1. Wiki http://pugetsoundesdccss-ela.wikispaces.com Wireless: Network: asd-adm-1 Password: spring12 1

2. Common Core State Standards Overview August 2011| 2 Common Core State Standards Define the knowledge and skills students need for college and career Developed voluntarily and cooperatively by states; more than 40 states have adopted Provide clear, consistent standards in English language arts/Literacy and mathematics Source: www.corestandards.org 2

3. Common Core State Standards Overview August 2011| 3 Washington’s Common Core Implementation Timeline 2010-112011-122012-132013-142014-15 Phase 1: Awareness and Understanding, Alignment, and Adoption Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials Phase 3: Classroom Transitions Phase 4: Statewide Implementation through the Assessment System

4. Common Core State Standards Overview August 2011| 4 Statewide Transition and Implementation Supports  National Resources – ongoing  Content-specific implementation support plans and resources: underway to help guide districts' smooth transition to CCSS. Statewide professional development at each grade level will be coordinated by partners across the state.  CCSS “Toolkit” for Implementation Support  Samples of meeting/presentation protocols that can be used with different groups and audiences

5. Common Core State Standards Overview August 2011| 5 A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction 5

6. Common Core State Standards Overview August 2011| 6 Smarter Balanced Assessment Consortium (SBAC) Timeline

7. Common Core State Standards Overview August 2011| 7 Important Websites CCSS: http://www.corestandards.org/ Smarter Balanced Assessment Consortium: http://www.SmarterBalanced.org/ OSPI: http://www.k12.wa.us/CoreStandards/Transition.aspx

8. Text Complexity Defining Rigor through Research and the Common Core Standards http://pugetsoundesdccss- ela.wikispaces.com

9. Outcomes for today Define text complexity and describe why it matters Practice reading complex text and using text- based evidence in discussion Evaluate text complexity of a non-fiction passage Identify implications for our work as school and district leaders

10. Common Core State Standards Overview August 2011| 10 ELA / Literacy: The 6 Major Shifts  Balance of Literary and Informational Texts  Literacy in the Content Areas  Increased Complexity of Text  Text-based Questions and Answers  Writing Using Evidence  Academic Vocabulary October 2011 10

11. Common Core State Standards Overview August 2011| 11 The ELA Document Structure K-5 – Reading Foundational Skills – Writing – Speaking and Listening – Language  6-12  Reading  Writing  Speaking and Listening  Language  Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C Introduction 11

12. Specifically, within reading standard #10: Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently. Progression of Reading Standard 10: Appendix A, page 10 Text Complexity

13. Why does text complexity matter? Read Appendix A, pages 2, 3 and top half of 4 Identify a passage that you feel has implications for your work Identify a back up passage

14. Three Levels of Text Protocol 1. Form a group of three people 1. Identify a time keeper and a facilitator 1. One person has up to three minutes to: read the passage tell about what he/she thinks about the passage tell about what implications for his/her work 2. The group responds for up to two minutes

15. Reflect the process Refer to the anchor standards, what were the Reading and Speaking/Listening standards that were addressed during this activity?

16. Break

17. Overview of Text Complexity Text complexity is defined by: Qualitative 2.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative 1.Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task 3.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.

18. Where do we find texts in the appropriate text complexity band? Choose an excerpt of text from Appendix B: We could... or… Use available resources to determine the text complexity of other materials on our own.

19. A Four-step Process: Determining Text Complexity 19 Quantitative Qualitative Reader and Task 4.Recommend placement in the appropriate text complexity band. 3.Reflect upon the reader and task considerations. 2.Analyze the qualitative measures of the text. 1.Determine the quantitative measures of the text.

20. 20 Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Step 1: Quantitative Measures

21. Lexiles 21 The Quantitative Measures Ranges for Text Complexity Gr. BandOld LexileLexile Range Aligned to the CC Standards K - 1N/A 2 – 3450 - 725450 – 790 4 – 5645 - 845770 – 980 6 – 8860 – 1010955 – 1155 9 – 10960 - -11151080 – 1305 11 - CCR1070 – 12201215 - 1355

22. Step 1: Quantitative Measures 22 Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using the Lexile text measures. For illustrative purposes, let’s choose Harper Lee’s 1960 novel To Kill a Mockingbird.

23. Finding a Lexile Measure for Text: http://www.lexile.com/findabook /http://www.lexile.com/findabook / Step 1: Quantitative Measures 23

24. Step 1: Quantitative Measures 24

25. Text Complexity Grade Bands Suggested Lexile Range Suggested ATOS Book Level Range** K-1100L – 500L*1.0 – 2.5 2-3450L – 790L2.0 – 4.0 4-5770L – 980L3.0 – 5.7 6-8955L – 1155L4.0 – 8.0 9-101080L – 1305L4.6 – 10.0 11-CCR1215L – 1355L4.8 – 12.0 Quantitative Measures Ranges for Text Complexity Grade Bands Kansas Common Core Standards * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

26. Step 1: Quantitative Measures 26 Lexile Text Measure: ATOS Book Level 870L 5.6

27. Step 1: Quantitative Measures 27 For texts not in the Lexile database, consider using the Lexile Analyzer: http://www.lexile.com/analyzer/http://www.lexile.com/analyzer/ Registration is required (free) Allows user to receive an “estimated” Lexile score Accommodates texts up to 1000 words in length Texts of any length can be evaluated using the Professional Lexile Analyzer

28. 28 Step 2: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Step 2: Qualitative Measures

29. 29 The Qualitative Measures Rubrics for Literary and Informational Text :

30. Partner Share How do the demands for text complexity increase from low to high?

31. Step 2: Qualitative Measures 31

32. Step 2: Qualitative Measures Lexile Text Measure: ATOS Book Level: 870L 5.6 From examining the quantitative measures, we knew: But after reflecting upon the qualitative measures, we believed:

33. 33 Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Step 3:Reader and Task Considerations

34. Step 3:Reader and Task Considerations 34 The questions included here are largely open- ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom.

36. Step 4: Recommended Placement 36 Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is….

37. Step 4: Recommended Placement 37 In this instance, Appendix B confirms our evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band.

38. Step 4: Recommended Placement 38 Template for Text Complexity Analysis and Recommended Placement Form :

39. Evaluate a text Using the Surface Tension selection from the Foss Water Unit, evaluate the text complexity. Use the four-step process to make a placement recommendation What level is this text?

40. Lexile http://www.lexile.com/analyzer /

41. A Letter From Birmingham As you watch the video, write down quotes from David Coleman that support the claim that the CCSS call for a different approach to instruction. http://usny.nysed.gov/videos/engageny/closere ading-letterfrombirminghamjail.mp4 l

42. Table Talk Share the quotes from David Coleman that support the claim that the CCSS call for a different approach to instruction. What questions did this video generate for you? What do you agree with? What do you disagree with?

43. Implications What are some implications for your school or district as you consider the levels of text complexity called for in the Common Core Standards? How will you share the your new learnings about Common Core back to your building or district?

44. Research Base  ACT, INC. Report (2006)  Common Core State Standards (2010)  National Reading Panel Report (2000)  Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy Grades K-2 and Grades 3-12 (2011)  RAND Report: Reading for Understanding: Toward an R&D Program in Reading Comprehension (Snow, 2002)  Reading in the Disciplines: The Challenge of Adolescent Literacy (Lee & Spratley, 2010)

45. One Word As you think about the ELA Common Core Standards, what is the first word that comes to mind?

46. Wrap Up 1. Exit Ticket 2. Feedback Form 3. Clock Hours

47. Common Core State Standards Overview August 2011| 47 Balance of Literary and Informational Texts Literature includes Stories Drama Poetry Informational Text includes Literary Nonfiction Personal essays Speeches Opinion pieces Biographies Memoirs 47

48. Common Core State Standards Overview August 2011| 48 Literacy in the Content Areas At K-5 Emphasis on literary experiences in content specific domains Instruction in science and history/social studies Grades 6-12 Teaching content specific literacy Reading is critical in building knowledge in content areas 48

49. Common Core State Standards Overview August 2011| 49 Text-based Questions and Answers  Rich discussions dependent on common text  Focus on connection to text  Develop habits for making evidence based arguments in discussion and writing October 2011 49

50. Common Core State Standards Overview August 2011| 50 Writing Using Evidence  Students compose arguments and opinions, informative/explanatory pieces, and narrative texts  Focus on the use of reason and evidence to substantiate an argument or claim  Emphasize ability to conduct research – short projects and sustained inquiry  Students incorporate technology as they create, refine, and collaborate on writing October 2011 50

51. Common Core State Standards Overview August 2011| 51 Balance of Writing Text Types In grades K-5, the term opinion refers to persuasive writing Argumentative is a form of persuasion but brings in evidence from both sides of the issue. Narrative strategies are important component to developing both argumentative and explanatory writing Technology will be used to create, refine and collaborate writing October 2011 51

52. Common Core State Standards Overview August 2011| 52 Academic Vocabulary  Vocabulary to access grade-level, complex texts  Vocabulary that crosses content  Focus on pivotal, commonly found words, such as consequently, generation October 2011 52

53. Common Core State Standards Overview August 2011| 53 Increased Complexity of Texts  Staircase of complexity  Each grade level, step of growth  More time for close and careful reading  Appropriate and necessary scaffolding and supports for students reading below grade level October 2011 53