Harvest Elementary Professional Learning English Language Arts College and Career Ready Standards & Expectations for ELA August 1, 2014 Presenter: Jornea A. Erwin

Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning. ~ Albert Einstein Unless you try to do something beyond what you have already mastered, you will never grow. ~ Ralph Waldo Emerson

It won’t happen overnight…. you don’t have to do it all by yourself! We are all in this together. Teaching in a way that is effectively aligned with the Alabama College and Career Ready Standards (Common Core) takes practice, effort, and patience.

ELA/ Literacy Shifts regular practice with complex text and its academic language Reading, writing and speaking grounded in evidence from the text, both Literary and informational Building knowledge though content-rich nonfiction

Regular Practice With Complex Text and its Academic Language: Why? Gap between complexity of college and high school texts is huge. What students can read, in terms of complexity is the greatest predictor of success in college (ACT study). Too many students are reading at too low a level. (<50% of graduates can read sufficiently complex texts). Standards include a staircase of increasing text complexity from elementary through high school. Standards also focus on building general academic vocabulary so critical to comprehension. 5

What are the Features of Complex Text? Subtle and/or frequent transitions Multiple and/or subtle themes and purposes Density of information Unfamiliar settings, topics or events Lack of repetition, overlap or similarity in words and sentences Complex sentences Uncommon vocabulary Lack of words, sentences or paragraphs that review or pull things together for the student Longer paragraphs Any text structure which is less narrative and/or mixes structures 6

Scaffolding Complex Text The standards require that students read appropriately complex text at each grade level – independently (Standard 10). However there are many ways to scaffold student learning as they meet the standard: Multiple readings Read Aloud Chunking text (a little at a time) Provide support while reading, rather than before. 7

Instruction must include both “macro-scaffolding,” in which teachers attend to the integration of language and content within and across lessons and units, as well as “microscaffolding” during the “moment-to- moment work of teaching.” 1 In order to develop the ability to read complex texts and engage in academic conversations, ELs and SPED population need access to such texts and conversations, along with support in engaging with them. With support, ELs can build such repertoires and engage productively in the kinds of language and literacy practices called for by the Standards for both ELA and other disciplines 1 Bunch, George C., Amanda Kibler, and Susan Pimentel. "Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards." Understanding Language, Stanford University. Web. Considerations for ELL/SPED

Close Analytic Reading Requires prompting students with questions to unpack unique complexity of any text so students learn to read complex text independently and proficiently. Not teacher "think aloud“. Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions. Text dependent questions require text-based answers – evidence. 9

10 achievethecore.org Shift #2: Reading, Writing, and Speaking Grounded in Evidence From Text, Both Literary and Informational 10

Reading, Writing and Speaking Grounded in Evidence from Text: Why? Most college and workplace writing requires evidence. Ability to cite evidence differentiates strong from weak student performance on NAEP Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3, and 4, all focus on the gathering, evaluating and presenting of evidence from text. Being able to locate and deploy evidence are hallmarks of strong readers and writers 11

12 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 According to Lincoln’s speech, why is this year significant to the events described in the speech? Not Text-DependentText-Dependent Text-Dependent Questions

Shift #3: Building knowledge through content-rich nonfiction 13

Content-Rich Nonfiction 50/50 balance K-5 70/30 in grades 9-12 Students learning to read should exercise their ability to comprehend complex text through read-aloud texts. In grades 2+, students begin reading more complex texts, consolidating the foundational skills with reading comprehension. Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond. 14

Building Knowledge Through Content-Rich Nonfiction: Why? Students are required to read very little informational text in elementary and middle school. Non-fiction makes up the vast majority of required reading in college/workplace. Informational text is harder for students to comprehend than narrative text. Supports students learning how to read different types of informational text. 15

Sequencing Texts to Build Knowledge Not random reading Literacy in social studies/history, science, technical subjects, and the arts is embedded 16

Structure of the Standards Four Strands: Reading, Writing, Speaking and Listening, Language There are Reading and Writing Strands for History/Social Studies, Science and Technical Subjects Text complexity standards are listed by grade “bands”: K-1, 2-3, 4-5, 6-8, 9-10, 11-12, CCR – College and Career Ready) Strand Anchor Standard Grade- Specific Standard 17

Identify the Standard RI StrandGrade Standard Number 18

Resources for Reinforcement, Intervention and Enrichment PARCC Games K-5 Math, K-3 Reading 3 rd -5 th grade Reading & Math Edmodo Snapshot

Madison County Guidelines for Reading Scott-Foresman *The Madison County School System supports implementation of the Scott-Foresman reading program in grades K-5. However, supplemental resources can be used to enhance instruction and meet all College and Career Ready Standards. *STAR reports growth for every child and our new state accountability system will look at growth for all students from strugglers to gifted students. To ensure growth for each child, the Madison County School System recommends that each K-5 student will have a whole group reading lesson and a small group lesson (green, yellow, blue) every day for every child. * Scott-Foresman Baseline (Placement) Assessments will be optional for the school year as determined by each school’s administrator. If given, the assessments can be used along with STAR and other available data to place students in appropriate Tier 1 small groups. *Scott-Foresman End-of-Year Tests will be optional for May 2015 as determined by each school’s administrator. * Weekly and Unit Tests available with Scott-Foresman will be optional as determined by each school’s administrator. The tests are accessible online. Beginning in January (if the school is going to use the assessments), first grade students should be gradually introduced to reading the tests for themselves *The system recommends the use of the Reading CCRS/SF Skills Maps (Pacing Guides) for grades K-5 which include CCRS, Scott Foresman resources and Comprehension Toolkit resources.

Comprehension Toolkit *The system recommends the use of The Comprehension Toolkit in grades K-6 with Science and Social Studies content and texts. The Toolkit strategies fit well with content area reading and with teaching CCRS. The use of Toolkit strategies across all subjects and for CCRS enhancement is recommended.

STAR *STAR testing windows: Aug , 2014 Dec. 1-18, 2014 March 30-Apr. 16, 2015 *All K students will be assessed using STAR Early Literacy (not STAR Reading and Math). *First and second graders will be screened using STAR Reading and Math. *First and second graders not attaining probable reader status on STAR Early Literacy will be progress monitored with STAR Early Literacy until they attain probable reader status. *Students on a Tier 2 PST list will be progress monitored with STAR at a minimum of every two weeks. *Students on a Tier3 PST list will be progress monitored every week.

DIBELS *All K-3 students will be administered the DIBELS Benchmark Tests 3 times during the school year. *Testing dates for DIBELS: Aug , 2014 Jan. 7-21, 2015 April 9-23, 2015 * Intensive/Strategic students in grades K-3 will be progress monitored a minimum of every two weeks. *All K-3 students will be progress monitored once every 9 weeks. *Schools will make a local decision concerning the use of Retell Fluency and Word Use Fluency. Note: DIBELS Benchmark scores are minimum scores and not the goal scores for our students.

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