Transcript Using the Publishers’ Criteria for ELA/Literacy to better

Using the Publishers’ Criteria for
ELA/Literacy to Better Understand
the Standards
Icebreaker Question
What is the intention of the Publishers’ Criteria?
Who is it intended for?
How can it support these different audiences?
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Goals for this Session
We will closely examine the Publishers’ Criteria in an effort to:
• Gain a deeper understanding of the Common Core State
Standards and the shifts they require
• Discuss the Standards’ implications for instructional materials
• Judge materials for alignment and reflect on the appropriate
use of existing classroom resources and strategies
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ELA/Literacy: 3 shifts
1. Regular practice with complex text and its academic
language
2. Reading, writing, and speaking grounded in evidence from
text, both literary and informational
3. Building knowledge through content-rich nonfiction
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Publishers’ Criteria for the Common Core State
Standards in English Language Arts and Literacy
• Designed to guide publishers and curriculum developers as
they work to ensure alignment with the CCSS.
• Focuses on the most significant elements of the Standards.
• Not intended to dictate classroom practice.
• Comprised of two documents: grades K-2 and 3-12.
• Aimed to support the responsibilities of both producers and
purchasers of instructional materials.
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Document Organization
Four sections:
I.
II.
III.
IV.
Key Criteria for Text Selection
Key Criteria for Questions and Tasks
Key Criteria for Academic Vocabulary
Key Criteria for Writing to Sources and Research
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I. Key Criteria for Text Selection
Text Complexity
A. Align with grade by grade complexity requirements
outlined in the Standards
B. Give all students access to and support with gradelevel complex text
C. Include shorter, challenging texts
D. Include novels, plays, and other full-length readings
E. Increase regular independent reading
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Features of Complex Text
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Subtle and/or frequent transitions
Multiple and/or subtle themes and purposes
Density of information
Less common settings, topics or events
Lack of repetition, overlap or similarity in words and sentences
Complex sentences
Uncommon vocabulary
Lack of words, sentences, or paragraphs that review or pull
things together for the student
• Longer paragraphs
• Any text structure which is less narrative and/or mixes
structures
• Use of passive voice
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Time to reflect…
Text Complexity
What practices and materials are currently
in place in our instructional setting to support
all students in accessing appropriately
complex text?
Where do we have needs
(materials, PD, assessment tools)?
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Key Criteria for Text Selection
2. Range and Quality of Texts
A. In grades 3-5, literacy programs include equal
measures of literary and informational texts.
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Key Criteria for Text Selection
2. Range and Quality of Texts
A. In grades 3-5, literacy programs include equal
measures of literary and informational texts.
B. In grades 6-12, ELA programs include substantially
more literary nonfiction.
C. The quality of the texts is high.
D. Specific texts and text types named in the standards
are included.
E. Specific anchor texts are selected for especially careful
reading.
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Time to Reflect…
Range and Quality of Texts
How do the current reading selections
in our instructional setting align
to the expectations of the Common Core?
Who is engaged in conversations about text
selection in our district?
How are content area teachers engaged?
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Key Criteria for Questions and Tasks
1. High-Quality Text-Dependent Questions and Tasks
A. A significant portion of the tasks and questions are textdependent.
B. High-quality sequences of text-dependent questions
elicit sustained attention to the specifics of the text and
their impact.
C. Questions and tasks require the use of textual evidence.
D. Instructional design cultivates student interest and
engagement in reading rich texts carefully.
E. Materials provide opportunities to build knowledge
through texts.
F. Questions and tasks attend to analyzing the arguments
and information central to informational text.
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Non-Examples and Examples
Not Text-Dependent
Text-Dependent
In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at
something.
What makes Casey’s experiences at bat
humorous?
In “Letter from a Birmingham Jail,” Dr.
King discusses nonviolent protest.
Discuss, in writing, a time when you
wanted to fight against something that
you felt was unfair.
What can you infer from King’s letter
about the letter that he received?
In “The Gettysburg Address” Lincoln says
the nation is dedicated to the
proposition that all men are created
equal. Why is equality an important
value to promote?
“The Gettysburg Address” mentions the
year 1776. According to Lincoln’s
speech, why is this year significant to
the events described in the speech?
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Key Criteria for Questions and Tasks
2. Cultivating Students’ Ability to Read Complex Texts
Independently
A. Scaffolds enable all student to experience rather than
avoid the complexity of a text.
B. Reading strategies support comprehension of specific
texts, focus on building knowledge.
C. Design for whole-group, small-group, and individual
instruction cultivates responsibility and independence.
D. Questions and tasks require careful comprehension of
the text first.
E. Materials make the text the focus of instruction.
F. Materials offer assessment opportunities that
genuinely measure progress.
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Key Criteria for Academic Vocabulary
• “Tier 2” words
• Present across content areas (in contrast to domain-specific
words)
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Time to Reflect…
Academic Vocabulary
What is our current practice of vocabulary instruction?
Is it aligned to the requirements of the Common Core?
Does it support college and career readiness?
Does it support access to complex text?
How are we supporting English Language Learners with
vocabulary acquisition through complex text?
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Key Criteria for Writing to Sources and Research
1. Materials portray writing to sources as key task.
2. Materials focus on forming arguments as well as writing to inform.
• In elementary school
30% writing to argue
35% writing to explain/inform
35% narrative writing
• In middle school
35% writing to argue
35% writing to explain/inform
30% narrative writing
• In high school
40% writing to argue
40% writing to explain/inform
20% narrative writing
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Key Criteria for Writing to Sources and Research
1. Materials portray writing to sources as key task.
2. Materials focus on forming arguments as well as informative
writing.
3. Materials make it clear that student writing should be
responsive to the needs of the audience and the particulars
of the text in question.
4. Students are given extensive practice with short, focused
research projects.
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Putting it all together
•The four strands of ELA– reading, writing, speaking and
listening– are meant to be woven together. This is as true in
instructional materials as in curriculum mapping.
•All three shifts are meant to be in play at once.
•There is no either/or here: good materials need all of this.
•Be wary of materials and approaches that seek to segregate the
standards.
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What’s In and What’s Out?
IN
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OUT
Daily encounters w/complex texts
Texts worthy of close attention
Balance of literary and info texts
Coherent sequences of texts
Mostly text-dependent questions
Mainly evidence-based analyses
Accent on academic vocabulary
Emphasis on reading & re-reading
Reading strategies (as means)
Reading foundations
(central and integrated)
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1.
2.
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10.
Leveled texts (only)
Reading any ‘ol text
Solely literature
Collection of unrelated texts
Mostly text-to-self questions
Mainly writing without sources
Accent on literary terminology
Emphasis on pre-reading
Reading strategies (as end goal)
Reading foundations
(peripheral and detached)
It all boils down to. . .
Texts Worth Reading
and
Questions Worth Answering!
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