1. Transitioning to California Common Core State Standards SUMMER INSERVICE– (6 th Grade) READING Literature Informational Text SPEAKING & LISTENING Presented by: LaRae Blomquist Curriculum and Professional Learning

2. Norms Be invested. Collaborate with colleagues. Avoid sidebar conversations during explanations. Set your phone to silent; please do not text unless you have an emergency.

3. Outcomes: 1.“Own” the 10 Reading-Literature (RL), the 10 Reading-Informational Text (RIT), and the 2 applicable Reading-Foundational Skills (RFS) standards 2.Utilize social studies and science textbooks for teaching reading 3.Write CCSS-aligned lesson plans using the pacing guide and other resources provided

4. Noteworthy Changes in Standards Organization: K-5 and 6-12 K-12 Consistency Emphasis on Expository Text Social Studies/Science Literacy Standards

5. CCSS Scavenger Hunt PURPOSE: Explore the legal-sized format Review the organization of the standards Discover additional resources within the document DIRECTIONS 1.Choose partners or triads. 2.Using the legal-sized copy of the standards, complete the scavenger hunt handout.

6. 1.Which of all the ELA standards are only found in grades K-5? Reading – Foundational Skills #1-#4 … Numbers 1 and 2 are only listed for K and 1 st grade since they are to be mastered by the end of 1 st.

7. 2.The three divisions of the reading strand (formerly known as “domain”) are Literature, _Informational Text_, and__Foundational Skills____.

8. 3.To find an explanation of the three factors considered when measuring text complexity, one could look on page __9__ and discover that the three factors are Reader and Task, __Qualitative___, and ____Quantitative_____.

9. 4.…What do these standards have in common? They all seem to require the same reading skill or strategy but “tweaked” to fit the specific content are (e.g., “theme” is to literature what “main idea” is to expository text). There’s a parallel nature built in to all of the standards.

10. 5. Find the Language standards for your grade level. What topics/skills are in the Language strand? 1) Conventions (L#1 and L#2): grammar, mechanics, spelling, and capitalization; 2) Knowledge of Language (L#3): Sentence variety, style, tone; and 3) Vocabulary Acquisition and Use (L#4-L#6): multiple meaning words, context clues, affixes, reference materials, figurative language, word relationships.

11. 6. Identify the three purposes of writing as noted by the writing standards #1, #2, and #3. #1: persuade; #2 inform/explain, and #3 narrate

12. 7.What seems to be the purpose of Reading – Literature #10, Reading – Informational Text #10, and Writing #10? These are application or mastery standards. Technically, the standard doesn’t refer to a specific skill or concept to be taught…just that the student is to be reading literature and informational text at grade-level and writing for a variety of purposes, audiences, and lengths of time.

13. 8. Speaking and Listening standards are divided into which two substrands (indicated by light gray shading)? What are the implications…? 1) Comprehension and Collaboration (SL#1- #3); 2) Presentation of Knowledge and Ideas (SL #4-#6). Implications: students are expected to be verbally processing and working collaboratively on a daily basis.

14. 9. Portions of standards that are in bold, underlined print indicate_____ California added this portion to the adopted CCSS.

15. 10.Where could you go to find examples of text that illustrate the complexity, quality, and range of student reading in grades K- 5? p.10; also in Appendix B written by the CCSS authors

16. FROM: TO:

17. Two Significant Shifts in Reading: 1.Lexile Level Increase 2. Emphasis on Expository Text

18. What is a “lexile”? These two factors are similar to the “Frye Readability” formula. More info can be found at http://www.lexile.com/about- lexile/lexile-overview/http://www.lexile.com/about- lexile/lexile-overview/ 2 Factors: Word Frequency Sentence Length Lexile is the unit used to report text complexity.

19. Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Lit. College Lit. High School Texts College Texts Military Personal Use Entry- Level Occupa- tions SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%) 19 Currently Assessed Standards Lexile Expectations CCSS Lexile Expectations

20. 1. Lexile level increase CCR= College and Career Ready

21. 2. Emphasis on Expository Text

22. Weight of Expository Text on CST Vocabulary (1.0) Reading Comp. (2.0) Lit. Resp. & Analysis (3.0) Writing Strategies (1.0) Written & Oral Lang. Conventions 1.0) 3 rd 31%23%12%14%20% 4 th 24%20%12%20%24% 5 th 19%21%16%21%23% 6 th 17%23%16%23%21% Information available on the CDE website – CST Blueprints

23. Discussion What AH-HAs or surprises did you have? What implications for the classroom do the increase in lexile level and emphasis on expository text have?

24. Focus on Outcome #1: “Own” the 10 Reading-Literature (RL), the 10 Reading-Informational Text (RIT), and the 2 applicable Reading-Foundational Skills (RFS) standards

25. Compare Reading Standards Directions: 1.Locate the reading – literature standards.  Pages 1 and 2 (3 rd -5 th grades)  Page 12 (6 th grade) 2.Find standard #3 3.Read/trace the standard from 5 th through 11 th /12 th grades. 4.Notice the shifts in complexity but how the standards remain consistent with intent.

26. 6 th : Analyze how an ind., event, or idea is introduced… 7 th : Analyze interactions between individuals, events, ideas 8 th : Analyze how text makes connections/disctinctions between individuals, events, ideas 9 th /10 th : Analyze how author unfolds an analysis or series of ideas or events 5 th : Compare/ contrast characters/settings 11 th /12 th : Analyze a complex set of ideas or sequence of events explaining how individuals, event, ideas interact/develop throughout text

27. Activity: Side-by-Side Comparison YELLOW HANDOUT Considering the parallel nature, what “label” would you give each standard?

28. Debrief In looking at the reading literature and informational standards side- side-by-side, what do you notice about them? What are the implications for use of the identified vocabulary words in the classroom? What actions might be done to specifically address the word “text” and the use of “main idea and detail” paired with informational text?

29. Activity: Compare History & Science Literacy Standards 6 TH -12 TH GRADE

30. Directions Turn to page 23 and 24. Examine first the history and then the science reading standards for 6 th -8 th grade. Add any language to your side-by-side comparison vocabulary that is specific to those two content areas. Be prepared to share.

31. Activity: Highlight Text Dependent Standards

32. Debrief How prevalent was “text dependency” within the standards? What is the significance for instructional planning?

33. Think-Pair-Share What I learned through these activities was… When planning for instruction I will….

34. Resource to Apply Content Standards Introducing… the Pacing Guide process for creation!

35. How was the pacing guide created? 1.ELA Crosswalk produced by SCOE (available on EGUSD website for CCSS)

36. How was the pacing guide created? 1. (continued) ELA Crosswalk connection to Open Court Identified “matched” standards

37. How was the pacing guide created? 2. Converted reference page #s to Excel document- Spot checked validity of OC pages

38. Activity: Standards Aligned Resource DIRECTIONS: 1.Locate your choice of various standards in the far left column. 2.Use the Standards Aligned Resource to locate specific page numbers identified as support for teaching the CCSS within the TE. 3.Be sure to check the margins for explicit support. 4.Spend 2-3 minutes with this activity.

39. Open Court Color-Coded Sections Preparing to Read Reading & Responding Language Arts Word Knowledge Phonics and Fluency Selection Vocabulary Comprehension Literary Elements Writing process English Language Conventions Spelling Vocabulary Think about the content/standards that the color-coding sections of green, red, and blue represent in Open Court or if it is even found in Open Court.

40. Connecting Prior Knowledge DIRECTIONS: Let’s examine CCSS Reading #1 to determine in which color-coded section in O.C. it would be found. In partners or triads, determine the corresponding color-coded section for the following standards:  Reading – Literature #2  Writing #3  Language #1  Language #4

41. Connecting Prior Knowledge Reading – Informational Text #5 – What O.C. resources are available? – Do they provide support for the intent of the standard? – If not, what are the implications?

42. Table Discussion What connections to color-coding did you make with the reading standards—both literature and informational text? How might you use this document as a resource?

43. Creating the Pacing Guide cont’: 3. Filtered choices through key questions Standards alignmentVehicle for standards “ “Two-fer” Curricular “holes”

44. Introducing… the Pacing Guide!

45. Introduction of Pacing Guide

46. What if I find that my favorite selection is omitted on the pacing guide? “Fidelity to Standards” “Fidelity to Program”

47. What if I find that my favorite selection is omitted on the pacing guide? “Fidelity to Standards” “Fidelity to Program” Writing is the one place where the pacing guide will not be absolute…this will be addressed during the Preservice training.

48. Navigating the Pacing Guide Take time to look at what resources are available. Remember that reading standards #1 and #10 are virtually impossible NOT to teach.  #1 = reading comprehension/text evidence  #10 = comprehending grade- level material

49. Question & Answer Explore the pacing guide, and as a table, brainstorm a list of any questions you might have. Write your questions collectively on post-it notes.

50. FROM: TO:

51. Resources for Reading Questions Thank you to the Delaware Department of Education! http://www.doe.k12.de.us/aab/files/EL A/_Linking_Document.pdf

52. Utilizing the Pacing Guide

53. Applying the Resource Highlight existing questions in O.C., social studies, or, science that would address the reading standards. Create “post-it note questions” to align to specific standards using the question resource. Suggestion: focus on creating high-quality questions for standards with the fewest identified resources.

54. Reflection Fist to five: When the day began, how would you evaluate your knowledge of CCSS reading standards? How would you rank your understanding now? Discuss: The resource that I will use the most is_____ because…

55. Outcome 2: Utilize social studies and science textbooks for teaching reading Connecting the “what” (standards/curriculum) with the “how” (lesson planning)

56. Gradual Release of Responsibility

57. “I do” - Model the Skill

58. “We do together” – Practice the Skill with Help

59. “You do together” – Practice the Skill with Less Help

60. “You do alone” – Practice the Skill with No Help

61. GRR is applied to the SKILL/STRATEGY…not the content. When layering in ELA standards, GRR is used to model the skill of finding the main idea, or the skill of identifying text features or text structure. Therefore, when working with science and social studies content, we’re explicitly teaching and modeling reading/writing standards in order to access the science and social studies content.

62. Incorporating Speaking/Listening Standards into GRR DIRECTIONS: 1.Read the Speaking & Listening standards #1- #3 and #6 for your grade level found on p. 17. 2. Discuss with your table how these standards naturally “fit” with the GRR planning lens.

63. A Resource for Structuring Student Interaction As you plan, you may want to consider structured ways to implement the Speaking & Listening standards into daily student communication. Read the Structured Student Interaction resource (ivory handout) in your packet. Note the differences in the examples at the bottom.

64. Debrief Consider what was presented about the Gradual Release of Responsibility, the tie to Speaking & Listening standards, and the resource for structuring student interaction. What AH-HAs and/or validation did you have? How might what was presented affect your planning?

65. Analogy – Deconstructing a Process Think about the steps in starting a car and pulling out of the driveway. In groups of 4 or 5, create a list of the specific steps required beginning with unlocking the car door. Be prepared to share.

66. Deconstructing Lesson Plan Design

67. How do I lesson plan both reading/writing standards with social studies and science?

69. Demo Lesson for Social Studies or Science Having discussed GRR and modeled the thinking process for lesson planning, let’s see what a portion of the lesson would look and sound like in a classroom.

70. Reflect/Share/Discuss What are you thinking?

71. Outcome 3 Write CCSS-aligned lesson plans using the pacing guide and other resources provided

72. Interactive Lesson Planning Utilize the next hour to begin lesson planning with the CCSS reading standards and the available resources. Be prepared to share resources at the end of the planning time.

73. Day 2 Content Examine and “own” the 10 Writing standards and 6 Language standards. Identify opportunities for writing instruction. Craft high-quality prompts for Open Court, social studies, and science. Utilize the EGUSD writing rubrics to help plan instruction.

74. Day 2 Content Examine and “own” the 10 Writing standards and 6 Language standards. Identify opportunities for writing instruction. Craft high-quality prompts for Open Court, social studies, and science. Utilize the EGUSD writing rubrics to help plan instruction.

75. Day 2 Content Examine and “own” the 10 Writing standards and 6 Language standards. Identify opportunities for writing instruction. Craft high-quality prompts for Open Court, social studies, and science. Utilize the EGUSD writing rubrics to help plan instruction.

76. Evaluations Please fill out the evaluation forms provided. Specific feedback is greatly appreciated in the comment section to better address the needs of participants.