Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Summer 2011 Day 3 ELA Educator.

Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Summer 2011 Day 3 ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Day 3 Activity 1 Reading Anchor Standards Reading Sample Performance Tasks ELA Reading Frameworks ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

EEA Summer 2011: Outcomes Participants will develop an understanding of : the structure of the Common Core State Standards (CCSS) for English Language Arts, including the College and Career Ready Anchor Standards, the grade-specific standards, and the appendices. the Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects. (Grades 6-12) the writing types defined in Writing Standards 1, 2, and 3 of the CCSS for English Language Arts & the CCSS for Literacy in History/Social Studies, Science, and Technical Subjects. the Maryland Common Core State Curriculum (CCSC) Framework for English Language Arts. Outcomes for Activity 1 are in black ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Reading Anchor Standards
The Reading Anchor Standards can be found in the front of the grade specific standards for literature and informational text. Take a look at the reading anchor standards that are listed on both pages 10 and 35 of the Common Core. What do you notice about the reading anchor standards? What stands out for you? Procedures: This series of three slides (9, 10, and 11) are part of a teacher-directed activity and should take no more than 5 minutes. Have participants recall that the anchor standards are the standards to which the grade specific standards build. Give participants a minute or two to read over the activity. Point out that the standards on page 10 precede the elementary reading standards and the standards on page 35 precede the secondary reading standards. Briefly elicit individual responses, but guide participants to the responses below. For time’s sake these should be oral responses and do not require more than superficial detail. You may want to link the discussion briefly to the discussion of the definition of literacy from Day 2. *It is important that participants notice: The anchor standards are the same for both literature and informational text. The next two slides demonstrate that the CCSS starts with the text and ends with the text. The next two slides will point out: Standard 1 goes beyond comprehension and emphasizes going back to the text and citing explicit textual evidence. One of the key requirements of the Common Core is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Cluster: Key Ideas and Details RL1 & RI 1 CCR Anchor Standard 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. Procedures This is standard 1 of 10. It is important that participants notice: Standard 1 starts with the text and goes back to the text. It goes beyond comprehension and emphasizes going back to the text and citing explicit textual evidence. This is true even back to kindergarten. The reading standards start with an emphasis on the text (Standard 1) and end with an emphasis on the text (Standard10)—see next slide. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Cluster: Range of Reading and Level of Text Complexity RL10 & RI 10 CCR Anchor Standard Read and comprehend complex literary and informational text independently and proficiently. Grades 6 & 7 RI Grade 8 RI 10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of the year, read and comprehend literary nonfiction in the high end of grades 6-8 text complexity band independently and proficiently. Procedures It is important that participants notice: The reading standards start with an emphasis on the text (Standard 1) and end with an emphasis on the text (Standard10). This slide is for Reading Informational Text, but the standard looks the same for Reading Literature. The difference is that it will say read and comprehend literature. One of the key requirements of the Common Core is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. They are constantly being stretched to the next level of text complexity. This is apparent in Standard 10. The text complexity band in Standard 10 is in two year bands, except in middle school where it is in a 3 year bands (underlined). The first year of the band has students reading text within the band (2-3, 4-5, 6-8, 9-10, etc.), proficiently, with scaffolding as needed at the high end of the range. The second year of the band (or in middle school in grade 8), the text complexity band remains the same, but now it states that the students are reading independently and proficiently in that grade band. Therefore, students are expected to be exposed to text on the entire grade band in the first year, and to have mastered text in that grade band by the end of the second year (or third year in the case of middle school). ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Sample Performance Tasks for Reading
The Common Core State Standards contain Sample Performance Tasks in Appendix B. With your group, examine the Sample Performance Tasks in your envelope. Rank them in order of difficulty and estimate the grade band for each one: Grades K-1 Grades 6-8 Grades Grades 9-10 Grades Grades 11-12 Preparation prior to instruction: Plan to divide the class into six groups of 4 participants each. Cut Performance Tasks into separate strips and place strips into envelopes. There should be one envelope for each group. Place four copies of the answer sheet to the Sample Performance Tasks and four copies of the reading frameworks in manila folders. There should be one manila folder for each group. Note: the Sample Performance Tasks are from Appendix B of the Common Core State Standards. Procedure: (This activity should take 5-8 minutes) Have groups complete the first two bullets on the slide. While they are discussing, place a manila folder containing an answer sheet and four copies of the reading framework on each table of 4. Instruct participants not to open the folders until they have finished the ranking and grade band estimates. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Sample Performance Tasks for Reading
Now take a look at the answer key and examine where the performance tasks fit into the reading standards. Briefly discuss your observations with your group. Procedures: (This activity should take no more than 5 minutes) The answer key is in the coding in the brackets that are listed after each performance activity. To read the CCSS coding RL.3.5 means Reading Literature, grade 3, standard 5. RI.6.2 means Reading Informational Text, grade 6, standard 2. After looking at the answer keys and matching them to the standards or frameworks, instruct participants to discuss (briefly) their observations about the Sample Performance Tasks. These tasks were chosen specifically to elicit some “ah ha” moments. Since groups can include these observations in the charts in the next activity, they do not have to share their thoughts a this time; however, if you prefer and time allows, you may have each group choose a spokesperson to summarize their groups thoughts. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Reading Frameworks Focus Question:
With your group, examine either the reading literature framework or the reading informational text framework in more depth. Focus Question: What implications for instruction do you see in the Reading Standards, Sample Performance Tasks, and Frameworks? Preparation prior to instruction: The class should be divided into six groups of 4 participants each. Each group will need a piece of chart paper and a marker. Each participant will need a set of 3 sticky dots, color does not matter. Procedures: (This series of activities should take10 minutes) Assign the literature framework to three groups and the informational text framework to 3 groups. Instruct groups to choose a recorder and a speaker. Based upon their observations of the Sample Performance Tasks and the assigned reading frameworks, instruct groups to discuss the Focus Question. Instruct groups to title the chart paper “Literature” or “Informational Text” to record the main points of the discussion on the chart paper, and then, post the chart paper around the room. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Gallery Walk Take a walk and review your colleagues’ thoughts.
Rank the implications for instruction that are most relevant for you. Preparation prior to instruction: The class should be divided into six groups of 4 participants each. Each group will need a piece of chart paper and a marker. Each participant will need a set of 5 sticky dots, color does not matter. Procedures: (This series of activities should take minutes) Gallery Walk: Instruct groups to walk around the room and to read their academy-mates’ observations. While groups are completing the walk, place a set of sticky dots on each table. (Each participant will need 3 dots, color does not matter) Review the charts with the participants and compact or remove the items that are repetitious. (3-5 minutes) Tell participants that they will be using the dots to choose their “top 3” instructional implications. Instruct participants to return to the posters and indicate their top 5 choices on the charts with the dots. (Procedures 6 & 7, 3-5 minutes) Instructor should review the choices that contain the most dots with the entire group. (2-3 minutes) ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Day 3, Activity 2 Text Complexity
Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Day 3, Activity 2 Text Complexity Time for Day 3, Session 2 is tight. Plan to move the group through the activities quickly. Slides 1-28 are teacher directed and cannot take longer than 10 minutes. Slides detail group work. The entire time allotted for these slides is 20 minutes, including the sharing at the end. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

EEA Summer 2011: Outcomes Participants will develop an understanding of : the structure of the Common Core State Standards (CCSS) for English Language Arts, including the College and Career Ready Anchor Standards, the grade-specific standards, and the appendices. the Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects. (Grades 6-12) the writing types defined in Writing Standards 1, 2, and 3 of the CCSS for English Language Arts & the CCSS for Literacy in History/Social Studies, Science, and Technical Subjects. the Maryland Common Core State Curriculum (CCSC) Framework for English Language Arts. Outcome for Activity 2 is in black. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Text Complexity Matters
“Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks.” Procedure: Explain to participants that the using complex text is central to the Common Core. Recall that one of the key requirements of the Common Core is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. The next several slides will demonstrate the importance of using complex text. *From Appendix A, page 4 of the Common Core State Standards for English Language Arts. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Why Text Complexity Matters
According to the 2006, ACT, Inc., report Reading Between the Lines, the biggest differentiator between students who met the reading benchmark and those who didn’t was students’ ability to answer questions associated with complex texts. Procedure: This slide and the next two slides contain data from Appendix A to demonstrate the importance of text complexity. These three slides comprise of just a few of the reasons listed in the Common Core for the need to increase text complexity in K-12 programs; however the reasons listed follow the common themes of the next two slides. Stress that it is important to increase the rigor and the text complexity with which students interact. *From Appendix A, page 2 of the Common Core State Standards for English Language Arts. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Over the last 50 years, the complexity of college and workplace reading has increased, while text complexity in K-12 have remained stagnant: Research indicates that the demands that college, careers, and citizenship place on readers have either held steady or increased over roughly the last fifty years. The difficulty of college textbooks has increased since 1962. Students in college are expected to read complex texts with substantially greater independence than are students in typical K–12 programs. This slide cites just a few of the reasons listed in the Common Core for the need to increase text complexity in K-12 programs; however the reasons listed on this slide and the next follow the common theme at the top of the slide in yellow. Text complexity in the workplace and college have increased over the last years, while in K-12 programs it has flat-lined and in some states, even decreased. Stress that it is important for K-12 students to keep pace with increases in text complexity in the workplace and in college. *Adapted from Appendix A, page 2 of the Common Core State Standards for English Language Arts. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Type of college and workplace reading has become more complex: A 2005 College Board study found that college professors assign more readings from periodicals than do high school teachers. The word difficulty of scientific journals and magazines from 1930 to 1990 has increased. Workplace reading, measured in Lexiles, exceeds grade 12 complexity significantly, although there is considerable variation. Procedure: This slide cites just a few of the reasons listed in the Common Core for the need to increase text complexity in K-12 programs; however the reasons listed on this slide and the previous one follow the common theme at the top of the slide in yellow. After reviewing this slide briefly call participants’ attention to the last bullet and the word lexile. Define the meaning of Lexile: Lexile scores are readability scores based upon word frequency and sentence length. The next slide shows averages of Lexile scores by grade level. *Adapted from Appendix A, page 2 of the Common Core State Standards for English Language Arts. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Recommended Lexile Levels
Text Complexity Grade Band in CCSS Old Lexile Ranges Lexile Ranges Aligned to CCR Expectations K-1 N/A 2-3 4-5 6-8 9-10 11-12 Procedure: (This slide, combined with the next 3 slides should take no more than 2 minutes) Due to the increased rigor in the text complexity of the CCSS, research companies are realigning recommended Lexile scores by grade levels. The data in this slide is from Appendix A and shows how one research company, MetaMetrics has readjusted their recommended Lexile levels based upon the CCSS. FYI—MetaMetrics is one of the organizations cited by the CCSS. Background information from the MetaMetrics website: MetaMetrics® is focused on improving education for learners of all ages. We develop scientific measures of academic achievement and complementary technologies that link assessment results with real-world instruction. *Lexile ranges are from MetaMetrics and reported in Appendix A, page 8 of the Common Core State Standards for English Language Arts. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Where are students really reading?
Typical Reader Lexile Scores* Grade Mid-Year 25th to 75th percentiles 1 Up to 300L 2 140L to 500L 3 330L to 700L 4 445L to 810L 5 565L to 910L 6 665L to 1000L 7 735L to 1065L 8 805L to 1100L 9 855L to 1165L 10 905L to 1195L 11 and 12 940L to 1210L Procedure: Where are students really reading? This slide shows averages of student actual reading Lexile scores by grade level. Be sure to point out that the table is indicating independent reading levels and shows the middle 50th percentile of reader scores for each grade. It is important to note that bottom 2th percentile of students in the studies had measures below the lower number and the top 25th percentile had measures above the higher number. The next slide shows the two charts on slides 25 and 26 combined. *Based upon a 2009 national study by MetaMetrics® reported in The Lexile Framework for Reading ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Combined Lexile Charts
Text Complexity Grade Band in CCSS Old Lexile Ranges Lexile Ranges Aligned to CCR Expectations Typical Reader Lexile Scores 25th-75th percentiles K-1 N/A Up to 300 2-3 4-5 6-8 9-10 11-12 Procedure: This slide combines the data from the two previous slides. Give participants a few seconds to review this slide. Point out that the gap widens as the students progress up the grades. Call participants’ attention to the Lexile measures for 11th and 12th graders before moving to the next slide. Point out the top score in the third column for grade 12 is a Lexile of Students below the 75th percentile are reading below 1210. Immediately show the next slide. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Lexile Score CD-DVD Instructions USA Today College Textbooks Baltimore Sun W4 Forms Applications for Student Loans Wall Street Journal Washington Post *Scores listed are averages 1210 Procedure: Point out that, based upon the scores in the last slide, only students in the top 25th percentile in 11th and 12th grades are reading at levels that are at or above a Lexile of 1210. To bridge to next slide. Remind participants that Lexile scores are only one part of text complexity. Say: “It is clear that text complexity matters. So how does the Common Core determine text complexity?” Do not entertain answers; proceed to the next slide. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

The Common Core and Text Complexity
The Common Core Reading Standards address the intertwined issues of what and how students read through: increasing sophistication in students’ reading comprehension ability increasing text complexity in successive school years a three-part model for determining the difficulty of a particular text *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts. Procedure: (This slide, combined with the next 3 slides should take no more than 3 minutes) Introduce this series of 4 slides by telling participants that it is important to look at how the Common Core handles text complexity by addressing how and what students read. When reviewing the first bullet, point out the three parts of the three-part model. The next three slides summarize each of these three parts. When reviewing the second and third bullets, point out that these are accomplished through the reading standards that participants reviewed in session 1. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Three Part Model for Text Complexity
Qualitative Dimensions of Text Complexity These are best measured by a human reader. Examples: Levels of meaning or purpose Structure Language conventionality and clarity Knowledge demands *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts. Procedure: Review the information on this slide. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

(2) Quantitative Dimensions of Text Complexity These are typically measured by computer software. Examples: Word length Word frequency Sentence length Text cohesion *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts. Procedure: Review the information on this slide. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

(3) Reader and Task Considerations These deal with variables specific to particular readers and/or to particular tasks. They are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. Examples of variables specific to readers: Motivation Knowledge Experiences Examples of variables specific to tasks: Purpose Complexity *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts. Procedure: Review the information on this slide. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Determining Text Complexity
Recall that a Lexile text measure is determined by word frequency and sentence length. Many other factors affect text complexity, including the structure of the text, language usage, and sentence structures. Additional considerations in determining text complexity are the levels of meaning, the appropriateness of the content, and the age and interests of the reader. When choosing appropriate texts, the Lexile score is a good starting point, but other factors must be considered. Procedure: (This slide, combined with the next 3 slides should take no more than 3 minutes) It is important for participants to understand that in determining text complexity, other factors (besides lexile scores) must be examined. Lexile scores are only one piece of text complexity. The importance at looking at other factors is demonstrated in the next 3 slides. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Determining Text Complexity
All Lexile Scores are not created equally! Procedure: This is an introductory slide and should be projected briefly. At the end of this series of slides, participants should understand the importance of looking at other factors besides Lexile when determining text complexity. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

All Lexile Scores are not created equally!
Compare these lexile scores . . . Lexile Lexile 710 Procedure: Give participants a few seconds to read this slide silently. If you think that participants in the back of the room may not be able to see it clearly, you may read the book titles and Lexile scores aloud. Move quickly to the next slide without comment. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

All Lexile Scores are not created equally!
Compare to these! Lexile Lexile 850 Recommended for ages Recommended for ages 5-9 Procedure: Again, give participants a few seconds to read this slide silently. Be sure to point out the recommended ages listed at the bottom of the slide. Obviously, you would not choose to have elementary students read Jurassic Park, although the Lexile score is similar and even a little lower than these children’s books. What is the differrence? Text complexity! Now that it’s clear that text complexity is important, how can you measure text complexity? ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Texts Illustrating the Complexity, Quality, and Range of Student Reading
The Common Core State Standards contain lists of sample texts that demonstrate text complexity in the different grade bands. These lists can be found in the CCSS; additional titles may be found in Appendix B. *It is important to note that these are examples only and should not be considered comprehensive lists. * Procedure: This slide and the next slide call attention to the fact that the lists of texts should not be considered comprehensive lists. Do not spend time discussing the lists themselves, but you if you wish you may allow them a minute to glance at the pages. They are in the CCSS on pages 32 and 58, as well as longer lists in Appendix B. Remember time is tight! ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Texts Illustrating the Complexity, Quality, and Range of Student Reading
“Given space limitations, the illustrative texts listed are meant only to show individual titles that are representative of a wide range of topics and genres At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow students to study those topics or themes in depth.” *From the Common Core State Standards for English Language Arts, page 32. Procedure: This is a quote from the CCSS, reinforcing the information in the previous slide. Emphasize the parts in yellow. The Common Core states that these texts “are not meant to show individual titles.” They are “representative” of the types of text that should be used. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

A Word of Caution . . . Students should not be interacting independently with complex text that is above their independent reading level. When using complex text on a student’s instructional reading level, apply scaffolding as needed. This is the “stretch” level. Text on a student’s frustration reading level should not be used. Research has shown that students’ reading ability does not improve when interacting with text on a frustration level. This slide is very important. Teachers who need additional help or information on the reading levels, should consult a reading specialist or reading teacher in their school or district. Procedure: Share this slide and the background information below regarding the reading levels. Independent Reading Level: Relatively easy text for the reader, with no more than approximately 1 in 20 words difficult for the Reader. At this level the child reads orally in a natural tone, free from tension. His silent reading will be faster than his oral reading. Instructional Reading Level: Challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the Reader. He reads with teacher help and guidance. This is the "stretch" level. With the right materials and purposeful reading, he makes maximum progress. Frustration Reading Level: Difficult text for the reader, with more than 1 in 10 words difficult for the reader. The frustration level is marked by the book in which the child obviously struggles to read. Errors are numerous. The child reads without a natural rhythm and in an unnatural voice. No child should be asked to read at his frustration level, but the teacher needs to know that this level does exist for him. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

The CCSS and Text Types Narrative Text
In elementary grades this includes stories and poetry for both read alouds and independent reading. Read alouds include chapter books, even at the kindergarten level. In secondary grades this includes short stories, novels, poetry, and drama. Informational Text and Literary Non-fiction For both elementary and secondary grades this includes exposition, historic non-fiction, biographies, auto-biographies, speeches, historical documents, and technical documents. However, informational text that does not have literary merit, does not belong in the secondary language arts classroom; it belongs in the specific content area. Procedure: Call participants attention to the types of texts that are used in the CCSS. Point out that informational text and literary non-fiction can have a narrative or an expository structure. Very Important: For literary non-fiction, point out that “literary” comes first. Secondary teachers of ELA should teach literary non-fiction for its literary merit; for example, focusing on style and language. Teachers of social studies and science should teach for historical or scientific significance or merit. Secondary English language arts teachers should not be teaching informational text that is without literary merit. An example that can be shared: In both social studies and ELA, students may read “The Gettysburg Address,” or ML King’s “I Have a Dream,” or George Bush’s speech after 9-11, or Barack Obama’s speech after the death of Osama Bin Ladin. However the ELA teacher will examine the author’s craft and the social studies teacher will examine it’s significance to an historical time. Elementary teachers need to be aware that since the literacy standards are separate standards in secondary only, they must teach both the informational text and the literary non-fiction; the CCSS integrates the literacy standards on the elementary level because elementary teachers are generalists—teaching all subjects. For schools/districts where the upper elementary grades are departmentalized, the teaching of informational text/literary non-fiction may be more similar to the way it is taught in secondary schools. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Criteria for Determining text Complexity!
Characteristics of Simple Text Characteristics of Complex Text Instructional Strategies/Examples/Differentiation Literary Text Structure Simple text structures Explicit Conventional Events related in chronological order Simple graphics/text features Graphics/text features unnecessary or merely supplementary to understanding the text Complex text structures Implicit Unconventional Events related out of chronological order Sophisticated graphics/text features Graphics/text features essential to understanding the text and may provide information not otherwise conveyed in the text Language Conventionality and Clarity Literal Clear Contemporary and/or familiar language usage Conversational language Simple vocabulary Simple sentence structures Figurative, ironic, or allegorical Ambiguous or purposefully misleading Archaic or otherwise unfamiliar language usage General academic and domain-specific language Multi-meaning, connotative, and conceptual vocabulary Complex sentence structures Levels of Meaning Simple theme Single theme Common, everyday experiences or clearly fantastical situations Single perspective Perspectives like one’s own Low intertextuality (few references/allusions to other texts) Complex or sophisticated themes Multiple themes Experiences distinctly different from one’s own Multiple perspectives Perspectives unlike or in opposition to one’s own High intertextuality (many references/allusions to other texts) Knowledge Demands Everyday knowledge Familiarity with genres Cultural knowledge Literary knowledge Procedure: Participants will be completing group work with the chart that is projected on this slide. Inform participants that this chart contains criteria based upon information from Appendix A of the Common Core, but the PARCC Consortium, of which Maryland is a member, will be releasing their own measure for text complexity, hopefully this summer. The tasks of the groups are detailed on the next slide. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Criteria for text Complexity
Time to collaborate ! Your group will accomplish one of the following: brainstorm instructional strategies/resources for using complex text brainstorm differentiation strategies for using complex text examine sample texts for text complexity Procedure: (This activity, including the sharing, can take no more than 20 minutes) Group Work using the Text Complexity Criteria: The class will be divided into six groups of 4 participants each. They will need to share their findings with the larger group. You may leave the procedure for sharing for the groups to decide. They may just want to share verbally; however, provide chart paper and markers to groups who would like to use it. Be sure to instruct groups to choose a recorder and speaker. Half of the groups will complete one of the 3 bulleted activities for informational text and half will complete one of the three bulleted activities using literary text. For the third bullet, participants have been asked to bring some sample texts that they use in support of their curriculum. Master teachers should bring additional texts from their own districts in case participants fail to bring them. An additional suggestion, would be to duplicate some examples of text from Appendix B; however, this option is not preferred. Be sure that this group understands that the text does not have to meet ALL the criteria for complexity in order to be considered complex text, but the majority of the criteria examined should fall into the complex realm. The goal here is to have good conversations around text choices. The group may not come to consensus on whether a given text is complex or simple. The three part model for determining text complexity makes it clear that reader, task, and purpose plays into choosing text. A text that is complex for one reader, task, or purpose, may not be for another. This should come out in the group’s discussion. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Criteria for Text Complexity
What did we discover? Procedure: Have individual groups share their findings with the larger group. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Literacy in History/Social Studies, Science, and Technical Subjects
Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Day 3 Activity 3 Literacy in History/Social Studies, Science, and Technical Subjects ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

EEA Summer 2011: Outcomes Participants will develop an understanding of : the structure of the Common Core State Standards (CCSS) for English Language Arts, including the College and Career Ready Anchor Standards, the grade-specific standards, and the appendices. the Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects. (Grades 6-12) the writing types defined in Writing Standards 1, 2, and 3 of the CCSS for English Language Arts & the CCSS for Literacy in History/Social Studies, Science, and Technical Subjects. the Maryland Common Core State Curriculum (CCSC) Framework for English Language Arts. Outcome for Activity 3 is in black. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

In your group, identify the similarities
Standards for Literacy in History/Social Studies, Science, and Technical Subjects Place the ELA Standards for Reading and Writing next to the Literacy Standards for Reading and Writing In your group, identify the similarities and differences and record your findings on a graphic organizer….. Procedure: (Allow participants minutes for the group work and the sharing) Participants will be asked to bring their ELA standards as well as the literacy standards. For this activity, they need to have both and place them side by side to compare the language of both. Ask them to begin by looking at the reading standard 3 for informational text (either for high school or middle school) and the reading standard 3 for literacy in history/social studies. How do they differ? Look at reading standard 3 for literacy in science and technical subjects. Allow groups to spend 10 minutes reviewing the comparing the documents and then ask them to sketch a graphic organizer of their choice to record their findings. They may want to sketch one like the one on the next page. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Standards for Literacy in History/Social Studies, Science, and Technical Subjects
ELA BOTH Literacy Procedure: Share this example of a sample graphic organizer that participants may wish to use for the previous slide’s activity. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

What did we discover? Procedure: Participants should be able to share some of these key findings: All contents are expected to cite evidence from the text; text in history/social studies will be primary and secondary source materials and science text may include complex processes. All contents are expected to determine vocabulary in context, the vocabulary will be domain specific and may even be symbols All contents are expected to write to source, but in history/social studies and science and technical subjects, narrative writing is incorporated into argument and explanatory writing. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Let’s examine a text exemplar from Appendix B of the ELA Standards:
Standards for Literacy in History/Social Studies, Science, and Technical Subjects Let’s examine a text exemplar from Appendix B of the ELA Standards: “The Great Fire” Take a few minutes to read the sample Look at the performance task and standard it matches This slide and the next one are for middle school only. High school should hide slides 41 and 42 and jump to slide # 43. Procedure: (Allow 5-10 minutes for slides 38, 39 and 42) Participants will be asked to read (and reread, as needed) the text exemplar, the accompanying performance task, and the related standard. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Discuss your decisions within your group
Standards for Literacy in History/Social Studies, Science, and Technical Subjects Identify in the text exemplar words or phrases that reveal the author’s purpose Discuss your decisions within your group This slide and the previous one are for middle school only. High school should hide slides 41 and 42 and jump to slide # 43. Procedure: Participants should then identify in their groups the words and phrases that reveal the author’s purpose Example: “(even the ones proclaimed to be ‘fireproof’) looked solid, but were actually jerrybuilt” “disguise wood as another kind of building material”….”cleverly painted copper or tin”…. What is the author’s purpose is using this language? How could cities prevent this horrific event from re-occuring? Regulations? Building codes? ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Let’s examine a text exemplar from Appendix B of the ELA Standards:
Standards for Literacy in History/Social Studies, Science, and Technical Subjects Let’s examine a text exemplar from Appendix B of the ELA Standards: “Amusement Park Physics” Take a few minutes to read the sample Look at the performance task and standard it matches This slide and the next one are for high school only. Middle school should hide slides 43 and 44 and jump to slide #45. Procedure: (Allow 5-10 minutes for slides 40-42) Participants will be asked to read (and reread, as needed) the text exemplar and the accompanying performance task and related standard. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

the physics of roller coasters and tracing
Standards for Literacy in History/Social Studies, Science, and Technical Subjects Determine how the author clarifies the phenomenon of acceleration, accurately summarizing his conclusions regarding the physics of roller coasters and tracing how supporting details are incorporated in his explanation Discuss your decisions within your group This slide and the previous one are for high school only. Middle school should hide slides 43 and 44 and jump to slide #45. Procedure: Participants should be able to state that the author explains that the rate of speed is determined by gravity and the slope of the track. He uses the progression of the cars along the track (which most students would be able to visualize) to show how the speed varies. The drag of the cars still climbing the track affects the speed. How could students use this information in developing new rides? Participants who are struggling with the text should be encouraged to reread it several times and visualize the roller coaster climbing and descending the tracks. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Think About: Based on this example and your group’s discussion, how will the literacy standards affect instruction in your school? ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Day 3 Activity 4 Standards for Speaking and Listening
Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Day 3 Activity 4 Standards for Speaking and Listening ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

EEA Summer 2011: ELA and Literacy
Outcomes for Activity 4 Participants will develop an understanding of : the Common Core State Standards (CCSS) for English Language Arts the Maryland Common Core State Curriculum Frameworks for Speaking and Listening and Language Procedure: Share the outcomes for this session with the participants. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Oral language development precedes and is the foundation for written language development; in other words, oral language is primary and written language builds on it. Procedure: Use this slide to discuss briefly the importance of Speaking and Listening as explained in the Common Core document and in Appendix A. Key points: Listening and speaking are necessary prerequisites for reading and writing. Research suggests that Oral language competence is strongly predictive of students’ facility in learning to read and write; listening and speaking vocabulary and even mastery of syntax set boundaries as to what children can read and understand, no matter how well they can decode. (Catts, Adolf, & Weismer, 2006; Hart & Risley, 1995) Early language advantage persists and manifests itself in higher levels of literacy. Evidence was found strongly suggesting that children’s listening comprehension outpaces reading comprehension until the middle school years (grades 6-8) A focus on oral language development is of greatest importance for the children most at risk-children for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts. Ask participants to think about students they presently work with or have occasion to observe. This will lead into next slide and group activity #1. Appendix A, Common Core State Standards for English Language Arts ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education

Speaking and Listening
Based upon your observations, discuss the current speaking and listening capabilities of students in grades 6-8. Record key points on your group chart. This slide is for Middle School participants. This small group activity to begin the Speaking and Listening portion of the hour will allow participants to think about the skills students in their grade levels presently display in the areas of speaking and listening prior to looking at the expectations of the Maryland Common Core State Curriculum Framework. Procedure: Divide the participants into 4 groups. Each group gets a sheet of chart paper and markers (to be used for activity #1 and #2). Each group should choose a recorder and a reporter. Instruct the recorder to fold the chart paper in half. Read and clarify the discussion question. Explain that the discussion should include a balance of physical as well as mental capabilities. Give each group a few minutes to discuss thoughts on the abilities of students in the grade levels. Circulate and listen during the discussions. During the group discussion, the Recorder for each group will list a few key points on the first half of the chart. To conclude the activity, the reporter for some or all groups can share briefly some of their key points. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Speaking and Listening
Based upon your observations, discuss the current speaking and listening capabilities of students in grades 9-12. Record key points on your group chart. This slide is for High School participants. This small group activity to begin the Speaking and Listening portion of the hour will allow participants to think about the skills students in their grade levels presently display in the areas of speaking and listening prior to looking at the expectations of the Maryland Common Core State Curriculum Framework. Procedure: Divide the participants into 4 groups. Each group gets a sheet of chart paper and markers (to be used for activity #1 and #2). Each group should choose a recorder and a reporter. Instruct the recorder to fold the chart paper in half. Read and clarify the discussion question. Explain that the discussion should include a balance of physical as well as mental capabilities. Give each group a few minutes to discuss thoughts on the abilities of students in the grade levels. Circulate and listen during the discussions. During the group discussion, the Recorder for each group will list a few key points on the first half of the chart. To conclude the activity, the reporter for some or all groups can share briefly some of their key points. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Comprehension and Collaboration Presentation of Knowledge and Ideas
College and Career Readiness Anchor Standards for Speaking and Listening: ELA K-5, p. 23; ELA 6-12, 49 Comprehension and Collaboration Presentation of Knowledge and Ideas The standards require students to: work together express and listen carefully to ideas integrate information from oral, visual, quantitative, and media sources evaluate what they hear use media and visual displays strategically adapt speech to context and task Procedure: Briefly talk through this slide on the Speaking and Listening Anchor Standards. The participants should now be familiar with the concept of anchor standards from days 1 and 2. Key Points: The anchor standards for Speaking and Listening are in two Clusters: Comprehension and Collaboration and Presentation of Knowledge and Ideas. Speaking and Listening standards extend across all grade levels Pre-K-12. In the early grades, children benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting, analyzing and synthesizing. As students become independent readers, they engage in these activities with peers about text. Skills related to media and technology, both critical analysis and production of media are integrated in the speaking and listening standards. The CCSS standards call for English Language Arts classrooms to allocate instructional time to building children’s speaking and listening skills. Note that the slide also references the correct page numbers where participants can locate the Anchor Standards for Speaking and Listening. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Speaking and Listening Curriculum Framework
Maryland Common Core State Curriculum Framework 6 Career and College Readiness Anchor Standards Grade Level Specific Standards Pre-K-12 Essential Skills and Knowledge Procedure: Use this slide to explain the development of the Maryland Common Core Curriculum Frameworks. The frameworks were developed using The College and Career Readiness Anchor standards and Grade Level specific standards which are parts of the Common Core. Educators from all districts in Maryland worked together to identify the essential skills and knowledge necessary for students to be successful at meeting the standard at each grade level. These components were combined to form the Maryland Common Core Curriculum frameworks. Let’s take a look at the frameworks.. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Don’t forget to provide feedback.
As we continue through this session and examine the frameworks, please remember to provide feedback on the appropriate charts posted in the room. Procedures: In the next activity, participants will be taking a closer look at the frameworks. Remind participants that as they review the frameworks they should use sticky notes to provide feedback on the chart/Parking Lot. In addition to reviewing the framework, we would like to have feedback on future work, such as clarifications, lesson seeds, lesson plans, unit plans, etc. Thank you! ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Read the Framework for grades 6-8. Discuss the CCSS expectations for Speaking and Listening. Record key ideas on your group chart. This slide is for middle school! High should hide this slide! Procedure: This small group activity is a continuation of activity #1, and utilizes the same chart. Groups will review the frameworks and discuss the speaking and listening expectations for the grades discussed earlier. Direct groups to the grade level specific standards and the essential skills and knowledge on the frameworks. Explain that participants are to read the frameworks to identify the speaking and listening expectations for the grades in the grade band (3-5, 6-8, 9-12). For elementary participants explain that because the frameworks span pre-k-5, for the purposes of becoming familiar with them today, we have chosen to look at grades 3-5 (they’re also tested grades). The groups will discuss expectations, and the Recorder should list key points on the other half of their chart. Allow groups time to read, discuss the frameworks, and complete their chart. Circulate during group reading and discussions. Following the group work, the Reporter for each group will share key points from their chart to explain similarities and differences in the current capabilities and CCSS expectations for students with the total group. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Read the Framework for grades 9-12. Discuss the CCSS expectations for Speaking and Listening. Record key ideas on your group chart. This slide is for high school only! Middle should hide this slide. Procedure: This small group activity is a continuation of activity #1, and utilizes the same chart. Groups will review the frameworks and discuss the speaking and listening expectations for the grades discussed earlier. Direct groups to the grade level specific standards and the essential skills and knowledge on the frameworks. Explain that participants are to read the frameworks to identify the speaking and listening expectations for the grades in the grade band (3-5, 6-8, 9-12). For elementary participants explain that because the frameworks span pre-k-5, for the purposes of becoming familiar with them today, we have chosen to look at grades 3-5 (they’re also tested grades). The groups will discuss expectations, and the Recorder should list key points on the other half of their chart. Allow groups time to read, discuss the frameworks, and complete their chart. Circulate during group reading and discussions. Following the group work, the Reporter for each group will share key points from their chart to explain similarities and differences in the current capabilities and CCSS expectations for students with the total group. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Turn and Talk! Discuss with a partner… What are some instructional implications of the Speaking and Listening standards? Procedure: This slide presents a brief opportunity for reflection and sharing to end the Speaking and Listening portion of the session. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Day 3 Activity 5 Standards for Language
Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Day 3 Activity 5 Standards for Language ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

In the twenty-first century, students must be able to communicate effectively in a wide range of print and digital texts, each of which may require different grammatical and usage choices to be effective. Procedure: Use the next two slides to move into the Language portion of the session and discuss briefly the importance of Language instruction as explained in the Common Core document and in Appendix A. Key points: Conventions of standard English, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening. The conventions standards are as appropriate to formal spoken English as they are to formal written English. The standards encourage instruction that acknowledges the many varieties of English that exist and address differences in grammatical structure and usage between these varieties in order to help students make purposeful language choices in their writing and speaking. Appendix A, Common Core State Standards for English Language Arts ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education

Common Core State Standards (CCSS) for Language
Researchers recommend that students be taught to use knowledge of grammar and usage, as well as knowledge of vocabulary, to comprehend complex academic texts (Garcia & Beltran, 2003; Short & Fitzsimmons, 2007; RAND Reading Study Group, 2002). Appendix A, Common Core State Standards for English Language Arts Procedure: This slide continues the explanation of the importance of language instruction. At the elementary level, for example, students can use knowledge of verbs to help them understand the plot and characters in a text. At the secondary level, learning the grammatical structures of nonstandard dialects can help students understand how writers such as Harper Lee, Langston Hughes, and Mark Twain use various dialects of English to great effect, and can help students analyze setting, character, and author’s craft in great works of literature. (Notes from Appendix A) ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Common Core State Standards (CCSS) for Language
Read each Language standard… Guess the grade! Procedure Display this slide to introduce first activity in the Language section of this session. Remind participants not to look at Common Core during the activity, they should make predictions based on their observations and experiences. In this activity, participants will read a group of randomly selected grade level specific standards from the Common Core and see if they can correctly identify the grade level. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Conventions of Standard English (6-12)
L1d: Recognize and correct vague pronouns. * (Grade 6) L1a: Use parallel structure. * (Grades 9-10) L2b: Use an ellipsis to indicate an omission. (Grade 8) L1c: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. * (Grade 7) L2a: Use punctuation to set off nonrestrictive/parenthetical elements. * (Grade 6) L2a: Use a semicolon to link two or more closely related independent clauses. Procedure Call on a volunteer to read the grade level specific Language standard. Have the participants guess the grade level for the standard. After getting a consensus (or several guesses), click to reveal the correct grade level for the standard. Proceed until all standards have been completed. Discuss the significance of the asterisk. Explain that certain Language skills and understandings are more likely than others to need to be retaught and relearned with more complex materials as students advance through the grades. Beginning in grade 3, the Standards note such “progressive” skills and understandings with an asterisk (*) in the main document; they are also summarized on a chart on pages 29 and 55 of the CCSS document, as well as on page 34 of appendix A. (Grades 9-10) L1b: Choose among simple, compound, complex, and compound/complex sentences to signal differing relationships among ideas. (Grade 7) L1c: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. (Grade 8) ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

College and Career Readiness Anchor Standards for Language
ELA K-5, p. 25; ELA 6-12, p. 52 The Language Anchor Standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases. Procedure Talk through the slide on the Language anchor standards Key Points: In the Conventions of Standard English Cluster of the anchor standards, students master the conventions of standard English grammar, usage as well as capitalization and punctuation when speaking and writing. In the Knowledge of Language anchor standard students make effective choices for meaning or style. They must be able to make informed, skillful choices among the many ways to express themselves through language. The Vocabulary Acquisition and Use Cluster of anchor standards require students to use a variety of strategies and resources to determine the meaning of words and use them skillfully when speaking and writing. Note that the slide references the correct page numbers where participants can locate the Anchor Standards for Language. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

ELA Language Curriculum Framework
Maryland Common Core State Curriculum Framework 6 Career and College Readiness Anchor Standards Grade Level Specific Standards Pre-K-12 Essential Skills and Knowledge Procedure Display this slide briefly again to explain the development of the Maryland Common Core Curriculum Frameworks for Language. Like speaking and listening … The frameworks were developed using The College and Career Readiness Anchor standards and Grade Level specific standards which are parts of the Common Core. Educators from all districts in Maryland worked together to identify the essential skills and knowledge necessary for students to be successful at meeting the standard at each grade level. These components were combined to form the Maryland Common Core Curriculum frameworks. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

A Look at the Frameworks
Read standards 1-3 of the Language Framework in your assigned grade. Look for ideas or skills that are familiar and those that are new. List important ideas or skills on post-its. Place post-its on grade level charts. Procedure This interactive modified jigsaw activity will allow participants to read and discuss the Frameworks for Language. Pass out frameworks to each group. Middle School: Count off in threes (or make groups), assign the reading of the Language Framework for each grade level 6-8. High School: Count off in twos (or divide the room or participants in half), assign half to read the 9-10 Language Framework and the other to read the Language Framework. Go over directions for the study of the framework. Go over directions on the slide. Charts should be already placed around the room indicating the grade levels, and post-its on tables. Circulate to be available as participants read and prepare their post-its. Allow 10 minutes. Once all charts are completed, call on one person from that grade level to stand and share the post-its on the chart. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Day 3 Activity 6 Standards for Language: Vocabulary
Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Day 3 Activity 6 Standards for Language: Vocabulary ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education

Words are not just words
Words are not just words. They are the nexus-the interface-between communication and thought. Procedure Use this slide to move into a discussion of vocabulary and its importance in the Language strand. Key Points: Vocabulary has been connected to reading comprehension since at least 1925 (research by Whipple, 1925), and had its importance to comprehension confirmed in National Institute of Child Health and Human Development report It is widely accepted among researchers that the difference in students’ vocabulary levels is a key factor in disparities in academic achievement. Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure in a variety of contexts to the words they are trying to learn. The importance of students acquiring a rich and varied vocabulary cannot be overstated and the CCSS standards emphasize this in the Language portion in standards 4, 5, and 6. Marilyn Jager Adams (2009, p. 180) ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education

Vocabulary Acquisition and Use Standards 4-6
General academic words and phrases (Tier Two Words)-Vocabulary common to written texts but not commonly used in speech Domain-specific words and phrases (Tier Three Words)-Vocabulary specific to a particular field of study(domain) and key to understanding a new concept within a text Tier Two words are frequently encountered in complex written text. Procedure Use this slide to explain how vocabulary is referred to in the standards. Key Points: Isabel Beck developed the model of conceptualizing categories of words readers encounter in texts as Tier One, Two, and Three words. Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Because Tier Two words are found across many types of texts, they are highly generalizable. • Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary). Because Tier Two words are not unique to a particular discipline, they are not the clear responsibility of a particular content area teacher, they are far less likely to be defined explicitly with a text than are Tier Three words, yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because they are applicable to many sorts of reading. (Information page 33 Appendix A) In the standards new words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction and (particularly in the earliest grades) through purposeful classroom discussions around rich content. Appendix A, Common Core State Standards for English Language Arts ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Read the excerpt on the handout.
It’s Academic! Read the excerpt on the handout. Identify 3 general academic words or phrases. Identify 3 domain specific words or phrases. Identify the grade level Text Complexity Band for the text. Presenter’s Notes This interactive activity will allow participants to think about the two types of vocabulary words referred to in the standards. Pass out the handout with the except from Appendix B. Have participants,( in groups or whole group depending on time), look at excerpt from Appendix B, choose 3 words or phrases they think are general academic (or Tier Two), and 3 words or phrases they consider domain specific (or Tier Three). To check, display slide with words identified in Appendix A on page 34. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

It’s Academic! Excerpt: Freedom Walkers General academic Domain-specific determined racial segregation worship discriminated literacy poll tax (Grades 6-8 Text Complexity Band) Procedure To check middle and high excerpt, display this slide with words identified in Appendix A on page 34. Participants may have identified different words and have valid reasons, these are those identified in the Common Core document. Ask for grade level text complexity band, click to reveal correct answer. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Dance with the ELA stars!
Discuss with a partner… What are some instructional implications of the Language standards? This slide presents an opportunity for paired sharing to end the Language portion of the session. Soliciting responses from the participants is optional. Their thoughts will play a role in completing the and the planning work that they do with their school teams. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

MARYLAND COMMON CORE STATE CURRICULUM FRAMEWORKS An Integrated Model of Literacy
Reading Writing Speaking &Listening Language Procedure Now that all strands of ELA have been presented, this final slide shows how they are all interrelated in the MCCSC Frameworks. How does it all fit together to provide a model of integrated literacy instruction? The reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts. The importance of the writing-reading connection is stressed by requiring students to draw upon and write about evidence from literary and informational text. The speaking and listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students use oral language to master the written word. Language must be heard, processed, and understood before it can be generated and produced. And certain elements of the Language standards, including the essential “rules” of standard written and spoken English, knowledge of making informed usage choices, and vocabulary are included in the reading, writing, listening, and speaking strands to help provide a coherent set of expectations. Effective literacy instruction provides the maximum opportunity for students to meet success as readers, writers, listeners and speakers. ELA Educator Effectiveness Academy, Summer 2011 © Maryland State Department of Education R/ELA: MSDE

Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Summer 2011 Day 3 ELA Educator.

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Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Summer 2011 Day 3 ELA Educator.

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Presentation on theme: "Educator Effectiveness Academy English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Summer 2011 Day 3 ELA Educator."— Presentation transcript:

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