1. Implementing Common Core: A Focus on Early Literacy Module- 2 Book Study: Rigorous Reading Presenters: LaRae Blomquist, Susie Lapachet, and Patty Tong October, December 2014

2. Debrief Module 1 As a result of the ELD/ELA training in September, what steps (if any) did you take or do you plan to take at your site?

3. Outcomes  “Own” reading standards  Understand “text complexity”  Discuss self-selected topics from Rigorous Reading, chapter 1

4. Connecting the Dots Just giving students complex text doesn’t mean they will read and understand it. At other times, we’ve scaffolded so much that we removed the need for students to read altogether…Neither of these approaches met the intended goal of getting student to read complex texts. --Rigorous Reading (p. 2)

5. Connecting the Dots To ensure that students actually do learn to read complex texts, teachers have to scaffold instruction and know when to transfer the cognitive and metacognitive responsibility to students. --Rigorous Reading (p. 2) Instructional Implication: In order for teachers to scaffold instruction, they must know how to analyze a text for its complexity.

6. Connecting the Dots Analyzing text complexity Understanding of ELA standards

7. What are College and Career Readiness Anchor Standards? Define “College and Career Readiness” (CCR) – Ready for “13 th ” grade – Military, work, college…no remediation necessary Standards were backwards mapped to determine K-12 specific standards

8. Examining CCR Anchor Standards Please take out the College and Career Readiness anchor standards handout.

9. Reading Standards: 4 Distinctive Categories Key Ideas and Details Standards 1-3 Craft and Structure Standards 4-6 Integration of Knowledge and Ideas Standards 7-9 Range of Reading and Level of Text Complexity Standard 10 9 “WHAT” is said “HOW” it is said Comparison—2 or more

10. Examining the Anchor Standards Use center column of grade-specific handout to record the intent of the CCR standards.

11. “I do” Think Aloud…CCR #1 CCSS.ELA-Literacy.CCRA.R.1CCSS.ELA-Literacy.CCRA.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.

12. “I do” Think Aloud…CCR #1 Reading comp.; cite text evidence

13. “We do”…CCR #2 CCSS.ELA-Literacy.CCRA.R.2CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

14. “We do”…CCR #2 Theme/central ideas; summarize

15. “You do”…CCR #3 CCSS.ELA-Literacy.CCRA.R.3CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

16. “You do”…CCR #3 Development ideas, people, events

17. Compare CCR intent to Grade-Specific Standards Discuss: How does the grade-specific standard fit into the CCR standard outcome? How would you explain to a new teacher the specific parallels between RL and RI standards? Which standard(s) are more difficult to teach? Why?

18. Craft and Structure: #4-#6 j Vocabulary; word choice; figurative language Text structure; part-to-whole Author’s point of view; purpose

19. Compare CCR intent to Grade-Specific Standards Discuss: How does the grade-specific standard fit into the CCR standard outcome? Which standard(s) are more difficult to teach? Why?

20. Integration of Knowledge & Ideas: #7-#9 Text to graphics; multi-media Author’s argument Compare topics from multiple sources

21. Compare CCR intent to Grade-Specific Standards Discuss: How does the grade-specific standard fit into the CCR standard outcome? Which standard(s) are more difficult to teach? Why?

22. How do First Grade Standards work with K-3 Standards? K-3 Standards Sort

23. Reinforcing Content Knowledge As site curriculum leaders, it’s imperative that all teachers have deep understanding of the standards. Yes…even to the point of having them memorized.

24. What are College and Career Readiness Anchor Standards? Define “College and Career Readiness” (CCR) – Ready for “13 th ” grade – Military, work, college…no remediation necessary Standards were backwards mapped to determine K-12 specific standards

25. Reading Standards: 4 Distinctive Categories Key Ideas and Details Standards 1-3 Craft and Structure Standards 4-6 Integration of Knowledge and Ideas Standards 7-9 Range of Reading and Level of Text Complexity Standard 10 25 “WHAT” is said “HOW” it is said Comparison—2 or more

26. From Standards to Text Complexity CCSS Instruction

27. Activating Prior Knowledge Please write your current definition of “text complexity” on the index card.

28. Recording Thinking – Graphic Organizer Use graphic organizer to record thinking. (NOTE: this might be an activity that is used with staff that would not require the purchase of RR.)

29. CCSS Definition of Text Complexity “Text complexity” has 3 components.

30. CCSS Definition of Text Complexity Word length/frequency, sentence length, text cohesion —measured by computer (e.g. lexile) 4 th -5 th : 740-1010L

31. CCSS Definition of Text Complexity Levels of meaning Knowledge demands Language convention and clarity Structure

32. CCSS Definition of Text Complexity Who is sitting in front of you? Consider a student’s motivation, knowledge, experience; difficulty of task—

33. Examining a 2 nd Source Page “9” represents the circular graphic info.

34. Debrief: Think-Pair-Share What were salient points that you gleaned from the video? How could/should the information about teachers analyzing a text for its complexity affect decisions at your site? (e.g., novel choices, teaching points)

35. Connecting Quantitative Factors to Standards RL/RI 4; L5; L6-word choice L 1 – grammar L 3 – sentence structure L 6 – academic language

36. Connecting Quantitative Factors to Standards Levels of Meaning: RL 2 – theme RI 2 – central ideas RL/RI 4; L 5 – figurative lang. RI 6 – author’s purpose

37. Connecting Quantitative Factors to Standards Structure: RL/RI 5– text structure RL 6 – narration/POV RI 5 – text features (previous grades) RL/RI 7 – graphics

38. Connecting Quantitative Factors to Standards Lang. Convention/Clarity: RL/RI 4 – word choice L 3b – dialects/registers L 5 – figurative language L 6 – academic lang.

39. Connecting Quantitative Factors to Standards Knowledge Demands: RI 3 – development/ relationship of ideas RL/RI 4; L 6 – vocabulary; word choice

40. Examining a 3 rd Source Reread the text complexity excerpt (pp. 7- 12). Record additional info on the graphic organizer. Discuss salient points with table group.

41. Examining a 3 rd Source Discuss insights Revise index card

42. Looking for Teaching Points Using Text Complexity

43. Team Discussion “Read Aloud” What are teachable aspects of the text? 460L 970L 440L

44. Reading-Foundational Skills 1.Print Concepts 2.Phonological Awareness 3.Phonics and Word Recognition 4.Fluency

45. From Text Complexity to Rigorous Reading Book Club CCSS Instruction

46. Book Club Style  Review the contents of chapter one that have not yet been discussed.  Formulate a question that you would like to discuss with your table (e.g., How do Fisher and Frey address the teaching of comprehension skills compared to the Open Court approach? What should we message to our teachers?)

47. Whole-Group Debrief What salient book club discussion points would someone like to share with the group?

48. Reminder… EL Walk-Through Form Next K-6 admin module focuses on examining student data Collect observational data prior to Module 3 (Oct. 24 or Dec. 3)

49. Reflection – Feedback Form Since your feedback helps drive our professional learning decision- making, we appreciate your reflective comments!