common core state standard: english language arts ospi /esd llc team

Common Core State Standard: ENGLISH LANGUAGE ARTS

OSPI /ESD LLC TEAM

Common Core State StandardsOur goals for today…

Participants will…• Take a glimpse at the past and a peek at the

future• Navigate the document• Glance into the content strands• Consider implications for your work• Review resources and coming events

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Common Core State Standards

Source: www.corestandards.org

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• Define the knowledge and skills students need for college and career

• Developed voluntarily and cooperatively by states; more than 40 states have adopted

• Provide clear, consistent standards in English language arts/Literacy and mathematics

Washington State’s Implementation Timeline

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: Awareness and Understanding, Alignment, and Adoption

Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials

Phase 3: Classroom Transitions

Phase 4: Statewide Implementation through the Assessment System

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Common Core State Standards in English Language Arts

A glance at the content

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Current WA Standards (GLEs) – Grades K-10

Common Core ELA Standards – Grades K-12

Reading Writing

Communication

(includes Speaking and

Listening)

Language

Media & Tech

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The ELA Document Structure

• K-5 page 11

– Reading

• Foundational Skills

– Writing

– Speaking and

Listening

– Language

6-12 page 35

Reading

Writing

Speaking and Listening

Language

Literacy in History/Social

Studies, Science, and

Technical SubjectsAppendices A, B, C

Introduction page 10

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College and Career Readiness Anchor Standards for ELA

College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards

• Reading - 10• Writing - 10• Speaking and

Listening - 6• Language - 6

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Introduction

Locate the introduction Answer questions #1- 3

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Reading Strand • Reading Anchor Standards K-5 page 10

• Reading Literature Standards page 11

• Reading Informational Standards page 13

• Foundational Skills Standards page 15

• Reading Anchor Standards 6-12 page 35

• Reading Literature Standards page 36

• Reading Informational Standards page 39

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Reading

Grade LevelsStrand

StrandAbbreviation

Sub-heading

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Reading Sub-headings• Reading

– Key Ideas and Details– Craft and Structure– Integration of Knowledge and Ideas– Range of Reading and Level of Text Complexity

Foundational Skills (K-5 only)– Understanding concepts of print– Phonological awareness– Phonics and word recognition – Fluency

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Reading Task

Scavenger Hunt questions (# 4,5,6)

What stands out regarding content and/or

organization?

Share out

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Writing Strand• Writing Anchor Standards K-5 page 18 • Writing K-5 Standards page19

• Writing Anchor Standards 6-12 page 41

• Writing 6-12 Standards page 42

• Introduction– Definition of writing

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Writing Sub-Headings• Writing

– Text types and Purposes– Production and Distribution of Writing– Research to Build and Present Knowledge

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Writing Task

Scavenger Hunt questions (# 7,8)

What stands out regarding content and/or

organization?

Share out

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Speaking and Listening Strand Speaking and Listening Anchor Standards K-5

page 22 Speaking and Listening K-5 Standards page 23

Speaking and Listening Anchor Standards 6-12 page 48

Speaking and Listening 6-12 Standards page 49

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Speaking and Listening Sub-headings Speaking and Listening

Comprehension and Collaboration Presentation of Knowledge and Ideas

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Speaking and Listening Task

Scavenger Hunt questions ( # 9,10)

What stands out regarding content and/or

organization?

Share out

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Language• Language Anchor Standards K-5 page 25

• Language K-5 Standards page 26

• Language Anchor Standards 6-12 page 51

• Language 6-12 Standards page 52

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Language Sub-headings Language

Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

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Language Task:

Scavenger Hunt questions (# 11, 12) What stands out regarding content and/or

organization? Share out

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Literacy Standards for History/Social Studies, Science, and Technical Subjects

• Reading Anchor Standards page 60

• Reading Standards for Literacy in History/Social Studies 6-12 page 61

• Reading Standards for Literacy in Science and Technical Subjects 6-12 page 62

• Writing Anchor Standards page 63

• Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 page 64

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History / Social StudiesScience, and Technical Subjects Task:

Scavenger Hunt questions (# 13 ) What stands out regarding content and/or

organization? Share out

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Example of Grade-Level Progression in Reading

CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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An example of CCSS Integrated Literacy

Writing standard 9 – Grade 49. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

W.4.9aW.4.9b

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An example of CCSS Integrated Technology

Reading Standard 7– Grade 87. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

technologyspeaking OR writing

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Three Appendices Include Valuable Information

Scavenger Hunt questions (# 14, 15, 16 ) What stands out regarding content and/or

organization? Share out

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Appendix A Research and evidence Glossary of key terms Overview of each strand Text complexity Conventions grade-level chart

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Appendix B:Reading Text Exemplars with Sample Performance Tasks

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Appendix C : Annotated Student Writing Samples

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Appendix C : Annotated Student Writing Samples

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What instructional shifts do you see? Share out

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ELA / Literacy: 6 Major Shifts for Teachers to Consider

• Balance of Literary and Informational Texts

• Literacy in the Content Areas

• Increased Complexity of Text

• Text-based Questions and Answers

• Writing Using Evidence

• Academic Vocabulary

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Balance of Literary and Informational Texts

Literature includes–Stories–Drama–Poetry

Informational Text includes•Literary Nonfiction

– Personal essays– Speeches– Opinion pieces– Biographies– Memoirs

Grade Level Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

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Literacy in the Content

• At K-5– Emphasis on literary experiences in content

specific domains– Instruction in science and history/social studies

• Grades 6-12– Teaching content specific literacy– Reading is critical in building knowledge in content

areas

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Increased Complexity of Texts

Staircase of complexity

Each grade level, step of growth

More time for close and careful reading Appropriate and necessary scaffolding and

supports for students reading below grade level

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Text complexity is defined byw of Text Complexity

Qua

litat

ive2. Qualitative measures – levels of

meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task

3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

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Text-based Questions and Answers

Rich discussions dependent on common text

Focus on connection to text Develop habits for making evidence based

arguments in discussion and writing

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Writing Using Evidence

• Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts

• Focus on the use of reason and evidence to substantiate an argument or claim

• Emphasize ability to conduct research – short projects and sustained inquiry

• Require students to incorporate technology as they create, refine, and collaborate on writing

• Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)

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Balance of Writing Text Types

Grade Level To Persuade (Argumentative)

To Explain (Informative)

To Convey Experience (Narrative)

4 30% 35% 35% 8 35% 35% 30%

12 40% 40% 20%

• In grades K-5, the term opinion refers to persuasive writing • Argumentative is a form of persuasion but brings in evidence

from both sides of the issue.• Narrative strategies are important component to developing

both argumentative and explanatory writing• Technology will be used to create, refine and collaborate writing

Academic Vocabulary

Vocabulary to access grade-level, complex

texts

Vocabulary that crosses content Focus on pivotal, commonly found words,

such as consequently, generation

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A Focus from “The Big Ideas”

Strongest Messages– Shift to higher-level thinking skills– Increased focus on Informational text in all subject

areas– Rigor regarding depth and focus, quality over quantity– Writing using texts and evidence

The move toward “career and college readiness”…– CCSS add grades 11 and 12– Greater focus on increasing text complexity, argumentative

writing, research skills from early grades– WA strength at K-3 / student goal setting

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Reflection:

What key messages stand out for you?

How will this impact your responsibilities and work?

What questions do you still have?

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For More Information

• Common Core Website: http://www.corestandards.org/the-standards

• Common Core Questions:– Email: corestandards@k12.wa.us

Hunt Institute Videos– http://www.youtube.com/watch?v=9IGD9oLofks&f

eature=player_detailpage (overview)

– http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related (writing)

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Thank you.

corestandards@k12.wa.us