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Common core and readibility
 

Common core and readibility

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    Common core and readibility Common core and readibility Presentation Transcript

    • Welcome!
      Michael Fullanin a new book entitled Breakthrough states that states, districts, and schools have done a wonderful job creating standards, plans, and assessments. Yet, these efforts have only an indirect effect on classroom practices. “What is missing again is the black box of instructional practice in the classroom.”
      Standards and Plans
      Black Box of Instructional Practice
      Assessments
      Results for All
      So…. Why a literacy plan?
    • Framing Questions
      What does this new information about the Common Core State Standards mean for a district and school literacy plan?
      How can we use the new standards to create a strong literacy plan?
    • Common Core & Literacy Plan
    • Just the Facts…
      48 of 50 states helped develop (Texas & Alaska)
      41 of 50 states have adopted
      2012/2013, fully adopted and tested in NC
      2014/2015, online assessments with Smarter Balance Consortium states (adaptive test)
      Smarter Balanced Assessment Consortium & PARCC/ACHIEVE Consortium
      ELA & Math Only; but, literacy across the curriculum
    • New Acronyms!!!
      CCR = College and Career Ready
      CCSS = Common Core State Standards
      RL = Reading Literature
      RI = Reading Informational Text
      WR = Writing
      SL = Speaking and Listening
      L = Language
    • “Capacities”
      They demonstrate independence.
      They build strong content knowledge.
      They respond to the varying demands of audience, task, purpose, and discipline.
      They comprehend as well as critique.
      They value evidence.
      They use technology and digital media strategically and capably.
      They come to understand other perspectives and cultures.
    • How to Cite CCSS
      Strand
      Standard
      Grade Level
    • Organization of the Common Core
      Strands
      Sub-Strands
      Anchor Standards
    • CCSS ELA Organization
      There are three main sections:
      K−5 (cross-disciplinary).
      6−12 English Language Arts.
      6−12 Literacy in History/Social Studies,
      Science, and Technical Subjects.
      There is a shared responsibility for students’ literacy
      development.
      There are three appendices:
      • A: Research and evidence; glossary of key terms.
      • B: Reading text exemplars; sample performance tasks.
      • C: Annotated student writing samples.
    • Reading & Writing Weights
    • Vocabulary
      Tier 1 – everyday speech
      Tier 2 – general academic words
      Tier 3 – domain-specific words
      Appendix A, p.33
    • Text Complexity
      Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade
      Text complexity is defined by:
      Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
      Quantitative measures – readability and other scores of text complexity
      Quantitative
      Qualitative
      Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
      Reader and Task
    • Flesch-Kincaid (Microsoft Word)
    • Grade Bands & Lexiles
    • “Lexile Analyzer”
      Lexile Analyzer is a tool from Lexile.com that allows you to quantify webtext, articles, newspapers, etc.
      Create an account at Lexile.com
      Convert your text to the appropriate file (first time is a pain, but easy to do).
      Done – Lexile gives you a specific number for your non-book format and you have information about how difficult text is.
      Here’s an example!
    • Screen Shot of Lexile Analyzer