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
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
STRUCTURE & FRAMEWORK
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
StrandsStrands
TopicsTopics
Standard Statements
by Grade Level
Standard Statements
by Grade Level
Standards Statements
by Grade Level
Standards Statements
by Grade Level
Standards Statements
by Grade Level
Standards Statements
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
Writing Strand 10 Standard Statements
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Speaking and
Listening Strand
6 Standard Statements
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Language Strand
6 Standard Statements
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Reading Strand 24 Standard Statements
Literature(10)
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Informational Text(10)
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Founda-tional Skills
(4) K- 5 only
Topi
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pic
Stan
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Topi
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Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
English Language Arts Common Core Standards
Reading Strand
Writing Strand
Speaking and
Listening Strand
Language Strand
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
English Language Arts Common Core Standards
Reading Strand
Topics (4)
Writing Strand
Topics (4)
Speaking and
Listening
Topics (2)
Language Strand
Topics (3)
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
English Language Arts Common Core Standards
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
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
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
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tate
men
tTo
pic
Stan
dard
Sta
tem
ent
Topi
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anda
rd S
tate
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t
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
Strands
Topics
Standard Statement
ELA Common Core Format
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
Common Core Coding
• RL = Reading for Literature• RI = Reading for Information • RF = Reading Foundations• W = Writing• SL = Speaking and Listening• L = Language
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
Sample Code
RL.1.1
Reading Literature Standard 1
Grade 1
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
Complete questions 1-10 in the Understanding the English Language Arts Common Core State Standards handout.
Practice #1
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
ADDITIONAL COMPONENTS
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• 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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• 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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
Complete questions 11-13 in the Understanding the English Language Arts Common Core State Standards.
Practice #2
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
LITERACY IN CONTENT AREAS
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• 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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
Literacy in Other Disciplines
http://www.youtube.com/watch?v=1zHWMfg_8r0
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• 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?
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• 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?
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
“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?
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
APPENDICES
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• Appendix B– Focuses on texts that can be used to meet the
standards• Text Exemplars• Sample Performance Tasks
Appendices
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• Appendix C– Offers writing exemplars that highlight the
standard statements• Student writing exemplars
Appendices
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
KEY SHIFTS: TEXT COMPLEXITY
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• 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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
Strand: ReadingTopic: Range of Reading and
Level of Text ComplexityStandard 10: Read and comprehend
complex literary and informational texts independently and proficiently.
Text Complexity
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• 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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• Skim and scan the 4 informational selections. • Sort by Lexile level.
Sort for Text Complexity: Quantitative
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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.
The Common Core Standards Approach to Text Complexity
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• 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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• 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.
The Common Core Standards Approach to Text Complexity
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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?
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
KEY SHIFTS: TEXT DEPENDENT QUESTIONS
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• 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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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?
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
KEY SHIFTS: WRITING TO SOURCES, RESEARCH AND MARSHALING ARGUMENTS
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
• Writing to sources
• Research (short projects)
• Marshaling arguments (using evidence, evidence, evidence)
Several Key Shifts
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
10 GUIDING PRINCIPALS FOR ELA SHIFTS
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
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
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012
Questions?
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2012