Challenging the Common: Recreating the Text Exemplars for the Common Core

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Gavin Burke
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1 Challenging the Common: Recreating the Text Exemplars for the Common Core Elizabeth Burns, W.W. Burrows Elementary Kasey Garrison, Charles Sturt University Sue Kimmel, Old Dominion University

2 Appendix B A list of text samples chosen to exemplify the level of complexity and quality that students in a given grade should engage with. Our analysis focuses only on the fiction stories and read- aloud stories at the elementary level

3 Criteria Complexity qualitative and quantitative indices of inherent text difficulty balanced with educators professional judgment in matching readers and texts in light of particular tasks. Quality Classic or historically significant texts Contemporary texts of comparable literary merit, cultural significance and rich content. Range As broad a range of sufficiently complex, high quality texts as possible Initial publication date, authorship & subject matter

4 K-1 Read-Aloud Stories

5 K-1 Stories

6 2-3 Read-Aloud Stories

7 2-3 Stories

8 4-5 Stories

9 Who Selected the Texts? Teachers, educational leaders and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band.

10 Selecting Text Exemplars Exemplify the level of complexity and quality that the standards require Suggestive of the breadth of texts that students should encounter in the text types required in the standards. Useful guideposts in helping educators select texts of similar quality and range for their own classrooms.

11 They expressly do not represent a partial or complete reading list.

12 Marketing Appendix B

13 Marketing Appendix B

14 Marketing Appendix B

15 Publication Year Range & Mean

Number of Exemplar Titles Genres of the Stories (N=48) 25 20 21 15 10 8 8 11 5 0

16 Number of Exemplar Titles Genres of the Stories (N=48) Fantasy Historical Fiction Contemporary Realism Folk tales, Fairy tales, & Myths

17 Story Settings Undefined- 24; Imaginary- 5

18 Gender of the Protagonists 77% 40%

19 Race/Ethnic Background of Protagonists Other/Unknown Native American Latin American Asian/Asian American African/American European/European American

20 27% of Titles had Animal Protagonists.

Ages of the Protagonists by List Level Age Groups K-1 2-3 4-5 Totals >8 years 6 3

21 Ages of the Protagonists by List Level Age Groups K Totals >8 years years Teens Adults Elderly All

22 Major Award Winners

23 Appendix A Text Complexity # syllables, sentence length e.g. Lexile Qualitative Themes Text structure Purpose for reading Reader interest Quantitative Reader & Task

24 A staircase

25 Pushing the challenge level to high for some students, especially struggling readers, could lead to frustration and decreased motivation, which in turn could stall, or even curtail, their reading growth (Williamson, Fitzgerald & Stenner, 2013).

26 Reader & Task: Finding the Sweet Spot Williamson, Fitzgerald & Stenner, 2013 Degree of teacher support Match with background knowledge, interest, motivation, and text content Whether the reader is advanced or struggling compared with typical developing reader The task or purpose for reading

27 AASL Standards In this increasingly global world of information, students must be taught to seek diverse perspectives, gather and use information ethically, and use social tools responsibly and safely (Common Beliefs) Read widely and fluently to make connections with the self, the world, and previous reading.

28 Contrasting Criteria Common Core Complexity Matching readers & texts Quality Classic or historically significant Literary merit, cultural significance, rich content Range Pub date, authorship, subject matter Empowering Learners Up To Date Multiple genres Appeal to differences: Age Gender Ethnicity Reading abilities Information needs Reflects the needs of learners from a variety of backgrounds and cultures with diverse abilities and aspirations.

29 Developing New Criteria Currency Appeal Diversity Cultural Viewpoints Genres

30 Group Work Brainstorm a list of culturally relevant titles for a grade level or range Rank them by text complexity (as you recall) Purpose: to create an antidote list to Appendix B contemporary, more diversity in gender, ethnicity, & settings, people not animals.

31 Group Work Using the above link- Access the Google Doc Collaborate to create a new exemplar list

Appendix A: NAPLaN Reading Skills by Proficiency Band

Appendix A: NAPLaN Reading Skills by Proficiency Band NAPLaN Comprehension Skills by Proficiency Band PB Finds clearly stated information in the first sentence of an illustrated information text. 1 Locates