULA– WILL NOT ALL BE THE SAME—HOW EXACTLY DOES QUESTION MATCH STANDARD KEEP IN MIND HERE THAT MATCHING UP MANY STANDARDS EACH WEEK—THOROUGH RESPONSE EXAMPLE OF JONATHAN IN EARTHQUAKE STORY WHY HE IS DRAGGING WORRIED ABOUT MOTHER/ISOLATED/CONCERNED ABOUT SISTER—HOW MANY QUESTIONS FOR EACH PASSAGE---QUESTIONS NO ONE CAN ANSWER

Culminating Activities Content Shift #3 Culminating Activities Should relate to big ideas and key understandings These types of culminating assignments will be a significant shift for students and teachers

and Text-Dependent Questions Content Shift #3 Academic Vocabulary and Text-Dependent Questions From “Hot and Cold Summer” Trophies 5th grade: “To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first? (pg. 23)” Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?

English Language Arts and Literacy May 9, 2012 Evaluation Tool #2 English Language Arts and Literacy May 9, 2012

Evaluation Tool #2 Review the tool. How does the tool connect to the shifts and the Priority Review Considerations?

Evaluation Tool #2 Overview of how to use the tool Specific directions provided to the publishers

Description of shift/criteria Evaluation Tool #2 Category Description of shift/criteria

Evaluation Tool #2 Can complete for individual grade or grade cluster How completed may vary based on choice above Can complete for individual grade or grade cluster

Additional Resources may need to be referenced Evaluation Tool #2 Additional Resources may need to be referenced

Evaluation Tool #2 Completed by publisher (all but the last column) Verified by the committee (will complete the last column) Specific considerations: Limit responses as much as possible to the provided boxes (some expansion is acceptable, but be reasonable) Provide specific examples as appropriate, but focus only on exemplars; do not provide every available example It is acceptable to reference Additional Resources included in this presentation as necessary

English Language Arts and Literacy May 9, 2012 Alignment Exemplar English Language Arts and Literacy May 9, 2012

Alignment Exemplar “When Charlie McButton Lost Power” by Suzanne Collins Listen to the read aloud as instructed by the text. Think about the types of questions being asked and alignment to CCSS.

Alignment Exemplar Not Aligned to CCSS Many questions not text dependent Virtually all culminating assignments not text dependent Focus on comprehension strategies Do not focus as strongly on academic (Tier II) vocabulary THIS IS WHERE WE WILL PUT OUR WORK—LITTLE MATTERS IF THIS IS NOT CHANGED---WORD ON COMPREHENSION STRATEGIES. TEACHERS NEED ALIGNED MATERIAL IN THEIR HANDS, STUDENTS NEED ALIGNED MATERIAL TO WORK WITH.

Alignment Exemplar Not Aligned to CCSS Do not typically “within and across grade levels…systematically develop the knowledge base of students” Some number of texts not aligned in terms of complexity Typical lack of balance between narrative and informational texts at each grade level WE CANNOT ADDRESS THIS HERE, MAYBE ON A WEBINAR OR CHAT DURING THE WRITING PERIOD— READ ALOUDS IN BASALS– EMAIL US FOR OTHER IDEAS--WILL INSTEAD ADDRESS OTHER AREAS BEGINNING WITH TEXT DEPENDENT QUESTIONS---SPIKES OF COMPLEXITY

Alignment Exemplar Not Aligned to CCSS Vocabulary and Leveled Text – 4th Grade Example Shelter, splattered, fixed, rescue Journal, tremors, traction, interval, volunteered, retrieve Generation, abandoned, languished, terrified, warble, galvanized, debris, hoisted, shuddered THE SOLUTION IS ALL LEARN THE WORDS FROM CENTRAL PASSAGE-- USE LEVELED READER FOR INDEPENDENT READING—USE CORE TEXT DURING GUIDED PRACTICE FOR EXTRA WORK/SUPPORT WITH WEAKER READER. THIS CAN HELP WITH FLUENCY/VOCABULARY /SYNTAX/BACKGROUND KNOWLEDGE--- EFFICACY

Alignment Exemplar “When Charlie McButton Lost Power” by Suzanne Collins Now look at the revised version. What are the differences? How does the revised version align to the Priority Review Considerations and Evaluation Tool #2?

English Language Arts and Literacy May 9, 2012 Evaluation Tool #3 English Language Arts and Literacy May 9, 2012

Evaluation Tool #3 Publisher completes title of textbook, publisher, and date of copyright Everything else is completed by the committee Summary of Tool #1 and Tool #2 with additional questions Complete tool during independent review over the summer Committee will make independent decision about whether to Adopt or Reject a particular submission Discuss review in October, and can make changes then