cumberland county schools ela common core

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Cumberland County SchoolsELA Common Core

Middle/High Cluster - November 2, 2011

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Where Are We Going? How are we getting there?

• Share the timeline for rolling out information

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Timeline for Introducing ELA CCSSApril 2011 Formed District CCSS

Grade-Level Teams

June- July 2011

CCSS Teams Trained and Developed Resources & Support Documents

August - Countywide

Teams Provided an Overview of & Access to Grade-Specific Documents

November Leadership Presentation of CCR and CCSS Docuemtns for Administrators

December Teams Develop Resources and Support Documents & Examine CCSS

January 2012 Teams Present CCSS PD

February Examining CCSS ELA Documents System-wide PD

March Teams Continue Developing Grade-Specific Documents

April Teams Continue Developing Grade-Specific Documents

Summer 2012 – School Year 2013

Grade Specific – Content Specific PD

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Where to Find Information

• http://ccscandi.wikispaces.com/

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Understanding the Common Core: There Are No Short Cuts

• The patterns and system that make up the common core are brilliantly designed.

• The document, however, is dense.• You must “dig-in” and spend time with the

document.

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AGENDANovember 2, 2011

• Design and Organization• Grade-Specific Standards and the Spiral Effect• Domains and Clusters• Unwrapping the Standards

Design

04/22/2023 • page 7

Three main sections• K−5 (cross-disciplinary)• 6−12 English Language Arts• 6−12 Literacy in History/Social Studies,

Science, and Technical Subjects

Shared responsibility for students’ literacy development

Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance tasks• C: Annotated student writing samples

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Expected Outcomes…

• Acquire a deeper understanding of the CCR Anchor Standards as it relates to CCSS.

• Explore strategies for introducing and discussing the New CCSS.

• Gain a clearer understanding of grade-appropriate relevance and rigor in the classroom.

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Design

Four strands• Reading • Writing• Speaking and Listening• Language

An integrated, balanced model of literacy

Media requirements blended throughout

Design – College and Career Readiness Anchor Standards

04/22/2023 • page 10

College and Career Readiness (CCR) anchor standards• Broad expectations

consistent across grades and content areas• Based on evidence

about college andworkforce trainingexpectations

• Range and content

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Design – Grade Specific Standards

K−12 standards• Grade-specific end-of-

year expectations• Developmentally

appropriate, cumulative progression of skills and understandings

• One-to-one correspondence with CCR standards

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Design – Domain

K−12 standards• Subheadings• Found in each of the

strands

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Design – Cluster

K−12 standards

• The group of standards located under each of the domains

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CCR Anchor Standards

Grade Specific Standards

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CCR Alignment with CCSS

Align Down Teach Up

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

R.CCR.5

“A path or course to run in small steps.”

Curriculum Development

CCR Anchor Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Kindergarten Grade-Specific Standards

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The “Spiral Effect” metaphor relates to the ascending level of difficulty embedded in the content of each succeeding grade-specific standards as it approaches the CCR Anchor Standard.

As students move along the plane of a particular learning trajectory, they study the same expectation each year at ever increasing increments of complexity and sophistication.

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Example of the “Spiral Effect”

“PLUS”

College and Career Anchor Standard for Reading:

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Reading Standard for Informational Text RI.5

Kindergarten

Grade 1

Grade 2

Grade 3

Identify the front cover, back cover, and title page of a book.

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Grade 4

Grade 5

Grade 6

Grade 7

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

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.

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Grade 8

Grade 9-10

Grade 11-12

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.

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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.

The student will know: (Skills) The structure of non-fiction text and how that structure impacts the student’s understanding of the text.

“PLUS”

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Reading Informational Standards

Activity 1: Directions1. Examine the grade-specific standards for

Reading Informational Standard 42. Work in pairs, or with table groups, to

highlight or underline the new skills and concepts “added” to each grade level from the prior year.

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Activity 1: Thinking Point

What part of the anchor is emphasized in the grade-specific standard?

How might referring to the anchors help teachers plan instruction?

Why are these anchors important?

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Domain

Cluster

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Writing Domains

•Text Types and Purposes

• Production and Distribution of Writing

• Research to Build and Present Knowledge

• Range of Writing

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Activity 2: Domain Sort

Directions:1. Examine the anchor standards for Writing.

2. Work in pairs, or with table groups, sort the standards into their corresponding domains.

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Activity 2: Thinking Point

• How do the clustered standards support the domain title?

• How might referring to the domain help teachers plan instruction?

• Why are these domains important when thinking about integration and balanced literacy?

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Unwrapping the Standards

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Unwrapping the StandardsStep 1: Select a Standard

Step 2: Concepts

Step 3: Skills

Step 4: Create a Graphic Organizer

Reflection -

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Activity 3 : Unwrapping the Standards

Directions:1. Examine the Sixth Grade Reading

Information Text Standard 5 (RI.6.5)

2. Work in pairs, or with table groups, complete steps 1-4 to “unwrap” the standard.

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R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. STEP 1: select the standard for the “unwrapping” process: RI.6.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,

electronic menus, icons) to locate key facts or information in a text efficiently.

STEP 2: Concepts – underline the key concepts, the important nouns or known phrases. What students need to know:

STEP 3: Skills – circle or use capital letters to identify verbs. What students must be able to do:

STEP 4: Create a Graphic Organizer REFLECTION: What strategies do you use to teach the skills and concepts identified in the grade specific standard in you classroom?

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Activity 3: Thinking Point

Reflection: What strategies do you use in your classroom to teach the skills and concepts identified in the grade specific standard?

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Where Are we going? How are we getting there? How will we know that we are

there?

How will you use the information shared today?