1. CFN 609 Professional Development |February 1, 2012 February 6, 2012 Myra Rose Educational Consultant | Pearson School Achievement Services Digging into the Reading Standards Looking at Text Complexity and Performance Tasks

2. Outcomes Plan appropriate classroom libraries and other reading materials to scaffold students to higher standards Explain the central importance of text complexity to the reading standards Support ELLs in achieving the CCSS for ELA reading standards Use Appendix B as a model for creating performance-based assessments

3. Agenda Section 1: Text Complexity Section 2: Reading Resources Section 3: Webb’s Depth of Knowledge Section 4: Performance Tasks

4. Reading Resources Meeting the Common Core State Standards for ELA in reading will require rethinking the genres and levels of texts that students are reading on a daily basis.

5. Learning Objectives Make book choices for classroom libraries and whole class texts based on genre and levels of complexity, as well as student interest and curriculum connections Select books and other texts for students, with text complexity as a guiding factor in the selection process Use genre and text complexity when selecting texts for read aloud, whole-class study, shared reading, and small-group reading instruction

6. Learning More About Text Complexity Text complexity is a foundational concept of the CCSS for ELA Reading strand.

7. Big Questions What should students be reading in Common Core classrooms? What types of texts at what levels of complexity should students be reading at each grade level? What classroom resources will be needed to support reading in order for students to meet the CCSS for ELA?

8. Increase in College Remedial Reading Courses In 2004, 43% of students in two-year colleges received remedial courses. In 2004, 29% of students in four-year public colleges received remedial courses. Across the country, more than one-third of all students enroll in remedial courses. In 2008, four out of five students in remedial courses had a high school GPA of 3.0 or higher. (Strong American Schools 2008)

9. Globally Competitive Educational Systems Academic standards in top-performing nations are similar. US standards are different from top-performing nations. The United States falls behind on international reading comprehension tests. Every state has its own set of academic standards. PW | p. 11 (Quay 2010)

10. Appendix A Research Supporting Key Elements of the Standards Why text complexity matters Increasing complexity of texts and tasks in college, careers and citizenship Declining complexity of texts and a lack of reading complex texts independently Consequences – growing numbers of students reading at lower levels Explanation: the Standards approach to measuring text complexity Glossary of Terms

11. Appendix A Levels of Meaning Structure Language Conventionality Knowledge Demands – life experiences, cultural knowledge, content or discipline Read Qualitative and Quantitative Measures of Text Complexity (p. 5) in Appendix A to yourself

12. Measures of Text Complexity (Common Core State Standards 2010, Appendix A, 4) http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/Literacy/default

13. Measuring Text Complexity: Three Factors Qualitative Evaluation of the Text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative Evaluation of the Text: Readability measures and other scores of text complexity Matching Reader to Text and Task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

14. Text Complexity Grade Band in the CCSS for ELA Old Lexile Ranges Lexile Ranges Aligned to College and Career Readiness Expectations K–1N/A 2–3450–725450–790 4–5645–845770–980 6–8860–1010955–1155 9–10960–11151080–1305 11–CCR1070–12201215–1355 (Common Core State Standards Initiative 2010b, 8) Lexile Ranges

15. Text Complexity Demands Grade(s)Reading Standard 10 (individual text types omitted) K Actively engage in group reading activities with purpose and understanding. 1 With prompting and support, read prose and poetry [informational texts] of appropriate complexity for grade 1. 2 By the end of the year, read and comprehend literature [informational texts] in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3 By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 2–3 text complexity band independently and proficiently. 4 By the end of the year, read and comprehend literature [informational texts] in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5 By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 4–5 text complexity band independently and proficiently. 6 By the end of the year, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

16. Text Complexity Demands Grade(s)Reading Standard 10 (individual text types omitted) 7 By the end of the year, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 8 By the end of the year, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 6–8 text complexity band independently and proficiently. 9-10 By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently. 11-12 By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11– CCR text complexity band independently and proficiently.

17. Implications on Increasing Text Complexity The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. Activity: Work with a partner to examine the grade-level standards. Using information from the CCSS for ELA, record information on the genres included at the given grade levels and differences in adjacent grade levels. (Common Core State Standards Initiative 2010b)

18. LiteratureInformational Texts Stories DramaPoetry Literary Nonfiction and Historical, Scientific, and Technical Texts Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics (Common Core State Standards Initiative 2010a, 31) Range of Text Types Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.

19. What Does Reading Instruction Look Like in Your Schools? GradeLiteraryInformational 4 8 12

20. GradeLiteraryInformational 450% 845%55% 1230%70% (National Assessment Governing Board 2009, 11) NAEP Reading Framework Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework The CCSS for ELA aim to align instruction with this framework so that more students can meet the requirements of college and career readiness.

21. Texts Illustrating the Complexity, Quality, and Range of Student Reading K–5- Page 32

22. Texts Illustrating the Complexity, Quality, and Ranges of Student Reading 6 – 12, Page 58 Texts Illustrating the Complexity, Quality, and Range of Student Reading 6 - 12 Literature: Stories, Dramas, Poetry Informational Texts: Literary Nonfiction 6 - 8 Little Women, by Louisa May Alcott (1869) The Adventures of Tom Sawyer by Mark Twain (1876) ‘The Road Not Taken” by Robert Frost (1915) The Dark is Rising by Susan Cooper (1973) Dragonwings by Laurence Yep (1975) Roll of Thunder, Hear My Cry by Mildred Taylor (1976) “Letter on Thomas Jefferson” by John Adams (1776) Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass (1845) “Blood, Toil, Tears and Sweat: Address to Parliament on May 13 th, 1940 by Winston Churchill (1940) Harriet Tubman: Conductor on the Underground Railroad by Ann Petry (1955) Travels with Charley: In Search of America by John Steinbeck (1962) 9 -10 The Tragedy of Macbeth by William Shakespeare (1592) “Ozymandias” by Percy Bysshe Shelley (1817) ‘The Raven” by Edgar Allan Poe (1845) ‘ The Gift of the Magi” by O. Henry (1906) The Grapes of Wrath by John Steinbeck (1939) Fahrenheit 451 by Ray Bradbury (1953) The Killer Angels by Michael Shaara (1975) “Speech to the Second Virginia Convention” by Patrick Henry (17775) “Farewell Address” by George Washington (1796) “Gettysburg Address” by Abraham Lincoln (1863) “State of the Union Address” by Franklin Delano Roosevelt (1941) “Letter from Birmingham Jail” by Martin Luther King, Jr. (1964) “Hope, Despair and Memory” by Elis Wiesel (1997) 11 - CCR “Ode on a Grecian Urn” by John Keats (1820) Jane Eyre by Charlotte Bronte (1848) “Because I Could Not Stop for Death” by Emily Dickinson (1890) The Great Gatsby by F. Scott Fitzgerald (1925) Their Eyes Were Watching G-d by Zora Neale Hurston (1937) A Raisin in the Sun by Lorraine Hansberry (1959) The Namesake by Jhumpa Lahiri (2003) Common Sense by Thomas Paine (1776) Walden by Henry David Thoreau (1854) “Society and Solitude” by Ralph Waldo Emerson (1857) “The Fallacy of Success” by G. K. Chesterton (1909) Black Boy by Richard Wright (1945) “Politics and the English Language” by George Orwell (1946) “Take the Tortillas Out of Your Poetry” by Rudolfo Anaya (1995) Note: Given space limitations, the illustrative texts listed above are meant only to show individual titles that are representative of a range of topics and genres. (See Appendix B for excerpts of these and other texts illustrative of grades 6 – 12 text complexity, quality, and range.) 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.

23. Listing Reading Resources What resources do you have? What resources do you need? # 28

24. Reflecting on Text Complexity What opportunities will arise for students because of this focus on text complexity? What challenges will arise for students because of this focus on text complexity?

25. What Next? Buy the books listed in Appendix B and distribute them at each grade level? NO! Explore readability formulas already bring used? (TWCRP, Fountas and Pinnell, Fry, Fleish-kincaid, SMOG, Dale-Chall, Lexiles) Match kids to texts? (DRA. QRI, Gates-MacGinitie) Shared Reading, Guided Reading, Reading Conferences? Other?—check out DOE website: –http://schools.nyc.gov/Academics/CommonCoreLibrary/To olkit/Literacy/defaulthttp://schools.nyc.gov/Academics/CommonCoreLibrary/To olkit/Literacy/default Or lexile website: –http://www.lexile.comhttp://www.lexile.com

26. LUNCHLUNCH

27. Learning Outcomes Examine the performance tasks in the CCSS for ELA as indicators of the rigor required at your grade span. Identify the four levels of Webb’s Depth of Knowledge (DOK) and explain its links to the cognitive demand of tasks in the CCSS.

28. When the standards change, the assessments will also change. The CCSS for ELA documents provide insight into the kinds of tasks students will be asked to do on the new assessments. Learning Tasks and Assessment

29. Big Question What will students need to know and be able to do to demonstrate proficiency with the CCSS for ELA?

30. Revisiting Wiggins: Color Coding the Standards Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers (Grade 3) Verbs Nouns Adverbs

31. Color Coding the Standards Verbs Nouns Qualifiers Students read Selby Beeler’s Throw Your Tooth on the Roof: Tooth Traditions Around the World and identify what Beeler wants to answer as well as explain the main purpose of the text. (Grade 2)

32. Color Coding the Standards Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot). (Grade 7) Verbs Nouns Qualifiers

33. Color Coding the Standards Students analyze how the playwright Louise Fletcher uses particular elements of drama (e.g. setting and dialogue) to create dramatic tension in her play Sorry, Wrong Number. Verbs Nouns Yellow

34. Depth of Knowledge- DOK Measures the degree to which the knowledge elicited from students on assessments is as complex as what students are expected to know and do as stated in the state standards

35. Understanding DOK DOK is about intended outcomes, not difficulty

36. What Does DOK Accomplish? Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items Provides cognitive processing ceiling (highest level students can be assessed) for item development

37. How Does DOK Work? DOK was developed by Dr. Norman Webb, a senior research scientist at the National Institute for Science Education At this time, at least 20 other states use DOK to evaluate the rigor of their state’s assessments Depth of Knowledge is broken into 4 levels. Level One is the most basic level, essentially the “definition” stage. As the levels increase, students must demonstrate increasingly complex mental strategies. Higher levels of DOK require that students solve problems in new and creative ways, and allow for multiple solutions to solve those problems.

39. Levels of DOK LEVEL ONE - RECALL –Recall of a fact, information, or procedure LEVEL TWO – SKILL/CONCEPT –Use information or conceptual knowledge LEVEL THREE – STRATEGIC THINKING –Reasoning, developing a plan LEVEL FOUR – EXTENDED THINKING –Requires an investigation, collection of data and analysis of results

40. DOK Focuses on content standard in order to successfully complete an assessment/standard task. Descriptive, not a taxonomy The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.

41. Level 1: Recall List animals that survive by eating other animals Describe physical features of places Determine the perimeter or area of rectangles given a drawing or labels

42. Level 2: Skills/Concepts Compare desert and tropical environments Explain the causes/effect of historical events Classify plane and three dimensional figures

43. Level 3: Strategic Thinking Analyze or evaluate the effectiveness of literary elements (eg. Characterization, setting, plot, point of view, conflict and resolution, plot structures) Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer Explain, generalize or connect ideas when using supporting evidence from a text or source

44. Level 4: Extended Thinking Gather, analyze, organize and interpret information, from multiple print and non- print sources, to draft a reasoned report Specify a problem, identify solution paths, solve the problem and report the results Write and produce an original play

45. DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) DOK 1- Describe three characteristics of metamorphic rocks. (simple recall) Same verb—three DOK levels

46. DOK Compared to Bloom’s Taxonomy DOK is similar to Bloom’s Taxonomy. The handout is a rough comparison of the levels of DOK and Bloom’s Taxonomy. We can use these descriptors to guide us in planning instruction for the demands of CCSS.

47. Content or Performance Standards The CCSS for ELA are performance standards because they not only define what students should know at each grade level, but they also: -suggest sample texts at each grade level span that students who meet the standards can read without scaffolding; -provide sample tasks that students should be able to perform at the various grade levels or spans.

48. Performance Tasks: Elementary Reading Standards for Informational Text (Integration of Knowledge and Ideas) Grade 2 8. Describe how reasons support specific points the author makes in a text. Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. [RI.2.8] (Common Core State Standards Initiative 2010a, 13) (Common Core State Standards Initiative 2010c, 61)

49. Reading Informational Text Determine the meaning of general academic and domain-specific words and phrases in a text, relevant to a grade 3 topic or subject area. (RI.3.4)

50. What do the DOKs look like in the classroom? Level One (Recall): Level Two (Skill/Concept): Level Three (Strategic Thinking/Reasoning): Level Four (Extended Thinking/Reasoning)

51. Remember … Depth of Knowledge (DOK) is a scale of cognitive demand DOK requires looking at the assessment item/standard-not student work-in order to determine the level DOK is about the item/standard-not the student

52. When the standards change, the assessments will also change. The CCSS for ELA documents provide insight into the kinds of tasks students will be asked to do on the new assessments. Learning Tasks and Assessment

53. Learning Objectives Identify the performance tasks in the CCSS for ELA as indicators of the rigor required at each grade span Examine performance tasks for examples of integrated ELA instruction Explain the implications for instruction when new assessments use these kinds of tasks

54. Big Question What will students need to know and be able to do to demonstrate proficiency with the CCSS for ELA?

55. How Do You Define Rigor in ELA?

56. Performance Task: Elementary Reading Standards for Literature (Craft and Structure) –Kindergarten 5. Recognize common types of texts (e.g., storybooks, poems) 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 storybook and the text that is a poem. [RL.K.5]

57. Performance Task: Elementary Reading Standards for Literature (Craft and Structure) –Grade 5 6. Describe how a narrator’s or speaker’s point of view influences how events are described. Students describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr. [RL.5.6]

58. Performance Task: Secondary Reading Standards for Literature (Craft and Structure) –Grade 6 6. Explain how an author develops the point of view of the narrator or speaker in a text. Students explain how Sandra Cisneros’ choice of words develops the point of view of the young speaker in her story “Eleven.” [RL.6.6]

59. Performance Task: Secondary Reading Standards for Informational Text ( Integration of Knowledge and Key Ideas) –Grade 8 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text.

60. Unpacking

61. Creating a Sample Performance Task At your table, you will be working in groups of two or three. Turn to page 35 in your Participants’ Workbook and follow the instructions for creating a sample task –Review the sample tasks for your grade span. Identify three to five tasks to think about more deeply –Using the standards, list three or four qualities you would expect in a proficient performance of each task –What are the standards embedded in the task? –ELLs: What are the content demands of the task? What are the language (linguistic) demands of the task? –Create a sample performance task that you can try out with your students to determine their readiness for the kind of instruction illustrated by the tasks in Appendix B

62. Development of Tasks Across the Grades The standards are developing across the grades, so to the tasks may also be changing –K – 5 Reading Literature, Standards 1, 8 –K – 5 Reading Information, Standards 2, 5 –6 -12 Reading Literature, Standards 2, 5 –6 – 12 Reading Information, Standards 6, 8 Describe how the tasks are changing What does this mean for instruction and assessment?

63. SAMPLE PERFORMANCE TASKS Sample Performance Tasks: Elementary Identify other ELA standards that are implied in the reading task below. Performance Task Students read Aliki’s description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining to who, what, where, when, why and how such a meal happens and by answering using key details. [RI.2.1] WritingSpeaking and ListeningLanguage W.2.8 (page 10) SL.2.1a,b,c SL.2.6 (page 23) L.2.4a L.2.6 (page 27)

64. Reflection # 38 How will the adoption of the Common Core State Standards for ELA change my instruction and assessment practices? — or — How will the adoption of the Common Core State Standards for ELA change instruction at my grade level?