Indiana College and Career Ready Academic Standards English Language Arts and Literacy K-12 ELA and ALL Content Areas Integrating Close Reading into Classroom Instruction Christine Cook, NIESC Presenter 1
Welcome Back! Raise a hand if you are … • Ready for Christmas • Ready for Christmas Break • An Expert on Close Reading • Excited about Close Reading • Just ready to get on with it! 2
Take Note 1) This professional development was created to support teachers in their work with the NEW 2014 Indiana College and Career Readiness Standards. There is no indication herein that Common Core standards are addressed. Should participants find a reference to Common Core on any materials utilized in this training, it is merely because it is a valuable resource that also applies to the 2014 Indiana College and Career Readiness Standards and selected for use because of its value. 2) The materials comprising this College and Career Ready professional development series are provided by ESC of I as a service to its members for instructional use only. ESC of I names and logos and all related trademarks, and other intellectual property are the property of ESC of I and cannot be used without its express prior permission. 4
Session Outcomes 1. Review the expectations for the 2014-15 ISTEP. 2. Review the Critical Literacy Shifts 3. Identify elements of Close Reading 4. Participate in a Close Reading of a text 5. View examples of Close Reading Lessons. 6. Understand and apply characteristics of Text- Dependent Questions as used in a Close Reading Lesson 5
Standards to Be Tested Grades 3-8, ECA Grades 3-8, ECA Grades 3-10 (11,12) IMAST is no longer an option. ISTAR will be new. Science and Social Studies ISTEP 4-7 remains intact. IREAD-3 will continue to be a separate assessment measuring Indiana Reading standards. ECA will be eventually replaced by the new CCR tests in 2016. Acuity Predictive is being replaced by Acuity Readiness Tests. 6 We must get ready for a new test on the new standards NOW!
ECA Update 7
ECA Update 8
ECA Update 9
Shifts in 2014 IAS Explanation ELA/Literacy Where do we see evidence of this? Increase Reading of Non- Students read a true balance of informational and fiction Text literary texts. Literacy Instruction in the Students build knowledge about the world (discipline- Content Areas specific/content areas) through TEXT in addition to the teacher or activities Text-Dependent Questions & Students engage in rich and rigorous evidence-based Answers conversations and written tasks about text. Staircase of Complexity Students read the central, grade appropriate texts around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. 11 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts.
Text-Dependent Questions & Answers 12
Shifts in 2014 IAS Shifts in 2014 IAS Explanation Explanation ELA/Literacy ELA/Literacy Where do we see evidence of this? Where do we see evidence of this? Increase Reading of Non- Balancing Informational Students read a true balance of informational and Students read a true balance of informational and & Literary Text fiction Text literary texts. literary texts. Literacy Instruction in the Knowledge in the Disciplines Students build knowledge about the world (discipline- Students build knowledge about the world (domains/ Content Areas specific/content areas) through TEXT in addition to content areas) through TEXT rather than the teacher the teacher or activities or activities Staircase of Complexity Text-Dependent Questions & Students engage in rich and rigorous evidence-based Students read the central, grade appropriate texts Answers conversations and written tasks about text. around which instruction is centered. Teachers are patient, create more time and space and support in Staircase of Complexity Students read the central, grade appropriate texts the curriculum for close reading. around which instruction is centered. Teachers are Text-Dependent Questions & Students engage in rich and rigorous evidence based patient, create more time and space and support in the curriculum for close reading. Answers conversations and written tasks about text. Writing from Sources Writing emphasizes use of evidence from sources to Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. inform or make an argument. 13 Academic Vocabulary Students constantly build the transferable vocabulary Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. they need to access grade level complex texts.
Staircase of Complexity 14
Indiana College and Career Ready Standards: Learning Outcomes/ Reading • RL.1 K-12 Read and comprehend a variety of literature independently and proficiently. • RN.1 K-12 Read and comprehend a variety of nonfiction independently and proficiently. • LH.1 6-12 Read and comprehend history/social studies texts independently and proficiently… • LST.1 6-12 Read and comprehend science and technical texts independently and proficiently… 15
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Check out the performance of your school. http://www.in.gov/che/3036.htm
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Reading … How high is the mountain?
A Threat to National Security • 75% ineligible for military because they cannot pass the test • Margaret Spellings, former Secretary of Education 20
We have a Global Achievement Gap “Right now, three -quarters of the fastest-growing occupations require more than a high school diploma. And yet, just over half of our citizens have only that level of education. We have one of the highest high school dropout rates of any industrialized nation.” President Obama, Feb 24, 2009 Address to Joint Session of Congress 21
What’s the big deal with reading complex text?
So…how do we determine text complexity? Quantitative measure – Useful in determining grade-level-band appropriateness. • Number of words in the text • Types of words in the text; uncommon words • Lexile 23
So…how do we determine text complexity? Reader Characteristics and Task Demands – Helps determine HOW we teach text. • How much background knowledge/interest does each student have in the topic? • How can we support as we instruct? • What textual elements will be difficult for students? • What comprehension strategies will we need to teach? 24
So…how do we determine text complexity? Qualitative measure – Useful in helping determine WHAT we need to teach. • What is the meaning/purpose of the text? • What is the structure of the text? • What language conventions are included in the text? • How clearly written is the text? • What are the knowledge demands of the text? • How many long sentences, complicated sentences, cross references between sentences? 25
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 26
The Reader Influences Text Complexity • Cognitive Capabilities • Motivation • Knowledge • Experiences 27
IDOE Text Complexity Template Toolkit available at: • http://www.doe.in.gov/standards/englishlanguage-arts 28
“The idea that students should get more experience reading informational text is based on the following common-sense notions: Because people read more informational texts in college and the • workplace, it’s important to become proficient with these texts. Strong evidence shows the differences between informational and • literary texts as well as in the cognitive processes we use to read such text, so it follows that reading literary texts will not necessarily improve one’s ability to handle informational texts. Students have less experience reading informational text, which means • less opportunity to learn how to read such texts well. • People usually get better at what they practice, so if students had more chances to read informational text, they might improve their abilities in this area.” Shanahan 2013
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Distribution of Literacy and Informational Texts FAQ: How much informational text should ELA teachers include? Approximately 25% of all reading in ELA classes should be informational text. Therefore, students MUST be reading informational texts in other classrooms if they are to achieve the suggested percentages listed above.
Preparing our Students for College & Careers 33 Metametrics
How does education CHANGE to meet these needs? List three priorities of needs for your • class/school/district. Share with your “shoulder buddy.” 34
Close Reading? 35
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