This document summarizes a presentation about re-examining English language arts standards. It discusses the driving forces behind changing standards, including international assessments and the Common Core State Standards. It also explores challenges in implementing new standards, such as increasing text complexity, emphasizing informational text, and preparing students for college and careers. The presentation advocates for teaching practices like close reading, argumentation, extended writing, and emphasizing literacy across all subjects.
1. On Common Ground:
ELA Standards Re-
Examined
Lakes County Cooperative
January 18, 2013
Jennifer McCarty Plucker, Ed.D.
2. Check and Connect #1
Visitors to _____insert home town here____
need to know. . . .
Jen McCarty, Ed.D.
3. Our Targets
We can reflect on the new ELA (Common
Core) standards
We can explore why the CCS call for a shift
in our paradigm to ELA education.
We can explore challenges in our
implementation of the MN ELA standards.
Jen McCarty, Ed.D.
4. Why a new approach?
Creativity expert Sir Ken Robinson challenges
the way we're educating our children. He
champions a radical rethink of our school
systems, to cultivate creativity and
acknowledge multiple types of intelligence.
(TED, 2010)
5. Pair Share
O What are the implications of this changing
paradigm for our current practice?
In other words,
O What does this mean for our students? Our
teaching?
Jen McCarty, Ed.D. ISD 196
8. The Equation of Education
Change the variable
Targeted Instruction + Time= Learning
9. The Equation of Education
Change the variable
Targeted Instruction + Time= Learning
Targeted Instruction + Time = Learning
If a child can’t learn the way we teach, maybe we should teach the way
they learn. ~Ignacio Estrada
10. Eternal Questions of Education
What do we expect students to learn?
How will we know they are learning it?
How will we respond when they don‟t learn?
How will we respond when they have learned?
11. Buffum, Mattos, and Weber, 2011
Birds Eye View
Select and unwrap
essential student What do we expect kids to learn?
learning outcomes
and develop a unit
assessment plan.
Analyze summative Introduce learning
assessment results, targets to students.
identify students in Begin Core
need of Instruction.
supplemental
interventions.
Repeat for
additional
learning targets
GIVE END OF as needed GIVE
UNIT FORMATIVE
Analyze formative
ASSESSMENT assessment results, ASSESSMENTS
provide mid unit
interventions,
continue and/or
complete core
How will we respond when they have learned instruction.
How do we know they are learning it?
it? How will we respond when they haven’t?
12. The Call for Change
O A Continuum of Learning—recursive teaching
O Rigor
O Text Complexity
O The College and Career Ready Student
O More. . .much more. . .Informational Text
O A “new” definition of literacy
13. Continuum of Learning
With ONE anchor standard, highlight the
change in language that indicates a growing
level of sophistication with each benchmark.
14. Check and Connect #2
Visitors to Duluth need to know. . .
Jen McCarty, Ed.D.
19. •Density and •Genre
Complexity •Organization
•Figurative Qualitative •Narration
Language •Text
•Purpose Levels of Features
Structure
Meaning •Graphics
Language
Knowledge
Convention Demands
•Standard and Clarity •Background
English •Prior
•Variations •Cultural
•Register •Vocabulary
Fisher and Frey, 2011
20. Reader
Motivation
Knowledge
Experience
Jen McCarty, Ed.D.
21. Task
O Teacher Led
O Peer/Group
O Individual
Jen McCarty, Ed.D.
28. “Every book has
a skeleton hidden
between its
covers. Your job
as an analytic
reader is to find
it.”
Adler and Van Doren, 1940/1972
29. Use a short passage
“Read with a pencil”
Note what’s confusing
Pay attention to patterns
Give your students the chance to struggle a bit
Creating a Close Reading
31. Check and Connect #2
A book I consider a MUST READ is. . . .
Jen McCarty, Ed.D.
32. College and Career Ready
O They demonstrate independence.
O They build strong content knowledge.
O They respond to the varying demands of
audience, task, purpose, and discipline.
O They comprehend as well as critique.
O They value evidence.
O They use technology and digital media
strategically and capably.
O They come to understand other perspectives
and cultures.
37. The Australian Library Journal
August 1995
To be literate an individual must recognize
when information is needed and have the
ability to locate, evaluate and use effectively
the information needed
Ultimately literate people are those who
have learned how to learn....
Jen McCarty, Ed.D.
38. Our response. . .
“Think of literacy as a spine; it
holds everything together. The
branches of learning connect to
it.”
~Phillips and Wong, 2010 cited in Focus by Schmoker
Jen McCarty, Ed.D.
39. In other words. . .
For centuries,
O Close reading/underlining and annotation of text
O Discussion of the text
O And writing about the text informed by close
reading, discussion, and/or annotation
have been the heart of both what we learn and
how we learn, the key to acquiring both the
knowledge and intellectual acumen that
transform lives and overcome poverty like no
other factor.
~Schmoker, 2011
Jen McCarty, Ed.D.
40. Reading
Value reading texts (all kinds)
Give time to read (IN SCHOOL) --Finland
Establish purpose for reading
Expect students to show their thinking
(annotations/close reading)
Reduce conditions that deter reading
Jen McCarty, Ed.D.
41. Talking/Discussion/Conferencing
“Literacy is profoundly complex and
fundamentally social”
“Best assessment device? „Say more about
that‟”
~Johnston, 2012
Jen McCarty, Ed.D.
42. There is a lot of sitting and
listening and not a lot of
talking.
~Robert Pianta (on his observations of
more than 1,000 classrooms)
Jen McCarty, Ed.D.
43. Teach, use, and expect the language of your
discipline.
“There is a growing body of work showing the
importance of academic language proficiency for
accessing the content of academic texts and
academic talk, learning to think and learn like a
scientist, historian, mathematician, or writer, and
overall academic achievement,”
~Nagy and Townsend, 2012
Jen McCarty, Ed.D.
These four questions drive the collaboration. . .Formative assessmentFour ThemesBuffum GoalLearning equationMonitor—teach, teach, teach. . .test to Test, teach, monitor for enrichment and intervention, Definition of college and career ready—quotes? Arrows—great things going on—now time to tighten and alignLink to strategic plan, rti, rw3rd grade, alternative sources of funding, NCLB,
Notes: A new paradigm—why a new approach is needed? Changing Paradigms RtI Equation of EducationContinuum—grids from BethDefinition of Rigor—Definition of Text Complexity—Fisher and Fry articleCollege and Career Ready Student—p. 9 of ELA standardsInformational Text—PISA and ACTLiteracy and Language Arts at the Secondary Level—Literacy All day (From redefined and rebooted)
Google image for CCS triangle
p. 76
Students Who are College andCareer Ready in Reading, Writing,Speaking, Viewing, Listening, and Media Literacy and LanguageThe descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, viewing, listening, and media literacy and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.They demonstrate independence.Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.They build strong content knowledge.Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.They respond to the varying demands of audience, task, purpose, and discipline.Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science). They comprehend as well as critique.Students are engaged and open-minded—but discerning—readers, listeners and viewers. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.They value evidence.Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.They use technology and digital media strategically and capably.Students employ technology thoughtfully to enhance their reading, writing, speaking, viewing, listening, and media literacy and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.They come to understand other perspectives and cultures.Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.