Module 1 Common Core Instruction for ELA Literacy

Module 1: Common Core Instruction for ELA & Literacy Session 2: Informational Text Audience: K-5 Teachers

Expected outcomes � Become familiar with the K-5 CCSS Informational Text Reading Standards � Identify a few of the standards that may be new (or a new emphasis) for Oregon teachers � Become aware of relevant resources in K-12 Teachers: Building Comprehension in the Common Core, a resource aligned with the CCSS and the Oregon K-12 Literacy Framework. ◦ http: //www. ode. state. or. us/teachlearn/subjects/elarts/readin g/literacy/have-you-ever. pdf 2

A balance of informational text K-5 Informational Text Literature Short stories, SS, Science, etc. Myths, Legends, Poetry, Drama Informational Text Literature Science, Biographies, Social Studies, History, Arts, Directions, Forms, etc. Short Stories, Myths, Legends, Poetry, Drama 3

NAEP The Standards follow NAEP’S lead in balancing the reading of literature with informational texts, including texts in history/social studies, science, and technical subjects. Grade Literary Text Informational Text 4 50% 8 45% 55% 12 30% 70% 4

What is informational text in K-5? � Literary nonfiction and historical, scientific, and technical texts. Includes ◦ Biographies and autobiographies; ◦ Books about history, social studies, science, and the arts; ◦ Technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and ◦ Digital sources on a range of topics � Emphasis is on text structure other than narrative ◦ Cause and effect; chronological/sequential ◦ Compare/contrast; enumeration and description ◦ Opinion and supporting arguments 5

Activity: Progression of difficulty � Read through the K-5 continuum of several of the Reading Informational Text standards (#1 – 10) on the Handout “CCSS Reading Informational Text Standards K-5. ” � Remember that each “step up” in task difficulty is matched by a “step up” in text complexity. � Identify the “step up” in task difficulty at each grade K 5 for several standards. (Begin with Standard 9. ) 6

Standard 9 progression of difficulty � 1 st – omitted “With prompting and support” � 2 nd – added “most important” points � 3 rd – added “and key details” � 4 th – added “Integrate” … “in order to write or speak about the subject knowledgeably” � 5 th – added “several” texts 7

Activity: What’s new at your grade level? � Identify grade-specific standards that are new at your grade(s) or represent a new emphasis in classroom instruction at your grade(s). � Think about the instructional strategies and approaches that you will apply to these standards. 8

Results of a “crosswalk” comparing CCSS to Oregon’s current ELA standards � Some ◦ ◦ ◦ of the additions or changes Standard 2, grades K-3 (main idea & details) Standard 3, grades K-5 (development & interaction) Standard 5, grades 4 - 5 (text structures) Standard 6, grades 1 -5 (point of view/purpose) Standard 8, grades K-5 (analyze argument) Standard 9, grades K-3 (compare texts) � Complete “Crosswalks” are posted on the ODE website at http: //www. ode. state. or. us/search/page/? id=3356 9

Activity: Ideas to approach these standards? � Standard 3: Development and interaction ◦ Asks students to describe the connections, relationships, interactions among individuals, events, ideas, procedures, steps, concepts, etc. � Standard 6: Point of view and purpose ◦ K, 1, 2 focus on role (author, illustrator) and purpose ◦ 3, 4, 5 require students to conceptualize two or more points of view on an event or topic � Standard 8: Analyze argument ◦ Requires students to differentiate between main points and the reasons/evidence that support them; logical connection 10

Raising the level of achievement � The Common Core State Standards tell us WHAT all students should know and be able to do. � The Oregon K-12 Reading Framework suggests HOW districts and schools can succeed in helping all students read well. Its purpose is to ensure students are ◦ Reading grade-level text or above by the end of first grade ◦ Developing grade-level or above reading skills K-12 across all classes ◦ Receiving intensified instruction to help them read at grade level, if they are not. http: //www. ode. state. or. us/teachlearn/subjects/elarts/reading/literacy/chapter-3 instruction. pdf 11

“Reading to learn” � Explicit comprehension instruction should not be delayed until students are able to read grade-level text independently. � Read-alouds and the use of text-based discussions are opportunities to help students learn from complex informational text, especially when students are just learning to read or if students struggle to read informational text independently (Beck & Mc. Keown, 2001; Snow, Burns, & Griffin, 1998). – From K-12 Teachers: Building Comprehension in the Common Core 12

Students who struggle � Students who struggle with reading can successfully handle informational text when instruction includes ◦ explicit teaching of text structure, ◦ procedural facilitators such as think sheets, prompt cards, and mnemonics, and ◦ the use of teacher modeling and guided feedback (Gersten & Baker, 2000, 2001; Williams, 2008) – From K-12 Teachers: Building Comprehension in the Common Core 13

Young children’s preference � When discussion followed the read-aloud, students seemed to prefer informational text. � When no discussion followed the read-aloud, the students preferred narrative text. � Research also suggests that students are more likely to select informational for independent reading if their teacher used the informational text in a read-aloud Dreher & Dromsky, 2000; Duke, Bennett-Armistead, & Roberts, 2003). – From K-12 Teachers: Building Comprehension in the Common Core 14

Classroom snapshot: You would see � Time spent with informational texts � Books on a wide variety of topics that interest elementary grade children � Informational texts and stories grouped in a thematic unit (see http: //commoncore. org/free/ ) � Graphic organizers � Explicit comprehension strategy instruction � Teachers and students using a core set of questions � More at K-12 Teachers: Building Comprehension in the Common Core, including specific examples of organizers, strategies, questions, etc. 15

Classroom snapshot: You would hear � Teacher and student-initiated questions about the text � Teacher-facilitated read-alouds and text-based discussions � Use of before-during-after reading components to discuss the text and apply comprehension strategies � Students retelling what they learned from an informational text with a partner � Teachers and students using content language and text -related academic language � More at K-12 Teachers: Building Comprehension in the Common Core, including hyperlinks to resources in Oregon K-12 Literacy Framework 16

How did we do? � What will be the percentages of informational text and literature in your grade(s)? � What are some text structures students may encounter in informational text? � What is one standard new or new in emphasis at your grade(s) that will impact your instruction? � What is one strategy, approach, or classroom context that supports learning to read informational text? 17

Suggested follow-up activities � Check out the resources on informational text in K – 12 Teachers: Building Comprehension in the Common Core on the ODE website. � Follow one of the hyperlinks in the above document to the “Instruction” chapter in the K-12 Oregon Literacy Framework to see more concrete examples and resources. � Cross-grade level groups select one standard and develop a short lesson at each grade level, illustrating the K-5 progression. 18