ENGLISH LANGUAGE ARTS MODULE 1 AUGUST 22, 2012 READING COMMON CORE

Catchin’ Waves

Outcomes  receive an update on new resources  review the Common Core Reading Standards  participate in a close reading activity  work in grade level groups to identify the impact of the Common Core on instruction and student growth Participants will…

Writing Instruction Writing On Demand Writing Prompts Instructional Model Requirements for LA folders

On Demand Writing Prompt Assessments Materials Rubrics and prompts will be available online 3 Grade specific prompts per year Administration of Assessments Suggested timeline given 3 times a year Given in a 45 minute timeframe Scoring Suggested to score together as a team Writing Assessment Record and On Demand writing samples should be kept in ELA folders. These prompts will replace the current writing checklist and the writing samples!!

End of Year Language Arts Folders Please have the following artifacts in each student’s folder before passing to the next grade.  Intermediate Reading Profile checklist  Most Recent F and P Benchmark Assessments required for BGL students  F and P Benchmark Assessment Summary Forms required for BGL students  Writing Assessment Record  Writing Prompt Assessments (labeled with student’s name, date, and identified purpose: W1 Opinion, W2 Informative/Explanatory, or W3 Narrative)

Intermediate Reading Assessments There have been minor additions to the current passages to allow for more in-depth questions. Some questions have been reworded to allow for close reading and text dependent responses. The Assessment Map includes the grade specific CCSS and sample instructional considerations.

Continues to… And now… help identify students’ reading behaviors document individual reading progress provide articulation information aligns with the CCSS is grade specific is one single page Intermediate Reading Profile Sheet

How is it going? Are you… WALKING JOGGING RUNNING with understanding the Common Core Standards? Value Line

ELA Common Core Reading Writing Language Speaking and Listening

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

Reading Standards Reading Literature Reading Informational Foundational Reading Print Concepts (Grade K-1) Phonological Awareness (Grade K-1) Phonics and Word Recognition (Grade K-5 Standard 3) Fluency (Grade K-5 Standard 4) Key ideas and details (Standards 1,2,3) Craft and Structure (Standards 4,5,6) Integration of Knowledge and Ideas (Standards 7,8,9) Range of Reading and Level of text complexity (Standard 10) Key Ideas and details (Standards 1,2,3) Craft and Structure (Standards 4,5,6) Integration of Knowledge and Ideas (Standards 7,8,9) Range of Reading and Level of text complexity (Standard 10)

Ladder to Success Standard 1: Read closely to determine what the text says Standard 1o: Read and comprehend complex literary and informational text Standards 2 & 3 Key ideas and Details Standards 2 & 3 Key ideas and Details Standards 7,8, 9 Integration of Knowledge and Ideas Standards 7,8, 9 Integration of Knowledge and Ideas Standards 4, 5, 6 Craft and Structure Standards 4, 5, 6 Craft and Structure

Instructional Shifts Called for by the Common Core 50% Informational Text /50% Literary Texts Students read domain-specific texts independently to acquire content knowledge BUILDING KNOWLEDGE THROUGH CONTENT- RICH NON-FICTION Teachers facilitate rich and rigorous conversations that stay deeply connected to the text Students make evidentiary arguments both in conversation and writing Students respond in writing to texts they have read using evidence to inform or make an argument READING, WRITING, AND SPEAKING GROUNDED IN EVIDENCE FROM THE TEXT Staircase of text complexity over grade levels Teachers create more time for close and careful reading of complex texts with scaffolding as needed Focus on building general academic vocabulary that students will encounter across the disciplines REGULAR PRACTICE WITH COMPLEX TEXT

How does this fit with the shifts?

Reflection When was the last time you were challenged by a text? What did you do to handle or manage working within your frustration?

What is Close Reading? Close, analytic reading stresses engaging with text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. Close, analytic reading entails the careful gathering of observations about a text and careful consideration about what those observations taken together add up to –from the smallest linguistic matters to larger issues of overall understanding and judgment. PARCC

What is Close Reading? Close, analytic reading stresses engaging with text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. Close, analytic reading entails the careful gathering of observations about a text and careful consideration about what those observations taken together add up to –from the smallest linguistic matters to larger issues of overall understanding and judgment. PARCC

Douglas Fisher Close Reading and the Common Core State Standards Close Reading and the Common Core State Standards How would you describe Close reading ? How would you define it? Is close reading part of addressing the Common Core State Standards?

Example of Elevator Conversation A close reading is a careful and purposeful reading and rereading of a text. It’s an encounter with the text where students really focus on what the author had to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us. Close reading requires that students actually think and understand what they are reading.

Read Closely to… Engage with a text directly Learn about language and rhetorical techniques Examine its meaning thoroughly and methodically Use texts of grade-level appropriate complexity Explore a specific theme or pattern within a text Focus reading on the particular words, phrases, sentences, and paragraphs of the author Read and re-read deliberately

Try and Apply Listen to Invictus, a short poem written by English poet William Ernest Henley in 1875.

Invictus Listen to Invictus, a short poem written by English poet William Ernest Henley in 1875.

Invictus How would you describe the character of the narrator? What evidence in the poem supports your description? Identify the mood of this poem. What words or phrases are used to convey the mood? Silently read Invictus and be prepared to discuss the following questions

Out of the night that covers me, Black as the pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chance My head is bloody, but unbowed. Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years Finds and shall find me unafraid. It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul. Invictus, meaning "unconquerable" or "undefeated" in Latin. The poem was written while Henley was in the hospital being treated for tuberculosis of the bone. He had had the disease since he was very young, and his foot had been amputated shortly before he wrote the poem. This poem is about courage in the face of death, and holding on to one's own dignity despite the indignities life places before us.

Writing TO Source In Invictus, what is the meaning of I am the master of my fate: I am the captain of my soul?

Instructional Practices What did you notice? What strategies or activities did we use in this close reading activity to successfully comprehend this text? Multimedia Definition of Close Reading Video of Douglas Fisher Audio of Invictus Universal Design of Learning Group discussion Independent practice Different types of text Link to UDL:

Placemat Group Work 1. What is the impact of the Reading Common Core Standards on our instructional practices? 2. What will we need to do less of so there is more time to devote to close reading?

Plan for Yearly Modules for Reading DatesTopics August 22, 2012Common Core Reading Overview October 9, 10, 12, 2012Text Dependent Questions & Answers~ Close Reading December 11, 12, 13, 2012Academic Vocabulary February 5, 6, 7, 2013Text Complexity May 7, 8, 9, 2013Analytic Reading~ Writing to Source

Timeline MathematicsELA PrekindergartenImplement (Content & Practices) Awareness of Writing & Reading KImplement Writing & Awareness of Reading 1 2 3Awareness (Content)Implement Writing & Reading 4 5

Timeline MathematicsELAContent Prekindergarten Implement (Content & Practices) Implement (Writing, Reading, Language, Listening & Speaking) K 1 2 3Pilot Social Studies 4Pilot Social Studies and Science 5

Transition Wiki  MSDE materials  Common Core Standards  Maryland Common Core Curriculum Frameworks  Assessment Information  HCPSS materials  Transition Information  Educators Effectiveness Academy

Reaching the Top With your guidance, students will reach the highest heights. Thank you for your attention. We will see you in October.