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Processing the
Common Core ELA Shifts
   6-12 Advanced



            Tuesday, July 17
The CCSS require three tightly interrelated
instructional shifts:

 1. Building knowledge through content-rich
    nonfiction
 2. Reading and writing grounded in
    evidence from text: both literary and
    informational
 3. Regular practice with complex text and
    its academic language
 Processing the shifts – where are you
 now?
Shift One: Building knowledge through
content-rich nonfiction: Why?
 • Students have been required to read very
   little informational text in elementary and
   middle school
 • Non-fiction makes up the vast majority of
   required reading in college/workplace
 • Informational text is harder for students
   to comprehend than narrative text – more
   instructional time is needed so this
   comprehension is achieved
Shift Two: Reading, writing and speaking
grounded in evidence from text, both
literary and informational: Why?
• Most college and workplace writing requires evidence.
• Ability to cite evidence differentiates strong from weak
  student performance on NAEP
• Evidence is a major emphasis of the ELA Standards:
  Reading Standard 1, Writing Standard 9, Speaking and
  Listening standards 2, 3 and 4, all focus on the gathering,
  evaluating and presenting of evidence from text.
• Being able to locate and deploy evidence are hallmarks of
  strong readers and writers
Shift Three: Regular practice with complex
text and its academic language: Why?
• Gap between complexity of college and high school texts
  is huge

• What students can read, in terms of complexity is
  greatest predictor of success in college (ACT study)

• Too many students are reading at too low a level
  (<50% of graduates can read sufficiently complex texts)

• Standards include a staircase of increasing text
  complexity from elementary through high school

• Standards also focus on building general academic
  vocabulary so critical to comprehension
What are the features of complex text?
•   Subtle and/or frequent transitions
•   Multiple and/or subtle themes and purposes
•   Density of information
•   Unfamiliar settings, topics or events
•   Lack of repetition, overlap or similarity in words and
    sentences
•   Complex sentences *
•   Uncommon vocabulary *
•   Lack of words, sentences or paragraphs that review or
    pull things together for the student
•   Longer paragraphs
•   Any text structure which is less narrative and/or mixes
    structures
Scaffolding Complex Text
The standards require that students read appropriately
complex text at each grade level – independently (Standard
10).

There are many ways to scaffold student learning as they
meet the standard:
• Multiple readings
• Read Aloud
• Chunking text (a little at a time)

Provide support while reading, rather than before.
Let's Review our Goals for Today

By the end of today participants will...
 • Understand why these three shifts for
   instruction
 • Have a deeper sense of how the CCSS ELA
   standards interrelate
 • Know how to analyze texts using qualitative
   and quantitative measures
•   Understand how to identify text based
    questions and why they are important for
    instruction
Naming the Standards
•Start with the anchor reading standards.
•Use a 1-4 word phrase to quickly name
 each
•Work in groups or alone, as you wish
•If you finish, go to the history-social
 studies and/or science-technology
 standards and do the same. (Anchors)
•If you finish with that, go to the Language
 Anchor standards and name them.
Let's review how we're spending
our time today to achieve our goals
10:45 - 11:00: Processing the Shifts
11:00 - 11:15: Naming the Anchor Standards
11:15 - 11:25: Examine insights gleaned from Naming
               the Shift Activity as a Group
11:15 - 11:40: Learning to Analyze a Text using Quantitative
               and Qualitative Measures
11:40 - 11:55: Read and analyze a passage
11:55 - 12:00: Debrief the analysis on the passage
1:00 - 2:00: Analyze text based questions
Analyzing and
MeasuringText
 Complexity
Text Complexity
When choosing texts for instruction and assessment at any grade
level, educators should consider three dimensions of text complexity.

                                    • Quantitative
                                      Considerations
                                    • Qualitative
                                      Considerations
                                    • Reader and Task
                                      Considerations
Quantitative Considerations
• Quantitative complexity takes into account the
  features of text computers can analyze.
• To place a passage within an grade band (K-2, 3-5. 6-
  8, 9-10 , 11-CCR), run the passage through at least
  one quantitative analysis tool (see “Access to
  Quantitative Analysis Tools” handout).
Qualitative Considerations
• Qualitative complexity takes into account features of
  text that cannot currently be measured by
  computers, but must be evaluated by educators.
• To place a passage in a specific grade, systematically
  analyze passage for qualitative features using the
  qualitative scale.
Qualitative Scale for Text Complexity
Reader and Task Considerations
• Professional judgment takes into account how
  suited a text is for a specific instructional
  purpose with a particular set of students.
• (Tomorrow, you’ll be examining and working
  with assessment considerations to gain insight
  into text and task selection criteria in play for
  the CCSS new generation ELA tests).
Let’s practice using these tools to
analyze the text we will be working
with over the next two days
• In grades 6-8, we will be analyzing
  “Tornadoes: Earth’s Most Violent
  Thunderstorms” USA Today 9.12.2006
• In grades 9-12, we will be analyzing an
  excerpt from Susan B. Anthony’s “Speech
  After Being Convicted Of Voting In The 1872
  Presidential Election”
Now let’s roll up our sleeves and
 analyze these texts.

• Please take the next 15 minutes to read the text
  at your pertinent grade level and use the
  qualitative scale to analyze the text complexity of
  this passage and determine the grade-level of the
  text.

• After 15 minutes are up, we will review our
  analysis of the piece and place the text in a grade
  for instructional purposes.
“Tornadoes” Is High Quality. An
 Analysis Using the Qualitative Scale.
• Structure The central idea is complex, and is
  supported using a cause and effect structure in
  chronological order.
• Language Clarity and Conventions Some domain
  specific, scientific terms. Nice use of transitional
  phrases to establish cause and effect.
• Knowledge demands Students may be familiar
  with the concept of tornadoes. Text types should
  be familiar from science texts.
“Tornadoes” Is High Quality. An
Analysis Using the Qualitative Scale.
• Levels of meaning/purpose Single meaning that
  is explicitly stated. Clear purpose: writing to
  inform
• Overall Placement Grade 7.
Why?
• There is a simple, explicit, central idea that is
  complicated by dense propositions and
  demanding vocabulary. There is less structural
  support because it was written as a newspaper
  article
The Susan B Anthony Excerpt Is High
 Quality. An Analysis Using the
 Qualitative Scale.
• Structure The text type is tricky. It’s a persuasive
  speech that changes without warning to a
  (uncredited) quote from the U.S. Constitution.
  Sentence structure is extremely complex
• Language Clarity and Conventions Vocabulary
  demands are high. Words are used mostly
  literally, but some figurative uses.
• Knowledge demands Allusions to other seminal
  assume basic understanding of the intent of the
  documents. Speech should be a familiar text type
  for HS students, but cannot assume so.
The Susan B. Antony excerpt is High
 Quality. An Analysis Using the
 Qualitative Scale.
• Levels of meaning: Though the text does not
  have multiple purposes its one purpose is
  complex in itself; certain rights are “natural” and
  “inalienable” hence cannot be “bartered”
• Overall Placement: Grade 10 with considerable
  teacher support. Although the message is clearly
  stated, the vocabulary and sentence structure
  makes this piece challenging to navigate. Some
  knowledge of US history and seminal texts
  required.
Debrief and Break for Lunch
• When we return, we’ll be working with questions
  customized for “Tornadoes”:
• judging whether text dependent or not,
• whether high quality or not.
• The primary focus of discussion will be on the
  “Tornadoes” piece though equivalent Susan B
  Anthony materials are provided for you also.
• Why the middle school text?
      Pure informational articles represent more of
      a shift for ELA practice and practitioners.

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Meredith liben processing_the_ela_shifts_presentation[1]

  • 1. Processing the Common Core ELA Shifts 6-12 Advanced Tuesday, July 17
  • 2. The CCSS require three tightly interrelated instructional shifts: 1. Building knowledge through content-rich nonfiction 2. Reading and writing grounded in evidence from text: both literary and informational 3. Regular practice with complex text and its academic language Processing the shifts – where are you now?
  • 3. Shift One: Building knowledge through content-rich nonfiction: Why? • Students have been required to read very little informational text in elementary and middle school • Non-fiction makes up the vast majority of required reading in college/workplace • Informational text is harder for students to comprehend than narrative text – more instructional time is needed so this comprehension is achieved
  • 4. Shift Two: Reading, writing and speaking grounded in evidence from text, both literary and informational: Why? • Most college and workplace writing requires evidence. • Ability to cite evidence differentiates strong from weak student performance on NAEP • Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text. • Being able to locate and deploy evidence are hallmarks of strong readers and writers
  • 5. Shift Three: Regular practice with complex text and its academic language: Why? • Gap between complexity of college and high school texts is huge • What students can read, in terms of complexity is greatest predictor of success in college (ACT study) • Too many students are reading at too low a level (<50% of graduates can read sufficiently complex texts) • Standards include a staircase of increasing text complexity from elementary through high school • Standards also focus on building general academic vocabulary so critical to comprehension
  • 6. What are the features of complex text? • Subtle and/or frequent transitions • Multiple and/or subtle themes and purposes • Density of information • Unfamiliar settings, topics or events • Lack of repetition, overlap or similarity in words and sentences • Complex sentences * • Uncommon vocabulary * • Lack of words, sentences or paragraphs that review or pull things together for the student • Longer paragraphs • Any text structure which is less narrative and/or mixes structures
  • 7. Scaffolding Complex Text The standards require that students read appropriately complex text at each grade level – independently (Standard 10). There are many ways to scaffold student learning as they meet the standard: • Multiple readings • Read Aloud • Chunking text (a little at a time) Provide support while reading, rather than before.
  • 8. Let's Review our Goals for Today By the end of today participants will... • Understand why these three shifts for instruction • Have a deeper sense of how the CCSS ELA standards interrelate • Know how to analyze texts using qualitative and quantitative measures • Understand how to identify text based questions and why they are important for instruction
  • 9. Naming the Standards •Start with the anchor reading standards. •Use a 1-4 word phrase to quickly name each •Work in groups or alone, as you wish •If you finish, go to the history-social studies and/or science-technology standards and do the same. (Anchors) •If you finish with that, go to the Language Anchor standards and name them.
  • 10. Let's review how we're spending our time today to achieve our goals 10:45 - 11:00: Processing the Shifts 11:00 - 11:15: Naming the Anchor Standards 11:15 - 11:25: Examine insights gleaned from Naming the Shift Activity as a Group 11:15 - 11:40: Learning to Analyze a Text using Quantitative and Qualitative Measures 11:40 - 11:55: Read and analyze a passage 11:55 - 12:00: Debrief the analysis on the passage 1:00 - 2:00: Analyze text based questions
  • 12. Text Complexity When choosing texts for instruction and assessment at any grade level, educators should consider three dimensions of text complexity. • Quantitative Considerations • Qualitative Considerations • Reader and Task Considerations
  • 13. Quantitative Considerations • Quantitative complexity takes into account the features of text computers can analyze. • To place a passage within an grade band (K-2, 3-5. 6- 8, 9-10 , 11-CCR), run the passage through at least one quantitative analysis tool (see “Access to Quantitative Analysis Tools” handout).
  • 14. Qualitative Considerations • Qualitative complexity takes into account features of text that cannot currently be measured by computers, but must be evaluated by educators. • To place a passage in a specific grade, systematically analyze passage for qualitative features using the qualitative scale.
  • 15. Qualitative Scale for Text Complexity
  • 16. Reader and Task Considerations • Professional judgment takes into account how suited a text is for a specific instructional purpose with a particular set of students. • (Tomorrow, you’ll be examining and working with assessment considerations to gain insight into text and task selection criteria in play for the CCSS new generation ELA tests).
  • 17. Let’s practice using these tools to analyze the text we will be working with over the next two days • In grades 6-8, we will be analyzing “Tornadoes: Earth’s Most Violent Thunderstorms” USA Today 9.12.2006 • In grades 9-12, we will be analyzing an excerpt from Susan B. Anthony’s “Speech After Being Convicted Of Voting In The 1872 Presidential Election”
  • 18. Now let’s roll up our sleeves and analyze these texts. • Please take the next 15 minutes to read the text at your pertinent grade level and use the qualitative scale to analyze the text complexity of this passage and determine the grade-level of the text. • After 15 minutes are up, we will review our analysis of the piece and place the text in a grade for instructional purposes.
  • 19. “Tornadoes” Is High Quality. An Analysis Using the Qualitative Scale. • Structure The central idea is complex, and is supported using a cause and effect structure in chronological order. • Language Clarity and Conventions Some domain specific, scientific terms. Nice use of transitional phrases to establish cause and effect. • Knowledge demands Students may be familiar with the concept of tornadoes. Text types should be familiar from science texts.
  • 20. “Tornadoes” Is High Quality. An Analysis Using the Qualitative Scale. • Levels of meaning/purpose Single meaning that is explicitly stated. Clear purpose: writing to inform • Overall Placement Grade 7. Why? • There is a simple, explicit, central idea that is complicated by dense propositions and demanding vocabulary. There is less structural support because it was written as a newspaper article
  • 21. The Susan B Anthony Excerpt Is High Quality. An Analysis Using the Qualitative Scale. • Structure The text type is tricky. It’s a persuasive speech that changes without warning to a (uncredited) quote from the U.S. Constitution. Sentence structure is extremely complex • Language Clarity and Conventions Vocabulary demands are high. Words are used mostly literally, but some figurative uses. • Knowledge demands Allusions to other seminal assume basic understanding of the intent of the documents. Speech should be a familiar text type for HS students, but cannot assume so.
  • 22. The Susan B. Antony excerpt is High Quality. An Analysis Using the Qualitative Scale. • Levels of meaning: Though the text does not have multiple purposes its one purpose is complex in itself; certain rights are “natural” and “inalienable” hence cannot be “bartered” • Overall Placement: Grade 10 with considerable teacher support. Although the message is clearly stated, the vocabulary and sentence structure makes this piece challenging to navigate. Some knowledge of US history and seminal texts required.
  • 23. Debrief and Break for Lunch • When we return, we’ll be working with questions customized for “Tornadoes”: • judging whether text dependent or not, • whether high quality or not. • The primary focus of discussion will be on the “Tornadoes” piece though equivalent Susan B Anthony materials are provided for you also. • Why the middle school text? Pure informational articles represent more of a shift for ELA practice and practitioners.

Editor's Notes

  1. Reference that this mini lesson on text complexity draws heavily on Appendix A of the CCSS.
  2. Please note in the interest of time that the quantitative measures have been run and are included at the bottom of each passage. The quantitative measures place the text in a grade-band, and the next exercise to analyze the text to place it at the appropriate grade for text complexity.