English Language Arts Spring – Phase 2

 ◦ ◦ ◦ ◦ Common Core State Standards Initiative State-led College and Career Ready Adopted in 2010 by California Research based  ◦ ◦ Next Generation Assessments Smarter Balanced Assessment Consortium (SBAC) 2014-2015  ◦ ◦ Overview of English Language Arts Reading, Writing, Speaking and Listening, Language Anchor standards match grade specific standards

 ◦ ◦ ◦ Every K-5 LBUSD classroom teacher will Be able to explain the 3 Common Core Instructional Shifts for English Language Arts Bring more informational text in the classroom Ask text-dependent questions

English Language Arts/Literacy

#1 Building knowledge through content-rich nonfiction and informational text ◦ 80% of required reading in college and the workplace is informational or non-fiction ◦ ◦ ◦ Harder for students to comprehend Students are asked to read very little informational texts in lower grades Common Core calls for 50% Narrative and 50% Informational at K-5

#2 Reading and writing grounded in evidence from text ◦ Most college and workplace writing is evidence based ◦ ◦ ◦ ◦ Reunite reading and writing Students should write about what they read, moving away from decontextualized prompts Text should be at the center of learning Students need to be able to “read like a detective and write like a reporter”

#3 Regular practice with complex text and its academic vocabulary ◦ Complexity in text at K-12 has eroded ◦ ◦   Length of sentences in K-8 textbooks have gone from 20-14 words Vocabulary demands have declined Complexity of college and career text has remained steady or increased What is complex text?

  Author’s tone, word choice, and intent is highly sophisticated Unconventional text structures

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Foundational Skills Read Aloud K-2 Fluency Academic Language Learning from Text Independently Word Study Volume of Student Reading Evidence-Based Writing Close Analytical Reading

 Brainstorm the classroom practices, resources, and challenges/opportunities

 ◦ ◦ ◦ ◦ ◦ ◦ ◦ Where do we find informational texts?

Social Studies Text Science Text Read Alouds Open Court Leveled Classroom Libraries Teacher collections Instructional leveled books Other?

  Read the handout on text-dependent questions ◦ ◦ ◦ Discuss the following: What are text dependent questions?

Why are text dependent questions important?

What do answering text dependent questions lead to?

   Read the questions from lesson 2, “Jobs People Do” found in the margins of the Teacher’s Edition Determine if these questions can only be answered by referring explicitly back to the text in front of them Which of the questions are text dependent?

     What in the text makes you say that?

Where did you find your answer?

Can anyone find the sentence that tells us that and reread it for the class?

Is that correct? Let’s look back and see if we can find where it tells us that.

Reread page ___ to find the answer.

 ◦ ◦ ◦ ◦ ◦ ◦ Work with a partner to determine which of the following questions are text dependent or not What is a job?

What kind of jobs do your parents have?

What are some jobs that take goods where they need to go?

Are children allowed to work in factories today? Why do some people work from home? What are some examples of jobs that don’t pay?

 ◦ ◦ ◦ Using your science or social studies TE: Select a lesson you will be teaching Go through the questions in the margin to determine whether or not they are text dependent Create text dependent questions to go with that portion of the text

Questions Comments Concerns