1. 1 COMMON CORE STATE STANDARDS CHANGING THE EXPECTATIONS FOR INSTRUCTION IN OUR CLASSROOMS HIGH SCHOOL PRINCIPALS MEETING JANUARY 25, 2012

2. 2 WHAT DO YOU HOPE TO SEE YOUR BEST TEACHERS DO WHEN TEACHING WITH THIS TEXT? Letter from a Birmingham Jail, Dr. Martin Luther King

3. COMMON CORE STATE STANDARDS Grade-Specific Standards define end of year expectations (Gr. 11-12) College and Career Ready Anchor Standards define literacy expectations for college and workforce readiness Strand-Specific College and Career Readiness (CCR) Anchor Standards Reading Standards for Literature (RL) Reading Standards for Informational Text (RI) Reading Standards for Literacy in History/Social Studies (RH), Science and Technical Subjects (RST) 1. Read closely to determine what the text says explicitly and to make logical inferences from it… 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 3

4. CAREER & COLLEGE READING ANCHOR STANDARDS 4 RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

5. HORIZONTAL ALIGNMENT Writing Standard 7 Conduct research Writing Standard 9 Write about reading Speaking and Listening Standard 4 Share findings from research Reading Standard 10 Read and comprehend complex literary and informational texts 5

6. VERTICAL ALIGNMENT Grades 6-8, Standard 7 (WHST.6-8.7) Conduct short research projects to answer a question (including a self- generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Grades 9-12, Standard 7 (WHST.9-12.7) Conduct short research as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Grades 6-8, Standard 8 (WHST.6-8.8) Gather relevant information from multiple print and digital sources; using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Grades 9-12, Standard 8 (WHST.9-12.8) Gather relevant information from multiple authoritative print and digital sources; using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience,; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 6

7. CCSS LITERACY INSTRUCTIONAL SHIFTS* 1.Text Selection A. Text complexity B. Informational text 2.Close Reading 3.Text-Dependent Questions 4.Writing to Sources/Research 5.Academic Vocabulary 7 * Summarized from the CCSS Publishers’ Criteria for Literacy, written by David Coleman and Sue Pimentel

8. 8 CCSS SHIFT: COMPLEX TEXT Letter from a Birmingham Jail, Dr. Martin Luther King

9. Qualitative Qualitative Measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative Quantitative Measures – readability and other scores of text complexity often best measured by computer software. Reader and Task Reader and Task Considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Text complexity:

10. Position Statement (ex): Is non-violent, civil disobedience a justified response to violence? Before reading, students think about and take a position in writing why they take this position. CCSS Shift: Writing to Sources/Research

11. Mark the text: (ex) As the text is read aloud, mark sentences, groups of sentences, or paragraphs with codes that identify th rhetorical tools King used in the letter CO - Arguments of the Opposition (Clergymen) KE – King’s response using an Emotional appeal KL – King’s response using an Logical appeal KM – King’s response using a Moral appeal CCSS Shift: Close Reading (Text Coding) CCSS Shift: Academic Vocabulary

12. Students generate their own questions about the text: Ex: Why was Birmingham the most segregate city in the US? Ex: Why were there more unsolved bombings of homes and churches in Birmingham that anywhere else in United States? ? CCSS Shift: Text Dependent Questions

13. Position Statement (ex): Is non-violent, civil disobedience a justified response to violence? Before reading, students think about and take a position by writing in complete sentences and describe fully why they take this position. After close reading and rereading, students return to their position statement and revise their writing with a text-evidenced response. CCSS Shift: Writing to Sources/Research

14. HOW CLOSE READING HELPS STUDENTS… Understand the purpose of the text (explicit meanings) See the ideas in a text as being interconnected Look for and understand meaning (logical inferences) Engage in a text while reading Go beyond “surface” reading Ask and answer their own questions while reading Cite specific textual evidence in writing and speaking to support conclusions drawn from the text.

15. WHY TEXT COMPLEXITY MATTERS Many students are engaged in shallow reading, skimming text for answers, focusing only on details and failing to make inferences in order to integrate different parts of the text. Years of reading in this superficial way will cause a student’s reading ability to deteriorate. For many students the decline of text demands in the courses that they take has both an immediate and long term impact on student achievement. 15

16. NGSSS/FCAT 2.0 NGSSS LA910.1.7.2 The student will analyze author’s purpose and/or perspective in a variety of text and understand how they affect meaning. FCAT Grade 9 Released Item: “Which statement from the essay reveals the author’s initial bias toward her client?” Moving to the CCSS: RL.CCR.6 Analyze how point of view or purpose shapes the content and style of a text. RI.910.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that purpose or point of view. CCSS Performance Task for ELA Informational Text, Grades 9-10 Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position. [RI.9-10.6) Moving from NGSSS to the Common Core

17. NGSSS/FCAT 2.0 NGSSS LA9.1.7.7 The student will compare and contrast elements in multiple texts. FCAT Grade 9 Released Item: “According to the article, what do ___ (two or more elements/persons/events) from the passage have in common?” (9 th ) Moving to the CCSS: RL.CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL.910.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical event of the same period as a means of understanding how authors of fiction use or alter history. CCSS Performance Task for ELA Informational Text, Grade 9/10 Students compare George Washington’s Farewell Address to other foreign policy statements, such as the Monroe Doctrine, and analyze how both texts address similar themes and concepts regarding “entangling alliances.” [RI.9–10.9] Moving from NGSSS to the Common Core

18. 2011 FCAT Writing Grade 10—Writing to Explain The 10th grade writing prompt directed students to explain how being famous would affect someone’s life. CCSS Performance Task for ELA Informational Text, Grades 11-12 Students determine Richard Hofstadter’s purpose and point of view in his “Abraham Lincoln and the Self-Made Myth,” analyzing how both Hofstadter’s style and content contribute to the eloquent and powerful contrast he draws between the younger, ambitious Lincoln and the sober, more reflective man of the presidential year. [Rl.11-12.6] Moving from NGSS to the Common Core

20. Before the Common CoreWith the Common Core Focus on cognitive skills (procedures, strategies such as summarization, monitoring, visualizing) - Text is largely irrelevant or uncontrolled. Text difficulty is central and all cognitive skills must be executed within texts of a specified difficulty range. Students placed in leveled text according to instructional level or in low readability textbooks. Students must stretch to meet the demands of reading more challenging texts. Focus on teaching students how to read and expect them to apply strategies to content areas. Reading history, science, technical texts requires their own unique discipline-specific literacy skills. Teachers provided summaries, power points, notes and other scaffolds to make challenging texts accessible to students. Scaffolds must be gradually withdrawn to help students develop independence with challenging texts and tasks. Emphasize primarily on comprehending single texts.Emphasize the interpretation of multiple texts (at all grade levels, and in reading, writing, and oral language) using comparative analysis and synthesis. Emphasize print-based sources.Considerations of print and non-print sources (e.g., video, experiments). Emphasize writing as a separate subject.Focus shifts from writing stories or opinion pieces to text-evident responses and writing about ideas in text. Students must write pieces requiring low level information (or only the use of widely available background knowledge). Student must figure out author perspective, tone, position such that students discern the arguments underlying a text or presentation. Text is neutral source of information.Texts (and other forms of language) are a form of argument, requiring critical reading and writing.

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