1. 1 High School Principals Meeting Common Core State Standards Engaging Students in Complex Thinking Through Complex Text Core Curriculum Department Margaret Livingston, Secondary Reading February 22, 2012 1

2. Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate—we can not consecrate —we can not hallow—this ground… Abraham Lincoln’s Speech The Gettysburg Address, 1863

3. score – twenty civil war – war between citizens of the same country consecrate – declare a place sacred or holy vain – without accomplishing anything

4. Reading Tasks: Read independently; follow along while teacher reads aloud; reread to discover the structure and meaning through concise, text- dependent questions; analyze text; code (annotate) text as response to text-evident critical thinking tasks. Vocabulary Tasks: Discern meanings in context; build academic vocabulary (multi-meaning words that apply across multiple disciplines; analyze words that writers use to discern the author’s craft and meaning (the deep arguments embedded in a complex text). Discussion Tasks: Teacher-to-student and student-to-student discourse; students ask and answer their own questions; guided discussion requiring close reading and rereading of texts to foster independence and confidence. Writing Tasks: Write to text, text-validated responses; paraphrase sections of the text; write and rewrite; revise in-class paraphrasing based on classroom discussions; analyze and write analytically based on text understandings. Close Reading Demands of Common Core

5. Instructional Shifts of the Common Core Balancing informational and literary texts – Students learn about and access the world through more informational text, starting in kindergarten and in the elementary grades Discipline specific knowledge – content knowledge developed through domain-specific texts; students use text as a source of evidence; students support opinions with evidence; reading and writing to learn; instructional pace, at times, slows down for careful attention to close reading activities with complex texts that warrant close reading Staircase of text complexity – students grow through close and careful reading; students engage in multiple rereadings of complex texts; teachers provide scaffolding and supports balanced with students independently grappling with complex texts; instruction that supports finding inspiration in the writer’ craft/beauty of language.

6. Instructional Shifts of the Common Core Text-based responses to questions – rich and rigorous conversations dependent on common, complex texts; students develop skills and habits for evidence-based arguments; students write analytically about text; teachers support evidenced based instruction with questions that challenge: “How do you know?” Where in the text does it support/prove that?” Writing to sources – movement from personal narrative and decontextualized writing to prompts to writing to inform, argue, analyze, synthesize, and research Academic Vocabulary – comprehension of pivotal and commonly found terms (discourse, theory, principled, etc.), multiple meaning words across the content areas, fewer isolated words, more webs of associated words, (such as word families and roots)

7. Walk-Through the Common Core The Standards Documents: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Appendix A: Research Supporting Key Elements of the Standards Appendix B: Text Exemplars and Sample Performance Tasks Appendix C: Samples of Student Writing The Standards CCR Anchor Standards (Reading (L &I), Writing, Speaking & Listening, Language, Literacy in History/Social Studies, Science, Technical) Grade Specific Standards K-12 (6-12 Literacy in History/Social Studies, Science and Technical Subjects) Standards Alignment Vertical – Spiraling, staircase of grade level expectations from K to CCR Horizontal – Integrated model of literacy and communication, research and shared responsibility for student’s literacy development across a variety of content areas, including media/digital literacy

8. What are the “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. 8

9. 9 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. K-12 Staircase of Standards

10. Secondary Vertical Alignment Literacy in History/Social Studies 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. 10

11. 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 11

12. Goals Why Transition Now? Florida’s CCSS Implementation Timeline Year/Grade LevelK123-89-12 2011-2012FLLLLL 2012-2013F L LLL 2013-2014 CCSS fully implemented F L B L 2014-2015 CCSS fully implemented and assessed F L F - full implementation of CCSS for all content areas L - full implementation of content area literacy standards including: (1) text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12) B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0

13. Partnership for Assessment of Readiness for College and Careers (PARCC) 13 Are widely inconsistent across states, and impossible to compare Measure students’ mastery of Common Core State Standards, and mitigate challenges associated with student mobility by ensuring students will have the same expectations wherever they live CURRENT ASSESSMENT SYSTEMS… PARCC’S NEXT-GENERATION ASSESSMENT SYSTEM WILL… Include tests with disconnected purposes (e.g., instructional improvement vs. accountability vs. college admissions) Include “through-course” assessments in each grade in addition to end-of-year tests to produce a more complete picture of student performance Are not challenging enough to measure college and career readiness and therefore have no currency with higher education (or most students) Provide a common measure of college and career readiness, and will include a college-ready cut score to signal readiness for credit-bearing, college-level coursework that will be valued by postsecondary Fail to generate information for educators and students quickly enough or at all Leverage new technologies in assessment and reporting to get timely and actionable student data to educators and parents Do not measure the full range of college- and career-ready knowledge and skills (e.g., research, critical thinking, and collaboration) Include a range of item types that allow for the assessment of higher-order skills and measure the CCSS in full

14. PARCC Model Content Frameworks for Grades 3 -12 Close readings of several short texts of sufficient complexity and range as defined by the Standards In-depth study of a single, extended text such as a novel, play, longer informational text, or literary non-fiction Short research project or comparative study that requires building knowledge by analyzing and synthesizing information from multiple sources Close readings, deep discussions, and produce written work aligned with the Standards across multiple weeks of deep and extended learning Complex texts require careful inquiry and analysis. Students are expected to draw sufficient support their analysis and claims with text-based evidence *Based on draft frameworks – finals to be published summer 2012

15. Unconventional, implicit, text structure Sophisticated and varied language demands Requires specific content knowledge Complex knowledge demands of the reader Multiple levels of meaning with hidden or obscure purposes 15 What Makes Complex Text, Complex?

16. Step 1: Quantitative Measures 16 The Quantitative Measures Ranges for Text Complexity : This document outlines the suggested ranges for each of the text complexity bands using: 1.Lexile Text Measures ---or--- 2.Other such as ATOS Book Levels (Accelerated Reader)

17. Can only be measured by computer software Includes measureable readability criteria such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion 17 Quantitative Measures

18. The problem with Quantitative Measures alone:

19. Can only be measured by an attentive human reader Includes measureable readability criteria such as: Structure Language Demands and Conventions Knowledge Demands Levels of Meaning/Purpose 19 Step 2: Qualitative Measures

20. Literary texts with a single level of meaning are easier to read than texts with multiple layers of meaning, such as satires in which the literal meaning is at odds with the author’s underlying message. Texts with simple structures, such as those that relate events in chronological order are easier to read than those with complex structures such as flashbacks, flash-forwards or other manipulations of time-sequence. Texts written in clear, conversational language are easier to understand than texts written in academic, archaic, or using domain specific vocabulary. Texts that make no assumptions about readers life experiences or prior knowledge are easier to read than those that make assumptions about knowledge needed to bring meaning to text. 20 Step 2: Qualitative Measures

21. Qualitative Features of Text Complexity Structure (could be story structure and/or form of piece) Simple  Complex Explicit  Implicit Conventional  Unconventional Events related in chronological order  Events related out of chronological order (chiefly literary texts) Traits of a common genre or subgenre  Traits specific to a particular discipline (chiefly informational texts) Simple graphics  sophisticated graphics Graphics unnecessary or merely supplemental to understanding the text  Graphics essential to understanding the text and may provide information not elsewhere provided 21

22. Language Demands: Conventionality and Clarity Literal  Figurative or ironic Clear  Ambiguous or purposefully misleading Contemporary, familiar  Archaic or otherwise unfamiliar Conversational  General Academic and domain specific Light vocabulary load: few unfamiliar or academic words  Many words unfamiliar and high academic vocabulary present Sentence structure straightforward  Complex and varied sentence structures Though vocabulary can be measured by quantifiable means, it is still a feature for careful consideration when selecting texts Though sentence length is measured by quantifiable means, sentence complexity is still a feature for careful consideration when selecting texts 22 Qualitative Features of Text Complexity

23. Knowledge Demands: Life Experience (literary texts) Simple theme  Complex or sophisticated themes Single theme  Multiple themes Common everyday experiences or clearly fantastical situations  Experiences distinctly different from one’s own Single perspective  Multiple perspectives Perspective(s) like one’s own  Perspective(s) unlike or in opposition to one’s own 23 Qualitative Features of Text Complexity

24. Knowledge Demands: Cultural/Literary Knowledge (chiefly literary texts) Everyday knowledge and familiarity with genre conventions required  Cultural and literary knowledge useful Low intertextuality (few if any references/allusions to other texts)  High intertextuality (many references/allusions to other texts 24 Qualitative Features of Text Complexity

25. Levels of Meaning (chiefly literary texts) or purpose (chiefly informational texts) Single level of meaning  Multiple levels of meaning Explicitly stated purpose  Implicit purpose, may be hidden or obscure 25 Qualitative Features of Text Complexity

26. Variables specific to readers (motivation, knowledge and experiences) and to tasks (purpose and complexity of task and questions posed) Motivation Knowledge and experience Background knowledge Purposes for reading Complexity of task assigned regarding text Complexity of questions asked regarding text 26 Step 3: Reader and Task

27. Why Text Complexity Matters And what does this mean for instruction? 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. 27

28. The Instructional Challenge of Complex Text 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.

29. 29 1.Make the close reading of texts central to lessons—rather than ancillary—and focus on texts that elicit close reading and re-reading for understanding. 2.Make sure that instruction focuses on deep comprehension of complex, grade-level, informational texts. 3.Provide instructional scaffolding that enables all students to access complex texts directly without replacing the text (e.g. with a powerpoint ) or translating its contents for students. 4.Provide a gradual movement towards decreasing scaffolding and increasing independence because that is what will be demanded in college and the workplace (and on FCAT and new tests.) From NGSSS to the CCSS What can we do now?

30. 30 5.Ask text-dependent questions that require students to demonstrate that they follow the details of what is explicitly stated in the text while also asking them to make valid claims that square with all the evidence in the text. 6.Provide extensive writing opportunities for students to draw evidence from texts (i.e., write to sources) supporting logical inferences, presenting careful analyses, well-defended claims, and clear information. 7.Facilitate regular opportunities for students to share ideas, evidence, and research. Students should be engaged in most of the text based- talk in the classroom. 8.Students read widely from complex text that varies in length, style, genre, structure, organizational pattern… everyday. From NGSSS to the CCSS What can we do now?

31. 31 9.Provide systematic instruction in vocabulary and word study. 10.Provide explicit instruction in grammar and conventions as needed. 11.Cultivate and celebrate students’ independence as readers, writers, thinkers, listeners, speakers. 12.Set expectations for achievement high so students will rise to meet those expectations. From NGSSS to the CCSS What can we do now?

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