Common core standards workshop


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  • Overview of the protocol
  • What is a text complexity band ?
  • What is a text complexity band ?
  • Users read across the four columns for each row of checkboxes on the rubric, identifying which descriptors best match the text by marking a particular checkbox. As Appendix A states, “Few, if any, authentic texts will be low or high on all of these measures.” The goal is not for all of the checkmarks to be in a single column; the goal is to accurately reflect these factors of the text. The marked rubric can then serve as a guide as educators re-evaluate the initial placement of the work into a text complexity band. Such reflection may validate the text’s placement or may suggest that the placement needs to be changed. In fact, this marked rubric represents the evaluation of To Kill a Mockingbird completed by a committee of teachers.
  • Using this protocol, we progressed through each leg of the text complexity model: (1) quantitative measures, (2) qualitative measures, and (3) reader and task considerations. Now we are ready to review all three legs one last time and make a final recommendation for placement of this text into a text complexity grade band.
  • Based upon all three legs of the model, we felt the most appropriate placement for the novel was grades 9-10.
  • The template offers space to record information for each of the three legs of the model.
  • An example of a completed template for To Kill a Mockingbird.
  • Common core standards workshop

    1. 1. Common Core Standards and iTunesU Investigating ELA Standards for College and Career Readiness August 23, 2012
    2. 2. If you brought an iOS device (iPhone, iPod Touch, or iPad)…• Please download the FREE iTunesU app from the app store.• Open the app, and select “Catalog” in upper left-hand corner.• In SEARCH box in upper right corner, type “New Milford School District.”• Select: Investigating the Common Core in Literacy” course by choosing “Subscribe.”• Course will appear on shelves of app.
    3. 3. Workshop Objectives• Explore the vertical alignment of one anchor standard and how the concepts and skills included in that anchor standard manifest at my grade level and within a student’s elementary reading repertoire.• Explore how text complexity is defined and measured, so that I can create a list of mentor texts for my reading instruction with appropriate text complexity as I move forward.• Plan for deepening my understanding of the common core through on-demand professional development.
    4. 4. Anchor Standards for Reading KEY IDEAS AND DETAILS CRAFT AND STRUCTURE1. Read closely to determine what the text says 4. Interpret words and phrases as they are usedexplicitly and to make logical inferences from it; in a text, including determining technical,cite specific textual evidence when writing or connotative, and figurative meanings, andspeaking to support conclusions drawn from the analyze how specific word choices shape text. meaning or tone.2. Determine central ideas or themes of a text 5. Analyze the structure of texts, including howand analyze their development; summarize the specific sentences, paragraphs, and largerkey supporting details and ideas. portions of the text (e.g., a section, chapter,3. Analyze how and why individuals, events, and scene, or stanza) relate to each other and theideas develop and interact over the course of a whole.text. 6. Assess how point of view or purpose shapes the INTEGRATION OF KNOWLEDGE & IDEAS content and style of a text.7. Integrate and evaluate content presented in TEXT COMPLEXITYdiverse media and formats, including visuallyand quantitatively, as well as in words. 10. Read and comprehend complex literary and informational texts independently and proficiently.8. Delineate and evaluate the argument andspecific claims in a text, including the validity ofthe reasoning as well as the relevance andsufficiency of the evidence.9. Analyze how two or more texts addresssimilarthemes or topics in order to build knowledge orto compare the approaches the authors take.
    5. 5. Unpacking the Standards• CONCEPTS--What • SKILLS—What will will my students my students BE ABLE KNOW? TO DO?Underline the NOUNS • Circle the VERBS in in the standard. the standard.
    6. 6. CAUTION!• Much of the rigor required by the common core is outlined in the ancillary materials, not the standards themselves.• Beware of discreet lists of skills and concepts, and instead look at the progression of these skills and the deepening of these concepts across grades.
    7. 7. Reading Literature Standard 5 Craft and Structure:Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
    8. 8. Reading Literature Standard 5• RL 1.5: Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types.• RL 2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.• RL 3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.• RL 4.5: Explain major differences between poems, drama, and prose, and refer ot the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.• RL 5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.• RL 6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.• RL 7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
    9. 9. In mixed grade level groups of 3-4:Discuss:1. What does this standard mean?2. What has to happen in the grade before for my students to reach mastery?3. What lessons would lead students to mastery of this standard?4. What types of texts/authors would make sense to read within this standard?
    10. 10. Next Steps…• We will analyze the instructional design for RL Standard 5 in units of study in grade level/collab. meetings: – Grade 2: Growing a Sense of Story – Grade 3: Traditional Literature – Grade 4: Reading Poetry – Grade 5: The Complexities and Themes of Fantasy Fiction – Grade 6: Questioning Narrative Texts
    11. 11. Take 5!
    12. 12. Overview of Text Complexity Overview of Text Complexity Text complexity is defined by: 1. Quantitative measures – readability and other scores of text complexity often best measured by computer software. 2. Qualitative measures – levels of meaning, Qu ive structure, language conventionality and an tat clarity, and knowledge demands often best ti ali tat measured by an attentive human reader. Qu ive 3. Reader and Task considerations – background knowledge of reader, motivation, Reader and Task interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.Source: 12
    13. 13. Determining Text Complexity • A Four-step Process:1. Determine the quantitative measures of the text. Qu ive an tat ti2. Analyze the qualitative measures ali tat Qu ive of the text.3. Reflect upon the reader and task Reader and Task considerations.4. Recommend placement in the appropriate text complexity band. 13
    14. 14. Kansas Common Core Standards Quantitative Measures Ranges for Text Complexity Grade Bands Text Complexity Suggested Suggested ATOS Grade Bands Lexile Range Book Level Range** K-1 100L – 500L* 1.0 – 2.5 2-3 450L – 790L 2.0 – 4.0 4-5 770L – 980L 3.0 – 5.7 6-8 955L – 1155L 4.0 – 8.0 9-10 1080L – 1305L 4.6 – 10.0 11-CCR 1215L – 1355L 4.8 – 12.0* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL:
    15. 15. Step 1: Quantitative Measures Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion 15
    16. 16. Step 1: Quantitative MeasuresThe Quantitative MeasuresRanges for Text Complexity: document outlines thesuggested ranges for each of thetext complexity bands using:1. Lexile Text Measures ---or---2. ATOS Book Levels (Accelerated Reader) 16
    17. 17. Step 1: Quantitative MeasuresLet’s imagine we want to see where a text falls on the quantitativemeasures “leg” of the text complexity triangle, using either theLexile text measures or the ATOS book level (or both). For illustrative purposes, let’s choose Harper Lee’s 1960 novel To Kill a Mockingbird. 17
    18. 18. Step 1: Quantitative MeasuresFor texts not in the Lexile database, consider using the Lexile Analyzer:• Registration is required (free)• Allows user to receive an “estimated” Lexile score• Accommodates texts up to 1000 words in length• Texts of any length can be evaluated using the Professional Lexile Analyzer—educators can upgrade to this tool for free by requesting access 18
    19. 19. Step 1: Quantitative MeasuresFinding a ATOS Book Level for Text: 19
    20. 20. Step 1: Quantitative Measures 20
    21. 21. Step 1: Quantitative Measures Lexile Text 870L Measure: ATOS Book 5.6 Level:In which of the text complexity bands would this novel fall? 21
    22. 22. Kansas Common Core Standards Quantitative Measures Ranges for Text Complexity Grade Bands Text Complexity Suggested Suggested ATOS Grade Bands Lexile Range Book Level Range** K-1 100L – 500L* 1.0 – 2.5 2-3 450L – 790L 2.0 – 4.0 4-5 770L – 980L 3.0 – 5.7 6-8 955L – 1155L 4.0 – 8.0 9-10 1080L – 1305L 4.6 – 10.0 11-CCR 1215L – 1355L 4.8 – 12.0* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL:
    23. 23. Step 1: Quantitative MeasuresRemember, however, that the quantitative measures is only thefirst of three “legs” of the text complexity triangle.Our final recommendationmay be validated, influenced,or even over-ruled by ourexamination of qualitativemeasures and the readerand task considerations. 23
    24. 24. Step 2: Qualitative Measures Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands 24
    25. 25. Step 2: Qualitative Measures The Qualitative Measures Rubrics for Literary and Informational Text: tabid=4605The rubric for literary text and the rubric for informational text alloweducators to evaluate the important elements of text that are oftenmissed by computer software that tends to focus on more easilymeasured factors. 25
    26. 26. Step 2: Qualitative MeasuresBecause the factors for literary textsare different from information texts,these two rubrics contain differentcontent. However, the formatting ofeach document is exactly the same.And because these factors representcontinua rather than discrete stagesor levels, numeric values are notassociated with these rubrics.Instead, four points along eachcontinuum are identified: high, middlehigh, middle low, and low. 26
    27. 27. Step 2: Qualitative Measures 27
    28. 28. Step 2: Qualitative Measures knew:From examining the quantitative measures, we Lexile Text 870L Measure: ATOS Book 5.6 Level: But after reflecting upon the qualitative measures, we believed: 28
    29. 29. Step 2: Qualitative MeasuresOur initial placement of To Kill a Mockingbird into a text complexityband changed when we examined the qualitative measures.Remember, however, that we havecompleted only the first two legs of the Qu ivetext complexity triangle. an tat ti ali tat QuThe reader and task considerations ivestill remain. Reader and Task 29
    30. 30. Step 3: Reader and Task Considerations such as: •Motivation •Knowledge and experience •Purpose for reading •Complexity of task assigned regarding text •Complexity of questions asked regarding text 30
    31. 31. Step 3:Reader and Task Considerations The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom. 31
    32. 32. Step 3: Reader and Task ConsiderationsBased upon our examination of theReader and Task Considerations,we have completed the third leg ofthe text complexity model and arenow ready to recommend a finalplacement within a text complexityband. 32
    33. 33. Step 4: Recommended Placement Lexile Text 870L Measure: ATOS Book 5.6 Level: 33
    34. 34. Step 4: Recommended Placement Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is…. 34
    35. 35. Step 4: Recommended Placement Step 4: Recommended Placement After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference. 35
    36. 36. Step 4: Recommended Placement 36
    37. 37. Next Steps…• Introducing the ELA Common Core Course for iTunesU…• Do you have an iOS device: iPad, iPhone, iPod?• Discussion groups• Collab. meetings
    38. 38. No iOS device?• You can progress independently at your own pace through the iTunes Store OR• I will be offering the course as a collaborative discussion group. It will meet in half hour sessions after school. Watch your E-mail for more information…
    39. 39. Consider Deepening your Understanding of the Common Core for Your APGP…• Vertical alignment of the standards• Text complexity• Writing in the Common Core• Speaking and Listening in the Common Core• Grammar in the Common Core• Preparing for Assessment Shifts from SBAC