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Mississippi Department of EducationCommon Core State Standards and Assessments9-12 Training of the Trainer Facilitator’s Guide

PurposeThe purpose of the Facilitator’s Guide is to provide detailed information regarding the presentation and work session activities. School districts may modify the guide for use at the local level.

ExpectationsThe facilitator should be prepared to do the following:

Ensure that participants understand tasks to complete during the training session.Make sure that materials needed for the tasks are provided.Make note of any concerns and inform the appropriate MDE person.

Materials needed for the training Notebooks HighlightersPost-it notesLaptopLCD projectorChart paper

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General Overview of CCSS ELA(Slides 1-11)

Slides 1-4No notes.**Slide 3—suggestion: poll the teachers/administrators/etc. to determine comfort level related to CCSS when facilitators use at district/school level.

Slide 5These design considerations are taken from the CCSS “Introduction” section on page 4. Become familiar with these and have teachers discuss.

Slide 6Participants should refer to Page 7 in the CCSS document to see the text in a larger font. Refer to page 7 in the CCSS “Introduction” section. Emphasize that as students progress through the grade levels educators need to ensure that students are able to exhibit the characteristics of literate individuals as described on Page 7 in an increasing manner and at higher levels.

Slide 7Organization is included in the CCSS “Introduction” section on page 8 in the section “Overall Document Organization.” Stress the vital importance of the appendices to the teachers in your school/district. Remind participants that core subject area teachers will receive training on ELA CCSS and teaching techniques.

Slides 8-10The information included in these slides is found on page 8 of the “Introduction” section of the CCSS document in the section “Overall Document Organization.” However, ELA standards for grades 6-12 begin on page 35 of the CCSS document. SLIDE 8: It is recommended that the facilitator take a few minutes to do a quick “walk through” of the CCSS document with participants. Allow participants a few minutes to look over and discuss the College and Career Readiness Anchor Standards, which is page 35 in CCSS document. Be very positive about the CCSS ELA Standards for content areas, as well as the MDE training to be developed and disseminated.

Slide 11“Key Features” section is found on page 8 of the “Introduction” section of the CCSS document in the section “Overall Document Organization.”

Review the information on the following two graphics (not on a slide) with audience to build understanding of how students will develop proficiency in reading information text and writing for argument.

Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Grade Literary Information

4 50% 50%

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8 45% 55%

12 30% 70%

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Work Session #1 - Scavenger Hunt of CCSS ELA 9-12(Slides 12-13)

Slide 12Locate Scavenger Hunt in Work Session #1 materials. Also, participants will need to locate the CCSS for ELA. Then, within their small groups, participants will jigsaw the questions each may answer 3 questions or 5, depending on the number of people in each group.

The scavenger hunt should provide practice in locating and reading specific sections of the standards. Conversations around the items included in the scavenger hunt should be provided during the training of teachers in district and school settings. Teachers need multiple opportunities to locate information in the standards document.

Slide 13Discuss information learned from Work Session #1.

Unpacking the CCSS ELA(Slides 14-20)

Slide 14-15Review the directions for unpacking a standard. “I can” statements may be written as statements that cover the overall meaning of the standard. Statements may also be written as scaffolding items (stepping stones) to reflect the prerequisites needed to master different parts of the standard. Let participants know that there are different ways to unpack the standards. School districts have the flexibility to use the method of their choice.

Slide 16-17Participants must understand the standards that are to be demonstrated by students by the end of their grade level, but it is helpful to see how the standards progress through the grade levels. Have participants look for key words and ideas within a specific standard that change or become more complex through the 6-12 grade levels. We will use RI.8 for each grade level or band to illustrate the increasing complexity. Participants should use Handout #1 and #2 for a larger version of the standards.

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Slide 18Key verbs are those that represent an action that the students are supposed to do in order to demonstrate mastery. Key terms are those that are pertinent and useful to understand in order to demonstrate the verbs. Key content should be terms that students have been exposed to and with which the students are familiar. The key content may serve as review items or reteach items if necessary.

Slide 19Student-friendly language allows more students the opportunity to grasp the material and content covered in the standards. Caution: We MUST NOT water down the standards. We should still use the terminology utilized in the standards and students should build their academic vocabularies, but presenting the more difficult terms in student-friendly language will allow students to work toward mastery with less frustration.

Slide 20Remind participants that “I can” statements can be written as stepping stones to demonstrate the standard in increments.

Work Session #2: Unpacking CCSS ELA 9-12(Slides 21-22)

Slide 21Directions for the Unpacking Activity can be found on this slide and in the participants materials. Participants will need approximately 15 minutes to go through the unpacking process.

Slide 22 – Discuss the questions as a group, seeking feedback from the participants.After participants unpack the selected standards, it would be valuable to draw their attention to the new information that is found in the selected standard from one grade band to the next. Reiterate the importance of the “stair-step” organization of the standards and the fact that we cannot utilize the “one and done” approach – cover the standard once and move on.

Determining Text Complexity of Individual Texts(Slides 23-61)

Slide 24Refer to Handout #3 entitled “Common Core Shifts” from www.engageNY.org. Allow a couple of minutes for participants to review the handout. Remind them the focus of this presentation is Shift 3 - Staircase of Complexity.

Slide 25Text complexity has been a neglected focus in many schools and districts.Paraphrase the bullet points:

Step of growth on staircase

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Grade-appropriate textMore time and space for close, careful readingAppropriate scaffolding and support

Slide 26See Handout #4 for a larger version of the slide.Discuss the key findings from the article.Refer audience to article at the bottom of the slide.

Slide 27-28Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks.** CCSS, Appendix A

According to the 2006 ACT report, Reading Between the Lines, the biggest differentiator between students who met the reading benchmark and those who did not was a student’s ability to answer questions associated with complex texts.** CCSS, Appendix A

Slide 29Call to the participants’ attention to the shift in the Lexile ranges. If the school/district is not familiar with Lexile scores, then facilitator must become familiar and explain this concept to teachers.

Slide 30The arrow points to the Lexile score of a typical high school graduate.Discuss the scores with participants.

Slide 31Refer to Handout #5 and read College and Career Readiness Anchor Standard for Reading #10, which is the standard that deals with range of reading and levels of text complexity.

Refer participants to the Handout #5 entitled “The Standards’ Grade-Specific Text Complexity Demands.” Ask participants to review the 9-12 standards. What do they notice about the progression from K-12? How are these standards different from what they currently do?

Slide 32Discuss the intertwined issues of what and how students read.

Comprehension skills should build throughout successive school years.What students read should build in successive school years with increasing difficulty.Three part model: quantitative, qualitative, reader/task considerations

Slide 33Review types of text.

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Informational text that does not have literary merit does not belong in the secondary language arts classroom; it belongs in the specific content area.

Slides 34Use slide information for introducing the text complexity model found in Appendix A, pages 2-10. It is imperative that facilitators become knowledgeable about this model.

Slide 35The Common Core State Standards contain lists of sample texts that demonstrate text complexity in the different grade bands. These lists can be found in Appendix B of the CCSS. It is important to note that these are examples only and should not be considered comprehensive lists.

The texts listed are meant only to show individual titles that are representative of a wide range of topics and genres. At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow students to study those topics or themes in depth.

A Word of Caution…Students should not be interacting independently with complex text that is above their independent reading level.When using complex text on a student’s instructional reading level, apply scaffolding as needed.Text on a student’s frustration reading level should not be used. A student’s reading ability does not improve when interacting with text on a frustration level.

Determining Text Complexity: A Four-Step Process(Slides 36-48)

Slide 36-39Use slide information for introducing the text complexity model found in Appendix A, pages 2-10. It is imperative that facilitators become knowledgeable about this model.

Slide 40Open a web browser and demonstrate how to use the website. Go to http://www.lexile.com/findabook / . In the top right corner type the title of the book in the Quick Book Search box. The Lexile level appears in the middle of the page in black by the cover of the book.

Slide 41The text must be saved as a plain text file in order to be analyzed.

Slide 42Read slide information.

Slide 43Discuss in depth each part:

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Levels of Meaning and Purpose – Can be single levels or multiple levelsThe purpose can be explicitly stated or hidden and obscure.

Text and Sentence Structure – Can vary from simple to complex, explicit to implicitIt can be conventional or unconventional and be arranged in a variety of ways (chronologically, cause/effect, problem/solution, etc)Complexity could vary based on genre traits or discipline-specific traits, simple or complex graphics.

Language Conventionality and Clarity – When evaluating text complexity for language conventions and clarity, an individual should consider literal, figurative or ironic, clear, ambiguous or deliberately misleading.It can be familiar and contemporary, unfamiliar and archaic, conversational, or academics and domain specific.

Slide 44A copy of each rubric can be found in your facilitator materials to be used as handouts or resources for teachers. Refer to the Qualitative Measures Rubric for Literary Texts in Work Session 5 materials.The Qualitative Measures Rubrics for Literary and Informational Text can be downloaded from http://www.ksde.org/Default.aspx?tabid=4605.

Because the factors for literary texts are different from informational texts, these two rubrics contain different content, yet the format remains the same.

These factors represent a continuum; four points along each continuum are identified: high, middle high, middle low, and low. If the text falls into the high or middle high columns, it could be challenging for the students and the teacher would need to provide additional instruction and support. If the text falls into the middle low or low columns, the students would not need as much support.

Slide 45Refer to Handout #6 for a larger version of qualitative rubric.

Focus on the Literary Texts Rubric and discuss the categories.

Slide 46Refer to Handout #7 for a larger version of this slide.

Discuss with the participants that not all of their marks will fall into one certain column. They should choose the column with the most marks to determine the qualitative measure of the text.

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Slide 47Our initial placement of To Kill a Mockingbird into a text complexity band changed when we examined the qualitative measures.

Because of the complex structure of the text and the language conventions and clarity, the text could be placed in the 9-10 text complexity grade band.

Remember – we have completed only the first two legs of the text complexity triangle.The reader and task considerations still remain.

Slide 48Read CCSS, Appendix A, pgs. 8-9, to gain more information for text complexity

Work Session #3aAnalyze Text to Determine Text Complexity:

Quantitative Measures and Qualitative Dimensions(Slides 49-50)

Slide 49Locate materials for Work Session #3a(Poem- I Know Why the Caged Bird Sings and the Literary Qualitative Rubric)

Review directions and provide time for participants to complete the rubric.

Slide 50Show the completed rubric and discuss findings with participants.

Determining Text Complexity: A Four-Step Process(Slides 51-52)

Slide 51Talk briefly about:

Prior background knowledgethe ways we ask students to respond to textthe purpose for reading (which should dictate how we access text)the amount of support or scaffolding provided by the class instructor.

Slide 52Refer to Work Session #3b (page 4) for a larger copy of these considerations.

Refer to the Questions for Professional Reflection on Reader and Task Considerations. Questions for Professional Reflection on Reader and Task Considerations can be downloaded from http://www.ksde.org/Default.aspx?tabid=4605 .

Work Session #3bAnalyze Text to Determine Text Complexity:

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Reader and Task Considerations(Slide 53)

Slide 53Locate materials for Work Session #3b.(Poem- I Know Why the Caged Bird Sings and the Suggested Considerations for Reader and Task)

Review directions and provide time for participants to review the questions. Inform participants that there is no right or wrong answer to these questions. Participants must reflect on their own students. Discuss findings with participants.

Determining Text Complexity: A Four-Step Process(Slides 54-58)

Slide 54-56After reflecting upon all three sections of the text complexity model, we can make a final recommendation for placement of a text and begin to document our thinking for future reference.

Slide 57Teachers could use this template in grade-level planning. This template “Text Analysis Summary Sheet” is located in Work Session #3c materials (page 5 of 5).

Text Analysis Summary Sheets could be stored in a central location for teachers to use as a resource when planning.

Slide 58Discuss information on the slide as a debriefing of the Text Complexity Model (3 components).

Additional Resources are available from Kansas Department of Educationhttp://www.ksde.org/Default.aspx?tabid=4778

Examples of Completed Final Recommendationshttp://www.ksde.org/Default.aspx?tabid=4605

Diamond WillowHunger GamesHow to Steal a DogCountdown

Text Complexity Bookmarkshttp://www.ksde.org/Default.aspx?tabid=4605

Examples of Completed Final Recommendationshttp://www.ksde.org/Default.aspx?tabid=4605

Work Session #3c

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Analyze Text to Determine Text Complexity:Recommended Placement

(Slide 59-61)Slide 59-60Locate all materials for Work Session #3a-c. (Includes: the poem, completed Qualitative Rubric, Reader and Task Questions, and the Text Analysis Summary Sheet)

Review directions and provide time for participants to complete the text analysis sheet. Participants must reflect on their own students. Monitor the participants as they work through the activity, providing support when needed.

Slide 60This slide shows the materials that participants will need for Work Session #3c. Show while participants complete Work Session #3c.

The Lexile Score is so high because it is poetry. Also, remember that Lexile and other quantitative measures of text complexity are limited in effectiveness.

Slide 61Refer to Handout #8 for a larger version of the completed Text Analysis Summary Sheet.

Call the groups together to share what they discovered. Review the Text Analysis Summary Sheet from Work Session #3c as a whole group, asking for participant input.

PARCC Model Content Frameworks for ELA(Slides 62-79)

Slide 62The PARCC Model Content Frameworks for ELA/Literacy will be discussed in detail.

Slides 63-65Become familiar with information contained in the “Introduction” of the PARCC Model Content Frameworks document on pages 3-10. The facilitator must understand this information because slides 66-79 refer specifically to grade 11. The Introduction explains the structure; however, to more fully illustrate the actual content, it is helpful to use a specific grade level.

Slide 66Participants should refer to Page 86 in the PARCC document to see the text in a larger font and for more information. The Narrative Summary provides a clear and concise overview of the standards at the individual grade levels. (See PARCC Model Content Frameworks document, page 4.)

Slide 67Participants should refer to Page 87 in the PARCC document to see the text in a larger font and for more information. (See PARCC Model Content Frameworks document, pages 4-6.)The chart provides a visual overview of the standards in individual grade levels, as well as provides four instructional modules for assistance in developing instructional tools. This is one

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way to organize instruction into 9-week modules. IMPORTANT to note that these charts provide a context for the standards BUT should not replace the standards themselves. The charts also show the integrated nature of reading, writing, and research. The knowledge and skills are embedded across the four modules in the chart with various types of texts but always focusing on the cultivation of students’ literacy skills in preparation for college and career readiness.

Slide 68Participants should refer to Pages 87-90 in the PARCC document to see the text in a larger font and for more information. (See PARCC Model Content Frameworks document, pages 6-10.)Five key terms and concepts (“reading complex texts”, “writing about texts”, “research project”, “narrative writing”, and “for reading and writing in each module”) are included in the PARCC model content frameworks.

Slide 69Participants should refer to Pages 87-88 in the PARCC document to see the text in a larger font and for more information. (See PARCC Model Content Frameworks document, pages 6-7.)

Slide 70Use as a Pair/Share activityRefer to the question – “What are complex texts?” Have participants think about this question and share with a partner (pair/share). Then, have the participants share with the group and debrief.

Transition to the other bullets and compare participants’ pair/share information to the information included in the PARCC Model Content Frameworks document.

Have rich discussions about “reading complex texts.” This is fundamental to successful implementation of the CCSS.

Slides 71-78Lead insightful conversations around each of the “key terms and concepts” pieces.(Also, see PARCC Model Content Frameworks document, pages 7-10, as well as pages 87-90.)

Slide 79Participants should refer to Page 91 in the PARCC document to see the text in a larger font and for more information. (Also, see PARCC Model Content Frameworks document, page 10, as well as pages 90-96.)

Progression charts are helpful in determining what students should be able to do prior to entering the targeted grade level. Discuss how these charts could be used in planning for students’ transitions and for instruction.

Work Session #4: Jigsaw of the PARCC Model Content Framework(Slides 80-82)

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Slides 80-82Locate Jigsaw Think Sheet in Work Session #3 materials. Also, participants will need to locate the PARCC Model Content Frameworks documents.

Carefully read the PARCC Model Content Framework for Grade 11.

Integrating the CCSS and PARCC Model Content Frameworks:Unit Planning(Slides 83-96)

Slide 84Remind participants about the Model Content Framework chart that they’ve seen earlier in the training. This chart is a tool to help us plan effectively, incorporating the standards and instructional components into units of study in an organized way. PARCC suggests four nine week units of study called modules, however districts have the freedom to adapt these units of study according to their needs and school day configuration.

Participants must realize that a “global” way of thinking and planning is imperative in order to be successful with Common Core. While ELA teachers may prefer to read novels and literary texts, there is an increasing demand to include informational text in the ELA classroom. While students receive content from informational text in their content area courses, the ELA standards can and should be taught using literary and informational text that focus on similar content. Reading complex texts means students will be required to read and comprehend a range of grade-level texts, including texts from the domains of ELA, science, history/social studies, technical subjects, and the arts. Close, analytic reading, as well as comparing and synthesizing ideas, across texts are expected (page 3 PARRC Model Content Framework). Close, analytic reading entails the careful gathering of observations about a text and careful consideration about what those observations taken together add up to – from the smallest linguistic matters to larger issues of overall understanding and judgment (Page 6 PARRC Model Content Framework).

Slide 85Have participants look closely at Module A from the 9th grade chart. Teachers must incorporate literary and informational texts, with a focus on World literature, multiple opportunities for students to write narratives and analytical compositions focusing specifically on argumentative writing, and a research component, in conjunction with grammar, vocabulary, and discussions into their units of study.

Slide 86 Refer to Handout #9 for a larger version of this slide. Now participants should look closer at the differences between Module A and Module B. The instructional focus shifts from World literature extended text to an Informational extended text, and from argumentative writing to informational and explanatory writing. Reiterate to participants that this chart is a resource from PARCC that will support us in planning our instruction and to help ensure that we have the proper emphasis on instructional tasks.

Slide 87

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Refer to Handout #10 for Writing Sample. Participants should take a few moments to read the writing sample. (Other samples can be retrieved from Appendix C if you would like for colleagues in your school to become more familiar with the various styles of writing.) While reading the sample, participants should refer to the selected writing standard (Handout #11) to determine this student’s progress in working toward mastery for standard W.9-10.2.a-f.

Slide 88 Refer to Handout #11.Information on page 13 of 15 is taken from CCSS Appendix C, page 69 Discuss the various aspects of the given writing standard and student mastery of the standard according to the “Animal Farm” writing sample with participants.

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Slide 89Refer participants to Handout #12 for a larger version of the slide.For the sake of time, standards were chosen for this unit. These standards will serve as the springboard in planning reading and writing tasks, as well as language, listening and speaking, and research tasks. Participants must understand that standards should drive our unit planning. Choosing standards at the beginning is imperative so that these standards can be practiced and utilized by students many times throughout the unit. It will be fundamental for teachers to select texts that lend themselves to the standards we are teaching. CCSS are recursive in nature,

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meaning that we must continue to provide opportunities for students to practice these standards so that they may master them by the end of the year.

Slide 90Refer participants to Handout #13 for a larger version of the slide.In order for students to be successful in mastering the CCSS, teachers must select complex texts that lend themselves to mastery of the selected standards for instruction. In planning for our unit, we would select standards that could be reiterated throughout the unit to ensure multiple opportunities for practice through various texts. While it is not an ELA teacher’s job to teach content, it is extremely important for students to have multiple opportunities to learn about people, places, discoveries, and moments in history, among other concepts, from various perspectives. ELA teachers can use content being covered in other content areas to reinforce reading and language skills being taught in ELA classes.

The Theme Planning Map is just one tool to help teachers in their efforts to plan thematically. Having a planning structure that correlates with the demands of the PARRC Model Content Framework is essential for teachers, whether the one provided is used or not. Remind participants that the fundamental skill set that includes citing evidence, analyzing content, using correct grammar, acquiring and applying vocabulary, conducting discussions, and reporting findings (which is the bar that stretches underneath the Model Content Framework Chart for all grade levels) must be included in our instruction and should be present in the tasks that students complete.

“Shared planning” can be beneficial for all when conversations take place among teachers of different content areas and different teaching styles.

Slides 91-95 – Facilitator Think Aloud (Modeling the Steps in Planning Tasks for A Unit of Study)

Help participants understand the importance of planning and thinking ahead in regards to student tasks that relate to the texts being read during the unit of study. While teachers may not be content experts, they can still assist students in developing deeper content knowledge through reading and writing.

Slide 91Refer to Handout #14 for a larger version of the slide.

Slide 92Refer to Handout #15 for a larger version of the slide.

Slide 93Refer to Handout #16 for a larger version of the slide.

Slide 94Refer to Handout #17 for a larger version of the slide.

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Slide 95Refer to Handout #18 for a larger version of the slide.

Slide 96Have participants discuss these questions with their peers and share their thoughts with the group.

Close Reading = Analytical Thinking(Slides 97-104)

Slide 98Have participants turn and talk about this quote and how it will impact their approach to planning for instruction.

Slide 99-100Close reading is an important aspect of implementing the CCSS. Participants should evaluate how “reading closely” differs from their current approach to reading texts.

Slide 101Refer to Handout #19 for a larger version of this slide.

Slide 102-103This slide provides examples of text dependent questions. Help participants distinguish between these questions and the questions that appear on Slide 103. (If the question can be answered without reading the text, the question is NOT text dependent.) Text dependent questions should move beyond recall to allow students to analyze and evaluate. Slide 104Click on the image, then click on the black box to begin the video.

Refer to Handout #20 so that participants can follow the presenter in the video.

AFTER the video, refer participants to Handout #21. Participants will complete the activity related to the video. Directions are included on the top of the page.

Work Session #5: Planning for an Individual Text Within a Unit(Slide 105)

Slide 105Locate all materials for this work session in Work Session #5. Also, participants will need to locate the PARCC Model Content Frameworks documents.

Have participants share their outlined tasks and have them evaluate others’ tasks to ensure they reinforce the selected standards. Discuss with your participants the need for quality discussion and writing tasks, regardless of the text content, so that students become more capable of conveying their understanding through written and spoken words. Participants may list other standards depending on their student tasks. A whole-group discussion about having fewer standards per selected text, but more rigorous student tasks would be beneficial.

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Website and Contact Information (Slide 106)