denise wright, bcps elementary instructional coach

Denise Wright, BCPS Elementary Instructional Denise Wright, BCPS Elementary Instructional CoachCoach

OVERVIEW OF THE OVERVIEW OF THE ELA COMMON CORE ELA COMMON CORE STATE STANDARDSSTATE STANDARDS

Participants will gain an understanding of the design and organization of the CCSS document.

Design

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There are four strands:

• Reading + Reading Foundational Skills K-5

• Writing• Speaking and Listening• Language

The ELA Common Core supports an integrated model of literacy.

There are media requirements blended throughout.

Reading Foundational SkillsGrades K-5

• Print concepts (K−1)

• Phonological awareness (K−1)

• Phonics and word recognition (K−5)

• Fluency (K−5)

College and Career Readiness (CCR)College and Career Readiness (CCR) Anchor Standards Anchor Standards

The CCR Anchor Standards:

• Have broad expectations consistent across grades and content areas.

• Are based on evidenceabout college and workforce training expectations.

• Expect instruction to cover a broad range of increasingly challenging text.

CCR Anchor Standards

The CCR Anchor Standards “anchor” the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

Each CCR Anchor Standard has an accompanying grade-specific standard that translates the broader CCR statement into grade-appropriate end-of-year expectations.

Grade Specific Standards

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K−12 Standards:

• Are grade-specific end-of-year expectations.

• Are developmentally appropriate. There is a cumulative progression of skills and understandings.

• Have a one-to-one correspondence with CCR Anchor Standards.

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CCR ANCHOR STANDARD CCSS GRADE SPECIFIC STANDARDCollege and Career Readiness Anchor Standards for Reading

Reading Literature

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

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

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

GRADE 3

Annotating the Anchors

1. Circle every strand in the CCR Anchor Standards.2. Underline the clusters.3. Place a star next to the most challenging Anchor Standard in each strand.

Intentional Design Limitations

The Standards do NOT define:

• How teachers should teach.• All that can or should be taught.• The nature of advanced work beyond the core.• The interventions needed for students well below

grade level.• The full range of support for English Language

Learners and students with special needs.• Everything needed to be college and career ready.

Balanced Literacy

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CROSSWALKING CROSSWALKING WITH THE WITH THE

STANDARDSSTANDARDSParticipants will recognize the

rigor and specificity in the new CCSS.

Crosswalk Document Activity

• Using the rubric provided and the Crosswalk handout, identify the level of alignment between the NC ELA Standard Course of Study and the ELA Common Core State Standards.

• Place the alignment score in the “Comments” section of the Crosswalk - selected pages are provided for K-5, 6-12 grade spans.

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Crosswalk Activity Rubric

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3 The concepts and skills of the NC ELA Standard Course of Study are strongly aligned to the concepts and skills in the English Language Arts Common Core State Standards.

2 The concepts and skills of the NC ELA SCOS are reasonably aligned to the concepts and skills in the ELA CCSS.

1 The concepts and skills of the NC ELA SCOS are minimally aligned to the concepts and skills in the ELA CCSS.

NE The standard is a new expectation found in the CCSS.

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VERTICALALIGNMENT

Participants will recognize the K-12 progression of grade level expectations for the Standards and their

connection to the Anchor Standards. They will determine and compare the skill

requirements between two grade levels.

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Grow a Standard

Grow a Standard

• Begin with the CCR Anchor Standard (in bold).

• Put the puzzle pieces in order from basic to more sophisticated expectations.

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Answers: Speaking and Listening (SL.3)K-5

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Answers: Speaking and Listening (SL.3)

K-5

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Looking Deeper at Vertical Alignment

How do the anchor standards translate through the grades?

Directions:•For each standard, mark the changes at each grade level. (What’s different?)

•Revisit two grade-level standards that are side-by-side and focus on the differences between the two. What are the different expectations for students?

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1. How does vertical alignment speak to

classroom instruction?

2. What other ways can you use vertical alignment?

3. How does vertical alignment help teachers understand where scaffolding might be needed as they assist all students in accessing the content?

Reflection