Transitioning to California Common Core State Standards SUMMER

Transitioning to California Common Core State Standards SUMMER INSERVICE– (4 th Grade) READING • Literature • Informational Text • Foundational Skills SPEAKING & LISTENING Presented by: Katy Thomas

Norms • Be present and invested • Collaborate with colleagues • Avoid sidebar conversations during explanations • Set your phone to silent

Outcomes: 1. “Own” the 10 Reading-Literature (RL), the 10 Reading-Informational Text (RIT), and the 2 applicable Reading-Foundational Skills (RFS) standards 2. Utilize social studies and science textbooks for teaching reading 3. Write CCSS-aligned lesson plans using the pacing guide and other resources provided

Noteworthy Changes in Standards Organization: K-5 and 6 -12 K-12 Consistency Emphasis on Expository Text Social Studies/Science Literacy Standards

CCSS Scavenger Hunt PURPOSE: • Explore the legal-sized format • Review the organization of the standards • Discover additional resources within the document DIRECTIONS 1. Choose partners or triads. 2. Using the legal-sized copy of the standards, complete the scavenger hunt handout.

1. Which of all the ELA standards are only found in grades K-5? Reading – Foundational Skills #1 -#4 … Numbers 1 and 2 are only listed for K and 1 st grade since they are to be mastered by the end of 1 st.

2. The three divisions of the reading strand (formerly known as “domain”) are Literature, _Informational. Text_, and__Foundational Skills____.

3. To find an explanation of the three factors considered when measuring text complexity, one could look on page __9__ and discover that the three factors are Reader and Task, __Qualitative___, and ____Quantitative_____.

4. …What do these standards have in common? They all seem to require the same reading skill or strategy but “tweaked” to fit the specific content are (e. g. , “theme” is to literature what “main idea” is to expository text). There’s a parallel nature built in to all of the standards.

5. Find the Language standards for your grade level. What topics/skills are in the Language strand? 1) Conventions (L#1 and L#2): grammar, mechanics, spelling, and capitalization; 2) Knowledge of Language (L#3): Sentence variety, style, tone; and 3) Vocabulary Acquisition and Use (L#4 -L#6): multiple meaning words, context clues, affixes, reference materials, figurative language, word relationships.

6. Identify the three purposes of writing as noted by the writing standards #1, #2, and #3. #1: persuade; #2 inform/explain, and #3 narrate

7. What seems to be the purpose of Reading – Literature #10, Reading – Informational Text #10, and Writing #10? These are application or mastery standards. Technically, the standard doesn’t refer to a specific skill or concept to be taught…just that the student is to be reading literature and informational text at grade-level and writing for a variety of purposes, audiences, and lengths of time.

8. Speaking and Listening standards are divided into which two substrands (indicated by light gray shading)? What are the implications…? 1) Comprehension and Collaboration (SL#1#3); 2) Presentation of Knowledge and Ideas (SL #4 -#6). Implications: students are expected to be verbally processing and working collaboratively on a daily basis.

9. Portions of standards that are in bold, underlined print indicate_____California added this portion to the adopted CCSS.

10. Where could you go to find examples of text that illustrate the complexity, quality, and range of student reading in grades K 5? p. 10; also in Appendix B written by the CCSS authors

FROM: Review of CCSS TO: “Big Picture” of Reading Standards

Two Significant Shifts in Reading: 1. Lexile Level Increase 2. Emphasis on Expository Text

What is a “lexile”? Lexile is the unit used to report text complexity. 2 Factors: Word Frequency Sentence Length These two factors are similar to the “Frye Readability” formula. More info can be found at http: //www. lexile. com/aboutlexile/lexile-overview/

Lexile Framework® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) 1600 1400 CCSS Lexile Expectations 1200 Currently Assessed Standards Lexile Expectations 1000 800 600 19 Interquartile Ranges Shown (25% - 75%) High College Military. Personal. Entry. Use Level School Lit. School Texts Occupa Lit. Texts -tions * Source of National Test Data: Meta. Metrics SAT 1, ACT, AP*

1. Lexile level increase CCR= College and Career Ready

2. Emphasis on Expository Text

Weight of Expository Text on CST Vocabulary (1. 0) Reading Comp. (2. 0) Lit. Resp. & Analysis (3. 0) Writing Strategies (1. 0) Written & Oral Lang. Conventions 1. 0) 3 rd 31% 23% 12% 14% 20% 4 th 24% 20% 12% 20% 24% 5 th 19% 21% 16% 21% 23% 6 th 17% 23% 16% 23% 21% Information available on the CDE website – CST Blueprints

Discussion • What AH-HAs or surprises did you have? • What implications for the classroom do the increase in lexile level and emphasis on expository text have?

Focus on Outcome #1: “Own” the 10 Reading-Literature (RL), the 10 Reading-Informational Text (RIT), and the 2 applicable Reading-Foundational Skills (RFS) standards

Compare Reading Standards Directions: 1. Locate the reading – literature standards. q Pages 1 and 2 (3 rd-5 th grades) q Page 12 (6 th grade) 2. Find standard #3 3. Read/trace the standard from kindergarten through 5 th grade. 4. Notice the shifts in complexity but how the standards remain consistent with intent.

K: identify characters; retell 5 th: Compare/ contrast characters/settings 4 th: Describe character, setting, or event 1 st: describe characters, settings, events 2 nd: Describe characters’ response to events 3 rd: Describe characters; explain actions

Activity: Side-by-Side Comparison

Debrief • In looking at the reading literature and informational standards side-by-side, what do you notice about them? • What are the implications for use of the identified vocabulary words in the classroom? • What actions might be done to specifically address the word “text” and the use of “main idea and detail” paired with informational text?

Activity: Highlight Text Dependent Standards

Debrief • How prevalent was “text dependency” within the standards? • What is the significance for instructional planning?

Think-Pair-Share What I learned through these activities was… When planning for instruction I will….

Resource to Apply Content Standards Introducing… the Pacing Guide process for creation!

How was the pacing guide created? 1. ELA Crosswalk produced by SCOE (available on EGUSD website for CCSS)

How was the pacing guide created? 1. (continued) ELA Crosswalk connection to Open Court ” d e h c t a “m s d d e r i f a i t d n n e a Id st

How was the pacing guide created? 2. Converted reference page #s to Excel document- Spot checked validity of OC pages

Activity: Standards Aligned Resource DIRECTIONS: 1. Locate your choice of various standards in the far left column. 2. Use the Standards Aligned Resource to locate specific page numbers identified as support for teaching the CCSS within the TE. 3. Be sure to check the margins for explicit support. 4. Spend 2 -3 minutes with this activity.

Open Court Color-Coded Sections Think about the content/standards that the color-coding sections of green, red, and blue represent in Open Court or if it is even found in Open Court. Preparing to Reading & Responding Language Arts • Word Knowledge • Selection Vocabulary • Writing process • Phonics and Fluency • Comprehension • English Language Conventions • Literary Elements • Spelling • Vocabulary

Connecting Prior Knowledge DIRECTIONS: • Let’s examine CCSS Reading #1 to determine in which color-coded section in O. C. it would be found. • In partners or triads, determine the corresponding color-coded section for the following standards: Ø Reading – Literature #2 Ø Reading – Foundational Skills #3 Ø Writing #3 Ø Language #1 Ø Language #4

Connecting Prior Knowledge Reading – Informational Text #5 – What O. C. resources are available? – Do they provide support for the intent of the standard? – If not, what are the implications?

Table Discussion • What connections to color-coding did you make with the reading standards—both literature and informational text? • How might you use this document as a resource?

Creating the Pacing Guide cont’: 3. Filtered choices through key questions • Standards alignment • Vehicle for standards • “Two-fer” “ • Curricular “holes”

Introducing… the Pacing Guide!

Introduction of Pacing Guide

What if I find that my favorite selection is omitted on the pacing guide? “Fidelity to Program” “Fidelity to Standards”

What if I find that my favorite selection is omitted on the pacing guide? “Fidelity to Program” “Fidelity to Standards” Writing is the one place where the pacing guide will not be absolute…this will be addressed during the Preservice training.

Navigating the Pacing Guide • Take time to look at what resources are available. • Remember that reading standards #1 and #10 are virtually impossible NOT to teach. q#1 = reading comprehension/text evidence q#10 = comprehending gradelevel material

Question & Answer Explore the pacing guide, and as a table, brainstorm a list of any questions you might have. Write your questions collectively on post-it notes.

FROM: TO: Exploring the Pacing Guide Using the Pacing Guide… with a little help from Delaware’s Dept. of Education.

Resources for Reading Questions Thank you to the Delaware Department of Education! http: //www. doe. k 12. de. us/aab/files/EL A/_Linking_Document. pdf

Utilizing the Pacing Guide

Applying the Resource • Highlight existing questions in O. C. , social studies, or, science that would address the reading standards. • Create “post-it note questions” to align to specific standards using the question resource. • Suggestion: focus on creating high-quality questions for standards with the fewest identified resources.

Reflection Fist to five: • When the day began, how would you evaluate your knowledge of CCSS reading standards? • How would you rank your understanding now? Discuss: • The resource that I will use the most is_____ because…

Outcome 2: Utilize social studies and science textbooks for teaching reading Connecting the “what” (standards/curriculum) with the “how” (lesson planning)

Gradual Release of Responsibility

“I do” - Model the Skill

“We do together” – Practice the Skill with Help

“You do together” – Practice the Skill with Less Help

“You do alone” – Practice the Skill with No Help

Incorporating Speaking/Listening Standards into GRR DIRECTIONS: 1. Read the Speaking & Listening standards #1#3 and #6 for your grade level found on p. 6. 2. Discuss with your table how these standards naturally “fit” with the GRR planning lens.

A Resource for Structuring Student Interaction • As you plan, you may want to consider structured ways to implement the Speaking & Listening standards into daily student communication. • Read the Structured Student Interaction resource (blue handout) in your packet. • Note the differences in the examples at the bottom.

Debrief Consider what was presented about the Gradual Release of Responsibility, the tie to Speaking & Listening standards, and the resource for structuring student interaction. What AH-HAs and/or validation did you have? How might what was presented affect your planning?

Analogy – Deconstructing a Process • Think about the steps in starting a car and pulling out of the driveway. • In groups of 4 or 5, create a list of the specific steps required beginning with unlocking the car door. • Be prepared to share.

Deconstructing Lesson Plan Design

How do I lesson plan both reading/writing standards with social studies and science? d u o l A k n i Th

How do I lesson plan both reading/writing standards with social studies and science? . r e h t e g o t s i h t y r t s ’ t Le

Demo Lesson for Social Studies or Science Having discussed GRR and modeled the thinking process for lesson planning, let’s see what a portion of the lesson would look and sound like in a classroom.

Reflect/Share/Discuss What are you thinking?

Outcome 3 Write CCSS-aligned lesson plans using the pacing guide and other resources provided

Interactive Lesson Planning • Utilize the next hour to begin lesson planning with the CCSS reading standards and the available resources. • Be prepared to share resources at the end of the planning time.

Day 2 Content • Examine and “own” the 10 Writing standards and 6 Language standards. • Identify opportunities for writing instruction. • Craft high-quality prompts for Open Court, social studies, and science. • Utilize the EGUSD writing rubrics to help plan instruction.

Day 2 Content • Examine and “own” the 10 Writing standards and 6 Language standards. • Identify opportunities for writing instruction. • Craft high-quality prompts for Open Court, social studies, and science. • Utilize the EGUSD writing rubrics to help plan instruction.

Day 2 Content • Examine and “own” the 10 Writing standards and 6 Language standards. • Identify opportunities for writing instruction. • Craft high-quality prompts for Open Court, social studies, and science. • Utilize the EGUSD writing rubrics to help plan instruction.

Evaluations • Please fill out the evaluation forms provided. • Specific feedback is greatly appreciated in the comment section to better address the needs of participants.