1. Julie Chiaverini University of California Irvine April 2014

3. Review the framework and importance of the Language Arts Common Core State Standards Identify 3 major shifts in instructional expectations Discuss classroom implementation strategies Interactive Instruction- 5 Minute Limit

4. READING * Standards for Literature & Informational Texts (K-12) * Standards for Reading Foundational Skills (K-5) WRITING 3 Types of Writing: * Arguments and Opinions * Informative/Explanatory, * Narrative Texts SPEAKING & LISTENING *Comprehension & Collaboration * Presentation of Knowledge and Ideas LANGUAGE * Writing Conventions & Grammar * Vocabulary Acquisition and Use

5. Have a clear design with central goals and high standards. Emphasize much higher-level comprehension skills than previous standards. Convey that intellectual growth occurs through time, across years, and across disciplines. Respect the professional judgment of classroom teachers.

7. A Change in Practice… 7 To… Content knowledge comes from a balance of reading, writing, lecture, and hands-on experience From… Content knowledge primarily from teacher-led lecture

9. What Does this Mean?  Complex texts include: uncommon vocabulary, longer paragraphs, complex sentences, etc..  Academic Language- Tier 1, Tier 2, Tier 3 Why is this Important?  A student who can't read on grade level by 3rd grade is four times less likely to graduate high school by age 19. (Hernandez, 2012)  Increasing text complexity forces students to respond and think to complex ideas that they will need in college and in careers.

10. What Can You Do to Support Students with the Shift? 1. Scaffold student learning as they read more complex texts: Multiple readings Read Aloud Chunking text (a little at a time) 2. Provide support while reading, rather than before and/or after. 3. Introduce Close Reading skills, in which students analyze multiple components of a text and are invited o revisit the text multiple times.

12. What Does this Mean?  Text-Dependent Questions that demand careful attention to the text.  Provide evidence in writing to inform or support claims. Why is this Important?  Research indicated that 80% of the questions students were asked after they read a text: Did not require them to read the text to answer the questions. Did not directly relate to the text read by the students. (Coleman, 2010)

13. What Can You Do to Support Students with the Shift? 1.Design questions and tasks that require students to respond both orally and in writing to questions about a text in which the answers are found within the text. 2.Build in increased processing time for students to respond to text- dependent questions. 3.Teach students strategies for citing evidence from the text.

15. What Does this Mean?  50/50 balance of Informational text and Literature (K-5)  70/30 balance of informational text and Literature (9-12)  In grades 2+, students begin consolidating the foundational skills with reading comprehension. Why is this Important?  Nonfiction makes up the majority of our reading in college/workplace.  Informational text is harder for students to comprehend than narrative text.  Nonfiction texts build background knowledge, which improves students’ overall reading comprehension.

16. What Can You Do to Support Students with the Shift? 1.Read-aloud nonfiction complex texts DAILY. 2.Sequence texts to build knowledge and understanding. 3.Integrate literacy into all subjects.

18. “ Where is my scripted Teacher Guide to teaching with Common Core State Standards?” “ It’s not working!! I am asking the open-ended questions and students don’t know how to answer them.” “How do I assess my students?

19. Balanced Literacy Approach Interactive Read Aloud Guided Reading Independent Reading Shared Reading & Writing Word Study

20. Reading Workshop- 60-75 minutes per day Reading Focus Lesson/Shared Reading Guided Reading Groups Independent Practice w/ conferring Share Word Study- 15-20 minutes per day Word Strategies/Spelling/Vocabulary Guided Practice Writing Workshop- 45-60 minutes per day Writing Focus Lesson/Read Aloud Guided Practice Independent Practice w/ conferring Share

21. Background knowledge and clear objective Focused instruction with visual supports 5-7 minute chunks Allow time for students to: *Write and process independently *Compare notes and perceptions with classmates Check for Understanding Reteach, clarify, or move on Components of Interactive Instruction

22. Performance Assessments & Rubrics “ Performance tasks challenge students to apply their knowledge and skills to respond to complex real-world problems…These activities are meant to measure capacities such as depth of understanding, writing and research skills, and complex analysis, which cannot be adequately assessed with traditional assessment questions…” - Smarter Balance Assessment Committee Classify, Compare Analyze, Evaluate Recall, Identify, List, Match

23. Kindergarten- Students read two texts on the topic of pancakes (Tomie DePaola’s Pancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a strorybook and the text that is a poem. [RL.K.5] 3 rd grade- When discussing E.B. White’s book Charlotte’s Web, students distinguish their own point of view regarding Wilbur the Pig from that of Fern Arable as well as from the narrator. [RL.3.6] 5 th grade- Students explain the relationship between time and clocks using specific information drawn from Bruce Koscielniak’s About Time: A First Look at Time and Clocks. [RI.5.3] ~Common Core State Standards for ELA Appendix B

24. Grade 2- Enhancing Reading Comprehension through Series Books Performance-Based Assessment: Modeling Good Reading Strategies Students will read a text in pairs, using good reading strategies learned throughout the unit to deepen comprehension and work through unfamiliar words or phrases. Then, students will conduct interviews to reinforce reading for meaning.

25. Cate gory 1 Far below grade level expectation 2 below grade level expectations 3 expected grade level performance 4 Above expected level of performance Annotation Does not read the story aloud with a partner and/or does not effectively annotate the story to aid comprehension by utilizing more than 2 of the following symbols: o Underlines in pink words or phrases that they don’t understand o Highlights in yellow the context clues that helped them understand what they underlined in pink o Places a star in at least 2 places where they stopped and thought about what they were reading o Highlight in green the names of the primary characters o Underline with a squiggle the names of the secondary characters Reads the story aloud with a partner, annotating as they read to aid comprehension by utilizing 3-4 of the following symbols: o Underlines in pink words or phrases that they don’t understand o Highlights in yellow the context clues that helped them understand what they underlined in pink o Places a star in at least 2 places where they stopped and thought about what they were reading o Highlight in green the names of the primary characters o Underline with a squiggle the names of the secondary characters Reads the story aloud with a partner, annotating as they read to aid comprehension by utilizing all of the following symbols: o Underlines in pink words or phrases that they don’t understand o Highlights in yellow the context clues that helped them understand what they underlined in pink o Places a star in at least 2 places where they stopped and thought about what they were reading o Highlight in green the names of the primary characters o Underline with a squiggle the names of the secondary characters Reads the story aloud with a partner, annotating as they read to aid comprehension. Uses all of the following symbols o Underlines in pink words or phrases that they don’t understand o Highlights in yellow the context clues that helped them understand what they underlined in pink o Places a star in at least 2 places where they stopped and thought about what they were reading o Highlight in green the names of the primary characters o Underline with a squiggle the names of the secondary characters Interviews Does not ask at least 2 and/or answer at least 2 questions about the story. Does not refer back to the story when answering questions. Asks 2 and answers 2 questions about the story. May not refer directly to the text when answering. Asks 2 and answers 2 questions about the story, referring explicitly to details from the text in answers. Asks 2 and answers 2 or more questions about the story, referring explicitly to details from the text in answers. Makes connections between questions, and/or elaborates on partner’s answers in a productive discussion. Discussion Does not actively participate in interviews and/or continually breaks agreed upon rules of discussion. Participates in interviews, may need to be reminded of rules of discussion once or twice. Actively participates in interviews, following agreed upon rules for discussion. Helps to keep partner on task. Asks partner to elaborate on answers/extend discussion of the story.

26. Review the framework and importance of the Language Arts Common Core State Standards Identify 3 major shifts in instructional expectations Complex Text & Academic Vocabulary Provide Evidence More Nonfiction Texts Discuss classroom implementation strategies Balanced Literacy approach Interactive Instruction Performance Assessments & Rubrics

27. Marshall Memo ACSD Smart Brief “Pathways to Common Core” by Lucy Calkins “The Continuum of Literacy Learning” by Fountas & Pinnell Achieve the Core: www.Achievethecore.org Columbia Teacher’s College Reading and Writing Project: www.readingandwritingproject.com www.readingandwritingproject.com Smarter Balanced Assessment: www.smarterbalanced.orgwww.smarterbalanced.org

28. Julie Chiaverini University of California Irvine April 2014 Thank you! Jchiaver@UCI.edu