Making Sense of the Appendices

2010 Arizona English Language Arts Standards

Appendices

Appendix A:

Articulates the research that supports the need for increased text complexity K-12.

Appendix B:

Applies understanding of text complexity to identify grade level text samples and corresponding performance tasks.

Appendix C:

Identifies exemplars of student writing.

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Appendix AResearch Supporting

Key Elements of the StandardsGlossary of Key Terms

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Appendix A: The Big Picture

“Take a walk” through Appendix A

First Thoughts?Usefulness?Surprises?

5 Source: Appendix A

Activity 1What is text complexity?

Jigsaw

Assign a section to each member at your table to read and share your responses.Share findings with entire group.

Respond to the Questions:

What does the research tell us about the need for increased text complexity?What is the rationale?

A teacher, new to your campus, keeps hearing this term“text complexity.” She asks you to explain the meaning and its relevance to her as a classroom teacher.

What might you tell her?1.Think2.Write 3.Share

What is Text Complexity?

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Text Complexity GradeBand in the Standards

Old Lexile Ranges Lexile Ranges Alignedto

CCR Expectations

K–1 N/A N/A

2–3 450–725 450–790

4–5 645–845 770–980

6–8 860–1010 955–1155

9–10 960–1115 1080–1305

11–CCR 1070–1220 1215–1355

Figure 3: Text Complexity Grade Bands and Associated Lexile Ranges (In Lexiles)

Text Collection 50th Percentile

Education (11-12) 1130L

Workplace 1260L

Community College 1295L

University 1395L

How well do you have to read for college and careers?

Williamson, G. L. (2008). A Text Readability Continuum for Postsecondary Readiness. Journal of Advanced Academics, 19(4), 602-632.

Appendix BText Exemplars

Sample Performance Tasks

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Appendix B

Goal:

Apply understanding of Text Complexity to identify grade level samples of text complexity.

Questions to Consider:

Does my reading program have the appropriate level of text complexity? How would I know?

What are examples of appropriate text complexity for specific grade levels?

What type of professional development would teachers need to use the information presented in the Appendices?

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Background-- Appendix B: Text Exemplars and Sample Performance Tasks

Exemplars are useful guideposts.

Complexity

Quality

Range

Source: Appendix B

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Sample Performance Tasks

• Text exemplars are supplemented by brief performance tasks.

• Tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality, and range.

Source: Appendix B

Using the Table of Contents for Appendix B, highlight titles currently being used in your grade level.

Identify titles that have been moved from your level to another grade. What “Aha’s” and “Uh-oh’s” did you observe?

Activity 2: Touring the Titles

13 Source: Appendix B

Appendix C

Samples of Student Writing

Samples of Student Writing

Writing samples:

Demonstrate the lowest level of quality required to meet the Writing standards for that grade level

15Appendix C

Read through the student writing samples from your grade level.

Discuss how the annotated writing samples might be used by leadership and classroom teachers. (Annotations refer back to the standards)

Activity 3: Take a Peek!

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Resources

Common Core State Standards:

www.ade.az.gov/standards/commoncorestandards/default.asp

Center for K-12 Assessment & Performance Management at ETS Assessment Article

www.k12center.org

Achieve-Information about PARCC

www.achieve.org/

Surveys of Enacted Curriculum

http://seconline.wceruw.org/Reference/K12Taxonomy08.pdf

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3-2-1 Summary Handout

Write: 3 Things you have learned2 Things you still have questions about1 Thing you can work on right away

Stack your TTL at the center of your tables

Bring your Alignment Document and Grade Level Standards

See You Tomorrow!!!! (Guest Speaker Sarah Baird at 8:30 am)

Our Wiki: http://pcrsc2010elacommoncorestandards.wikispaces.com

Closure: Ticket to Leave

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