Professional Learning Module: Common Core Instruction for ELA

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Professional Learning ModuleCommon Core
Instruction for ELA Literacy

• Focus on Informational Literacy/Research Cycle
• Audience K-5

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Expected Outcomes

• Review CCSS Organization, Instructional Shifts
  Implications
• Unpack a Standard Review Sample Performance
  Task
• Become familiar with the CCSS for argument,
  informative/explanatory and narrative writing at
  your grade level
• Understand the relationship between the CCSS
  Reading Standards and CCSS Writing Standard 9
• Become aware of resources related to the GPS
  research cycle and how Research to Build Content
  Knowledge can address CCSS Reading and Writing
  Standards

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Common Core English Language Arts Standards K-12

• Prepares students for college and careers
• Research and evidence based
• Aligned with college and work expectations
• Rigorous
• Internationally benchmarked
• Structured around the four strands reading,
  writing, speaking and listening, and language
  grades K-12
• Provides content area literacy 6-12
• National Governors Association/Chief State School
  Officers (2010)

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Common Core State Standards (CCSS)

• BIG Ideas

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College and Career Ready Students

• Establish independence
• Acquire a strong content knowledge base
• Adapt communication to audience, task, purpose or
  discipline
• Comprehend, critique and question
• Cite and evaluate evidence
• Use technology and digital media thoughtfully
• Understand other perspectives and cultures
• National Governors Association/Chief State School
  Officers (2010)

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Common Core English Language Arts Standards K-12

• Common Core Anchor Standards and Grade Level
  Standards
• Reading, Writing, Speaking and Listening, and
  Language are interrelated
• Research and media skills are embedded
• Responsibility for literacy instruction shared by
  English instructors and content area teachers
• National Governors Association/Chief State School
  Officers (2010)

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Smarter Balanced Assessment Consortium (SBAC)
Claims

• Claim 1 Reading Students can read closely
  and analytically to comprehend a range of
  increasingly complex literary and informational
  texts.
• Claim 2 Writing Students can produce
  effective and well-grounded writing for a range
  of purposes and audiences.
• Claim 3 Speaking and Listening Students can
  employ effective speaking and listening skills
  for a range of purposes and audiences.
• Claim 4 Research/Inquiry Students can engage
  in research and inquiry to investigate topics,
  and to analyze, integrate, and present
  information.

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CCSS Organizational Features

• go to http//www.corestandards.org/ELA-Literacy
  to review key components of Appendixes B. (text
  exemplars/performance tasks) and C. (annotated
  student writing samples) review the following
  photocopied pages
• K-5 pgs. 1-33
• ELA pgs. 34-57
• Literacy in SS/History, Sci. Tech. Subjects
  pgs. 59-64

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• CCLS ELA Design and Organization

Shared responsibility for students literacy
development
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Strand
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Headings for Standards
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Grade Specific Standards
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Reading Strand Grade Level Standard
There are 3 parts to each coded standard
RI.4.2
READING for INFORMATIONAL TEXT The first section
of the code represents one of the strands, in
this case, Reading Informational Text
GRADE 4 This section represents the grade level
for the standard, in this case, grade four
STANDARD 2 The third section represents the
number for the standard itself, in this case,
standard 2
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CCSS Themes Instructional Shifts
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• Common Core Themes
• ELA Literacy

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Common Core Shifts ELA Content Literacy
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Balancing Informational Literary Texts

• SHIFT 1

Increase in teaching and learning with
non-fiction text
12th grade
8th grade
4th grade
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Knowledge in the disciplines

• SHIFT 2
• Grades
• 6-12

Expectation of domain specific literacy
instruction outside of ELA
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• SHIFT 1
• Balancing Informational and Literary Texts
• SHIFT 2
• Building Knowledge in the Disciplines

Paired Texts The Cell and Beyond
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Staircase of complexity

• SHIFT 3

Expectation of proficiency and independence in
reading grade level text
Appendix B Text Exemplars and Sample
Performance Tasks
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Text-based answers

• SHIFT 4

Questions are purposefully planned direct
students to closely examine the text
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Writing from sources

• SHIFT 5

Argumentative writing is especially prominent in
the CCLS
Appendix C Samples of Student Writing
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• SHIFT 5
• Writing from Sources

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Academic vocabulary

• SHIFT 6

Ramp up instruction of Tier Two words
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Integration of Research and Media Skills

• Critically read print and digital media
• Critically consume and synthesize research
• Know uses of technology to fit purpose
• National Governors Association/Chief State School
  Officers (2010)

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What is the instructional shift?

• Increased emphasis on
• Analysis of individual texts
• Argument and evidence
• Informative/explanatory writing
• Frequent short, focused research projects
• Comparison and synthesis of multiple sources
• Decreased emphasis on
• Narrative, especially personal narrative
• Writing in response to decontextualized prompts

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ACTIVITY

• Use online and provided sources to complete
  handout on Processing the Shifts (group of 3-4)

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A focus on CCSS Writing Standards
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Organization of Writing Anchor Standards (pg.
18)

• Text Types and Purposes
• (Quick Overview)
• Anchor Standards 1. 3.
• Production and Distribution of Writing
• Anchor Standards 4. 6.
• Research to Build and
• Present Knowledge
• Anchor Standards 7. 9.
• Range of Writing
• Anchor Standards 10

Today
Today
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Text Types Purposes

• Writing Anchor Standards
• 1 Write arguments to support claims in an
  analysis of substantive topics or texts, using
  valid reasoning and relevant and sufficient
  evidence.
• 2 Write informative/explanatory texts to
  examine and convey complex ideas and information
  clearly and accurately through the effective
  selection, organization and analysis of content.
• 3 Write narratives to develop real or imagined
  experiences or events using effective technique,
  well-chosen details, and well-structured event
  sequences.

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Balance of Writing Parallels NAEP
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Research to Build and Present Knowledge

• Writing Anchor Standards
• 7. Conduct short research projects to answer a
  question (including a self-generated question),
  drawing on several sources and generating
  additional related, focused questions that allow
  for multiple avenues of exploration.
• 8. Gather relevant information from multiple
  print and digital sources, using search terms
  effectively assess the credibility and accuracy
  of each source and quote or paraphrase the data
  and conclusions of others while avoiding
  plagiarism and following a standard format for
  citation.
• 9. Draw evidence from informational texts to
  support analysis, reflection, and research.

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Extensive practice on short, focused research
projects

• In addition to more sustained research efforts at
  higher grades
• More typical of the workplace
• Allows students to repeat the research process
  many times and develop the expertise needed to
  conduct research independently
• A progression of shorter research projects also
  encourages students to develop expertise in one
  area by confronting and analyzing different
  aspects of the same topic as well as other texts
  and source materials on that topic

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UNPACKING A STANDARD
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Writing Standard W.5.7
Conduct short research projects that use several
sources to build knowledge through investigation
of different aspects of a topic.
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Writing Standard W.5.7
Conduct short research projects that use several
sources to build knowledge through investigation
of different aspects of a topic.
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Writing Standard W.5.7
Conduct short research projects that use several
sources to build knowledge through investigation
of different aspects of a topic.
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A Closer Look at CCSS Reading Standards
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Integration of Knowledge and Ideas
Reading Informational Text (RI)

• 7 Integrate and evaluate content presented in
  diverse formats and media, including visual as
  well as in words.
• 8 Delineate and evaluate the argument and
  specific claims in a text, including the validity
  of the reasoning and the relevance and
  sufficiency of the evidence.
• 9 Analyze how two or more texts address similar
  themes or topics in order to build knowledge or
  to compare the approaches the authors take.

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Unpacking Standard (RI.7-9) What does this mean
in the classroom???

• Draw information from both text and non text
  sources.
• Locate and validate information on the Internet.
• Understand the importance of multiple sites for
  research.

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RI.7-9- Integration of Knowledge
IdeasInstructional Implications

• Use several search strategies
• Quotation marks
• Boolean
• Advanced search tools
• Read search engine results
• Skimming main results before deciding
• Understanding URLs
• Identifying website authors
• Investigate multiple sources
• Authors purpose

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Performance Tasks

• What does this mean for assessment?
• Reference November 6, 2012 PL on Performance Tasks

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Performance Assessment - Sample
Mr. Residori's class is devoted to the
preservation of endangered species. We are
currently creating a Web site about unusual and
endangered animals to educate people. We need
your help! Can you tell us what information we
should include about the Pacific Northwest Tree
Octopus at our Web page? First, find this site
Save the Pacific Northwest Tree Octopus. Explore
the links to learn more about this animal. You
may do other research, too. Then Summarize the
most important information that people should
know about tree octopuses. Write 1-2 sentences
and send it to us. We will use this at our Web
site to educate people about this animal. Tell us
if the information at the site, Save the Pacific
Northwest Tree Octopus, is very reliable,
somewhat reliable, or not at all reliable. Please
give at least THREE reasons for your answer.
Describe the thinking and information that you
used to make your decision.
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Rubric for Informational Literacy/Research (Based
on SBAC Assessment)
2-Point Research Rubric (Grades 6-11) Evaluate Information/Sources Rubric (Claim 4, Target 3)
2 The response gives sufficient evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.
1 The response gives limited evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.
0 A response gets no credit if it provides no evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.
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Reflection

• What is meant by the shift toward greater
  emphasis on writing from sources?
• What percentage of classroom time and/or writing
  experiences should be devoted to analytical
  writing (argument and explanation) at your grade
  level? What percentage would we expect to be
  devoted to narrative?
• What are a couple of your current classroom
  practices that fit the standards for writing from
  sources?
• What changes do you anticipate in your classroom
  practice to accommodate this shift?

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Suggested follow-up activities

• In grade level teams, identify lesson(s) around
  text(s) that call for students to write argument
  or explanation that will draw evidence from
  literary or informational text to support
  analysis, reflection, and research.
• Read and discuss the writing samples and
  annotations in Appendix C, which illustrate the
  criteria required to meet the CCSS for particular
  types of writing at a given grade.
• Review tools and resources for informational text
  and conducting research and describe what
  activities you will focus on to improve writing
  from sources and the access to informational
  text. Begin creating your own short research
  project using the template provided.