2012 louisiana textbook adoption review committee training english language arts and literacy may 9,...

2012 Louisiana Textbook Adoption

Review Committee Training

English Language Arts and LiteracyMay 9, 2012

Louisiana Department of Education 2

2012-13 2013-14 2014-15PreK GLEs CCSS CCSS

K CCSS CCSS CCSS

Grade 1 CCSS CCSS CCSS

Grade 2 Transitional CCSS CCSS

Grades 3-8 Transitional Transitional CCSS

High School

Transitional Transitional CCSS

Implementation OverviewNew standards and assessments for ELA and mathematics will be

phased in over several years

No changes – teach current GLEs, and take current assessments

Teach and assess CCSS only

Teach combination of GLEs and CCSS based on crosswalk documents

Assess GLEs being taught during transition

Louisiana Department of Education

2012-13• Curriculum

– Transitional Curriculum• ELA : Grades 2 through English IV• Math: Grades 2 through Algebra 2

– CCSS-based New Comprehensive Curriculum• Kindergarten and Grade 1 Math

– CCSS Implemented via Extensive Professional Development• Kindergarten and Grade 1 ELA (No Comprehensive Curriculum)• Align questions and tasks in basals to CCSS• Various components phased in as PD is provided

– No development of state curriculum for other grades• LDOE collaborates with other states to select curricular materials

for Grades 2 and higher in ELA and math

• Transitional Assessments– Grades 3-8, EOC tests


Common Core State Standards• Overview of ELA/Literacy standards

– Organization and Structure– Horizontal and Vertical Alignment

• Evaluation Tool #1• Terminology and Additional Resources

– Publishers’ Criteria

• Content shifts (Priority Review Considerations)– Content Shift #1: Complex Text– Content Shift #2: Building Knowledge– Content Shift #3: Evidence

• Evaluation Tool #2• Exemplar• Evaluation Tool #3


Organization and Structure

Strand

(Focus Topic) College and Career Readiness Anchor

Standard

Grade-Specific

Standard


Standard

Grade-Specific

Standard


Standard

Grade-Specific

Standard



6

Sample ELA/Literacy Standards

Focus Topics from College and Career Readiness Anchor Standards

RL.K.3



7

RI . 4 . 2Strand Grade Standard Number

Coding Scheme



8

L . K . 2bStrand Grade Standard Number

Coding Scheme


Horizontal and Vertical Alignment

Writing Standard 7Conduct research

Writing Standard 9Draw evidence from

reading

Speaking and Listening Standard 4

Share findings from research

Reading StandardsRead and understand what read, including

for research

Horizontal Alignment a.k.a Integration



“While the standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task” (p. 5, CCSS).



• Pair literary texts with informational texts

• Locate evidence from texts to support written answers in questions and tasks

• Present information researched in tasks

• Study language conventions in reading texts

• Include questions and tasks that address standards many times in varied ways with multiple texts

Integration Examples



RI.4.5• Describe the overall

structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Vertical Alignment a.k.a. Progression

RI.5.5• Compare and contrast the

overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.



RF.1.4a, b, cRead with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with

purpose and understanding.b. Read grade-level text orally with

accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Vertical Alignment a.k.a. ProgressionRF.2.4a, b, cRead with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with

purpose and understanding.b. Read grade-level text orally with

accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Evaluation Tool #1



Evaluation Tool #1

• Review the tool. (5 min.)• How does the tool connect to the organization and

structure of the CCSS?


Evaluation Tool #1

• Overview of how to use the tool• Specific directions provided to the publishers


Evaluation Tool #1

Grade-Specific Standard

Grade Level

Chapters and page #s for Grade 4 only

CCSS Strand


Evaluation Tool #1

Committee members evaluate

publisher alignment.


Evaluation Tool #1

The lettered item must be interpreted within

the above context.

When standards have letters below the stem…


Evaluation Tool #1

Standard sets expectations for student

performance.

Is the content of the materials sufficient for students to

adequately meet the standard? Example:• Does student’s edition contain

tasks that promote discussions involving these skills?

• Does teacher’s edition provide strategies for better discussions, enabling teachers to provide opportunities for students to meet these standards?

When standards focus on student performance…


Evaluation Tool #1

• Completed by publisher– Title of Textbook and Publisher– Date of Copyright– Column labeled “To be completed by publisher”– Questions after each strand and at the end

• Verified by the committee– Will complete the column labeled “Committee Standards

Alignment Evaluation” using the provided rubric at the top of the first page

Terminology and Additional Resources




• Literary text• Informational text• Emergent-reader texts• Complex text• Text-dependent questions• Academic vocabulary• Syntax• Evidence• Resource List



Page 31 of the CCSS for ELA/Literacy



• (Appendix A Glossary Screen Shot)



• Read the Revised Publishers’ Criteria for K-2. (15 min.)• Should be familiar with both documents before reviewing

the materials

Content Shifts



Content Shifts

Students will read and understand grade-level complex

text independently and proficiently and express that

understanding clearly through writing and speaking about text.

Main Goal of the CCSS for ELA/Literacy


Content Shifts3 Shifts 6 ShiftsRegular practice with complex text and its academic vocabulary

3. Appropriately complex text

6. Academic vocabularyBuilding knowledge through content-rich nonfiction and informational text

1. Balance literature and informational text (K-5)

2. Literacy as part of science and social studies/history; informational text as part of ELA (6-12)

Reading and writing grounded in evidence from text

4. Questions regarding text are text-dependent

5. Writing to inform or argue using evidence


Priority Review Considerations

Content Shift #1: Regular practice with complex

text and its academic vocabulary



Content Shift #1

• What is the appropriate text to teach at each grade level? Defined by…– Reading Standard 10– Reading Foundational Skills Standard 4 (K-5)– Text Complexity and Text Types (Page 31)– – Appendix A and Appendix B

• The Publishers’ Criteria further refines that criteria.

Regular practice with complex text


Reading Standard 10


Reading Standards for Text ComplexityKindergarten Grade 1

(Literary Texts)Grade 2

(Informational Texts)

(Reading Foundational Skills)


Reading Standards for Text ComplexityGrade 3 Grade 4

(Literary Texts)Grade 5

(Informational Texts)

(Reading Foundational Skills)


Children at the kindergarten and grade 1 levels should be expected to read texts independently that have been specifically written to correlate to their reading level and their word knowledge. Many of the titles listed above are meant to supplement carefully structured independent reading with books to read along with a teacher or that are read aloud to students to build knowledge and cultivate a joy in reading.


Content Shift #1

• Staircase of text complexity– Read-aloud texts well above grade-level band; read-along texts

in grade-level band; independent reading at reading level of student

– Extensive opportunities to encounter complex text • Through read aloud and read along

• 50/50 balance between literature and informational text• High-quality texts, worth reading and rereading, richly

illustrated, when appropriate, and well written• Reading foundations key to success with complex text

(learn to read and read to learn simultaneously)

Additional Text Selection Criteria


Content Shift #1

Qual

itativ

e

Reader and Task

Quantitative

Text Complexity Definition(page 31 and Appendix A)


Content Shift #1Resources for Determining Text Complexity

(Appendix A, Page 32 and Appendix B, and Other Tools)


Content Shift #1


Content Shift #1

• Text Complexity Grade-Band Level Chart• Text Complexity Qualitative Rubrics• Text Complexity Questions for Reader and Task

Resources for Determining Text Complexity(Appendix A, Page 32 and Appendix B, and Other Tools)


Content Shift #1

• Text Complexity Process– Quantitative – place in grade-level band

• Lexile, ATOS, Flesch-Kincaid, etc.• Text complexity chart (updated)

– Qualitative – further define where to use within band• Rubrics• Professional judgment

– Reader and Task – further define how best to teach text• Is the content appropriate for age level?• What areas are potentially difficult for students?• What vocabulary should be taught?• What is the big idea and key student understandings?• What questions/tasks will get at those understandings and what

standards align with those understandings?

Determining Text Complexity – Appendix A


Content Shift #1

Read “Insect Olympics” and analyze its complexity. (20 min.)• Quantitative Measures

– ATOS: 4.4– Flesch-Kincaid (FK): 4.5– In what grade-level band does this article fit?

• Qualitative Measures– Use the appropriate rubric to analyze the article

• Reader and Task– What should be taught with this text?

Text Complexity Analysis Practice

Content Shift #1

Domain-Specific (Tier III)• hyperbole• metaphor• cell wall• amoeba• equation• GDP

Academic (Tier II)• consequence• criteria• substantial• justify• persist• (words essential for

meaning, but not often easily defined in the text)

Vocabulary Tiers


Content Shift #1

• Role in complex text • One of two features of text most predictive of student

difficulty (Chall 1996, Stanovich 1986, Nelson et al 2012)• There is in fact a great deal of powerful academic

vocabulary in these texts. • From, “Officer Buckle” third grade (department, attention,

speech, applauded, frowned, onstage, swivel, frowned, afterward, announced, discovered, grinned, roared, enormous, bowed)

• Vocabulary is difficult to catch up.

Academic vocabulary is essential.


Content Shift #1

Which words should be the focus?– Essential to text– Likely to appear in future text

Which words should get more time and attention?– More abstract words (persist v. checkpoint; noticed v. accident)– Words which are part of semantic word family (secure, securely,

security, secured)

Academic Vocabulary


Content Shift #1

• When should you provide the meaning; when should students determine from context?

• How should words be taught?– Distributed practice– Use the text

• Differences (applaud vs. clap; isolated vs. alone)

Academic Vocabulary


Content Shift #1

• Explicit and systematic instruction (focus on sequenced and structured teaching of phonological awareness)

• Need lots of distributed practice

• Need ongoing diagnostic support (assessment)

• Should be happening simultaneously with read alouds of complex text

Reading Foundations


Additional Alignment Considerations

• Possibly as much as vocabulary predicts student performance

• Questions and tasks addressing syntax

Syntax


Additional Alignment Considerations

• We must address fluency.

• With the arrival of more complex text, more students will struggle to read fluently.

• How to address this?

Fluency

Content Shift #2: Building knowledge through content-rich nonfiction and

informational text



Content Shift #2

• 50/50 balance• As students are learning to read in K-1, they should also

exercise their ability to comprehend complex text through listening and responding to read-aloud texts

• In grades 2+, students begin reading more complex texts through read alongs, thus consolidating the foundational skills with reading comprehension.

• Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

Read-Alouds with Informational Text


Content Shift #2

• Literacy in social studies/history, science, and technical subjects embedded in K-5; connections to content areas

• Additional resources referenced on Evaluation Tool #2– Page 33 in the CCSS for ELA/Literacy– PARCC Model Content Frameworks

Sequencing Texts to Build Knowledge


Content Shift #2

Content Shift #3: Reading and writing grounded

in evidence from text



Content Shift #3

• Students demonstrate understanding of text in writing, speaking, and research.

• Writing to sources– Text-dependent questions– “Evidence Standards”: Reading Standard 1 and Writing

Standard 9

• Research tasks – Develop from the text and topics studied– Offer students chance to reflect on a text or topic and connect it

to other texts, events, or ideas (compare/contrast, investigate concept or idea, explore real-life connections, etc.) AFTER students fully demonstrate understanding of individual text

Reading and Writing Grounded in Evidence


Content Shift #3

• Questions that can only be answered with evidence from the text

• Can be literal but can also involve analysis, synthesis, evaluation

• Focus on word, sentence and paragraph as well as larger ideas, themes or events

• Focus on difficult portions of text in order to enhance reading proficiency

Text-Dependent Questions

1. In “Casey at the Bat,” Casey

strikes out. Describe a time when

you failed at something.

2. In “Letter from a Birmingham Jail,”

Dr. King discusses nonviolent

protest. Discuss, in writing, a time

when you wanted to fight against

something that you felt was unfair.

3. In “The Gettysburg Address”

Lincoln says the nation is

dedicated to the proposition that

all men are created equal. Why is

equality an important value to

promote?

What makes Casey’s

experiences at bat humorous?

What can you infer from King’s

letter about the letter that he

received?

“The Gettysburg Address”

mentions the year 1776.

According to Lincoln’s speech,

why is this year significant to the

events described in the speech?60

Content Shift #3Text-Dependent Questions


Content Shift #3

• More time outside the text less inside• Going outside the text privileges those who have that

experience• It is easier to talk about our experiences than to analyze

the text• That being said….

Why use text-dependent questions?


Content Shift #3

• Multiple readings often make this unnecessary• Too often provides information students can glean from

careful reading of the text- in many cases provide a complete summary

• Almost impossible to wean students from this• Similarly challenging to move teachers away from

providing this “smoothing of the road” • Research base?

Why limit pre-reading?


Content Shift #3

• Be focused around the big ideas and key understandings of a text (allow students to demonstrate understanding of what is most important in the text); not a reading strategy or device that is not important to understanding.

• Use standards to provide specific wording and expectations for knowledge (standards are not the focus)

• Focus student attention on difficult sections of text

• Expect thorough response

Text-dependent questions should…


Content Shift #3

• Should relate to big ideas and key understandings

• These types of culminating assignments will be a significant shift for students and teachers

Culminating Activities


Content Shift #3

From “Hot and Cold Summer” Trophies 5th grade:• “To avoid someone means to keep away from them so

that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first? (pg. 23)”

• Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?

Academic Vocabulary and Text-Dependent Questions

Evaluation Tool #2



Evaluation Tool #2

• Review the tool.• How does the tool connect to the shifts and the Priority

Review Considerations?


Evaluation Tool #2

• Overview of how to use the tool• Specific directions provided to the publishers


Evaluation Tool #2Category

Description of shift/criteria


Evaluation Tool #2

How completed may vary based on choice above

Can complete for individual grade or grade cluster


Evaluation Tool #2

Additional Resources may

need to be referenced


Evaluation Tool #2

• Completed by publisher (all but the last column)• Verified by the committee (will complete the last column)• Specific considerations:

– Limit responses as much as possible to the provided boxes (some expansion is acceptable, but be reasonable)

– Provide specific examples as appropriate, but focus only on exemplars; do not provide every available example

– It is acceptable to reference Additional Resources included in this presentation as necessary

Alignment Exemplar



Alignment Exemplar

• “When Charlie McButton Lost Power” by Suzanne Collins

• Listen to the read aloud as instructed by the text.• Think about the types of questions being asked and

alignment to CCSS.


Alignment Exemplar

• Many questions not text dependent• Virtually all culminating assignments not text dependent• Focus on comprehension strategies• Do not focus as strongly on academic (Tier II) vocabulary

Not Aligned to CCSS


Alignment Exemplar

• Do not typically “within and across grade levels…systematically develop the knowledge base of students”

• Some number of texts not aligned in terms of complexity

• Typical lack of balance between narrative and informational texts at each grade level

Not Aligned to CCSS


Alignment Exemplar

Vocabulary and Leveled Text – 4th Grade Example

• Shelter, splattered, fixed, rescue

• Journal, tremors, traction, interval, volunteered, retrieve

• Generation, abandoned, languished, terrified, warble, galvanized, debris, hoisted, shuddered

Not Aligned to CCSS


Alignment Exemplar

• “When Charlie McButton Lost Power” by Suzanne Collins

• Now look at the revised version. What are the differences?

• How does the revised version align to the Priority Review Considerations and Evaluation Tool #2?

Evaluation Tool #3



Evaluation Tool #3

• Publisher completes title of textbook, publisher, and date of copyright

• Everything else is completed by the committee• Summary of Tool #1 and Tool #2 with additional

questions• Complete tool during independent review over the

summer• Committee will make independent decision about

whether to Adopt or Reject a particular submission• Discuss review in October, and can make changes then

2012 louisiana textbook adoption review committee training english language arts and literacy may 9,...

Documents

structure slide

math ccss

transition slide

integration slide

research reading standards

structure horizontal

reading texts

research horizontal