common core state standard: english language arts ospi /esd llc team
TRANSCRIPT
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
3
Common Core State Standards
Source: www.corestandards.org
4
• 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
5
Common Core State Standards in English Language Arts
A glance at the content
6
Current WA Standards (GLEs) – Grades K-10
Common Core ELA Standards – Grades K-12
Reading Writing
Communication
(includes Speaking and
Listening)
Language
Media & Tech
7
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
8
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
9
Introduction
Locate the introduction Answer questions #1- 3
10
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
11
Reading
Grade LevelsStrand
StrandAbbreviation
Sub-heading
12
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
13
Reading Task
Scavenger Hunt questions (# 4,5,6)
What stands out regarding content and/or
organization?
Share out
14
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
15
16
Writing Sub-Headings• Writing
– Text types and Purposes– Production and Distribution of Writing– Research to Build and Present Knowledge
17
Writing Task
Scavenger Hunt questions (# 7,8)
What stands out regarding content and/or
organization?
Share out
18
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
19
20
Speaking and Listening Sub-headings Speaking and Listening
Comprehension and Collaboration Presentation of Knowledge and Ideas
21
Speaking and Listening Task
Scavenger Hunt questions ( # 9,10)
What stands out regarding content and/or
organization?
Share out
22
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
23
24
Language Sub-headings Language
Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use
25
Language Task:
Scavenger Hunt questions (# 11, 12) What stands out regarding content and/or
organization? Share out
26
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
27
History / Social StudiesScience, and Technical Subjects Task:
Scavenger Hunt questions (# 13 ) What stands out regarding content and/or
organization? Share out
28
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.
29
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
30
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
31
Three Appendices Include Valuable Information
Scavenger Hunt questions (# 14, 15, 16 ) What stands out regarding content and/or
organization? Share out
32
Appendix A Research and evidence Glossary of key terms Overview of each strand Text complexity Conventions grade-level chart
33
Appendix B:Reading Text Exemplars with Sample Performance Tasks
34
Appendix C : Annotated Student Writing Samples
35
Appendix C : Annotated Student Writing Samples
36
What instructional shifts do you see? Share out
37
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
38
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%
39
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
40
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
41
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.
42
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
43
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)
44
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
46
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
47
Reflection:
What key messages stand out for you?
How will this impact your responsibilities and work?
What questions do you still have?
48
For More Information
• Common Core Website: http://www.corestandards.org/the-standards
• Common Core Questions:– Email: [email protected]
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)
49
Thank you.