Deconstructing the Common Core State Standards for Literacy and the Concept of Text Complexity

1
Deconstructing the Common Core State Standards
for Literacy and the Concept of Text Complexity

• Heather Mullins
• Professional Development Consultant, NCDPI

2
http//rt3region7.ncdpi.wikispaces.net
3
Outcomes

• Participants will engage with the Common Core
  State Standards for Literacy and gain an
  understanding of what teachers already do and
  what needs to be a focus for teachers.
• Participants will gain an understanding of what
  teachers should know and be able to do in their
  classrooms to ensure students are college and
  career ready.
• Participants will understand the concept of text
  complexity and how to support the work teachers
  do to determine the complexity band of a text.

4
Implications to the NCEES
5
Deconstructing the Concepts of Text and Text
Complexity
6
Talking with Teachers

• Definition
• Narrative
• Problem-Solution
• Cause-Effect
• Comparison-Contrast
• Time-Order
• Graphs-Charts
• Maps
• Art
• Multimedia

• What text structures are most prevalent in your
  classroom?
• What special skills do students need to navigate
  these texts?

7
Deconstructing Text Complexity

• Anchor Standard R.CCR.10 Read and comprehend
  complex literary and informational texts
  independently and proficiently.
• Example Grade-level Standard (6th grade) RI.6.10
  By the end of the year, read and comprehend
  literary nonfiction in the grades 6-8 text
  complexity band proficiently, with scaffolding as
  needed at the high end of the range.

8

• The Common Core Standards hinge on students
  encountering appropriately complex texts at each
  grade level in order to develop the mature
  language skills and the conceptual knowledge they
  need for success in school and life (p. 3).

9
Understanding the Components
10
Deconstructing Text Complexity
11
Example
12
Initial Data
13
Quantitative Measure

• Sites to Explore

• Lexile Measures and the Common Core State
  Standards
• Find the Lexile Level of a Book
• AR Book Finder
• Analyze the Lexile Level of a Text
• What Does the Lexile Measure Mean?
• Overview Video
• Accelerated Reader Site
• Accelerated Reader and the Common Core State
  Standards

14
Determining the Qualitative Measure
15
(No Transcript)
16
(No Transcript)
17
Step 1 Results 5th Grade
18
Building on Lexile Level
19
(No Transcript)
20
Step 2 Qualitative Measures
21
Step 2 Results 9th 10th Grade
22
Discrepancies Revealed
23
Final Analysis
24
Reader and Task Considerations Questions
25
Final Stage
26
(No Transcript)
27
Template for Text Complexity Analysis
28
(No Transcript)
29
What Can Teachers Do About Text Complexity?

• The Work of Timothy Shanahan

30
(No Transcript)
31
What Teachers Can Do

• Knowledge of text complexity can help teachers
  design three important components of literacy
  instruction
• Building skills
• Establishing purpose
• Fostering motivation

32
College and Career Readiness

• Understanding and Implementing the Common Core
  State Standards for Literacy in History/Social
  Studies, Science and Technical Subjects

33
What does it mean to be College Career Ready?
34
(No Transcript)
35
College and Career Readiness

• How do you share this vision with your staff in
  your own words?
• If you had to choose one that needs to be a focus
  for your staff, which one would you choose and
  why?

36
(No Transcript)
37
Common Core Anchor Standards

• Define what students should know and be able to
  do by the end of their 12th grade year.
• Teachers in grades 6-12 are building toward these
  standards
• 10 Reading (page 60)
• 10 Writing (page 63)
• 6 Speaking and Listening (page 48)

38
The Elephant in the Room

• Its not my job to teach reading and writing!
• Im not a literacy specialist!
• I dont have the training or the skills to teach
  literacy and writing!
• I have my own curriculum and dont have time for
  anything else!

39
Food for Thought

• All reading eventually leads to writing.
• David Coleman
• Students should read like a detective, and write
  like an investigative reporter.
• but what happens in between?

40
Task 1 5 Minutes

• Break into groups of three
• Read the Literacy Standards for Reading, Writing,
  or the Speaking Listening Standards in one
  grade level span to gain an understanding of what
  students should know and be able to do to be
  College and Career Ready.
• Answer the questions found on the Region 7 Wiki

41
Instructional Talk

• What big ideas did you find in the standards?
• What do you see that your teachers are already
  doing well?
• What do you see that could be a focus in your
  school?

42
Reading Focus on Variety of Appropriate Texts

• Students need to analyze a variety of
  challenging texts.
• Students must be able to evaluate and make
  connections.

43
Writing Focus on Evidence

• Writing needs to emphasize use of evidence to
  inform or make an argument rather than the
  personal narrative.

44
Speaking and Listening Standards

• Provide students the opportunity to
• Explore text
• Create and express meaning
• Synthesize and justify understandings
• Collaborate and view each other as sources of
  wisdom

http//goo.gl/pM0kz
45
Paideia The Perfect Complement

• The Paideia philosophy gives students lifetime
  skills. It teaches them how to engage in civil
  dialogue, think critically, and look at both
  sides of issues.
•   Steve Ball

46
The Art of Paideia

• Text and Question Selection
• Risk-Taking Environment
• Use of Evidence
• Higher-Order Thinking Skills

47
Rethinking Literacy

• Task

• As you watch, target two big ideas to share with
  the group.

48
http//www.literacydesigncollaborative.org/
49
Task 2 10 Minutes

• Explore the Literacy Design Collaborative
  Website, specifically the Resources section of
  the website.
• Be prepared to share one to two resources you
  found useful.
• How can this site inform your work as the
  instructional leader in your school?

50
Getting Started
51
Acknowledging the Elephant
K-5 Focus Learning to read write 6-12 Focus
Reading writing to learn
52
What does a Literacy-Rich Classroom Look Like?

• Reading
• Writing
• Speaking and Listening

53
Task 3 25 Minutes

• Rejoin your three-person group.
• As we view each literacy-rich classroom, look for
  examples of the standards in each video.
• You will shift standards for each video.

54
Grade 12 English
55
Grade 11-12 Add info here
56
Grade 7 Math
57
Grade 6 Science
58
Task 3 Review

• In what ways is the classroom literacy rich?
• Share the standards you saw in action.
• How can you support teachers as they begin to
  incorporate the Common Core State Standards for
  Literacy?

59
Barrier for Teachers

• Misconception of what it means to be a teacher of
  literacy in middle and high school

60
Task 4 5 Minutes

• Choose one of the CCSSO Literacy QA Documents on
  the Region 7 Wiki.
• How can these resources help you work with your
  teachers as they begin to implement the Common
  Core State Standards for Literacy?

61
Differentiation and Literacy
62
Task 5 5 Minutes

• Review the self-paced literacy-rich lessons from
  Teachers Domain.
• How might this structure support differentiation
  and engagement?
• How realistic is this model for your school?

63
Questions?
64
PLC Option Self-Assessment

• For each standard, rank yourself 1-5.
• Find examples of skills standards in your
  Essential Standards that align with the literacy
  standards, and make personal notes.
• Identify 1-3 areas for growth.

65
One Final Resource

• Getting Down to the Nitty Gritty

66
Good Quality Research-Based Instructional
Strategies
67
Task 6 5 Minutes

• Review the Instructional Strategies in the
  handout.
• Choose a strategy that you will share with your
  staff.
• Be prepared to share the strategy with your
  colleagues.

68
Looking for More?

• How to Analyze Complex Texts in the Classroom

69
Analyzing Complex Texts
70
Optional Task 7 5 Minutes

• How are these students effectively analyzing two
  complex texts?
• How could teachers in other disciplines modify
  this activity to help students analyze complex
  texts in their classrooms?

71
Questions?
http//www.google.com/imgres?hlenclientfirefox-
arlsorg.mozillaen-USofficialbiw1366bih664
tbmischtbnidj8OZ1cQ_-NYr_Mimgrefurlhttp//he
almyptsd.com/education/popular-ptsd-questionsdoci
da85J7oKLzoJvKMimgurlhttp//healmyptsd.com/wp-c
ontent/uploads/2009/09/question-mark3-misallphoto.
jpgw240h240eiQN4ST9j5GNCstgfTsqifAgzoom1i
acthcvpx536vpy186dur2382hovh192hovw192
tx112ty103sig114730900127101918374page1tbn
h134tbnw144start0ndsp22ved1t429,r2,s0
72
Coming Soon

• Disciplinary Literacy Module _at_ NC Education

73
Resources

• Shanahan, T., Fisher, D., Frey, N. (2012).
  Educational LeadershipReading The Core
  SkillThe Challenge of Challenging Text.
  Membership, policy, and professional development
  for educators - ASCD. Retrieved April 25, 2012,
  from http//www.ascd.org/publications/educational-
  leadership/mar12/vol69/num06/The-Challenge-of-Chal
  lenging-Text.aspx
• Content Matters A Disciplinary Literacy
  Approach to Improving Student Learning edited by
  Stephanie. M. McConachie Anthony R. Petrosky
• Disciplinary Literacy Redefining Deep
  Understanding and Leadership for 21st-Century
  Demands by Thomasina Piercy William Piercy
• Literacy is Not Enough 21st Century Fluencies
  for the Digital Age by Lee Crockett, Ian Jukes
  Andrew Churches
• Digital Citizenship in Schools by Mike Ribble
• Curriculum 21 Essential Education for a
  Changing World edited by Heidi Hayes Jacobs
• CCSSOs Adolescent Literacy Toolkit
  http//programs.ccsso.org/projects/adolescent_lite
  racy_toolkit/resources_for_teachers/10618.php

74
Contact Information

• E-mail heather.mullins_at_dpi.nc.gov
• Skype waterlovers3
• Phone [phone] (H)
• Blog www.mullinshe.wordpress.com
• Wiki www.rt3region7.ncdpi.wikispaces.net
• Twitter _at_carolinablondie

75
Contact Information
Julie Joslin, Ed.D. Section Lead Grades 9-12 English Language Arts Consultant 919-807-3935 Julie.Joslin_at_dpi.nc.gov Cindy Dewey, Ph.D. Grades 3-8 English Language Arts Consultant 919-807-3833 Cynthia.Dewey_at_dpi.nc.gov
Dan Tetreault K-5 English Language Arts Consultant 919-807-3928 Dan.Tetreault_at_dpi.nc.gov Lisa McIntosh (Llewellyn) K-5 English Language Arts Consultant 919-807-3895 Lisa.Llewellyn_at_dpi.nc.gov
Anna Lea Frost, M.Ed 6-12 English Language Arts Consultant 919-807-3952 Anna.Frost_at_dpi.nc.gov Heather Mullins, M.Ed. PD Consultant ,Region 7 828-244-8759 Heather.Mullins_at_dpi.nc.gov Kimberly Simmons, M.Ed. PD Consultant ,Region 7 828-406-9237 Kimberly.Simmons_at_dpi.nc.gov The digital tools used during the course of the NCDPI Summer Institute 2012 have been helpful to some educators across the state.  However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the Summer Institute. The digital tools used during the course of the NCDPI RESA trainings have been helpful to some educators across the state.  However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the RESA trainings.
76

• The digital tools used during the course of this
  NCDPI district-level training have been helpful
  to some educators across the state.  However, due
  to the rapidly changing digital environment,
  NCDPI does not represent nor endorse that these
  tools are the exclusive digital tools for the
  purposes outlined during the Summer Institute.