1. Winn Parish September 2013
LOUISIANA STATE SUPERINTENDENT OF EDUCATION JOHN WHITE

2. Name the Standards Activity
College and Career Readiness Anchor Standards for Reading
College and Career Readiness Anchor Standards for Writing

3. Instructional Shifts to Meet Literacy Standards
Building knowledge through content-rich nonfiction
Reading, writing and speaking grounded in evidence from text, both literary and Informational
Regular practice with complex text and its academic language
Louisiana Believes

4. Shift 1: Building knowledge through content-rich nonfiction
More emphasis on informational texts:
High school = 70% informational/30% literary
College and workplace reading: informational
Reading informational texts: essential to building background knowledge
Best way to “grow” academic vocabulary
SHARED RESPONSIBILITY: THE STANDARDS REQUIRE THAT STUDENTS WORK ON LITERACY IN ALL CONTENT AREAS.
This does not mean that every teacher has to become a reading/writing teacher, but that every teacher must acknowledge and support the role of literacy in their content area.
Louisiana Believes

5. Providing evidence: Hallmarks of strong readers and writers
Shift 2: Reading, Writing and Speaking Grounded in Evidence from Text, both Literary and Informational
Students are required to support what they say or write about by providing evidence from text
Providing evidence: Hallmarks of strong readers and writers
Reading like a detective and writing like a reporter.
ELA teachers had to do this last year to prepare students for the state assessment. CCSS will require that we all have students speak and write about what they are reading and use textual evidence. They need to analyze, synthesize, infer. Go beyond basic recall. Be able to cite evidence from more than one text on a topic! Does this mean they are not to interject their own ideas or opinions…? It does not. But, unlike past assessments, their opinion or ideas should be supported with evidence from a text.
Louisiana Believes

6. Shift 3: Regular Practice with Complex Text and its Academic Language
All students, even struggling readers, need to be exposed to grade-level complex text
Gaps exist between high school and college/career
What students can read, in terms of complexity, is greatest predictor of success in college (2006 ACT study)
Standards focus on academic vocabulary
Struggling readers: Help them during RTI, chunk the text for them , etc
Gap: about a 4 year gap – Research cited in the Standards= today’s texts for average 11th grade students is about equal in complexity to what 7th grade students read in 1961.
Louisiana Believes

7. CCSS and Vocabulary Tier 3 Words: Domain-Specific
Tier 2 Words: General Academic Vocabulary
Tier 1 Words: Basic, high frequency words
Explain each Tier and Give Examples.
Louisiana Believes

8. Why Close Reading of Complex Text?
A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)
Point out the “struggling reader” part. ALL STUDENTS NEED TO BE EXPOSED TO GRADE-LEVEL COMPLEX TEXTS…..even those who are behind in their reading.
Louisiana Believes

9. What is Close Reading? Close Reading is a goal.
Many strategies for implementation
Reading and re-reading of rich, complex texts
Grappling (struggling) with the text
Looking at what the author is saying and how he is saying it
Requires prompting students with text-dependent questions
See the Close Reading handout.- page 2
Louisiana Believes

10. Video Close Reading: Literacy in Physics

11. Scaffolds for Reading Complex Text
Chunking
Reading and re-reading
Read aloud
Strategic think aloud (Metacognition)
Scaffolding questions
Heterogeneous small groups
Recordings
Pre-prepping struggling readers
Annotation strategies (Example: Thinking Notes)
Cornell Notes (Split-page Note-taking)
Louisiana Believes

12. Strategy for Close Reading
Close Reading is the Goal
Many Strategies Available to Reach the Goal
Thinking Notes
Thinking Notes *
Main Idea-Central to the Author’s Purpose !
I love this part! Great writing or idea ?
Raises a question—possible discussion point ??
Something is unclear or confusing to me—I need to ask about this in class.
Louisiana Believes

13. What are Text Dependent Questions?
Require that students have read the text. They are answered through close reading of complex and worthy texts.
Require an understanding beyond basic facts.
Ensure that readers understand the points the author is making and how the author is making those points.
Often require that students return to the text and reread to find evidence.
Refer to Handouts: 1. A Guide to Creating Text Dependent Questions for Close Analytic Reading
2. Checklist for Evaluating Question Quality
Louisiana Believes

14. Text-Dependent Questions
Explain what each level means (Use the definitions in the We the People chart.
Louisiana Believes

15. Close Reading of a Text- “We, the People “
Students read text silently
Teacher reads text aloud
Teacher models annotating and engaging in the text
Teacher poses text dependent question for student focus
Students read again making annotations, engaging in the text
The teacher and students engage in a discussion of the students’ notes
They will have a texts: social studies – We, the People . Read silently…then read=-aloud. Have them annotate while I read aloud.
Then go over each question type/example in the chart. If time, have them partner with someone and try to compose their own text-dependent questions.
Read both silently. Read We, the People aloud as they annotate.
Thinking Notes *
Main Idea-Central to the Author’s Purpose !
I love this part! Great writing or idea ?
Raises a question—possible discussion point ??
Something is unclear or confusing to me—I need to ask about this in class.
Louisiana Believes

16. Video David Coleman and Lincoln’s Gettysburg Address

17. Creating Text Dependent Questions
Multiple Levels of Questions
At this point take the texts: (We, the People) and go over the chart. Leave blank spaces on the chart for them to get with a small group (2-4) and create their own text dependent questions.
Louisiana Believes

18. Essay based on We, the People.
Text – based Writing
Essay based on We, the People.
Culminating writing activity: good formative assessment
First look at the sample essay based on We, the People.
After students have closely read the text, after you have posed text-dependent questions about that text and the class has engaged in rich discussions (Compass rubric), a valid next step is to have the students respond to a writing prompt about the text.
A piece of student writing in which you require that they support their ideas with evidence from the text is a great way for you to gauge what their level of mastery and understanding is. It will tell you much about the content knowledge they have gained as well as to reinforce writing skills.
Work with and depend on your ELA people to support your work with this.
Start out small…..short text-based paragraphs.
Louisiana Believes

19. Other Resources Appendix B: Text Exemplars & Sample Performance Tasks
Appendix C: Samples of Student Writing
Teacher Toolbox
Eagle
Louisiana Believes

20. Career Technical Education
Example – Auto Tech
CCSS-CTE Classroom Tasks Resources
Instructional Practice Guide
Louisiana Believes

21. The Shifts Mean a Change in Practice!
From:
Content knowledge primarily from teacher-led lecture
To:
Content knowledge from a balance of reading, writing, lecture and hands-on experience.
With this shift, think of the text as teacher. Group work, multi-media, hands-on activities and teacher lecture all have their place. But reading of complex texts must hold a significant place as a means of imparting knowledge.
If these changes happen for just one week per month in your school year in all content areas, we will have made a huge move toward buildinng literacy skills for our students.
Louisiana Believes

22. WHAT WILL YOU DO DIFFERENTLY AS YOU PLAN FOR INSTRUCTION?
NEXT STEPS!
WHAT WILL YOU DO DIFFERENTLY AS YOU PLAN FOR INSTRUCTION?
Louisiana Believes

23. Questions Have a great instructional year!
For any further questions,
Ann Smith:
Have a great instructional year! 23