1. 2011 ELA Summer Institute Day 2

2. Balancing Act
Your goal is to balance the feather on your finger.

3. Reflect
Who was successful with this task?
How did you do it?

4. A Balanced Approach Focus on the “eye”:
The CCR Anchor Standards and Grade Specific Standards
Be ready and willing to move and adjust:
Be open to the changes you will need to make in your classroom instruction.
Take away
The Peacock feather is an analogy for our continued work with CCSS. We need to strike a successful balance: focus on the anchor standards – the eye. And be willing to move – open to change.

5. D. Rumsfeld, Newsweek (2003, p. 113)
Read the passage silently.
“There are known knowns. There are things we know that we know. There are known unknowns. That is to say, there are things that we know we don’t know. But there are also unknown unknowns. There are things we don’t know we don’t know.”
D. Rumsfeld, Newsweek (2003, p. 113)
Read silently first…this is called first draft reading. A first draft reading is when you tackle a text without any pre-reading instruction.
This quote…though not about the Common Core – is a good analogy for our work. There are known unknowns (questions we have) and unknown unknowns (things we don’t yet know to ask).

6. Ask yourself… How many times did you read this?
At what point did you stop understanding?
What strategies did you use to gain
comprehension?
Discussion about comprehension strategies.
Rereading is the principle strategy good readers use.

7. Three key questions to ask students after they have read something:
They encompass three different levels of thinking.
(Sheridan Blau)
What does it say? (Literal level – comprehension)
(Foundational to answering the second question)
What does it mean? (Interpretation level)
(More than just appreciating a good story – themes)
What does it matter? (Reflection)
(The heart of why they read the book)
A literal understanding is a prerequisite for uncovering deeper meaning in the text – foundational to answering the second question “What does it mean?”
2. We want the teachers (and students) to walk away from a text able to discuss the plot points, or recognize the themes, etc. but we want them to do more than read and appreciate a great story.
3. Getting to the heart of why they read the book. Excellent way to get students to think beyond the story/text and consider what was said in the text verses what it didn’t say. Characters reaction to why they didn’t react a certain way. We want to provide them with imaginative rehearsals with the world they will soon inherit.

8. A CLOSER LOOK
Participants will take a closer look at reading and writing in the ELA Common Core State Standards.

9. Taking A Closer Look
Close reading
Text complexity
Writing

10. Where does close reading appear in the Common Core?
College and Career Readiness Anchor Standards for Reading
R.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.

11. Brainstorm…… How do you do a close reading?
What does the research say about close reading?
There is a PREZI here you can link to for another option.

12. Close Reading of a Cluster of Standards
1. Read with a pencil in hand, annotate the text.
Mark the big ideas and skills
2. Look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities.
Find the commonalities
3. Ask questions about the patterns you’ve noticed – especially how and why?
What is a student to know and be able to do?
Applying close reading strategies.
Find Handout “Close reading of a Cluster of Standards:” : cluster and directions for close reading.
Use what you have learned from the PREZI to do a close reading of the cluster. Participants will DO WHAT IS IN RED and WRITE on the cluster handout.
#3: A close reading of a standard will help teachers to truly understand a standard and the next step is to focus on instruction – how to help students meet the standard – what students are to know and be able to do…
What it could look like is viewed with the Unpacking documents.

13. Once you have read closely, use the unpacking for RI
Once you have read closely, use the unpacking for RI. 4, 5, and 6 to complete the ELA inventory.

14. Following a close reading, review the information on the unpacking to consider implications for instructional practice.

15. ELA Inventory
Use the prompts at the top of each column to support your reflection and planning.
HANDOUT: ELA Inventory
Connecting close reading to implementation of the CCSS.
This document can be used to facilitate the
implementation of the Common Core State Standards.

16. Taking A Closer Look
Close reading
Text complexity
Writing

17. Where does text complexity appear in the Common Core?
College and Career Anchor Standard for Reading
R.10: Read and comprehend complex literary and informational texts independently and proficiently.

18. Focus on Text Complexity
ELA CC State Standards:
focus on short texts worthy of rereading which places a high priority on the close, sustained reading of complex text.
are emphatic about students reading text of an adequate range and complexity.
focus intently on students reading closely to draw evidence from the text itself.
require students to read increasingly complex texts with increasing independence as they progress towards career and college readiness.

19. How is text complexity measured?
Qualitative evaluation of the text:
Levels of meaning
Structure
Language conventionality and clarity
Knowledge demands
How is it measured?
Pages 5 and 6 in Appendix A are very helpful in giving examples of each of the 4 areas which make up the qualitative evaluation of the text:
1. Levels of meaning – single level of meaning are easier to read (less complex) than multiple levels of meaning, (satires).
2. Structure – well-marked structure is easier (less complex) while unconventional texts have high complexity, (flashbacks).
3. Language conventionality and clarity – easier texts have contemporary, clear language while more complex have figurative, ironic language.
4. Knowledge demands – texts that make few assumptions about readers life experiences are easier than those that make many assumptions about the reader.
This information can also be found on posters throughout the room?

20. How is text complexity measured?
Quantitative evaluation of the text:
Readability measures and other scores of text complexity
Quantitative dimensions of text complexity. The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software.
See page 7 in appendix A for more information about quantitative measures of text complexity.

21. How is text complexity measured?
Matching reader to text and task:
Will the reader be interested in the content?
Does the reader possess adequate prior knowledge of experience regarding the topic?
Will the reader understand the purpose?
Will the complexity of any before, during and after reading tasks or the complexity of any questions asked about the text interfere with the reading experience?
Reader and task considerations. While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation,
knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student.
Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.
See page 7-9 in appendix A for more information on reader/task considerations.

22. Why Text Complexity Matters
“The clear, alarming picture that emerges from the evidence … is that while the reading demands of college, workforce training programs, and citizenship have held steady or risen over the past fifty years or so, K–12 texts have, if anything, become less demanding.”
(CCSS, Appendix A, pg. 2)

23. “Often, textbook writers have frontloaded all necessary information to spoil any chance for intellectual discovery on the part of the student. The CCSS wants students to have opportunities to grapple with difficult text.”
David Coleman

24. What does it look like in the classroom?
Applying text complexity in classrooms.
David Coleman (one of the lead writers for the ELA CCSS) describes the use of complex texts in the classroom.
This clip is 3 minutes long and is only an introduction to close reading with a primary document and what it looks like in the classroom.
Google – brining the common core to life – David Coleman?
Website to view set of videos:

25. Scaffolding doesn’t mean…
helps students access complex texts directly.
allows the reader a first encounter with minimal clarifications.
guides the reader with follow-up support.
encourages re-reading.
Applying it – making it happen for all students.
Teachers provide scaffolding to assist students with complex texts. Scaffolding is how students are able to grow in text complexity.
CCSS defines scaffolding as temporary guidance or assistance provided to a student by a teacher, another adult, or a more capable peer, enabling the student to perform a task he or she otherwise would not be able to do alone.
A teacher should never build a scaffold for a student without having a plan to remove it.
Scaffolding doesn’t mean…
reducing complexity of text.
replacing the text.
telling students what they are going to learn.

26. How To Scaffold Model Provide constructive feedback
Activate prior knowledge
Build background
Use supports
Sensory
Graphic
Interactive
Language
Scaffolding,
Providing instructional strategies or tools to assist students in accessing the content, include
modeling, giving feedback, activating prior knowledge, as well as sensory, graphic, or interactive supports.
Gentle feedback is important because we do not want students internalizing their errors
Build Background Knowledge: ELLs may not have the same prior knowledge as native English speakers so teachers may need to build this knowledge explicitly prior to instruction. Teachers should be aware of the culture ELLs bring with them so this can be addressed and drawn upon.
Ask participants for examples of sensory supports for language arts (environmental print, photographs, the object or video clips.)

27. Examples of Scaffolding
Modeling/Demonstrations
Realia and Multi-media
Pictures
Visuals
These are examples of support for scaffolding that teachers can use:
At your table group…discuss an example of each for the concept…?
Hands-on manipulatives can be symbolic representatives of the object – like a toy apple.
Realia (re-al-ia) is the actual object used to teach the concept – giving student apples to eat, smell, hold, etc.
Hands-on Manipulatives

28. Scaffolding: Organizers
Venn Diagram
Concept Map
Sequence
Part of the toolkit from NCDPI will include graphic organizers to support the standards.
Organizers help represent information from texts and talk in a different manner at different levels of complexity.
Visual organizers will need to be explained to ELLs. These relationships may not be obvious from other cultural perspectives.

29. BREAK
Take a 15 minute break.
Please return promptly.

30. Taking A Closer Look
Close reading
Text complexity
Writing

31. Writing Writing arguments Writing informative/explanatory texts
Standards 1-3 address text types
and purposes:
Writing arguments
Writing informative/explanatory texts
Writing narratives
In the CCSS, K-12, students are mastering 3 types of writing.

32. Foldable Activity On each flap, list one type of writing.
Use the space inside for your notes about each type of writing.
Common language anchors to grade-specific standards
What students should know
What students should be able to do
To complete the foldable activity, you need a yellow sheet of paper and a blue sheet of paper.
Line them up so that the yellow sheet is on top of the blue sheet. Make yellow sheet one inch higher than the bottom blue sheet.
Fold…so that all four flaps are showing – blue and yellow.
Need 2 handouts!
Locate these standards on your handout of anchor standards – Annotating the Anchors.
2. Then locate the grade-specific writing standards provided on the handout – Writing in the Common Core
3. Read closely the anchor standards (1-3) for writing and
3.a Read the grade-specific standards on your handout (Writing in the Common Core)
4. Notice what the new standards are asking students to know and be able to do.
5. Write your notes for each type of writing and write your notes on the designated flap.

33. Text Types
An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid.
Arguments are used for many purposes –
to change the reader’s point of view
to bring about some action on the reader’s part
ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem.
What can you add from this additional information regarding argument in your foldable?
Key Points: Research both short focused projects and longer-term in-depth research is emphasized throughout the standards, but especially in writing. Annotated samples of student writing are included in Appendix C to help establish adequate performance levels for all three types of writing. Remember a skilled writer would be able to blend all three types.
MORE information about text types in Appendix A beginning on page 23.

34. Text Types
Informational/explanatory writing conveys information accurately —
This kind of writing serves to:
increase readers’ knowledge of a subject
help readers better understand a procedure or process
provide readers with an enhanced comprehension of a concept.
What can you add to the foldable?

35. Text Types
Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure.
does not include all of the possible forms of creative writing, such as many types of poetry.
inclusion and evaluation of other such forms are left to teacher discretion.
What can you add to the foldable regarding narrative writing.
How can you use this with teachers or with students? How can it be beneficial.
The purpose of this activity is to provide teachers with an understanding of the types of writing they will need to help students write to meet the standards. The foldable can be used as a teaching tool as teachers create lesson plans, etc.

36. Writing: Then and Now
Directions: Using the Then and Now graphic organizer and the Writing Then and Now handout, compare writing expectations from the NCSCOS and the CCSS to determine what is different. When you complete your handout, turn and talk about what you discovered.
2 handouts
Use the THEN and NOW handout to complete the activities.
You also have a graphic organizer to use for your comparison.
What is the value of this activity for teachers?

37. The Starring Role of Argument
CCSS places particular emphasis on students’ ability to write sound arguments on important topics and issues to prepare students for college and career.
The CCSS places a strong emphasis on students’ ability to write arguments.
“Argument is the soul of an education because argument forces the writer to evaluate the strengths and weaknesses of multiple perspectives.” by Neil Postman, critic and theorist
p. 24 of Appendix A

38. AN INTEGRATED MODEL OF TEACHING AND LEARNING
Participants will recognize the connection
between reading and writing standards. Participants will understand the integrated model of literacy.

39. An Integrated Model
REMEMBER: “While the standards delineate specific expectations in reading, writing, speaking and listening, and language, each standard need not be a separate focus for instruction and assessment. Often several standards can be addressed by a single rich task.”
( CCSS, Introduction, p. 5)

40. “Read like a detective, write like an investigative reporter.”
-David Coleman – co-author of ELA CCSS
Read with care the first time, learn to draw evidence, then write clearly.

41. Close Reading of a Primary Source Document Making the Reading/Writing Connection
Closely read the excerpt from: Letter from Birmingham Jail by Martin Luther King, Jr. (Refer to the instructions on How to do a Close Reading).
After reading, consider the tone of the document.
Find the text-based evidence to support your reasoning.
Select one type of writing (listed in the foldable).
Write a paragraph (on back of the foldable) about the tone of this document, using text-based evidence.
Martin Luther King Jr.. (2011). The History Channel website. Retrieved 3:27, June 3, 2011, from
READING/WRITING CONNECTION handout
Using what you know about how to do a close reading…do a close reading of the primary source document and write your response paragraph on the foldable.
Instructions on how to do a close reading are at the bottom of the cluster – “Close reading of a cluster of standards”

42. Close Reading of a Primary Source Document (Photograph) Making the Reading/Writing Connection
Closely view: Photograph of Martin Luther King, Jr. in Birmingham Jail (Refer to the instructions on How to do a Close Reading).
After viewing, consider the tone or mood of the photograph.
Find the text-based evidence to support your reasoning.
Select one type of writing (listed in the foldable).
Write a paragraph (on back of the foldable) about the tone of this photograph, using text-based evidence.
Martin Luther King Jr.. (2011). The History Channel website. Retrieved 3:27, June 3, 2011, from
READING/WRITING CONNECTION Handout
Using what you know about how to do a close reading…do a close reading of the primary source document and write your response paragraph on the foldable.
Instructions on how to do a close reading are at the bottom of the cluster – “Close reading of a cluster of standards”.

43. On-line materials and sample Mini-maps
The process of mapping
On-line materials and sample
Mini-maps
Click on the logo to link to the free (original) maps. You will need a membership to view the second edition maps.

44. Ticket Out
“While standards gain power and usability from their conciseness, teachers must understand them at a deep, specific level that influences their teaching. “
~David Coleman

45. Contact Information:
Julie Joslin, Ed.D. Section Lead
Grades 9-12 English Language Arts Consultant
Cindy Dewey, Ph.D.
Grades 3-8 English Language Arts Consultant
Phyllis Blue
Grades 6-8 English Language Arts Consultant
Lisa McIntosh (Llewellyn)
K-5 English Language Arts
Consultant
Dan Tetreault

46. Contact Information:
Kelly Brannock, NBCT
School Library Media Consultant
Heather P. Mullins
Educator Recruitment and Development Division
Kimberly Simmons
Educator Recruitment and
Development Division
Robin Smith, Ed.D.
REMIND PARTICIPANTS TO BRING ALL MATERIALS – HANDOUTS BACK TOMORROW