common core state standards overview august 2011| 2 common core state standards define the knowledge...
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Common Core State Standards Overview August 2011| 2Common Core State Standards Overview August 2011| 2
Common Core State Standards• 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 Source: www.corestandards.org
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Common Core State Standards Overview August 2011| 3Common Core State Standards Overview August 2011| 3
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 Overview August 2011| 4Common Core State Standards Overview August 2011| 4
A Balanced Assessment System
Common Core State Standards
specify K-12
expectations for college and career readiness
Common Core State Standards
specify K-12
expectations for college and career readiness
All students leave
high school college
and career ready
All students leave
high school college
and career ready
Teachers and schools have
information and tools they need
to improve teaching and
learningInterim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to college and career
readiness
Teacher resources for formative
assessment practices
to improve instruction
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A National Consortium of States
29 states representing 48% of K-12 students
21 governing, 8 advisory states
Washington state is fiscal agent
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An Overview of ELA Common Core State Standards
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Participants will…
• Navigate the document
• Learn about the 6 major shifts within the ELA CCSS standards and available resources
• Consider implementation implications to your work
• Prepare to present to your staff
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ELA / Literacy: The 6 Major Shifts
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
October 2011
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Common Core State Standards Overview August 2011| 9Common Core State Standards Overview August 2011| 9
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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ELA / Literacy
Read the What is Not Covered by the Standards section and record both an AHA! and an OH NO! thought. (page 6)
AHA! ____________________________________________________________________________________
OH NO!____________________________________________________________________________________
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Common Core State Standards Overview August 2011| 11Common Core State Standards Overview August 2011| 11
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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Common Core State Standards Overview August 2011| 12Common Core State Standards Overview August 2011| 12
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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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
Appendix A – page 2 and 17
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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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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)
• Appendix A (page 23)
• Introduction– Definition of writing
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Writing• Writing Sub-Headings
– Text types and Purposes– Production and Distribution of Writing– Research to Build and Present Knowledge– Range of Writing (starts at 3rd Grade)
– Types of text– Argument– Informative/explanatory– Narrative
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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)
Appendix A – (page 26)
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Speaking and Listening Sub-headings Speaking and Listening
Comprehension and Collaboration Presentation of Knowledge and Ideas
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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)
• Appendix A – page 28
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Language Sub-headings Language
Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use
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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)
(Appendix is the same for reading and writing)
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History / Social StudiesScience, and Technical Subjects
“It is important to note that these reading standards are meant to complement the specific content demands of the disciplines, not replace them.”
page 60
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Appendices A, B, C Include Valuable Information
Find and tab each appendix
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? Talk with those at your table. Share out.
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BREAK
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ELA / Literacy: The 6 Major Shifts
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
October 2011
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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 Areas
•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
October 201136
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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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
October 201139
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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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.
October 201141
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
October 2011
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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)
October 201143
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 October 2011
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Academic Vocabulary
Vocabulary to access grade-level, complex
texts
Vocabulary that crosses content Focus on pivotal, commonly found words, such
as consequently, generation
October 201145
What does this all mean?
Using the notes you took in the “What?”
column, begin to add ideas to the “Now
What?” and “So What?” columns.
October 201146
A Focus on “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
October 201147
A Quote From The Author:
“Read like a detective and write like a conscientious investigative reporter.”
David Coleman
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Reflection With your team or individually
• What are the implications for your current ELA initiatives or other responsibilities?
October 2011
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Resources
What is available for implementation?
Office of Superintendent of Public InstructionRandy I. Dorn, State Superintendent
October 2011
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See the Resource page for the link to these documents.
Grade Level One-Pagers created by teachers in
Washington State
October 201151
Resources for Implementation
ELA overview documents (one-pagers) as connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel
Publisher’s Criteria in ELA and Literacy: http://k12.wa.us/CoreStandards/Resources.aspx
Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses
Parent Resource Guides: http://www.pta.org/4446.htm
October 2011
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Supports for Implementation
• Parent Resource Guides: http://www.pta.org/4446.htm
• Hunt Institute Videos• http://www.youtube.com/
• T&L monthly “newsflashes” and list-serve http://k12.wa.us/CoreStandards/default.aspx
• Conference presentations throughout the year
October 2011
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Thank you.Common Core Questions:
Email: [email protected] OR Greta Bornemann, OSPI CCSS Project Lead, E-mail: [email protected]