1. Common Core for the English Language Arts Doug Fisher Contact me at www.fisherandfrey.comwww.fisherandfrey.com Videos on our FisherandFrey YouTube Channel

3. “A rising tide of mediocrity” A Nation At Risk, 1983 A History of Controversy

4. National Council of Teachers of Mathematics writes standards, 1989

5. “Fewer, Clearer, Higher”

6. Goals of the CCSS-ELA 6 College- and career-ready Technology-savvy Prepared for global economy Use of critical thinking skills

7. To what extent does your team understand the conceptual shifts represented in the Common Core State Standards for English Language Arts? How often are informational texts used in instruction across the day? To what extent do teachers at your school use complex texts? Do students routinely discuss and develop texts that feature opinions and evidence? DISCUSSION TOPICS

8. “Read like a detective, write like a reporter.”

9. What are the significant shifts?

10. CCSS calls for 5 shifts Reading and writing to inform, persuade, and convey experiences Increased text complexity An emphasis on speaking and listening Argumentation using text-based evidence Focus on academic vocabulary and language Reading and writing to inform, persuade, and convey experiences Increased text complexity An emphasis on speaking and listening Argumentation using text-based evidence Focus on academic vocabulary and language

11. To what extent does your team understand the conceptual shifts represented in the Common Core State Standards for English Language Arts? How often are informational texts used in instruction across the day? To what extent do teachers at your school use complex texts? Do students routinely discuss and develop texts that feature opinions and evidence? DISCUSSION TOPICS

12. CCSS calls for 5 shifts Reading and writing to inform, persuade, and convey experiences Increased text complexity An emphasis on speaking and listening Argumentation using text-based evidence Focus on academic vocabulary and language Reading and writing to inform, persuade, and convey experiences Increased text complexity An emphasis on speaking and listening Argumentation using text-based evidence Focus on academic vocabulary and language

13. 10. Read and comprehend complex literary and informational texts independently and proficiently.

14. “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)

15. Assessing Texts Quantitative measures Qualitative values Task and Reader considerations

16. State standards were forward-mapped Existing State Standards

17. Anchor standards are backward-mapped Backward design of CCSS-ELA standards

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

20. Levels of Meaning and Purpose Density and complexity Figurative language Purpose

21. Levels of Meaning and Purpose Is it about talking animals, or the USSR? Is it entertainment, or political satire? Is it straightforward, or ambiguous? 1370L Grades 11-12

22. 530L Grades 2-3 Author’s Purpose Allegory for tolerance Mirrored events of early Civil Rights movement (1961) “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 Sneetches Would brag, ‘We’re the best kind of Sneetch 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.”

23. 730L Grades 2-3 Complex themes Relationship between love and pain Masculinity Loyalty and war

24. Structure Genre Organization Narration Text features and graphics

25. Structure Changes in narration, point of view Changes in font signal narration changes Complex themes 560L Grades 2-3

26. 870L (grades 4-5) Stream of consciousness narration Unreliable narrators Nonlinear structure Time shifts written in italics Structure

27. Language Conventions Standard English and variations Register

28. Language Conventions Non-standard English usage “Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.” (Stanley, 1996, p. 2) AD 660L (Adult-directed )

29. Knowledge Demands Background knowledge Prior knowledge Cultural knowledge Vocabulary

30. Knowledge Demands Domain-specific vocabulary (radioactive, acidity, procedure, vaccination) Background knowledge (diseases, safety risks, scientific experimentation) 1100L Grades 6-8

31. 1010L Grades 6-8 Cultural Knowledge Demands Buddhist philosophy Search for spiritual enlightenment Eightfold Path to Nirvana

32. To what extent does your team understand the conceptual shifts represented in the Common Core State Standards for English Language Arts? How often are informational texts used in instruction across the day? To what extent do teachers at your school use complex texts? Do students routinely discuss and develop texts that feature opinions and evidence? DISCUSSION TOPICS

33. Close Analytic Reading

34. 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.

35. Creating a Close Reading Use a short passage

36. Creating a Close Reading Use a short passage Re-reading

37. Different Readings Have Different Foci Initial reads of the text What does the text say? After at least one reading How does the text work? Later readings of the text or related texts What does the text mean?

38. Creating a Close Reading Use a short passage Re-reading “Read with a pencil”

39. Annotation is a note of any form made while reading text. “Reading with a pencil.”

40. People have been annotating texts since there have been texts to annotate.

41. Annotation is not highlighting.

42. Annotation slows down the reader in order to deepen understanding.

43. Student’s annotation of connotative meanings in Charlotte’s Web

44. Annotation occurs with digital and print texts.

45. Annotation in PreK-2 Language experience approach Interactive writing and shared pen activities

46. Annotation with Wikki sticks

47. Annotation with Stickie Notes

48. Annotations with smart boards.

49. Annotations Underline the major points. Circle keywords or phrases that are confusing or unknown to you. Use a question mark (?) for questions that you have during the reading. Be sure to write your question. Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention. Draw an arrow ( ↵ ) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections. Mark EX when the author provides an example. Numerate arguments, important ideas, or key details and write words or phrases that restate them.

50. Student annotation in 6 th grade Student sample from Leigh McEwen, AEA 9, Iowa

51. Creating a Close Reading Use a short passage Re-reading “Read with a pencil” Text-dependent questions

52. Progression of Text-dependent Questions Opinions, Arguments, Intertextual Connections InferencesAuthor’s PurposeVocab & Text StructureKey DetailsGeneral Understandings Part Sentence Paragraph Entire text Across texts Word Whole Segments 8 & 9 3 & 7 6 4 & 5 2 1 Standards

53. Creating a Close Reading Use a short passage Re-reading “Read with a pencil” Text-dependent questions Give students the chance to struggle a bit

54. Differences Between K-2 and 3-12? In K-2, teacher reads aloud initially, annotates wholly or guides student annotation. Students may or may not eventually read independently, depending on text difficulty (e.g., Wizard of Oz in Kindergarten.) In 3-12, students read independently beginning with first reading, and annotate with increased independence. Readers who cannot initially read independently may be read to, or may encounte r the text previously during scaffolded small group reading instruction.

55. 1877

56. What does the text say? General Understanding

58. What does the text say? Key Details

59. Select some one in your group to read the speech aloud. Add pauses, inflections, intonations, and emphasis (prosody) to the text.

60. How does the text work? Vocabulary

61. What is the tone of this speech? What words and phrases support your claim?

62. How does the text work? Structure How does the text structure convey Chief Joseph’s mood?

63. How does the text work? Structure What is it about the use of the word forever in the last line, “I will fight no more forever” that makes this statement so memorable?

64. What does the text mean? Inferences

65. Hollywood Portrayal of the Event

66. What does the text mean? Intertextual connections

67. “My son, my body is returning to my mother earth, and my spirit is going very soon to see the Great Spirit Chief. When I am gone, think of your country. You are the chief of these people. They look to you to guide them. Always remember that your father never sold his country. You must stop your ears whenever you are asked to sign a treaty selling your home. A few years more and white men will be all around you. They have their eyes on this land. My son, never forget my dying words. This country holds your father's body. Never sell the bones of your father and your mother.” Joseph commented "I clasped my father's hand and promised to do as he asked. A man who would not defend his father's grave is worse than a wild beast."

68. What does the text mean? Intertextual connections

69. Constructed using Task Template 12: www.literacydesigncollaborative.org Writing From Sources

70. To what extent does your team understand the conceptual shifts represented in the Common Core State Standards for English Language Arts? How often are informational texts used in instruction across the day? To what extent do teachers at your school use complex texts? Do students routinely discuss and develop texts that feature opinions and evidence? DISCUSSION TOPICS

71. www.fisherandfrey.com