Transcript A Focus on High Quality Text

Key Instructional Shifts in the
Common Core:
Finding the Evidence
Helen S. Comba
October 17,2013
http://www.youtube.com/watch?v=rd8
eIMzfcxQ
How does the Common Core
Change our thinking about
Reading?
• https://www.teachingchannel.org/videos/prereading-strategies
ELA/Literacy: 3 shifts
1. Building knowledge through content-rich
nonfiction
2. Reading, writing, and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
Reflections on your own
experiences…
• Have you ever read a complex text?
• What made the text complex?
• How did you deal with it?
TEXT COMPLEXITY
“Standard 10 defines a
grade-by-grade
‘staircase’ of increasing
text complexity that
rises from beginning
reading
to the college and
career readiness level.”
(CCSS, 2010, p. 80)
Standard 10
• CCSS.ELA-Literacy.CCRA.R.10 Read and
comprehend complex literary and
informational texts independently and
proficiently.
Quantitative = Lexile Level
Grade CCSS Revised ATO DRP
band 2010 CCSS
S
2011
4-5
7707404.97- 52-60
980
1010
7.03
FK
SR
RM
4.517.73
0.845.75
5.427.92
It’s more than just the Lexile Level
• Quantitative
• Qualitative
• Task/Reader Considerations
Qualitative Values
• Genre
• Organization
• Narration
• Text Features
• Graphics
• Density and
Complexity
• Figurative
Language
• Purpose
• Standard English
• Variations
• Regis
Levels of
Meaning
Structure
Language
Convention
and Clarity
Knowledge
Demands
• Background
• Prior
• Cultural
• Vocabulary
Task and Reader
Text
Quantitative
Reader
Qualitative
Cognitive capabilities
Motivation
Knowledge
Experience
Task
Teacher-led
Peer-led
Independent
Author’s Purpose
Allegory for tolerance
“Now, the Star-Belly Sneetches had bellies with
stars.The Plain-Belly Sneetches had none upon
thars. Those stars weren’t so big.They were really
so small You might think such a thing wouldn’t
matter at all.”
But, because they had stars, all the Star-Belly
Sneetcheswould brag, ‘We’re the best kind of
Sneetches on the beaches.’ With their snoots in the
air, they would sniff and they’d snort ‘We’ll have
nothing to do with the Plain-Belly sort!’
And whenever they met some, when they were out
walking, they’d hike right on past them without even
talking.”
530L
Grades 2-3
Assessing a Text
• Use the qualitative rubric to identify the
teaching points and record scores.
My Papa’s Waltz
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf;
My mother's countenance
Could not unfrown itself.
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
You beat time on my head
With a palm caked hard by
dirt, Then waltzed me off to
Bed. Still clinging to your shirt.
By Theodore Roethke
• It’s not enough to have complex text in the
room. Students need to read and discuss
complex text.
Asking questions is not the issue.
The issue is asking the RIGHT questions!
Considerations:
• Text structure/genre
• Author’s Purpose
• Vocabulary
• Familiarity with content
• Other…
Standards 1-9
• 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.
What does a classroom look like
that includes a focus on the Key
Shifts?
• https://www.teachingchannel.org/videos/an
alyzing-text-as-a-group
How did this teacher…
1. Building knowledge through content-rich
nonfiction
2. Reading, writing, and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
Resources
•
•
•
•
•
www.readwritethink.org
http://www.parcconline.org/about-parcc
www.thinkfinity.org
http://www.corestandards.org/the-standards
http://www.engageny.org/common-corecurriculum-assessments
• http://fisherandfrey.com/resources/
• http://www.achievethecore.org/