ela common core state standards implementation principals’ training
TRANSCRIPT
ELA C
OMMON CORE
STATE
STA
NDARDS
IMPL
EMENTATI
ON
PR INC I P
ALS ’ TRA IN
ING
WE MUST START WITH THE STANDARDS
STANDARD
THE PROCESS: STEP 1
THE PROCESS: STEP 2LOCATE VERBS TO IDENTIFY KEY TARGET(S)
THE PROCESS: STEP 3PLACE INSTRUCTIONAL TARGETS INTO
CATEGORIES
INSTRUCTIONAL TARGETS
Know Acquisition of essential concepts and/or skills
Think Levels of thinking needed to promote deep understanding.
Do Performance of understanding that provides evidence of student learning.
EXAMPLE:
ELA INSTRUCTIONAL SHIFTS
SHIFT 1: Increase Reading of Informational Text
SHIFT 2: Reading & Writing: Evidence-based & from
Sources
SHIFT 3: Regular Practice with Grade Level Text
Complexity and Academic Vocabulary
SHIFT 1- BUILD KNOWLEDGE THROUGH CONTENT-RICH NONFICTION AND INFORMATIONAL TEXTAppendix B provides text exemplars and sample performance
task by grade level
http://www.corestandards.org/assets/Appendix_B.pdf
WHAT IS INFORMATIONAL TEXT?
Bloom’s Critical Thinking Cue Questions
Elements of Effective Discussion
Connectionshttps://curriculumdepot.wikispaces.com/file/view/Making_Connections_Strateg.pdf/
SHIFT 2- READING AND WRITING GROUNDED IN EVIDENCE FROM THE TEXT
Appendix C provides a description of each type of writing
along with student samples for each grade band:
http://www.corestandards.org/assets/Appendix_C.pdf
Informational/Explanatory coveys information
Narrative conveys experiences [real or imaginary]
Argumentative (Persuasive) a reasoned, logical way of demonstrating one’s position, belief, or conclusion
PERCENTAGE OF STUDENT WRITING : In elementary school, 30 percent of student writing should be to argue, 35 percent should be to explain/inform, and 35 percent should be narrative. In middle school, 35 percent of student writing should be to write arguments, 35 percent should be to explain/inform, and 30 percent should be narrative.
In high school, 40 percent of student writing should be to write arguments, 40 percent should be to explain/inform, and 20 percent should be narrative.
GRAPHIC ORGANIZERS:
http://www.ncpublicschools.org/acre/standards/common-core-tools/#goela
SHIFT 3- REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC VOCABULARY
Qualitative evaluation of the text Levels of meaning, structure, language conventionality and clarity, and
knowledge demands
Quantitative evaluation of the text Readability measures and other scores of text complexity
Matching reader to text and task
Reader variables (such as motivation, knowledge, and experiences) and
task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Appendix A- http://www.corestandards.org/assets/Appendix_A.pdf
Text Complexity
Students should read increasingly complex text with growing independence as they progress toward college and career readiness.
•Texts should align with the complexity requirements as outlined in Reading Standard 10.
•All students (including those who are behind) should have extensive opportunities to encounter grade-level complex text.
•Shorter challenging texts that elicit close reading and rereading should be a part of regular instruction.
Text Complexity cont.
•Novels, plays, and other full-length texts play an equally important role.
•Texts selected for instruction should include materials that appeal to students’ interests and encourage independent reading.
SCAFFOLDSEffective scaffolding helps all students
experience and
understand complex text
NC Resources:
http://www.livebinders.com/media/get/MTYzNzU3OQ
==
NY Resources:
http://www.livebinders.com/media/get/MTYzNzUwMg==
ACADEMIC AND DOMAIN SPECIFIC VOCABULARY
EXAMPLE:
Tier 1 Deep Push Hot Know Etc.
Tier 2 Layers Spouted Pours fourth Surface
Tier 3 Volcano Mantle Lava Crust
OTHER RESOURCES:
ELA Common Core State Standards Self Study
http://www.livebinders.com/play/play/262077
ELA Common Core State Standards Resources
http://www.livebinders.com/play/play/297779
QUESTIONS? W
ANT
MORE?
(910) 374-7016