1. Denise DiSabatino Allen, dallen@doe.k12.de.us Education Associate, Library/Media/Technology-ELA August 22, 2012

2. Agenda  Common Core State Standards Overview  Informational Standards Progressions Sort  Video: The English Language Arts Standards – Key Changes & Their Evidence  The Six Shifts  3-2-1 with the Shifts Activity  Reading Structures and Strategies  Unpacking The Standards – Literacy Concept Organizers  The Writing Standards  Writing Standards Progression Sort  Overview of Writing Traits/Discourse  Common Core State Standards Website  DPAS II Component V for School Librarians  Exit Ticket 1

3. Standards for ELA & Literacy in Common Core State History/Social Studies, Science, & Technical Subjects 2 College and Career Readiness (CCR) Standards  Overarching standards for each strand that are further defined by grade-specific standards Grade-Level Standards in English Language Arts  K-8, grade-by-grade  9-10 and 11-12 grade bands for high school  Four strands: Reading, Writing, Speaking and Listening, and Language Standards for Literacy in History/Social Studies, Science, and Technical Subjects  Standards are embedded at grades K-5  Content-specific literacy standards are provided for grades 6-8, 9- 10, and 11-12

4. 3 READINGWRITING SPEAKING & LISTENING LANGUAGE 10 Anchor Standards for College and Career Readiness 10 Anchor Standards for College and Career Readiness 6 Anchor Standards for CCR ELA Standards K-12 Literacy Standards 6-12 ELA Standards K-12 Literacy Standards 6-12 Literary Text Hist. / S.S. Sci. / Tech Subj. Inform Text 1 K 2 3 4 5 6 7 8 9-10 11-12 9-10 11-12 6-8 9-10 11-12 6-8 11-12 1 K 2 3 4 5 6 7 8 9-10 11-12 6-8 1 K 2 3 4 5 6 7 8 9-10 11-12 1 K 2 3 4 5 6 7 8 9-10 11-12 K 1 2 3 4 5 9-10 11-12 6 7 8 Foundational Skills 1 2 3 4 5 K → → → → → → → → → → → → → →

5. Advantages To The Common Core 4  Although the Standards are divided into Reading, Writing, Speaking and Listening, the processes of communication are closely connected.  Writing standard 9 requires that students be able to write about what they read.  Speaking and Listening standard 4 sets the expectation that students will share findings from their research.

6. Research 5  Although not one of the strands it is pervasive throughout the standards  Emphasis on short, focused research projects  Integrates reading, writing, listening and speaking  Designed to study an issue or solve a problem and foster higher level thinking skills

7. Grade Level Progression for Reading 6 College and Career Readiness Anchor Standards for Reading Standard 9: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* *Please see "Research to Build and Present Knowledge" in Writing and "Comprehension and Collaboration" in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. Reading Standards for LiteratureReading Standards for Informational Text Grade 3 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books a from series). Grade 3 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Grade 7 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Grade 7 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Grade 11/12 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics Grade 11/12 Analyze seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.

8. Informational Standards Progression Sort 7  Take the Informational Standards 7 through 9 put them in order from Grades K-12.  Notice the progression of skills needed from one grade level to the next. Any surprises?

9. The Key Shifts In ELA 8 1.Text Complexity 2.Analyze, Infer, Give Evidence 3.Writing to Sources 4.Short, Focused Research Projects 5.Mastery of Listening & Speaking 6.Academic Vocabulary

10. Shifts Identified by David Coleman and Susan Pimentel, J.D. ShiftRationale for Shift How to Address the Shift Instructionally 1. Text Complexity 2. Analyze, Infer, Give Evidence 3. Writing to Sources 4. Short, Focused Research Projects 5. Mastery of Listening & Speaking 6. Academic Vocabulary 9

11. 3 Shifts and 6 Shifts 10 3 Shifts6 Shifts 1. Building knowledge through content-rich literary nonfiction and informational texts. PK-5, Balance of informational and literary text 6-12, Building knowledge in the disciplines 2. Reading and writing grounded in evidence from text. Text-based answers Writing to/from sources 3. Regular practice with complex text and its academic vocabulary. Staircase of complexity Academic vocabulary

12. 3-2-1 with the Shifts 11 Work with a partner/small group to explore the Delaware Guide to the Shifts in ELA CCSS:  3 things you discovered  2 things that are interesting  1 question you may have

13. Shift 1 - PK-5, Balance of Informational and Literary Text 12  Rationale: Elementary students typically encounter curriculum that is heavily influenced by literary text.  Implications for Instruction: Elementary students need a balance (50/50); they need to learn the structures of both literary and informational text to deepen comprehension.

14. NAEP Frameworks in Reading 13 The percentages on the table reflect the sum of student reading, not just reading in ELA settings. Teachers of senior English classes, for example, are not required to devote 70 percent of reading to informational texts. Rather, 70 percent of student reading across the grade should be informational.

15. Rise In Non-Fiction Text 14  Currently, students in elementary school read 70-80% fiction and 20-30% nonfiction.  This changes to  50% fiction and 50% nonfiction for grades 3-5  45% fiction and 55% nonfiction for grades 6-8  30% fiction and 70% nonfiction for grades 9-12  This kind of shift will prepare students in order to tackle real world data within the work force. adapted from: http://teachcommoncore.wordpress.com/

16. Literary Non-Fiction - In the Common Core, literary nonfiction is considered informational text. 15 In the Common Core, literary nonfiction is considered informational text.  It includes the subgenres of exposition, argument, and functional text in the form of  personal essays  speeches  opinion pieces  essays about art or literature  biographies  autobiographies  memoirs  journalism  historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience. (pg. 57 CCSS)

17. Shift 2 – Building Knowledge in the Disciplines 16  Rationale: Literacy needs to be owned by all.  Implications for Instruction: Students need an opportunity to read a variety of discipline-specific texts  Literary Nonfiction and Informational Text for ELA  Discipline-specific texts across other content areas

18. Shift 3 - Staircase of Complexity 17  Rationale: All students need to read a range of texts; they need appropriate scaffolding to be able to read closely and analyze challenging text.  Implications for Instruction: Choose short and extended texts that represent a range. Teach students how to choose books (independent, challenging, just right). Model how to read closely and analyze text. Let students productively struggle.

19. Lexile Ranges 18 Text Complexity Grade Band in the Standards Old LexileLexile Ranges Aligned to CCR Expectations K – 1N/A 2 – 3450 – 725450 – 790 4 – 5645 – 845770 – 980 6 – 8860 – 1010955 – 1155 9 – 10960 – 11151080 – 1305 11 – CCR1070 – 12201215 - 1355

20. Shift 4 – Text-Based Answer 19  Rationale: Students need to discuss/ answer text-dependent questions – not text-inspired or “cookie cutter”  Implications for Instruction: Teachers need to ask text-based questions and teach students how to refer back to the text to gather evidence. Encourage students to use text-dependent questions during discussions.

21. Shift 5 – Writing From Sources 20  Rationale: Students need to learn how to gather evidence to marshal an argument, using multiple sources.  Implications for Instruction: Students need to do purposeful writing that requires text evidence. Short, focused research, using multiple texts, needs to be a staple in a unit.

22. Shift 6 – Academic Vocabulary 21  Rationale: Teachers need to spend more time on academic vocabulary (Tier 2).  Implications for Instruction: Tier 2 vocabulary (or academic vocabulary) exposes students to multi-meaning words that transcend all content areas. Tier 3 vocabulary is domain or discipline- specific and should be encountered in the content-area classroom in an authentic context.

23. Three Tiers of Words – Appendix A 22  Tier One: Words of everyday speech usually learned in early grades, for example: listen and enjoy.  Tier Two: Words that can be found across many types of text, for example: moderately and distinguished.  Tier 3: Vocabulary that is domain or discipline-specific, for example: congressional and stratosphere

24. Reading Structures 23 Structure (Organization) LiteraryInformational Story elements: Characters Setting Problem/solution Plot Cause and Effect Sequence Problem/Solution Description Compare and Contrast

25. Reading Features 24 Text Features LiteraryInformational Title Chapter Index (for Chapter Books) Illustrations Bold Print Continuous Text Paragraphing Dialogue Title Table of Contents Index* Photos Captions Diagrams Glossary Date line (periodicals) Bold Print Headings Sub-titles

26. Before, During and After Strategies 25 Before:  Linking students’ experiences to the text.  Accessing relevant prior knowledge.  Acquainting students with the scope and organization of the text before reading it.

27. Before, During and After Strategies 26 During:  Helping students read constructively.  Helping students use a range of transactions appropriate to the task.  Capturing initial personal response to the text.

28. Before, During and After Strategies 27 After:  Developing and deepening initial responses to the text.  Consolidating facts and ideas.  Connecting with other texts.  Extending responses.

29. Literacy Concept Organizers 28 A resource created to help unpack the standards.

30. Common Core Writing  Evidence concerning the demands of college and career readiness gathered during development of the standards concurs with NAEP’s shifting emphases: standards for grades 9–12 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.*  *As with reading, the percentages in the table reflect the sum of student writing, not just writing in ELA settings.  It follows that writing assessments aligned with the standards should adhere to the distribution of writing purposes across grades outlined by NAEP. 29 (page 5 CCSS)

31. NAEP Frameworks in Writing 30

32. Writing From Sources 31 We don’t learn to read well by being taught reading skills. We learn to read well by reading a lot for meaning: to analyze or support arguments, to arrive at our own opinions as we make inferences or attempt to solve problems. (Schmoker, 2011) p. 107

33. Common Core Writing  Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts  Focus on the use of reasons and evidence to substantiate an argument or claim  Emphasize ability to conduct research—short projects and sustained inquiry  Require students to incorporate technology as they create, refine, and collaborate on writing  Includes student writing samples that illustrate the criteria required to meet the standards (see Appendix C for writing samples) 32

34. Writing Standards Progression Sort 33  Take the Writing Standards 7 through 9 and put them in order from Grades K-12.  Notice the progression of skills needed from one grade level to the next. Any surprises?

35. The Traits 34 ArgumentationInformativeNarrative Reading/ Research Use of available resources; relevant, accurate, and sufficient text support; credibility of resources Development Focused response; development using relevant and sufficient details to achieve the purpose Organization Structure; introduction, progression of ideas, transitions, conclusion Language/ Conventions Command of standard English; language and tone appropriate to audience and purpose; complete sentences with variety in length and structure; citation of sources

36. The Traits 35 Narrative Informative Argumentation

37. Narrative Writing  Conveys experiences, either real or imaginary, and uses time as its deep structure  Can be used for many purposes, such as to inform, instruct, persuade, or entertain  Can be used in the service of informational and argumentative writing 36 Appendix A, page 23

38. Informational/Explanatory Writing  Conveys information accurately  Serves one or more closely related purposes  To increase readers’ knowledge of a subject  To help readers better understand a procedure or process  To provide readers with an enhanced comprehension of a concept 37 Appendix A, page 23

39. Argumentation/Opinion  Used for many purposes  To change the reader’s point of view  To bring about some action on the reader’s part  To ask the reader to accept the writer’s explanation or evaluation of a concept, issue or problem  An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid 38 Appendix A, page 23

40. Connecting Reading and Writing CCSS vision is to connect reading and writing. 39

41. The CCSS School Librarian To-Do List Read!:  The Common Core State Standards  Appendix A - supplementary material on reading, writing, speaking and listening, and language as well as a glossary of key terms.  Appendix B - text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks.  Appendix C - annotated samples demonstrating at least adequate performance in student writing at various grade levels.  Publisher’s Criteria – provides support as you plan instruction.  The Common Core DOE Website – Know it, use it! 40

42. The Delaware Common Core State Standards Website http://www.doe.k12.de.us/commoncore 41

43. Component V DPAS II for School Librarians Websites for Information: http://www.doe.k12.de.us/csa/dpasii /imp_message.shtml 42

44. Component V DPAS II for School Librarians 43 DCAS Educators:  50% DCAS  50% Alternate Measures Non-DCAS Educators in Graded Subjects:  50% Alternate Measures  50% Common Growth Goals Non-DCAS Educators in Non-Graded Subjects  100% Common Growth Goals

45. Component V DPAS II for School Librarians 44 Non-DCAS Educators in Non-Graded Subjects Measure C – Growth Goals and Targets 100% of Growth Goals come from the performance measure. You choose 4 growth goals with principal’s approval. You score your student work.

46. Component V DPAS II for School Librarians 45  The Performance Tasks  The Rubrics  Scoring Student Work Research In Action For School Librarians Aligned to Common Core State Standards

47. Exit Ticket 46  What questions do you still need answered?  What can I do to help?  What can YOU do to make the “SHIFT” ?