Transitioning to California Common Core State Standards 8th Grade Training READING SPEAKING & LISTENING WRITING LANGUAGE Presented by: LaRae Blomquist & Kathy Roemmele Curriculum and Professional Learning.
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Transitioning to California Common Core State Standards 8th 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. Dale Lee Michelle B. Campbell C. Elsa Lyon D. Jason Coppola 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 13 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 • • • • • • • • 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 the textual evidence that most strongly supports an 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 the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band 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. 22 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 26 Examining CCSS Reading Literature with Available Resources Outcome: “Common Core-ify” existing resources Applying RL Standards 1. “The Tell Tale Heart” (pink handout-summary) 2. Unpack the standards (CCSS 1-3) 3. In table/small groups, identify which standards can be taught via “The Tell Tale Heart” 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 8th Grade Question Stems 8th 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 “Memory a Matter of Brains and Brawn…” Close reading activity resources: Holt (p. 58) OR pink handout Saying/Doing chart (blue handout) Pre-Read Logistics • Label the title and number the paragraphs, 1-5. • Read text independently through the fifth paragraph (“In fact, provocative…”). • Complete the saying portion of the saying/doing table through paragraph 5. SAYING/DOING EXAMPLE title 1 2 For a strong memory, we need to have both mental and physical activity. SAYING/DOING EXAMPLE title 1 2 For a strong memory, we need to have both mental and physical activity. If we do not exercise our brains, they will get weak. Research says that getting old doesn’t mean that memory will get worse, and there are things we can do to keep that from happening. SAYING/DOING EXAMPLE title 1 2 For a strong memory, we need to have both mental and physical activity. If we do not exercise our brains, they will get weak. Research says that getting old doesn’t mean that memory will get worse, and there are things we can do to keep that from happening. capturing reader’s interest with “catchy” alliteration (Memory/Matter; Brains/Brawn) SAYING/DOING EXAMPLE title 1 For a strong memory, we need to have both mental and physical activity. capturing reader’s interest with “catchy” alliteration (Memory/Matter; Brains/Brawn) DIRECTIONS: Complete the “Doing” comparing If we do not exercise our a partner portion with forthe brain to a muscle with a simile brains, they will get weak. paragraphs 2-5. creating sense of urgency (use it or lose it) 2 Research says that getting old doesn’t mean that memory will get worse, and there are things we can do to keep that from happening. SAYING/DOING EXAMPLE title 1 For a strong memory, we need to have both mental and physical activity. If we do not exercise our brains, they will get weak. capturing reader’s interest with “catchy” alliteration (Memory/Matter; Brains/Brawn) comparing the brain to a muscle using a simile creating sense of urgency (use it or lose it) 2 Research says that getting old doesn’t mean that memory will get worse, and there are things we can do to keep that from happening. building motivation to avoid foggy memory and slow wit convincing reader it’s not too late (protect their brains 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.