This was a presentation to the PAEC Leadership Conference, Summer, 2013.

1. Un-Common Resources for the Common Core:
School-wide Ideas to Bridge
the Informational Text and
Disciplinary Literacy Gap
Dr. Susan Wegmann
Baptist College of Florida
PAEC Leadership Conference
July 18, 2013 - 10:55 – 11:55
All resources found on http://www.scoop.it/t/common-core-state-standards-by-susan-wegmann
Presentation found on SlideShare: www.slideshare.net/swegmann
E-mail: sjwegmann@baptistcollege.edu

2. Successful
Common
Core
Instruction
2Dr. Susan Wegmann, Baptist College of Florida

3. Barriers to Success for Common Core?
3Dr. Susan Wegmann, Baptist College of Florida

4. Bridges to Success for Common Core?
Success
Inservice
Resources
Willingness
4Dr. Susan Wegmann, Baptist College of Florida

5. School-wide
Implementation
School-wide
Buy-In
5Dr. Susan Wegmann, Baptist College of Florida

6. School-wide
Implementation
6Dr. Susan Wegmann, Baptist College of Florida

7. “This session will highlight outstanding
resources for school-wide attention to the
Common Core Reading: Informational Text
standards. Participants will be given
pertinent ideas to explain, enlighten, and
help to teach the standards with a focus on
school-wide implementation. Handouts will
be provided.”
7Dr. Susan Wegmann, Baptist College of Florida

8. “To be ready for college, work force training, and
life in a technological society, students need the
ability to gather,
comprehend,
evaluate,
synthesize, and
report on information and ideas,
to conduct original research in order to answer
questions or solve problems, and
to analyze and create a high volume and
extensive range of print and non-print texts in
media forms old and new.”
(National Governors Association Center for Best Practices & Council of
Chief State School Officers, 2010, p. 4)
8Dr. Susan Wegmann, Baptist College of Florida

9. (NGA Center and CCSSO, 2010, p. 31)
Informational Text
Literary Nonfiction and Historical, Scientific, and
Technical Texts
Includes biographies and autobiographies;
books about history, social studies,
science, and the arts; technical texts,
including directions, forms, and information
displayed in graphs, charts, or maps; and
digital sources on a range of topics.
9Dr. Susan Wegmann, Baptist College of Florida

10. From International Reading Association:
LITERACY IMPLEMENTATION GUIDANCE FOR THE
ELA Common Core State Standards
Summary of Recommendations for
Disciplinary Literacy:
• Involve content area teachers in teaching
the Disciplinary Literacy Standards.
• Teach students the literacy strategies that
are pertinent to each discipline.
• Provide appropriate professional learning
opportunities for teachers in the literacy
practices appropriate for their disciplines.
10Dr. Susan Wegmann, Baptist College of Florida

11. Anchor Standard #1
“Read closely to determine what
the text says explicitly” (p. 10)
NOT: What you already know
NOT: What you think you know
NOT: What you feel
This is Textual analysis, not personal response.
11Dr. Susan Wegmann, Baptist College of Florida

12. Literary vs. Informational Texts
By Grade 4
• 50% Literary
Texts
• 50%
Informational
Texts
By Grade 8
• 45% Literary
Texts
• 55%
Informational
Texts
By Grade 12
• 30% Literary
Texts
• 70%
Informational
Texts
12Dr. Susan Wegmann, Baptist College of Florida

13. Craft and
Structure
Key
Ideas and
Details
Integration of
Knowledge
and Ideas
Range of
Reading
and Level
of Text
Complexity
Common
Elements,
Grades K-12
15Dr. Susan Wegmann, Baptist College of Florida

14. Key Ideas and Details
Kindergarten: With prompting and support, ask and
answer questions about key details in a text, with
prompting and support, identify the main topic and
retell key details of a text, and with prompting and
support, describe the connection between two
individuals, events, ideas, or pieces of information in
a text.
Grade 5: Quote accurately from a text when
explaining what the text says explicitly and when
drawing inferences from the text, determine two or
more main ideas of a text and explain how they are
supported by key details; summarize the text, and
explain the relationships or interactions between two
or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on
specific information in the text.
Dr. Susan Wegmann, Baptist College of Florida 16

15. Key Ideas and Details
Grade 8: Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences drawn
from the text; Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text; and
analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
Grade 11-12: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters
uncertain; determine two or more central ideas of a text and analyze
their development over the course of the text, including how they
interact and build on one another to provide a complex analysis;
provide an objective summary of the text; and analyze a complex set of
ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
17Dr. Susan Wegmann, Baptist College of Florida

16. Craft and Structure
Kindergarten: With prompting and support, ask and
answer questions about unknown words in a text,”
identify the front cover, back cover, and title page of
a book, and name the author and illustrator of a text
and define the role of each in presenting the ideas or
information in a text.
Grade 5: Determine the meaning of general
academic and domain-specific words and phrases in
a text relevant to a grade 5 topic or subject area,
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, and analyze
multiple accounts of the same event or topic, noting
important similarities and differences in the point of
view they represent.
18Dr. Susan Wegmann, Baptist College of Florida

17. Grade 8: Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings;
analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts; analyze in detail the structure of a
specific paragraph in a text, including the role of particular sentences in
developing and refining a key concept; and determine an author‟s point of
view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
Grades 11-12: Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key
term or terms over the course of a text (e.g., how Madison defines faction in
Federalist No. 10); analyze and evaluate the effectiveness of the structure
an author uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.; and determine an
author‟s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power,
persuasiveness or beauty of the text.
Craft and Structure
19Dr. Susan Wegmann, Baptist College of Florida

18. Integration of Knowledge and Ideas
Kindergarten: With prompting and support, describe the
relationship between illustrations and the text in which they appear
(e.g., what person, place, thing, or idea in the text an illustration
depicts), With prompting and support, identify the reasons an
author gives to support points in a text, and with prompting and
support, identify basic similarities in and differences between two
texts on the same topic (e.g., in illustrations, descriptions, or
procedures)
Grade 5: Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently, Explain how an
author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which
point(s), and Integrate information from several texts on the same
topic in order to write or speak about the subject knowledgeably.”
20Dr. Susan Wegmann, Baptist College of Florida

19. Grade 8: Evaluate the advantages and disadvantages of using different
mediums (e.g., print or digital text, video, multimedia) to present a particular
topic or idea; delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the evidence is relevant
and sufficient; recognize when irrelevant evidence is introduced; and analyze
a case in which two or more texts provide conflicting information on the same
topic and identify where the texts disagree on matters of fact or
interpretation.
Grades 11-12: Integrate and evaluate multiple sources of information
presented in different media or formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a problem; delineate and evaluate the
reasoning in seminal U.S. texts, including the application of constitutional principles
and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and
dissents) and the premises, purposes, and arguments in works of public advocacy
(e.g., The Federalist, presidential addresses); analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill
of Rights, and Lincoln‟s Second Inaugural Address) for their themes, purposes, and
rhetorical features.
Integration of Knowledge and Ideas
21Dr. Susan Wegmann, Baptist College of Florida

20. Range of Reading and
Level of Text Complexity
Kindergarten: Actively engage in group
reading activities with purpose and
understanding.
Grade 5: By the end of the year, read and
comprehend informational texts, including
history/social studies, science, and technical
texts, at the high end of the grades 4–5 text
complexity band independently and
proficiently.
22Dr. Susan Wegmann, Baptist College of Florida

21. Grade 8: By the end of the year, read and
comprehend literary nonfiction at the high end of the
grades 6–8 text complexity band independently and
proficiently.
Grades 11-12: By the end of grade 11, read and
comprehend literary nonfiction in the grades 11-CCR
text complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 12, read and comprehend literary
nonfiction at the high end of the grades 11-CCR text
complexity band independently and proficiently.
Range of Reading and
Level of Text Complexity
23Dr. Susan Wegmann, Baptist College of Florida

22. General Nonfiction/ Common Core Web resources
Common Core State Standards and
Appendices: www.corestandards.org/the-
standards
– Appendix A: Research Supporting Key
Elements of the Standards and Glossary of
Key Terms
– Appendix B: Text Exemplars and Sample
Performance Tasks
– Appendix C: Samples of Student Writing
24Dr. Susan Wegmann, Baptist College of Florida

23. General Nonfiction/ Common Core Web resources
Teacher‟s College Reading and Writing Project
• Videos: http://vimeo.com/album/2192389
• Lesson plans, aka “How to‟s and Guides”
• Advice related to nonfiction texts: “If your
instruction in reading has focused primarily
on fiction, your school will need to shift to a
balance between fiction and informational
reading. Students need to move up the levels
of text difficulty to read at grade-level text
complexity in all genres.” (Calkins)
25Dr. Susan Wegmann, Baptist College of Florida

24. Supplemental Lesson Guides for Navigating Nonfiction,
Lucy Calkins
http://icsdk-
5literacy.wikispaces.com/A+User%27s+Guide+to+Lucy+Calkins%27+Reading+Units+of+Study+Grad
es+3-5
26Dr. Susan Wegmann, Baptist College of Florida

25. CPALMS: Florida‟s platform for educators to Collaborate,
Plan, Align, Learn, Motivate, and Share
• http://www.cpalms.org/resources/ResourceS
earch.aspx
27Dr. Susan Wegmann, Baptist College of Florida

26. Common Core Curriculum Maps
http://commoncore.org/maps/resources/digital_resources
28Dr. Susan Wegmann, Baptist College of Florida

27. Booklist Online CCSS resources
http://booklistonline.com/GeneralInfo.aspx?id=68&AspxAutoDetectCoo
kieSupport=1
29Dr. Susan Wegmann, Baptist College of Florida

28. Pearson Publishing Co. Webinars on CCSS
http://commoncore.pearsoned.com/index.cfm?loc
ator=PS1sF6
23 Webinars on English/Language Arts alone
30Dr. Susan Wegmann, Baptist College of Florida

29. Common Core State Standards Initiative Wiki
• http://en.wikipedia.org/wiki/Common_Core_State_Stand
ards_Initiative
31Dr. Susan Wegmann, Baptist College of Florida

30. Literacy Design Collaborative (LDC)
LDC offers a framework and classroom-ready modules for building the
college-and-career-ready literacy skills specified by the Common Core
State Standards.
http://www.literacydesigncollaborative.org
32Dr. Susan Wegmann, Baptist College of Florida

31. The Teaching Channel - Videos
https://www.teachingchannel.org/videos
?categories=topics_common-core
33Dr. Susan Wegmann, Baptist College of Florida

32. Achieve the Core
http://www.achievethecore.org/
34Dr. Susan Wegmann, Baptist College of Florida

33. Literacy in Learning Exchange
http://www.literacyinlearningexchange.org/fs_resource_case/results/co
mmon%20core
35Dr. Susan Wegmann, Baptist College of Florida

34. Wisconsin Education Association Council: Reading Room
A series of articles written by Doug Buehl, adolescent literacy
consultant, Madison, Wisconsin
http://www.weac.org/news_and_publications/columns/reading_room/in
dex.aspx
36Dr. Susan Wegmann, Baptist College of Florida

35. Key Ideas and Details: Comprehension Checkdown
1. What does the author tell me that I do understand?
2. What connections can I make to my personal
knowledge?
3. What does the author expect me to already know?
4. How does „not knowing‟ impact my understanding?
5. What don‟t I know that I „should know‟?
6. What hunches do I have about what something might
mean?
7. What are some things I might be able to figure out?
8. Where can I turn to get the information I need to
understand this author?
http://www.weac.org/news_and_publications/education_news/2007-
2008/readingroom_inform.aspx
37Dr. Susan Wegmann, Baptist College of Florida

36. Craft and Structure: Generative Vocabulary Instruction
Step 1: Start with the basic premise that “if you
learn one word, you actually learn ten.” Focus on
the root word.
Web resource: onelook.com
Step 2: Next, take frequent opportunities to model
vocabulary problem-solving using knowledge of a
key base word and root.
Step 3: As an integral component of generative
vocabulary instruction, be constantly on the
lookout for meaningful key words, already known
to students, that can be used as automatic
problem-solving prompts.
38Dr. Susan Wegmann, Baptist College of Florida

37. Integration of Knowledge and Ideas: Review/New Chart
39Dr. Susan Wegmann, Baptist College of Florida

38. Range of Reading and Level of Text Complexity: Online Utility
http://www.online-utility.org/english/readability_test_and_improve.jsp
Number of
characters (without
spaces) :
2,213.00
Number of words : 436.00
Number of
sentences :
26.00
Average number of
characters per word
:
5.08
Average number of
syllables per word :
1.67
Average number of
words per sentence:
16.77
Indication of the number of years of formal education that a person
requires in order to easily understand the text on the first reading
Gunning Fog index : 13.31
Approximate representation of the U.S. grade
level needed to comprehend the text :
Coleman Liau index : 12.31
Flesch Kincaid Grade
level :
10.71
ARI (Automated
Readability Index) :
10.86
SMOG : 13.19
40Dr. Susan Wegmann, Baptist College of Florida

39. Resources for Leadership and the Common Core
1. Central Carolinas Regional Education Service Alliance:
http://www.ccresa.net/common-core-resources/leadership-and-the-
common-core/
2. Mel Ridile, Secondary Principal Scoop It Page:
http://www.scoop.it/t/common-core-state-standards-resources-for-school-
leaders?sc_source=http%3A%2F%2Fwww.nassp.org%2Fknowledge-
center%2Ftopics-of-interest%2Fcommon-core-state-standards
3. Common Core Toolkit for Principals:
http://www.geraldaungst.com/blog/2012/12/common-core-toolkit-for-
principals-part-1/
4. Common Core Institute: Priorities for Principals
http://commoncoreinstitute.org/principalpriorities.aspx
5. National Association of Elementary School Principals: Implementation
Guide: http://www.naesp.org/communicator-january-2013-final/twelve-key-
common-core-shifts-action-steps-principals
41Dr. Susan Wegmann, Baptist College of Florida

40. For cost, from Education Week Leadership Forums:
Road Maps to the Common Core:
http://www.edweekevents.org/common-core-success-
virtual/register/?intc=EM-EVNT-7.16
$99 includes:
• eBook The Education Week e-book Implementing
Common Standards: How School Districts Are Preparing
for the New Math and Reading Standards
• The Education Week Spotlight on the Common Core
• A certificate of completion
• Access to videos for 3 months, may use them for school-
wide in-service training
42Dr. Susan Wegmann, Baptist College of Florida

41. References
Beck, I., McKeown, M., Hamilton, R., & Kucan, L. (1997) Questioning The
Author: An Approach For Enhancing Student Engagement With Text.
International Reading Association, Newark, DE.
Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark,
DE: International Reading Association.
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the Common
Core: Accelerating Achievement. Portsmouth, NH: Heinemann.
Kucan, L., & Palincsar, A. S. (2013). Comprehension Instruction Through Text-
based Discussion. Newark, DE: International Reading Association. Book and
DVD.
McLaughlin, M., & Overturf, B. J. (2013) The Common Core: Teaching K-5
Students to Meet the Reading Standards. Newark, DE: International Reading
Association.
National Governors Association Center for Best Practices & Council of Chief
State School Officers. (2010). Common Core State Standards for English
language arts and literacy in history/social studies, science, and technical
subjects. Washington, DC: Authors. Retrieved from
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Neuman, S., & Gambrell, L. B. (2013). Quality Reading Instruction in the Age of
Common Core Standards. Newark, DE: International Reading Association.
43Dr. Susan Wegmann, Baptist College of Florida

42. http://www.scoop.it/t/common-core-state-standards-by-
susan-wegmann
44Dr. Susan Wegmann, Baptist College of Florida

43. Un-Common Resources for the Common Core:
School-wide Ideas to Bridge the
Informational Text and
Disciplinary Literacy Gap
Dr. Susan Wegmann
Baptist College of Florida
PAEC Leadership Conference
July 18, 2013 - 10:55 – 11:55
All resources found on http://www.scoop.it/t/common-core-state-standards-by-susan-wegmann
Presentation found on SlideShare: www.slideshare.net/swegmann
E-mail: Sjwegmann@baptistcollege.edu