IC Imagine

Common Core Shifts and Content Literacy

January 27, 2017

Kathy Bonyun, NBCT, M.A.Ed.

LEARNING TARGETS:

Teachers will:
Describe the 3 Shifts of the
Common Core and how they
impact daily instruction.

Describe what literacy looks like

in your content.

Analyze the progression of K-12

Literacy Standards.

Deconstruct a Literacy Standard

into targets

AGENDA

Shift Happens
How do you know?
What do you know?
Prove it
Break it down
Line Up
Take the reins

Grade 2-3 Text and Task Sample

What differences do you notice in the readings?
What differences do you notice in the tasks?
What does this mean for your instruction?

Text Coding:
Shift #1

COMMON CORE LITERACY INSTRUCTIONAL

SHIFTS

Complexity: Regular practice with

complex text and its academic language
Evidence:

Reading, writing, and speaking grounded in evidence

from text, both literary and informational
Knowledge: Building knowledge through content-rich nonfiction

Prior
Standards

Leveled texts
Adapted texts
Who, What, When, Where, How
Reading for information

Finding answers

Shift Happens

Common
Core

Grade-level texts
Why, How, How do you know
Reading for analysis, application, evidence
Finding evidence

Lexile Analyzer:
https://datayze.com/readability-analyzer.php

PAG 9

 Find a text you might use.

Copy and paste it into the lexile analyzer.
Is it what you expected?

PAG 10

Quantitative Scale
ATOS

Degrees of
Reading
Power

FleschKincaid

The Lexile
Framework

Reading
Maturity

(2nd 3rd)

2.75 5.14

42 54

1.98 5.34

420 820

3.53 6.13

(4th 5th)

4.97 7.03

52 60

4.51 7.73

740 1010

5.42 7.92

(6th 8th)

7.00 9.98

57 67

6.51 10.34

925 1185

7.04 9.57

(9th 10th)

9.67 12.01

62 72

8.32 12.12

1050 1335

8.41 10.81

(11th CCSS)

11.20 14.10

67 74

10.34 14.2

1185 1385

9.57 12.00

CCSS GRADE
BANDS

PAG 11

Three Factors of Text Complexity

1. Quantitative Scale: What a
computer can see and measure
2. Qualitative Measures: Text
features best judged by human
evaluation (structure, language and
knowledge demands, and purpose)
3. Reader and Task: What the
instructor does with this text to help
students read and understand it
PAG 12

Lexile doesnt tell the whole story!!

Bugs Bunny

PAGE 13

Qualitative Measures
Layers of
meaning
Purpose
Concept
complexity

Vocabulary
Sentence length
and structure
Figurative
language
Regional/historic
al usage
(dialects)

Text features
Genre
Organization

Meaning

Structure

Languag
e

Knowled
ge

Content knowledge
Disciplinary
knowledge
Intertextuality
Background &
experiences

PAG 14

Reader and Task Considerations

How does this text fit my students?
Cognitive Capabilities

Prior Knowledge
And Experience

Reading Skills

Content and/or Theme

Concerns

Motivation and
Engagement with Task
and Text

Complexity of
Associated Tasks
PAG 15

FORMS OF SCAFFOLDING TO USE

WITH COMPLEX TEXT
Multiple readings (of same text) Close Reading
Chunking the text
Annotation
Paired reading with student talk
Extra time
Read aloud by a proficient reader only
as a gradual release strategy
We have to believe they are capable

Greeks and Romans

Read your shift
Code the text
As a group, decide on the most important information
your should share with your counterparts.

Greeks: Shift #2

Romans: Shift #3

Stand Up-Hand Up-Pair Up

Stand up with your hand up.

When you find your first partner, give them a high five.
Introduce yourself
Share one point your expert group feels is important.
Thank your partner and give them another high five.
Hand up to pair up again

https://newsela.com

C-E-R:
Evidence-Based Writing Strategy

Prove It

If they can speak it, they can write it


Fact,
evidence

Example

Description
Identificati
on

Quote

The author states that

The event that helps
us understand this
was
For instance,
An example
One example
Another example
In the textbook, the
author describes the
by stating
The event took place
onand involved
The lab procedure
includes
The formula begins
by
For example, the
person said
The book/passage
states that
The author states
that
The artist described
the work as

Fact,
evidence

Evidence-based
student
sentence
starters

Example

Description
Identificati
on

Quote

The author states that

The event that helps
us understand this
was
For instance,
An example
One example
Another example
In the textbook, the
author describes the
by stating
The event took place
onand involved
The lab procedure
includes
The formula begins
by
For example, the
person said
The book/passage
states that
The author states
that
The artist described
the work as

Know

Do

Vocabulary

Line Up!

i
l
A
l
a
c
i
t
r
Ve

t
n
e
m
n
g

 In your content?
In your grade level?
In your school?