Transcript Transitioning to California Common Core State Standards 9th/10th Grade Training READING SPEAKING & LISTENING WRITING LANGUAGE Presented by: LaRae Blomquist & Kathy Roemmele Curriculum and Professional Learning.

Transitioning to California
Common Core State Standards
9th/10th Grade Training
READING
SPEAKING & LISTENING
WRITING
LANGUAGE
Presented by: LaRae Blomquist & Kathy Roemmele
Curriculum and Professional Learning
Norms
• Be invested.
• Collaborate with colleagues.
• Avoid sidebar conversations during
explanations.
• Set your phone to silent; please do not text
unless you have an emergency.
Outcomes:
• Understand what teaching the ELA Common
Core State Standards (CCSS) “looks/sounds” like
in the classroom.
• Apply understanding to site/grade-level
planning time.
• Identify “next steps” for CCSS implementation.
Steps Already Taken at Sites to
Address Outcome #1…
• Understand what teaching the ELA Common
Core State Standards (CCSS) “looks/sounds”
like in the classroom.
At sites you have explored the…
the parallel nature of skills between ReadingLiterature and Reading-Information Text
standards.
At sites you have explored the…
the K-12 consistency of standards by tracing
the development of writing standard one.
At sites you have explored the…
general organizational shifts.
Logistics – Notes/Resources
Setting the Stage for
Today’s Leap into CCSS
How often do you structure opportunities for
your students to talk per class period?
In what contexts/circumstances do you plan
for structured student interaction?
Speaking and Listening Standards
Collaboration for Comprehension
1. Read Speaking/Listening Standards 1-3.
2. Discuss what implications for classroom
instruction they have.
3. Explore how the previously brainstormed
ideas (regarding opportunities for structured
student interaction) align to the Speaking
and Listening standards.
Some Implications
Classrooms must:
• Structure opportunities for verbal processing
and/or rehearsal (S/L 1-3)
• Explicitly provide rules for discussion (S/L 1)
• Help students listen with the intent of
agreeing (S/L 1)
• Teach students how to craft questions to
contribute to discussions (S/L 1)
Appointment Card
A. Rachelle Bascom
C. Margo
Hollingsworth
Adam
Shupe
D. Kimith So
B.
REVIEW: Content Shifts in Literacy
1. Increase reading of informational texts
2. Increased text complexity of reading texts as
measured by lexile level
3. Focus on academic vocabulary within context of
texts
4. Emphasis on text-dependent questions and
performance tasks
5. Connect writing to reading with frequent
opportunities to research information
6. Provide literacy instruction in all content areas
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Shifts in Common Core
Terminology
SHIFTS:
Response to Lit
Response to Reading
Writing Application
Writing Purpose
Persuasive
Argument
Common Core Additions in
Terminology
+ Text-Dependent Questions
+ Close Reading
+ Literary Nonfiction
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Literary Nonfiction is
defined as
Personal essays
Speeches
Opinion pieces
Essays about art or literature
Biographies
Memoirs
Journalism
Historic, scientific, technical or economic
accounts written for a broad audience
CCSS: Reading - Literature
• Stories – various genres, myths, allegories,
parodies, satire, and graphic novels
• Dramas – classical through contemporary;
one and multi-act; representing a broad range
of literary periods and cultures
• Poetry – classical through contemporary;
narrative, lyrical, free verse, sonnets, odes,
ballads, and epics; representing a broad range
of literary periods and cultures
Inter-relationship of Standards
1-10
• Examine the language of standard 1:
– Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
• Examine the language of standard 10:
– By the end of grade 9, read and comprehend
literature, including stories, dramas, and poems, in the
grades 9-10 text complexity band proficiently; with
scaffolding as needed at the high end of the range. By
the end of grade 10…independently and proficiently.
Inter-relationship of Standards
1-10
CCSS #1 Reading Comprehension– cite
evidence
(explicit & inferential)
CCSS #2-9 Specific standards
w/expectations
CCSS #10 Comprehend grade-level
literature
Text-Dependent Nature of
Reading Standards
Differences Between Text
Dependent vs. Text Related
vs. Text Inspired Questions
• Text Dependent
• Text Related
• Text Inspired
Guidelines for What TextDependent Questions ARE:
1. ONLY text evidence-based.
2. Predominantly focused on higher-level,
cognitive tasks (reference Bloom’s Taxonomy).
3. Focused on syntax and word choice (rhetoric).
4. Focused on salient, key concepts.
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Non-Examples and Examples
Not Text-Dependent
Text-Dependent
In Romeo and Juliet,
the families of both
teenagers dislike each
other and cause
Romeo and Juliet
obstacles. Describe a
time when you were in
conflict with a parent
or guardian?
In Romeo and
Juliet, the topic of
“teenage angst”
exists. Determine a
theme related to
that topic and
support your claim
with text evidence.
Non-Examples and Examples
Not Text-Dependent
In “Letter from a
Birmingham Jail,” Dr. King
discusses nonviolent
protest. Discuss, in
writing, other protests
that occurred during this
time period.
Text-Dependent
What can you infer
from King’s letter
about the audience to
whom he is writing?
Non-Examples and Examples
Not Text-Dependent
Text-Dependent
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?
Importance of Text-Dependent
Questions (TDQs)
1. Instructional Time
2. Equitable Practices
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Examining CCSS Reading Literature
with Available Resources
Outcome: “Common Core-ify” existing resources
Applying RL Standards
1. “The Most Dangerous Game” (pink handoutsummary)
2. Unpack the standards (CCSS 1-3)
3. In table/small groups, identify which standards can be
taught via “The Most Dangerous Game” for RL 4-9.
4. Share whole group and clarify
CCSS Reading -Literature
Application
Common Core-ification!
Next Selection (your choice)
• Resources:
 A new selection OR core novel
9th/10th Grade Question Stems
9th/10th Grade Blank Template
 Post-it notes
Directions for
Grade-Level
Work
I. Choose a literature selection or core novel chapter
II. Identify the standards 1-9 that best fit with selection
or core novel chapter
III. Create text-dependent questions (post-it notes/blank
template)
IV. *Turn In a copy of the template page that will be
scanned into a pdf for sharing purposes.
Appointment A
• Meet with your partner
and share your selection
choice, rationale for
standards alignment, and
some sample textdependent questions.
Reflection 1
CCSS Speaking/Listening & Reading - Literature
• Record your AH-HAs
• Record your
Questions and/or Next
Steps
Reading – Informational Text
• Read the informational text standards with
the corresponding question stems/frames.
•Note the intent of
the standards and
the text-dependent
nature of the
questions.
Dr. Douglas Fisher,
author/professor/LaRae’s favorite guy
What is “close
reading”?
David Coleman,
Co-Project Leader of CCSS
Where do you see evidence of:
• Examination of rhetoric (e.g., word choice,
syntax, author’s purpose)
• Focus on salient points of text
• Use of text-dependent questions
Resources for Close Reading
“Declaration of Independence from
the War in Vietnam”
A close reading activity
resources:
• Holt (p. 639) OR pink
handout
• Saying/Doing chart
(blue handout)
Pre-Read Logistics
• Number the sentences (title, 1-2, 3-4, and 5)
• Read text independently through the first
paragraph (sentence #5)
• In a class students would also complete
“saying” column with paraphrasing as they
read
SAYING/DOING EXAMPLE
title
1-2
3-4
Someone wants to break
away from the Vietnam war
involvement.
Dr. King says that because
he’s a preacher that he has
some moral reasons for
discussing the Vietnam war.
There used to be hope for those
in poverty until the Vietnam war
replaced the interest in the
Poverty Program.
-establishes a connection to
the historical Dec. of Ind. from
England/tyranny
-connects reader’s prior
knowledge to current situation
-introduces speakers
credibility as a preacher to
speak of moral topics
-bridges the religious with the
political
Debrief Close Reading
Activity
• Identify RIT standards or
components of the standards
that would be addressed if one used the
saying/doing strategy (or some version of it).
• What makes this a Common Core approach to
informational text?
Site Application of RIT to
Materials
Please do one of the following:
1. Examine the close reading resources, and
determine a “literary nonfiction” text with
which to apply the resource.
2. Discuss other rhetorical reading/close
reading strategies that you have found
effective.
Be prepared to share with an appointment partner.
Appointment B
• Meet with your partner
and share with each other
your selection and
strategy choice. Provide a
rationale.
Reflection – AH-HAs/Next
Steps
Connecting Writing to
Reading
The Purposes of
Writing Standards 1-3
• Read the excerpt from Appendix A.
• Discuss salient points from the excerpt with
your table group.
• Complete the following sentence frame as a
table group:
One salient point our table group discussed was
______ which is significant because ________.
Writing Standards 4-10
• Read the remaining writing standards
• Note the “clusters” related to publishing and
to researching.
Focus on Research - #7-#9
• Previous standards expected research…but did
not really assess it.
• CCSS performance tasks will expect students
to 1) cite relevant evidence, 2) evaluate
credibility, 3) integrate sources, and 4) show
evidence of being able to
research.
Sample Writing Prompt
w/Research Layer
Aside: Evaluating Source
Credibility
Site Application of Research
to Existing Prompt(s)
DIRECTIONS:
• Examine existing prompts in grade-level teams
• Modify applicable prompts to incorporate a
research component
• Be prepared to share with
other sites
Appointment C & D
Standards 7, 8 and 9
• Share out
prompts/layer of
research.
Reflection – AH-HAs/Next
Steps
Shifts in Assessment
•More authentic assessments
•Writing at each grade level
•Short answer (constructed
response) for reading skills
•Integration of standards with
performance tasks
CCSS Transition Timeline:
2014-15
 Testing begins in 2014-15
 Smarter Balanced Assessment Consortium
 Testing for grades 3-8, and 11
 Includes summative and optional interim
assessments
Smarter Balanced
Assessments
• Reference resources on notes page
DISCUSS NEXT STEPS:
•Future planning time?
•Release/articulation plans?
•“Common Core-ification” of existing
resources?
•Impact on
curriculum
map/instructional
calendar/pacing
guide?
•Follow-up
support?
Evaluations
•Please fill out the
evaluation forms
provided.
•Specific feedback
is greatly
appreciated in the
comment section
to better address
the needs of
participants.