1. CCRS Quarterly Meeting 3 2014 - 2015 English Language Arts K-12

3. Outcomes for the Year
Effective Practices to Help Students Meet Standards
Tasks and questions of powerful teams:
Co-creating lessons- What learning experiences do our students need to reach the standards?
Co-creating assessments- How will we know if they have reached the standard?
Looking at student work- What does student work suggest about what they do and don’t understand and what will we need to do next?
We have spent a lot of time this year at these meetings preparing to co-create lessons. We have used our Equip rubric and other tools to guide us through this process.
We have embedded formative assessment and consideration for ALL learners in our co-creating of assessments.
By looking at student work , we have talked about next steps for ALL learners.

4. Outcomes for QM#3 Participants will:
Discuss their learning from using the 4-step process to sort student work with colleagues.
Work collaboratively to analyze student work samples and determine next steps for ALL learners.
Analyze text to determine appropriate text complexity for ALL learners.
Co-create a lesson from grade-level informational text focusing on Dimension III of the EQuIP Rubric.
We are going to use everything we have learned to begin co-creating lessons.

5. Next Steps from CCRS # 2
Share the 4-step process for analyzing student work with your colleagues.
Co-create text-dependent questions using text from a classroom lesson.
Teach the lesson incorporating the text-dependent questions.
Use the 4-step process to sort student work with your colleagues.
Bring back student work samples and be prepared to share your learning.
This is a reminder of our next steps from session 2, and we will work with them today.

6. Outcomes 1 and 2 Participants will:
Discuss their learning from using the 4-step process to sort student work with colleagues.
Work collaboratively to analyze student work samples and determine next steps for ALL learners.

7. Planning Instruction for ALL Students
The CCRS survey responses have indicated that we need to continue to consider ALL students when creating lessons using the new standards. On your tables are resources to consider as you think about the next steps.
We have talked about the Curriculum Guide in past sessions.
Can Do for WIDA

8. For those of you who have your technology devices, you can also use this as a resource.

9. 4 Steps to Analyze Student Work
1. What standard or standards are addressed?
2. What do you consider a proficient response (based on the standards) for this formative assessment?
3. What do you see in the work samples?
Strengths? Weaknesses?
4. What do students’ needs indicate for designing
instruction to move their learning forward?
There are many protocols for looking at student work samples. This is the one we used at the last CCRS.
On the next slide you will see a graphic organizer that we will be using to look more deeply at your student work samples.
Facilitators: Move to next slide.

10. Share Your Learning Graphic Organizer Handout #1
Take 2-3 minutes to reflect and answer questions 1-4 with the student work samples you brought with you today.
After participants have completed questions 1-4 of the graphic organizer, facilitators will do the following:
Group participants in grade bands (K-1, 2-3, 4-5, 6-8, 9-10, 11-12) groups of 4 so groups are looking at familiar standards.
Within the group of 4, hopefully 2 of those participants will have student work.

11. Mix up your student work samples when you finish your conversation.
Discuss with one other member of the group using the 4 questions on the graphic organizer. Refer to student work samples to support your conversation.
Mix up your student work samples when you finish your conversation.
10 minutes

12. Fold the graphic organizer so that only questions 1 and 2 can be seen.
Pass the graphic organizer and student work samples to the two other group members.
Sort student work samples based on questions 1 & 2.
Discuss and use sticky notes to answer questions 3 and 4.
30 minutes
Note to Facilitator:
Have standards available for participants to use if needed.
Regarding #3, encourage participants to consider additional ways/reasons to sort student work samples. For example; grammar, handwriting, other standards, etc.
Regarding #5, discuss collaboratively what additional learning. It is not just about your individual student work samples.

13. Pass graphic organizer and work samples back to the owner.
Answer question 5 individually.
Discuss with your group of 4 the student work and question 5 (additional learning implications).
Chart responses to question 5 at your table.
20 minutes
Note to Facilitator:
Share charts and discuss similarities.
Several important similarities were found that need to be kept in mind as lessons are co-created this afternoon.
We also need to consider Text Complexity as we co-create lessons.

14. Outcome # 3
Analyze text to determine appropriate text complexity for ALL learners.
As we move into co-creating lessons, consider the differentiation of instruction for ALL learners. Consider Anchor Standard 10 “Read and comprehend complex literary and information texts independently and proficiently.”

15. Anchor Standard 10:
“Read and comprehend complex literary and information texts independently and proficiently.”
Handout #2 Anchor Standards
Note to Facilitator:
Participants should still be sitting in grade bands.
Explain the grade bands in the handout.
Look at your grade Standard 10.
When we begin to create our lessons this will be our primary standard.

16. ASPIRE Text Complexity

17. The Standards’ Model of Text Complexity
Measures such as:
Structure
Language Demands and Conventions
Knowledge Demands
Levels of Meaning/Purpose
Measures such as:
Word length
Word frequency
Sentence length
Text length
Considerations such as:
Motivation
Knowledge and experience
Purpose for reading
Complexity of task assigned regarding text
Complexity of questions asked regarding text
Now we will look at each of the three inter-related components of text complexity.
Handout # 3- The Standards’ Model of Text Complexity
Read each description and note important terms and phrases. (Bullet form)
The triangle represents the 3 main considerations for determining the difficulty level of student text. (Found on page 31 in the CCSS document)

18. Step 1: Quantitative Measures
Measures such as:
Word length
Word frequency
Sentence length
Text length
1 minute
Say:
These are some of the quantitative measures.
Typically calculated by computer software.
Sentence length is determined by averaging the number of words in each sentence in a text.
Word frequency refers to how often the same word appears in a text.
Word difficulty.

19. Quantitative Measures
Common Core Band
ATOS
Degrees of Reading Power®
Flesch-Kincaid
The Lexile Framework®
Reading Maturity
SourceRater
2nd – 3rd
2.75 – 5.14
42 – 54
1.98 – 5.34
420 – 820
3.53 – 6.13
0.05 – 2.48
4th – 5th
4.97 – 7.03
52 – 60
4.51 – 7.73
740 – 1010
5.42 – 7.92
0.84 – 5.75
6th – 8th
7.00 – 9.98
57 – 67
6.51 – 10.34
925 – 1185
7.04 – 9.57
4.11 – 10.66
9th – 10th
9.67 – 12.01
62 – 72
8.32 – 12.12
1050 – 1335
8.41 – 10.81
9.02 – 13.93
11th – CCR
11.20 – 14.10
67 – 74
10.34 – 14.2
1185 – 1385
9.57 – 12.00
12.30 – 14.50
2009 Lexiles
Revised Lexiles
2012
10 minutes - Handout #4 Quantitative Measures, Text (Have text sorted and ready for participants to choose.)
Note to Facilitator:
Ask participants to look at the charts on Handout #4 considering the grade you teach. Notice the change in the lexile levels of 2009 and 2012.
Participants will choose a text to analyze for text complexity.
Find a partner who selected the same text as you.
When participants have selected their text, give them 5 minutes to do a cold read, talking to the text as they read.
Explain that in the next few slides, using your chosen text, you will be considering the appropriateness of the text with ALL learners in mind.
Ask participants to discuss their text in regard to quantitative measures. Refer to Handout #3 to guide your conversation in light of their students. What is it that is making it this lexile? What are you noticing? Are there differences? What do you think might account for this?
For facilitator’s background:
The important part of this slide is that the lexile levels for the grade spans has become higher . (ex went from to )
Lexiles help teachers have an idea of the potential interferences students might encounter when they read if the reading level is too high. However teachers need to be aware that often books that have a low lexile often still contain complex ideas. The perfect example is To Kill a Mockingbird…the lexile level is Where does that fit on our scale? However, we all know that the nuances and ideas are deep. Would a 5th grader read it with the same understanding and ability to draw from it as a 10th grader?

20. Quantitative Measures
Finding a Lexile Measure for Text:
Here is one resource where you can find the lexile level of a text.

21. Why is the Quantitative Measure an important consideration
Why is the Quantitative Measure an important consideration? Why would it not be the only consideration?
5 minutes
Facilitator should listen for some of the following:
You need decodable text for students still mastering the code.
You need independent level text for all grades.
Students should NOT be working at their frustration level ALL day. The act of productive struggle becomes frustrating if that is all the text they encounter.
Our goal is to continually challenge students to higher levels of comprehension while still fostering a love for reading along the way.

22. Step 2: Qualitative Measures
Measures such as:
Structure
Language Demands and Conventions
Knowledge Demands
Levels of Meaning/Purpose
15 minutes
Handout #5 Text Complexity: Qualitative Measures Rubric
Facilitators explain the different measures.
How complex is the structure of the text? Is the story told in chronological order? Are there flashbacks? Is the informational text laid out in a simple format with main idea and details and simple graphics to help convey meaning? Or is the purpose of the text not immediately obvious?
Language Conventionality and Clarity – Does the text contain language that is familiar, clear, and straightforward, or does it contain lots of academic language and words with multiple meanings?
Knowledge demands – How much background knowledge will a student need in order to understand the selection? Texts that don’t make assumptions about a student’s life experiences or familiarity with discipline-specific concepts are easier to understand.
Levels of Meaning – Does the text have one single level of meaning (as in informational text), or does it contain hidden levels of meaning (as in the use of symbolism)? Texts with a single level of meaning are easier to comprehend.
Using the Handout #5 (rubric), participants will analyze their text to determine the various qualitative levels. Remind participants that some parts may be considered extremely complex while others may be slightly complex.

23. Step 3: Reader and Task Considerations such as: Motivation
Knowledge and experience
Purpose for reading
Complexity of task assigned regarding text
Complexity of questions asked regarding text
5 minutes
Handout #6 – Considerations for Reader and Task
This measure requires a teacher to use his/her professional judgment. Teachers must know their students well enough to make these decisions.
Reader and task is where the slope is most slippery. Depending on the abilities of our students and what we ask them to do with a text, its complexity can vacillate wildly. For example, a text with a low Lexile level can easily become more complex if a student’s prior knowledge of the topic is limited. That very same material becomes even more complex the more critically we ask a student to think about it. It is one thing to ask a child to read an article written at a Lexile level of 1000 just to comprehend it. It is rather a different task to expect that same student to read the article to draw a conclusion from it and support that conclusion with evidence from the reading. The task, in this case, has just made the text more complex.
Note to Facilitator:
Direct participants to read the handout and discuss how the Considerations relate to their texts.
Listen for some of the following in conversations:
Scaffolding the text.
Differentiation for some of their students.

24. Outcome # 4
Co-create a lesson from grade-level informational text focusing on Dimension III of the EQuIP Rubric.

25. EQuIP Rubric
(Copies on the table to share.)

26. Dimension 3 Instructional Supports
The lesson/unit is responsive to varied student learning needs:
Cultivates student interest and engagement in reading, writing and speaking about texts.
Addresses instructional expectations and is easy to understand and use.
Provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text.
Focuses on challenging sections of text(s) and engages students in a productive struggle through discussion questions and other supports that build toward independence.
Integrates appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level text band.
Provides extensions and/or more advanced text for students who read well above the grade level text band.
You will be considering these as you plan your lesson.

27. Lesson Plan Template Handout #7 – Lesson Plan Template
Ask participants to use the template to begin planning a lesson using the text they selected.
The first bullet under CCRS Standards should be your grade level standard 10.
Consider the following:
standards
text complexity
EQuIP Rubric to check your planning and make adjustments to meet the needs of ALL learners
Can DO Descriptors and Curriculum Guides
Note to Facilitator:
Encourage participants to complete at least one bullet under each heading.

28. Next Steps: Complete the lesson.
Continue collaboration with your planning partner and/or grade level colleagues.
Teach a lesson using the same planning process and considerations.
Be prepared to share your lesson, including student work samples. (Consider videoing this lesson.)

29. Take a Minute to Plan
Talk to your team members or table partners about what you learned today.
What will you take back to your team meeting?

30. Survey Questions
What is the most valuable learning from the session today?
What have you learned so far that will help you as you work with… Special Populations? (Special Ed. and EL)
Formative Assessments?
Collaborative Practices?-Looking at student
work, planning text dependent questions
In what areas pertaining to CCRS, would you like to expand your learning?