1. 2011 ELA Summer Institute Day 2

2. Balancing Act 11/11/2015 page 2

3. Reflect Who was successful with this task? How did you do it? 11/11/2015 page 3

4. A Balanced Approach Focus on the “eye”: The CCR Anchor Standards and Grade Specific Standards Be ready and willing to move and adjust: Be open to the changes you will need to make in your classroom instruction.

5. 11/11/2015 page 5 “There are known knowns. There are things we know that we know. There are known unknowns. That is to say, there are things that we know we don’t know. But there are also unknown unknowns. There are things we don’t know we don’t know.” D. Rumsfeld, Newsweek (2003, p. 113) Read the passage silently.

6. How many times did you read this? At what point did you stop understanding? What strategies did you use to gain comprehension? Ask yourself… 11/11/2015 page 6

7. 11/11/2015 page 7 Three key questions to ask students after they have read something: They encompass three different levels of thinking. (Sheridan Blau) 1.What does it say? (Literal level – comprehension) (Foundational to answering the second question) 2.What does it mean? (Interpretation level) (More than just appreciating a good story – themes) 3.What does it matter? (Reflection) (The heart of why they read the book)

8. 11/11/2015 page 8 A CLOSER LOOK Participants will take a closer look at reading and writing in the ELA Common Core State Standards.

9. Taking A Closer Look Close reading Text complexity Writing

10. Where does close reading appear in the Common Core? 11/11/2015 page 10 College and Career Readiness Anchor Standards for Reading R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

11. Close Reading Brainstorm…… How do you do a close reading?

12. 1. Read with a pencil in hand, annotate the text. Mark the big ideas and skills 2. Look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities. Find the commonalities 3. Ask questions about the patterns you’ve noticed – especially how and why? What is a student to know and be able to do? Close Reading of a Cluster of Standards

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15. ELA Inventory Use the prompts at the top of each column to support your reflection and planning. This document can be used to facilitate the implementation of the Common Core State Standards.

16. Taking A Closer Look Close reading Text complexity Writing

17. Where does text complexity appear in the Common Core? College and Career Anchor Standard for Reading R.10: Read and comprehend complex literary and informational texts independently and proficiently.

18. Focus on Text Complexity ELA CC State Standards: focus on short texts worthy of rereading which places a high priority on the close, sustained reading of complex text. are emphatic about students reading text of an adequate range and complexity. focus intently on students reading closely to draw evidence from the text itself. require students to read increasingly complex texts with increasing independence as they progress towards career and college readiness. 11/11/2015 page 18

19. How is text complexity measured? Qualitative evaluation of the text: Levels of meaning Structure Language conventionality and clarity Knowledge demands

20. How is text complexity measured? Quantitative evaluation of the text: Readability measures and other scores of text complexity

21. How is text complexity measured? Matching reader to text and task: Will the reader be interested in the content? Does the reader possess adequate prior knowledge of experience regarding the topic? Will the reader understand the purpose? Will the complexity of any before, during and after reading tasks or the complexity of any questions asked about the text interfere with the reading experience?

22. Why Text Complexity Matters “The clear, alarming picture that emerges from the evidence … is that while the reading demands of college, workforce training programs, and citizenship have held steady or risen over the past fifty years or so, K–12 texts have, if anything, become less demanding.” (CCSS, Appendix A, pg. 2)

23. 11/11/2015 page 23 “ Often, textbook writers have frontloaded all necessary information to spoil any chance for intellectual discovery on the part of the student. The CCSS wants students to have opportunities to grapple with difficult text.” David Coleman

24. What does it look like in the classroom? http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life.html

25. helps students access complex texts directly. allows the reader a first encounter with minimal clarifications. guides the reader with follow- up support. encourages re-reading. Scaffolding doesn’t mean… reducing complexity of text. replacing the text. telling students what they are going to learn. Scaffolding…

26. How To Scaffold Model Provide constructive feedback Activate prior knowledge Build background Use supports –Sensory –Graphic –Interactive –Language

27. Examples of Scaffolding Modeling/Demonstrations Realia and Multi-media Hands-on Manipulatives Pictures Visuals

28. Scaffolding: Organizers Concept Map Venn Diagram Sequence

29. BREAK Take a 15 minute break. Please return promptly. 11/11/2015 page 29

30. Taking A Closer Look Close reading Text complexity Writing 11/11/2015 page 30

31. Writing 11/11/2015 page 31 Standards 1-3 address text types and purposes: Writing arguments Writing informative/explanatory texts Writing narratives

32. Foldable Activity On each flap, list one type of writing. Use the space inside for your notes about each type of writing. –Common language anchors to grade-specific standards –What students should know –What students should be able to do 11/11/2015 page 32

33. Text Types 11/11/2015 page 33 An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. Arguments are used for many purposes – to change the reader’s point of view to bring about some action on the reader’s part ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem.

34. Text Types 11/11/2015 page 34 Informational/explanatory writing conveys information accurately — This kind of writing serves to: increase readers’ knowledge of a subject help readers better understand a procedure or process provide readers with an enhanced comprehension of a concept.

35. Text Types 11/11/2015 page 35 Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. does not include all of the possible forms of creative writing, such as many types of poetry. inclusion and evaluation of other such forms are left to teacher discretion.

36. Writing: Then and Now Directions: Using the Then and Now graphic organizer and the Writing Then and Now handout, compare writing expectations from the NCSCOS and the CCSS to determine what is different. When you complete your handout, turn and talk about what you discovered. 11/11/2015 page 36

37. The Starring Role of Argument  CCSS places particular emphasis on students’ ability to write sound arguments on important topics and issues to prepare students for college and career. 11/11/2015 page 37

38. 11/11/2015 page 38 AN INTEGRATED MODEL OF TEACHING AND LEARNING Participants will recognize the connection between reading and writing standards. Participants will understand the integrated model of literacy.

39. 11/11/2015 page 39 REMEMBER: “ While the standards delineate specific expectations in reading, writing, speaking and listening, and language, each standard need not be a separate focus for instruction and assessment. Often several standards can be addressed by a single rich task.” ( CCSS, Introduction, p. 5) An Integrated Model

40. 11/11/2015 page 40 “Read like a detective, write like an investigative reporter.” -David Coleman – co-author of ELA CCSS

41. Close Reading of a Primary Source Document Making the Reading/Writing Connection 11/11/2015 page 41 Closely read the excerpt from: Letter from Birmingham Jail by Martin Luther King, Jr. (Refer to the instructions on How to do a Close Reading). After reading, consider the tone of the document. Find the text-based evidence to support your reasoning. Select one type of writing (listed in the foldable). Write a paragraph (on back of the foldable) about the tone of this document, using text-based evidence. Martin Luther King Jr.. (2011). The History Channel website. Retrieved 3:27, June 3, 2011, from http://www.history.com/photos/martin-luther-king-jr.

42. Close Reading of a Primary Source Document (Photograph) Making the Reading/Writing Connection 11/11/2015 page 42 Closely view: Photograph of Martin Luther King, Jr. in Birmingham Jail (Refer to the instructions on How to do a Close Reading). After viewing, consider the tone or mood of the photograph. Find the text-based evidence to support your reasoning. Select one type of writing (listed in the foldable). Write a paragraph (on back of the foldable) about the tone of this photograph, using text-based evidence. Martin Luther King Jr.. (2011). The History Channel website. Retrieved 3:27, June 3, 2011, from http://www.history.com/photos/martin-luther-king-jr.

43. The process of mapping On-line materials and sample Mini-maps 11/11/2015 page 43

44. Ticket Out “While standards gain power and usability from their conciseness, teachers must understand them at a deep, specific level that influences their teaching. “ ~David Coleman

45. 11/11/2015 page 45 Julie Joslin, Ed.D. Section Lead Grades 9-12 English Language Arts Consultant 919-807-3935 Julie.Joslin@dpi.nc.gov Cindy Dewey, Ph.D. Grades 3-8 English Language Arts Consultant 919-807-3833 Cynthia.Dewey@dpi.nc.gov Phyllis Blue Grades 6-8 English Language Arts Consultant 919-807-3952 Phyllis.Blue@dpi.nc.gov Lisa McIntosh (Llewellyn) K-5 English Language Arts Consultant 919-807-3895 Lisa.Llewellyn@dpi.nc.gov Dan Tetreault K-5 English Language Arts Consultant 919-807-3928 Dan.Tetreault@dpi.nc.gov Contact Information:

46. 11/11/2015 page 46 Kelly Brannock, NBCT School Library Media Consultant 919-807-3267 Kelly.Brannock@dpi.nc.gov Heather P. Mullins Educator Recruitment and Development Division 828-244-8759 Heather.Mullins@dpi.nc.gov Kimberly Simmons Educator Recruitment and Development Division 336-982-4502 Kimberly.Simmons@dpi.nc.gov Robin Smith, Ed.D. Educator Recruitment and Development Division 336-802-6824 Robin.Smith@dpi.nc.gov Contact Information: