common core state standards ela workgroup 2012

English Language Arts Common Core Standards

Orting School District CCSS ELA Workgroup March and April 2012

Adapted from Ohio Department of Education and information from Washington’s CCSS Leadership Summit

Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012

Introduction to ELA CCSSFeatures David Coleman and Sue Pimentel,

writers of the ELA CCSS

http://www.youtube.com/watch?v=d1MVErnOD7c





STRUCTURE & FRAMEWORK


StrandsStrands

TopicsTopics

Standard Statements

by Grade Level

Standard Statements

by Grade Level

Standards Statements

by Grade Level


by Grade Level


by Grade Level


by Grade Level

“What” students should know and be

able to do at each grade level and

band.

The main focus of the content within each

strand.

The major areas or disciplines of study within

each content area.

ELA Common Core Standards Framework


Writing Strand 10 Standard Statements

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Speaking and

Listening Strand

6 Standard Statements

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Language Strand


Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Reading Strand 24 Standard Statements

Literature(10)

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Informational Text(10)

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Founda-tional Skills

(4) K- 5 only

Topi

cSt

anda

rd S

tate

men

tTo

pic

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t



Reading Strand

Writing Strand

Speaking and

Listening Strand

Language Strand



Reading Strand

Topics (4)

Writing Strand

Topics (4)

Speaking and

Listening

Topics (2)

Language Strand

Topics (3)



Reading Strand

Key

Idea

s an

d D

etai

ls

Craft

and

Str

uctu

re

Inte

grati

on o

f Kno

wle

dge

and

Idea

s

Rang

e of

Rea

ding

and

Lev

el

of T

ext C

ompl

exity

Writing StrandTe

xt T

ypes

and

Pur

pose

s

Prod

uctio

n an

d Di

strib

ution

of

Writi

ng

Rese

arch

to B

uild

Kno

wle

dge

Rang

e of

Writi

ng

Speaking and

Listening Strand

Com

preh

ensi

on a

nd

Colla

bora

tion

Pres

enta

tion

of K

now

ledg

e an

d Id

eas

Language Strand

Conv

entio

ns o

f St

anda

rd E

nglis

h

Know

ledg

e of

Lan

guag

e

Voca

bula

ry A

cqui

sitio

n an

d U

se


Reading Strand

Reading: Literature

Key

Idea

s an

d D

etai

ls

Stan

dard

Sta

tem

ent

1

Stan

dard

Sta

tem

ent 2

Stan

dard

Sta

tem

ent 3

Craft

and

Str

uctu

re

Stan

dard

Sta

tem

ent 4

Stan

dard

Sta

tem

ent 5

Stan

dard

Sta

tem

ent 6

Inte

grati

on o

f Kno

wle

dge

and

Idea

s

Stan

dard

Sta

tem

ent 7

Stan

dard

Sta

tem

ent 8

Stan

dard

Sta

tem

ent 9

Rang

e of

Rea

ding

and

Le

vel o

f Tex

t Com

plex

itySt

anda

rd S

tate

men

t 10

Reading: Informational Text

Key

Idea

s an

d D

etai

ls

Stan

dard

Sta

tem

ent 1

Stan

dard

Sta

tem

ent 2

Stan

dard

Sta

tem

ent 3

Craft

and

Str

uctu

re

Stan

dard

Sta

tem

ent 4

Stan

dard

Sta

tem

ent 5

Stan

dard

Sta

tem

ent 6

Inte

grati

on o

f Kno

wle

dge

and

Idea

s

Stan

dard

Sta

tem

ent 7

Stan

dard

Sta

tem

ent 8

Stan

dard

Sta

tem

ent 9

Rang

e of

Rea

ding

and

Le

vel o

f Tex

t Com

plex

itySt

anda

rd S

tate

men

t 10

Reading: Foundationa

l Skills

Prin

t Con

cept

sSt

anda

rd S

tate

men

t 1

Phon

olog

ical

Aw

aren

ess

Stan

dard

Sta

tem

ent 2

Phon

ics

and

Wor

d R

ecog

nitio

nSt

anda

rd S

tate

men

t 3

Flue

ncy

Stan

dard

Sta

tem

ent 4

Sub Strands

Topics

Standards Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012

Writing Strand

Text Types and

Purposes

Standard Statement

1

Standard Statement

2

Standard Statement

3

Production and Distribution of

Writing

Standard Statement

4

Standard Statement

5

Standard Statement

6

Research and Presentation of

Knowledge

Standard Statement

7

Standard Statement

8

Standard Statement

9

Range of

Writing

Standard Statement

10

Topics

Standards


Speaking and Listening Strand

Comprehension and Collaboration

Standard Statement

1

Standard Statement

2

Standard Statement

3

Presentation of Knowledge and Ideas

Standard Statement

4

Standard Statement

5

Standard Statement

6

Topics

Standards


Language Strand

Conventions of Standard English

Standard Statement

1

Standard Statement

2

Knowledge of

Language

Standard Statement

3

Vocabulary Acquisition and Use

Standard Statement

4

Standard Statement

5

Standard Statement

6

Standards

Topics


Writing Strand 10 Standard Statements

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Speaking and

Listening Strand


Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Language Strand


Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Reading Strand 24 Standard Statements

Literature(10)

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Informational Text(10)

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t

Stan

dard

Sta

tem

ent

Founda-tional Skills

(4) K- 5 only

Topi

cSt

anda

rd S

tate

men

tTo

pic

Stan

dard

Sta

tem

ent

Topi

cSt

anda

rd S

tate

men

t


Strands

Topics

Standard Statement

ELA Common Core Format


Common Core Coding

• RL = Reading for Literature• RI = Reading for Information • RF = Reading Foundations• W = Writing• SL = Speaking and Listening• L = Language


Sample Code

RL.1.1

Reading Literature Standard 1

Grade 1


CCSS Coding Quiz

W.4.3Writing, Grade 4, Standard 3

RF.2.4Reading Foundations, Grade 2, Standard 4

L.10.3aLanguage, Grade 10, Standard 3a


Complete questions 1-10 in the Understanding the English Language Arts Common Core State Standards handout.

Practice #1


ADDITIONAL COMPONENTS


• Broad, foundational standards that define skills that students must demonstrate in order to be college and career ready.– Example: CCR.R.6• Assess how point of view or purpose shapes the

content and style of a text.

Anchor Standards


• Each strand has a set of College and Career Readiness Anchor Standards (CCR)– Reading – 10 Anchor Standards– Writing – 10 Anchor Standards– Speaking and Listening – 6 Anchor Standards– Language – 6 Anchor Standards

Anchor Standards


http://corestandards.org/the-standards/english-language-arts-standards/anchor-standards-6-12/college-and-career-readiness-anchor-standards-for-reading/

http://corestandards.org/the-standards/english-language-arts-standards/anchor-standards-6-12/college-and-career-readiness-anchor-standards-for-writing/

http://corestandards.org/the-standards/english-language-arts-standards/anchor-standards-6-12/college-and-career-readiness-anchor-standards-for-speaking-and-listening/

http://corestandards.org/the-standards/english-language-arts-standards/anchor-standards-6-12/college-and-career-readiness-anchor-standards-for-language/

Writing Standard 8Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Grade 3: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Grade 6: Gather relevant information from multiple print and digital sources; assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Grade 9: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Anchor Standards


Complete questions 11-13 in the Understanding the English Language Arts Common Core State Standards.

Practice #2


LITERACY IN CONTENT AREAS


• Standards for reading and writing in:– Science– Social Studies– History– Other Technical Subjects*

*A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music. (CCSS Glossary)

Literacy in History/Social Studies, Science, and Technical Subjects


Literacy in Other Disciplines

http://www.youtube.com/watch?v=1zHWMfg_8r0




• Grades 6 – 12

• Why not K – 5?– The Literacy Standards are predicated on the

assumption that K-5 teachers teach reading and writing across content areas.

To What Grade Levels Do They Apply?


• The Introduction – pp. 1 – 8

• K – 5 Standards – pp. 9-33

• 6-12 Standards – pp.34 – 58

• Literacy Standards – pp.59 - 66

Where Are They Located?


“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.”

Introduction to the CCSS, p. 4

Who is Responsible for Teaching the Literacy Standards?


APPENDICES


Appendices

• Appendix A– Explains the topic and standard statements that

focus on text complexity– Research supporting key elements of the

standards– Glossary of Key Terms


http://www.corestandards.org/assets/Appendix_A.pdf

• Appendix B– Focuses on texts that can be used to meet the

standards• Text Exemplars• Sample Performance Tasks

Appendices


http://www.corestandards.org/assets/Appendix_B.pdf

• Appendix C– Offers writing exemplars that highlight the

standard statements• Student writing exemplars

Appendices


http://www.corestandards.org/assets/Appendix_C.pdf

http://www.corestandards.org/assets/Appendix_C.pdf

KEY SHIFTS: TEXT COMPLEXITY


• Text Complexity– How do you decide what is the appropriate

level of text complexity for your students when you assign reading?

– Research indicates that the majority of students are presented with levels of text complexity below their grade level. They are not being S-T-R-E-T-C-H-E-D.

Several Key Shifts


Strand: ReadingTopic: Range of Reading and

Level of Text ComplexityStandard 10: Read and comprehend

complex literary and informational texts independently and proficiently.

Text Complexity


Those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and thus today are typically measured by computer software.

Those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels or purpose; structure; language conventionality and clarity; and knowledge demands.

Those aspects of text complexity that focus on the variables specific to particular readers (such as motivation, knowledge and experiences) and to particular tasks (such as purpose and the complexity of the task assigned) and the questions posed that must be considered when determining whether a text is appropriate for a given student. Determination best made by teachers using professional judgment, experience and knowledge of their students and the subject.

Text Complexity


• Quantitative– Those aspects of text complexity, such as word length or

frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and thus today are typically measured by computer software.

The Common Core Standards Approach to Text Complexity


• Skim and scan the 4 informational selections. • Sort by Lexile level.

Sort for Text Complexity: Quantitative


A Three-Part Model for Measuring Text Complexity:• Qualitative – Those aspects of text complexity best measured or

only measurable by an attentive human reader, such as levels or purpose; structure; language conventionality and clarity; and knowledge demands.



• Skim and scan the green informational selection “School for Hope” by Kristof.

• Use the “Text Complexity Rubric for Informational Texts” by Smarter Balanced Assessment Consortium to analyze the selection for:– Purpose and meaning– Structure

Analyze for Text Complexity: Qualitative


• Reader and Task Considerations– Those aspects of text complexity that focus on the

variables specific to particular readers (such as motivation, knowledge and experiences) and to particular tasks (such as purpose and the complexity of the task assigned) and the questions posed that must be considered when determining whether a text is appropriate for a given student. Determination best made by teachers using professional judgment, experience and knowledge of their students and the subject.



Analyze for Text Complexity: Reader and Task Considerations

• What reader-task considerations should we account for?

• Review the text complexity analysis for quantitative, qualitative and reader-task.

• Holistically, what is the appropriate placement for this novel?


KEY SHIFTS: TEXT DEPENDENT QUESTIONS


• Text-Dependent Questions– Require students to follow the details of what is

explicitly stated and make valid claims that square with text evidence

– Text-dependent questions do not require information or evidence from outside the text

Several Key Shifts


Samples From the Gettysburg Address

TEXT – DEPENDENT NONTEXT - DEPENDENTWhat are the people who are assembled at Gettysburg there to do?

Have you ever been to a funeral?

What is the unfinished work that Lincoln asks those listening to commit themselves to at the end of the speech?

Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

Trace the meaning of the word “dedicate” throughout the speech.(Lincoln uses it 6x)

Why did the North fight the Civil War?


KEY SHIFTS: WRITING TO SOURCES, RESEARCH AND MARSHALING ARGUMENTS


• Writing to sources

• Research (short projects)

• Marshaling arguments (using evidence, evidence, evidence)

Several Key Shifts


10 GUIDING PRINCIPALS FOR ELA SHIFTS


1. Make close reading of texts central to lesson

2. Structure majority of instruction so all students read grade-level complex texts

3. Emphasize informational texts from early grades on

4. Provide scaffolding that does not preempt or replace text

5. Ask text-dependent questions

Ten Guiding Principles for ELA Instructional Shift


6. Provide extensive research and writing opportunities (claims and evidence)

7. Offer regular opportunities for students to share ideas, evidence, and research

8. Offer systematic instruction in vocabulary9. Provide explicit instruction in grammar

and conventions10. Cultivate students’ independence

Ten Guiding Principles for Instructional Shifts


Systematic Instruction in Vocabulary

• Read “A High-Incidence Academic Word List” article by Kinsella.

• Practice “close reading,”– Underline key ideas/essential details – Circle any essential vocabulary terms– Triangle around words you are unsure of– Ask a question, make a comment, connection,

application, agree/disagree… ?Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012

Complete questions 14-15 in the Understanding the English Language Arts Common Core State Standards.

Practice #3


Questions?
