Key Instructional Shifts in the Common Core: Finding the Evidence Helen S. Comba October 17, eIMzfcxQ

How does the Common Core Change our thinking about Reading? reading-strategies reading-strategies

ELA/Literacy: 3 shifts 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language

Reflections on your own experiences… Have you ever read a complex text? What made the text complex? How did you deal with it?

TEXT COMPLEXITY “Standard 10 defines a grade-by-grade ‘staircase’ of increasing text complexity that rises from beginning reading to the college and career readiness level.” (CCSS, 2010, p. 80)

Standard 10 CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCSS.ELA-Literacy.CCRA.R.10

Quantitative = Lexile Level Grade band CCSS 2010 Revised CCSS 2011 ATO S DRPFKSRRM

It’s more than just the Lexile Level Quantitative Qualitative Task/Reader Considerations

Background Prior Cultural Vocabulary Standard English Variations Regis Genre Organization Narration Text Features Graphics Density and Complexity Figurative Language Purpose Levels of Meaning Structure Knowledge Demands Language Convention and Clarity Qualitative Values

Task and Reader Text Quantitative Qualitative Reader Cognitive capabilities Motivation Knowledge Experience Task Teacher-led Peer-led Independent

Author’s Purpose Allegory for tolerance “Now, the Star-Belly Sneetches had bellies with stars.The Plain-Belly Sneetches had none upon thars. Those stars weren’t so big.They were really so small You might think such a thing wouldn’t matter at all.” But, because they had stars, all the Star-Belly Sneetcheswould brag, ‘We’re the best kind of Sneetches on the beaches.’ With their snoots in the air, they would sniff and they’d snort ‘We’ll have nothing to do with the Plain-Belly sort!’ And whenever they met some, when they were out walking, they’d hike right on past them without even talking.” 530L Grades 2-3

Assessing a Text Use the qualitative rubric to identify the teaching points and record scores.

My Papa’s Waltz The whiskey on your breath Could make a small boy dizzy; But I hung on like death: Such waltzing was not easy. We romped until the pans Slid from the kitchen shelf; My mother's countenance Could not unfrown itself. The hand that held my wrist Was battered on one knuckle; At every step you missed My right ear scraped a buckle. You beat time on my head With a palm caked hard by dirt, Then waltzed me off to Bed. Still clinging to your shirt. By Theodore Roethke

It’s not enough to have complex text in the room. Students need to read and discuss complex text.

Asking questions is not the issue. The issue is asking the RIGHT questions! Considerations: Text structure/genre Author’s Purpose Vocabulary Familiarity with content Other…

Standards 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.

What does a classroom look like that includes a focus on the Key Shifts? alyzing-text-as-a-group

How did this teacher… 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language

Resources curriculum-assessments curriculum-assessments