Transcript Implementing ELA Common Core - University of California

Julie Chiaverini
University of California Irvine
April 2014
• Review the framework and importance of the
Language Arts Common Core State Standards
• Identify 3 major shifts in instructional
expectations
• Discuss classroom implementation strategies
• Interactive Instruction- 5 Minute Limit
READING
* Standards for Literature
& Informational Texts (K-12)
* Standards for Reading
Foundational Skills (K-5)
SPEAKING & LISTENING
WRITING
3 Types of Writing:
* Arguments and Opinions
* Informative/Explanatory,
* Narrative Texts
LANGUAGE
*Comprehension & Collaboration
* Writing Conventions & Grammar
* Presentation of Knowledge and
Ideas
* Vocabulary Acquisition and Use
• Have a clear design with central goals and high standards.
• Emphasize much higher-level comprehension skills than
previous standards.
• Convey that intellectual growth occurs through time, across
years, and across disciplines.
• Respect the professional judgment of classroom teachers.
A Change in Practice…
•From…
•To…
•Content knowledge
primarily from teacher-led
lecture
•Content knowledge
comes from a balance of
reading, writing, lecture,
and hands-on experience
7
What Does this Mean?
 Complex texts include: uncommon vocabulary, longer paragraphs,
complex sentences, etc..
 Academic Language- Tier 1, Tier 2, Tier 3
Why is this Important?
 A student who can't read on grade level by 3rd grade is four times
less likely to graduate high school by age 19. (Hernandez, 2012)
 Increasing text complexity forces students to respond and think to
complex ideas that they will need in college and in careers.
What Can You Do to Support Students with the Shift?
1. Scaffold student learning as they read more complex texts:
•
•
•
Multiple readings
Read Aloud
Chunking text (a little at a time)
2. Provide support while reading, rather than before and/or after.
3. Introduce Close Reading skills, in which students analyze multiple
components of a text and are invited o revisit the text multiple
times.
What Does this Mean?
 Text-Dependent Questions that demand careful attention to the text.
 Provide evidence in writing to inform or support claims.
Why is this Important?
 Research indicated that 80% of the questions students were asked
after they read a text:
• Did not require them to read the text to answer the questions.
• Did not directly relate to the text read by the students.
(Coleman, 2010)
What Can You Do to Support Students with the Shift?
1. Design questions and tasks that require students to respond both
orally and in writing to questions about a text in which the answers
are found within the text.
2. Build in increased processing time for students to respond to textdependent questions.
3. Teach students strategies for citing evidence from the text.
What Does this Mean?
 50/50 balance of Informational text and Literature (K-5)
 70/30 balance of informational text and Literature (9-12)
 In grades 2+, students begin consolidating the foundational skills with
reading comprehension.
Why is this Important?
 Nonfiction makes up the majority of our reading in college/workplace.
 Informational text is harder for students to comprehend than narrative text.
 Nonfiction texts build background knowledge, which improves students’
overall reading comprehension.
What Can You Do to Support Students with the Shift?
1. Read-aloud nonfiction complex texts DAILY.
2. Sequence texts to build knowledge and understanding.
3. Integrate literacy into all subjects.
“Where is my scripted Teacher
Guide to teaching with Common
Core State Standards?”
“It’s not working!! I am asking the
open-ended questions and
students don’t know how to
answer them.”
“How do I assess my students?
Balanced Literacy
Approach
Interactive
Read
Aloud
Guided
Reading
Independent
Reading
Shared
Reading &
Writing
Word Study
• Reading Workshop- 60-75 minutes per day
•
•
•
•
Reading Focus Lesson/Shared Reading
Guided Reading Groups
Independent Practice w/ conferring
Share
• Word Study- 15-20 minutes per day
• Word Strategies/Spelling/Vocabulary
• Guided Practice
• Writing Workshop- 45-60 minutes per day
•
•
•
•
Writing Focus Lesson/Read Aloud
Guided Practice
Independent Practice w/ conferring
Share
Background
knowledge and clear
objective
Reteach, clarify,
or move on
Check for
Understanding
Components of
Interactive
Instruction
Allow time for students to:
*Write and process
independently
*Compare notes and
perceptions with classmates
Focused
instruction with
visual supports
5-7 minute
chunks
Performance Assessments & Rubrics
“Performance tasks challenge students to apply their knowledge and
skills to respond to complex real-world problems…These activities are
meant to measure capacities such as depth of understanding, writing and
research skills, and complex analysis, which cannot be adequately
assessed with traditional assessment questions…”
- Smarter Balance Assessment Committee
Recall, Identify,
List, Match
Classify, Compare
Analyze, Evaluate
• Kindergarten- Students read two texts on the topic of pancakes
(Tomie DePaola’s Pancakes for Breakfast and Christina Rossetti’s
“Mix a Pancake”) and distinguish between the text that is a
strorybook and the text that is a poem. [RL.K.5]
• 3rd grade- When discussing E.B. White’s book Charlotte’s Web,
students distinguish their own point of view regarding Wilbur
the Pig from that of Fern Arable as well as from the narrator.
[RL.3.6]
• 5th grade- Students explain the relationship between time and
clocks using specific information drawn from Bruce Koscielniak’s
About Time: A First Look at Time and Clocks. [RI.5.3]
•
~Common Core State Standards for ELA Appendix B
Grade 2- Enhancing Reading Comprehension through Series
Books
Performance-Based Assessment: Modeling Good Reading
Strategies
• Students will read a text in pairs, using good reading strategies
learned throughout the unit to deepen comprehension and work
through unfamiliar words or phrases. Then, students will conduct
interviews to reinforce reading for meaning.
Cate
gory
1
Far below grade level expectation
Discussion
Interviews
Annotation
Does not read the story aloud with a
partner and/or does not effectively
annotate the story to aid
comprehension by utilizing more
than 2 of the following symbols:
o Underlines in pink words or
phrases that they don’t understand
o Highlights in yellow the context
clues that helped them understand
what they underlined in pink
o Places a star in at least 2 places
where they stopped and thought
about what they were reading
o Highlight in green the names of
the primary characters
o Underline with a squiggle the
names of the secondary characters
Does not ask at least 2 and/or
answer at least 2 questions about
the story.
Does not refer back to the story
when answering questions.
2
below grade level expectations
3
expected grade level performance
Reads the story aloud with a partner,
annotating as they read to aid
comprehension by utilizing 3-4 of the
following symbols:
Reads the story aloud with a partner,
annotating as they read to aid
comprehension by utilizing all of the
following symbols:
4
Above expected level of
performance
Reads the story aloud with a partner,
annotating as they read to aid
comprehension. Uses all of the
following symbols
o Underlines in pink words or
phrases that they don’t understand
o Highlights in yellow the context
clues that helped them understand
what they underlined in pink
o Places a star in at least 2 places
where they stopped and thought
about what they were reading
o Highlight in green the names of the
primary characters
o Underline with a squiggle the
names of the secondary characters
o Underlines in pink words or
phrases that they don’t understand
o Highlights in yellow the context
clues that helped them understand
what they underlined in pink
o Places a star in at least 2 places
where they stopped and thought
about what they were reading
o Highlight in green the names of
the primary characters
o Underline with a squiggle the
names of the secondary characters
o Underlines in pink words or
phrases that they don’t understand
o Highlights in yellow the context
clues that helped them understand
what they underlined in pink
o Places a star in at least 2 places
where they stopped and thought
about what they were reading
o Highlight in green the names of
the primary characters
o Underline with a squiggle the
names of the secondary characters
Asks 2 and answers 2 questions about Asks 2 and answers 2 questions about
the story.
the story, referring explicitly to
details from the text in answers.
May not refer directly to the text
when answering.
Does not actively participate in
Participates in interviews, may need to Actively participates in interviews,
interviews and/or continually breaks be reminded of rules of discussion
following agreed upon rules for
agreed upon rules of discussion.
once or twice.
discussion.
Asks 2 and answers 2 or more
questions about the story, referring
explicitly to details from the text in
answers.
Makes connections between
questions, and/or elaborates on
partner’s answers in a productive
discussion.
Actively participates in interviews,
following agreed upon rules for
discussion.
Helps to keep partner on task.
Asks partner to elaborate on
answers/extend discussion of the
story.
 Review the framework and importance of the Language Arts
Common Core State Standards
 Identify 3 major shifts in instructional expectations
Complex Text & Academic Vocabulary
Provide Evidence
More Nonfiction Texts
 Discuss classroom implementation strategies
Balanced Literacy approach
Interactive Instruction
Performance Assessments & Rubrics
• Marshall Memo
• ACSD Smart Brief
• “Pathways to Common Core” by Lucy Calkins
• “The Continuum of Literacy Learning” by Fountas & Pinnell
• Achieve the Core: www.Achievethecore.org
• Columbia Teacher’s College Reading and Writing Project:
www.readingandwritingproject.com
• Smarter Balanced Assessment: www.smarterbalanced.org
Julie Chiaverini
University of California Irvine
April 2014
Thank you!
[email protected]