A Focused Look at 21st Century Reading English Language Arts County Leadership Conference Office of Instruction Terry Reale, Coordinator treale@access.k12.wv.us

Session Agenda: How to 1. Ensure reading English language arts (RELA) instruction and assessments for learning match DOK of the CSO 2. Identify RELA CSO complexity - Depth of Knowledge (DOK) Use the Lexile Framework for RELA Use vocabulary and reading comprehension in all content 5. Use of Writing Connection module within the content, learning skills and technology tools

What happened in this story? “Conversation Piece” by Ned Guymon (10 minutes) Read “Conversation Piece” which first appeared in Ellery Queen Mystery Magazine in a 1950 issue and is surely the world’s shortest detective story. We want our students to move beyond the literal and can interpret, analyze and synthesize the text! Today’s sessions are going to give you strategies to do that! Then answer in your group the question on the screen “What happened in this story?” After Reading; Readers who look below the surface, who can apply a little inference, will come up with a quite complex story compared to the few short words on the page. That is the kind of reader we want to help our students become: readers who can move beyond the literal and who can interpret, analyze and synthesize the text.

Then and Now An Old Reading CSO A Revised Reading CSO RLA.O.8.1.08 recognize connections among ideas in literary and informational text (e.g. text to self, text-to-text, text to world connection) and recognize that global awareness promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences. DOK 3 RLA.8.1.2 relate literary theme to global situations. Let’s take a look at the old and revised reading CSO and compare them. Notice the complexity of the revised CSO-the DOK- Point out the difference in labeling the CSOs.

Then and Now An Old Reading CSO A Revised Reading CSO RLA.O.9.1.10 extend vocabulary by developing and using new terms through various literary and informational texts through various strategies: context clues affixes prefixes multiple meanings origin history evolution DOK 2 RLA.9.1.12 expand vocabulary through various literary works. Let’s take a look at the old and revised reading CSO.

Requires complex thinking & reasoning over an extended period of time Level 4 Extended Reasoning Requires complex thinking & reasoning over an extended period of time Level 3 Strategic Reasoning Focus on need for reasoning; complex & abstract thinking required; more than one correct approach or response Level 2 Skill/ Conceptual Understanding Focus on applying skills and concepts Level 1 Recall Focus on facts, definitions, details, routine procedures; one right answer Each table will have a CSO and find the complexity of the CSO using the DOK.

15 Elements of Successful Adolescent Literacy Program Instructional Improvements Direct, explicit comprehension instruction Effective instructional principles embedded in content Motivation and self-directed learning Text-based collaborative learning Strategic tutoring Diverse texts Intensive writing Technology component Ongoing formative assessment of students Infrastructure Improvements Extended time for literacy Professional development Ongoing summative assessment of students and programs Teacher teams Leadership A comprehensive and coordinated literacy program If there is one document that gives schools direction on instructional improvements in RELA Reading Next would be my choice. What can the schools do to assure that teachers are successful with their instruction in the RELA classroom. These are the elements of successful literacy program (RELA programs). In an ideal world schools would have all fifteen elements but we know that is impossible. So it is suggested that you use a unique blend of several of these elements which have a dynamic and powerful interrelationship. As you look as these elements you will see that your school systems have many of these elements in place…Look at all the 21st century skills that are embedded in these 15 elements Alliance for Excellent Education 2004 G:\POLICY\Policy Presentations\Adolescent Literacy\Reading Next_NASBE

Literacy is the linchpin of standards-based reform…the explicit instruction of literacy skills in the context of content-area learning supports student achievement not only in reading and writing, but across the curriculum. (National Association of State Boards of Education, 2005) I would like to concentrate on the instructional element on “effective instructional principles embedded in content.” This element has 2 forms – the language arts teacher and the content-area teacher. When instructional principles are embedded in content the RELA teacher does not simply teach a technique such as outlining as an abstract skill but teaches it using content-area materials. Reading and writing should not just focus solely on literature but to the other content areas as well. The second form-content area teachers should provide or reinforce these techniques in their content areas.

Let’s explore this site. Type in www. Lexile Let’s explore this site. Type in www.Lexile.com If you click on educators…next slide

Defining Lexiles The Lexiles Framework for Reading is a scientific approach to measuring text difficulty and reading ability, putting both texts and readers on the same scale to accurately match readers to texts. A Lexile measure is a simple number followed by an L (e.g., “950L”) The Lexile scale ranges from 220L for a beginning reader to 1700L for advanced texts. The Lexile measure and Lexile scale are integral parts of the Lexile Framework. The Lexile Framework is not an instructional program. Lexiles can be used in managing instructional programs and resources

Lexiles and The News USA Today Wall Street Journal New York Times Washington Post Chicago Tribune Reuters Associated Press 12

Lexiles and The News USA Today (1200L) Associated Press (1310L) Chicago Tribune (1310L) Wall Street Journal (1320L) Washington Post (1350L) NY Times (1380L) Reuters (1440L) 13

As a Measure of Text Readability Approximately 115,000 books with Lexile measures are available at www.Lexile.com Tens of millions of articles with Lexile measures are available through database-services partners (EBSCO and Pro-Quest)

Rank these books according to difficulty: Babe: The Gallant Pig by Dick King-Smith Along Came a Spider by James Patterson The Dead Zone by Stephen King 20,000 Leagues Under the Sea by Jules Verne War and Peace by Leo Tolstoy Amelia Bedelia by Peggy Parish Harry Potter & the Sorcerer’s Stone by J.K. Rowling Curious George by H.A. Rey Tarzan of the Apes by Edgar Rice Burroughs

Rank these books according to difficulty: Amelia Bedelia by Peggy Parish 140L Curious George by H.A. Rey 400L Along Came a Spider by James Patterson 600L The Dead Zone by Stephen King 790L 20,000 Leagues Under the Sea by Jules Verne 850L Harry Potter & the Sorcerer’s Stone by J.K. Rowling 880L Babe: The Gallant Pig by Dick King-Smith 1040L War and Peace by Leo Tolstoy 1240L Tarzan of the Apes by Edgar Rice Burroughs 1270L

As a Measure of Reader Ability Commercial Test Publishers CTB/McGraw Hill Terra Nova Assessment Series Harcourt SAT-9, SAT-10, SDRT-4, MAT-8 Pearson Progress Assessment Series PASeries Reading, PASeries Mathematics Scholastic Scholastic Reading Inventory and SRI-Interactive The Riverside Publishing Company Gates-MacGinitie Reading Test (GMRT-4) The Iowa Tests (ITBS, ITED)

Here is how it looks. Explain the grade level correlations on the left Here is how it looks. Explain the grade level correlations on the left. Those are rough grade estimates. They are not set in stone! The Literature Titles and selections from the text are just samples of texts that may appear at those grade levels. On the right are some of the textbooks that have been lexiled.

Click on Lexile Analyzer Click on the Tools Tab Click on Lexile Analyzer You will have to register to use the analyzer. Your registration will be confirmed by email. When you get your log in username (email address) you can see this screen. You browse and put the link to your document into the box and click. It will give you a score for your document. This is very useful when you send out info to parents.

What teachers need to know How to: Use Lexiles as a reading measurement system Profile students, predict comprehension, and match readers to text Access and use online resources Develop and use tiered reading/resource lists to support differentiation Understand, chart, and explain patterns of Lexile growth

RLA.O.8.1.01   compare/contrast connotation and denotation in complex passages to understand and enhance meaning of words, sentences and shorter passages. RLA.O.8.1.02 use knowledge of Greek and Latin roots, prefixes and suffixes to determine the meaning of words, spell words, change word meanings and generate new words appropriate to grade level, recognize that knowledge of the origins and history of word meanings enhances understanding of a word’s meaning. RLA.O.8.1.03 use etymology, context clues, affixes, synonyms or antonyms to increase grade appropriate vocabulary.

Adapted from Dr. Anita Archer-Improving Adolescent Literacy Adolescent Reading Program Components Adapted from Dr. Anita Archer-Improving Adolescent Literacy

Writing Applications for Real World Experiences Writing Connections Writing Applications for Real World Experiences Make the point that it is through real world applications of writing that learning skills and technology tools will be addressed. Distribute copies of “Writing Applications for Real World Experiences”. Select one example to showcase. Read the writing prompt aloud. Lead a discussion about the writing prompt, what makes it have a real world connection, what distinguishes it from traditional writing prompts. Explain how the prompt fits the model of a FAT-P. Point out that there is one prompt for each writing genre; each genre is based on a different core content area and programmatic level. Give participants a few minutes to review the other writing genre examples. Ask participants to discuss the CSOs (content, learning skills, and technology tools) associated with each prompt. Note to Presenter: With the exception of the high school geometry example, CSOs are provided for several grade levels so participants in all programmatic levels can see the application for their grade level.

Reflection Turn to your neighbor and share One idea/resource that was new to you today Something you will be able to use as an instructional leader in your county How will you provide leadership in introducing or maintaining the idea from question 1 in your county?