common core ela overview angstrom

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Highlights from The Path to College and Careers:What Prospective Educators Need to Know about the Common

Core State Standards for ELA/Literacyfrom Common Core State Standards Higher Education Institute, Feb. 5-6, 2013, Orlando, FL  

English Language Arts

 Anne Angstrom, Ph.D.Edison State CollegeSchool of Education

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The Common Core Path to College

and Careers

Engage withComplex

Text

Extract andEmploy 

Evidence

BuildKnowledge

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Key Features and Their

Implications1. Backmapping

2. Coordinated Structure

3. Challenging Text4. Disciplinary Literacy 

5. Informational Text

6. Close Reading

7. Multiple Texts

8.  Writing About Texts

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Backmapping Common Core standards began with college/career

readiness standards and backmapped from there

Coordinated Structure Common Core State Standards have very strongprogressions and an informative organization thatrequires attention; can be followed from grade level tograde level; strong connections acrosscomprehension, oral language, and writing

Challenging Text Text difficulty is central and all cognitive skills have tobe executed with texts of a specified difficulty range;Greater need to scaffold (cognitive, motivational)

challenging reading (neither reading the texts tostudents nor telling them what they say)

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Disciplinary Literacy  The Common Core State Standards requires specializedreading emphasis for history/social studies andscience/technical subjects

These are disciplinary standards, not content areareading standards—the idea is not how the applicationof generalizable reading and study strategies to subjectmatter but how to read in the specialized ways requiredfor a disciplinary reading

Informational Text Common Core Standards require the teaching of comprehension within both informational and literary texts

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Close Reading •The Common Core standards are based more onliterary theory (“New Criticism”) 

•Great emphasis on the information in the text (andin the use of such information as evidence)•Great emphasis on analyzing how text works

•Less time on background information,comprehension strategies, picture walks, etc. (thoughthese still can be brought in by teachers inappropriate ways)

•Greater emphasis on careful reading of a text,

 weighing of author’s diction, grammar, andorganization to make sense of the text (moreattention to how text works, tone, authorperspective)

*Greater emphasis on text-dependent questions

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Multiple Texts •CCSS emphasize the interpretation of multiple textsthroughout (at all grade levels, and in reading, writing, andoral language; 12-15% of the ELA standards mention

multiple texts explicitly)

•Most of this emphasis is on comparisons of informationand features across texts (synthesis plays big role too,especially as one moves up the grades)

•There will be a greater need for combinations of texts thatcan be used together ; text synthesis (how to combine theinformation from multiple sources into one’s own text orpresentation); and comparative evaluation

 Writing AboutTexts

Greater emphasis on: (1) writing summaries of texts, (2) writing based on text models, (3) writing analyses andcritiques of texts, (4) writing syntheses of text

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Where are we?

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Where are we going?

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Text Complexity and Grade-Level

Bands Each band represents complexity, quality, and range of 

student reading within the grade levels.

Emphasis on multidisciplinary integration of texts. Texts may present opposing points of view.

 Assessment questions will be text-dependent, whichmeans they will require students to do a close reading

to seek text-based evidence.

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Three-Part Model for Measuring

Text Complexity

Quantitative: measuredby computer software

(word length & frequency,sentence length)Qualitative: measured by human reader (differences

in language, purpose of text, clarity, knowledge

demands) 

Reader and Text:measured by the teacher(Does the task and text

meet the student?) 

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How do we measure text

complexity as teachers?1. Look for texts to consistently get them out of their

comfort zones.

“Three Bears Approach”Not too easy, not too hard, just right!

2.  A variety of texts can add complexity and allow forthe transfer of skills from one genre to another.

3. The way we layer texts by bundling them createsopportunities for layering meaning. We can comparestructure, vocabulary, content, concept, points of  view.

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Summing it up…  We need to know our students—their reading

backgrounds, vocabulary, familiarity with genres andtext structures.

 We must create a good match between the task andthe text. The more complex the concept we need toteach, the more accessible the text should be.

 We don’t need to put exit-level texts in front of 

students before they are ready for them. We mustconsistently work up to them.

--Sarah Brown Wessling

 www.teachingchannel.org 

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Application: Instructional

Strategies The Socratic Seminar

Teaching The N Word With Socratic Seminar 

Socratic Seminar: Patience and Practice 

 Approaching Shakespeare through Soliloquy Writingand Performance

Soliloquy to Love 

The Intertextual Triad

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Additional Resources Common Core Standards for ELA  

Common Core Resources from IRA  

PARCC Sample Assessment Items  http://www.achievethecore.org/steal-these-tools 

http://www.achievethecore.org/steal-these-tools/professional-development-

modules/understanding-text-dependent-questions  www.teachingchannel.org