Text Spiraling Upward Analyzing the CCSS ELA Progressions

Learning Objective Participants will be able to analyze a reading standard progression for the changes K-12 in verbs used, knowledge inferred, and skills required by completing three graphic organizers.

What is the academic action word? verbs

grades 11-12: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. kindergarten: With prompting and support, ask and answer questions about unknown words in a text. grade 4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. grade 7: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Instructional Verbs ask and answer questions ask and answer questions to help determine determine determine determine determine determine determine / analyze KK

Your Turn On your table find the index card with the reading standard number written on it. This card reflects the standard you and your table mates will be working with. Complete a graphic organizer showing how the instructional verbs in each standard change from K through 12. Choose one big A-Ha from your table to share with the group. (This is my check.)

What assumptions are being made about what students know? knowledge

What knowledge is inferred? What must students know before they can tackle the mastery of the skills embedded in the standards?

grades 11-12: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. kindergarten: With prompting and support, ask and answer questions about unknown words in a text. grade 4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. grade 7: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Inferred Knowledge The standards are expectations for student ability at the end of the school year. Always check the standard for the prior year to determine if the knowledge is new in your focus year and must be taught or if it is repeated and can be treated as background knowledge.

Your Turn Split your table group into two smaller groups: “A” and “B.” Assign grades K-5 to one small group and grades 6-12 to the other. Complete a graphic organizer identifying the inferred knowledge embedded in your standard at each grade level. “A” group, share your graphic organizer with the “B” group. Then switch.

What skills must students master? skills

grades 11-12: Determine the meanings of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. Explain how figurative words create meaning. Explain how technical words create meaning. Explain how connotations of words create meaning. Identify how a key term changes over the course of a text. Analyze how an author uses a key term over the course of a text. Analyze how an author refines a key term over the course of a text. required skills:

Your Turn Divide each of the 11 grade levels of your standard among your group members. Chunk them, so that one person works with K-2, another 3-4, another 5-6, another 7-8, another 9-10, and the last , for instance. Then choose one standard within that band to work with. For the grade you have been assigned, identify the individual skills required for a student to have successfully mastered that standard at that grade level. Write your standard’s skills on individual Post-It Notes. Then organize them onto chart paper to create a graphic organizer showing the progression of skills from kindergarten through 12th grade.

Group Check Take two minutes to discuss at your tables the value of the unpacking activities you just completed. To complete a check for understanding of your table group, we will complete a whip-around with “Novel Ideas Only.” When it is your turn, please share an A-Ha your group experienced while completing this work with the standards progressions. If you can’t think of an entirely new idea to share, think of a novel way to say it.

Learning Objective Participants will be able to analyze a reading standard progression for the changes K-12 in verbs used, knowledge inferred, and skills required by completing three graphic organizers.