english language arts and the common core state standards
TRANSCRIPT
ENGLISH LANGUAGE ARTS
and the
COMMON CORE STATE STANDARDS
AGENDA
04/20/23 • page 2
9:30-10:15 Overview of Common Core State Standards (CCSS)
10:15-10:30 BREAK
10:30-12:00 Organizational Structure of the ELA CCSS
12:00-1:00 LUNCH
1:00-2:30 New, Better, Different (Fewer, Clearer, Higher)
2:30-3:30 Now What?/ Questions?
EXPECTATIONS
04/20/23 • page 3
OVERVIEW OF STANDARDS
04/20/23 • page 4
What are the Common Core State Standards?
04/20/23 • page 5
Aligned with college and work expectations
Focused and coherent
Include rigorous content and application of knowledge through high-order skills
Build upon strengths and lessons of current state standards
Internationally benchmarked so that all students are prepared to succeed in our global economy and society
Based on evidence and research
State led – coordinated by NGA Center and CCSSO
Design
04/20/23 • page 6
Major design goals
• Align with best evidence on college and career readiness expectations
• Build on the best standards work of the states
• Maintain focus on what matters most for readiness
Design
04/20/23 • page 7
Three main sections• K−5 (cross-disciplinary)• 6−12 English Language Arts• 6−12 Literacy in History/Social Studies,
Science, and Technical Subjects
Shared responsibility for students’ literacy development
Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance
tasks• C: Annotated student writing samples
Design
04/20/23 • page 8
Four strands
• Reading (including Reading Foundational Skills)• Writing• Speaking and Listening• Language
An integrated model of literacy
Media requirements blended throughout
Design – Anchor Standards
04/20/23 • page 9
College and Career Readiness (CCR) anchor standards• Broad expectations
consistent across grades and content areas• Based on evidence
about college andworkforce trainingexpectations
• Range and content
Anchor Standards
04/20/23 • page 10
The CCR standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.
Each CCR Anchor standard has an accompanying grade-specific standard that translates the broader CCR statement into grade-appropriate end-of-year expectations.
Design – Grade Specific Standards
04/20/23 • page 11
K−12 standards• Grade-specific end-of-
year expectations• Developmentally
appropriate,cumulative progression of skills and understandings
• One-to-one correspondence with CCR standards
Intentional Design Limitations
04/20/23 • page 12
What the Standards do NOT define:
• How teachers should teach• All that can or should be taught• The nature of advanced work beyond the core• The interventions needed for students well below
grade level• The full range of support for English language
learners and students with special needs• Everything needed to be college and career ready
ORGANIZATION
04/20/23 • page 13
READING
04/20/23 • page 14
There are 9 standards for Comprehension.
Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis
on students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework
The 10th reading standard encompasses a range of reading and level of text complexity
“Staircase” of growing text complexity across grades High-quality literature and informational texts in a range of genres and subgenres
04/20/23 • page 15
QualitativeQuantitative
Reader and Task
A Three Point Model for Measuring Text Complexity
Reading Domains
04/20/23 • page 16
Reading-Literature and Informational (Strand)
•Key Ideas and Details – 3 standards•Craft and Structure – 3 standards•Integration of Knowledge and Ideas – 3 standards for informational, 2 for literature•Range of Reading and Level of Text Complexity – 1 standard
•Anchor and grade-specific standards
04/20/23 • page 17
CCR ANCHOR STANDARD CCSS STANDARDCollege and Career Readiness Anchor
Standards for ReadingReading Literature
Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
GRADE 6
Reading Foundational SkillsGrades K-5
04/20/23 • page 18
Four categories (standards 1−4)• Print concepts (K−1)• Phonological awareness (K−1)• Phonics and word recognition (K−5)• Fluency (K−5)
• Not an end in and of themselves• Differentiated instruction
04/20/23 • page 19
•The scope and sequence of literature for North Carolina high school students allows for a literary experience that carries not only a global perspective but an opportunity to view U.S. literature and literary nonfiction within a global lens.
• In each English course (I – IV) students are required to study U.S. documents “of historical and literary significance” as well as one Shakespearean play.
•The literature selections provide a vehicle by which to teach the CCSS standards and ensure that students will have a rich and diverse understanding of literature by the end of their senior year:
High School Literature
04/20/23 • page 20
The English I course provides a foundational study of literary genres (novels, short stories, poetry, drama, literary nonfiction). It should include influential U.S. documents and one Shakespearean play.
English II introduces literary global perspectives focusing on literature from the Americas (Caribbean, Central, South, and North), Africa, Eastern Europe, Asia, and the Middle East. Influential U.S. documents and a Shakespearean play should be included.
English III is an in-depth study of U.S. literature and U.S. literary nonfiction especially foundational works and documents from the 17th
century through the early 20th century. At least one Shakespearean play should be included.
English IV completes the global perspective initiated in English II. Though its focus is on European (Western, Southern, Northern) literature, this course includes important U.S. documents and literature (texts influenced by European philosophy or action). At least one Shakespearean play should be included.
2009 NAEP Reading Framework
04/20/23 • page 21
The Standards insist that instruction in reading, writing, speaking, listening,and language be a shared responsibility within the school.
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
The percentages on the table reflect the sum of student reading, not just reading in ELA settings. Teachers of senior English classes, for example, are not required to devote 70 percent of reading to informational texts. Rather, 70 percent of student reading across the grade should be informational.
Thinking Point
04/20/23 • page 22
What part of the anchor is emphasized in the grade-specific standard?
How might referring to the anchors help teachers plan instruction?
Why are these anchors important?
04/20/23 • page 23
CCR ANCHOR STANDARD CCSS STANDARDCollege and Career Readiness Anchor
Standards for ReadingReading Literature
Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
GRADE 6
Writing
04/20/23 • page 24
Standards 1-3 address text types and purposes:
• Writing arguments• Writing informative/explanatory texts• Writing narratives
• Strong and growing across-the-curriculum emphasis on having students write arguments and informative/explanatory texts
Text Types
04/20/23 • page 25
Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem.
Informational/explanatory writing conveys information accurately. This kind of writing serves: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.
Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion.
Writing
04/20/23 • page 26
Standards 4-6 address production and distribution of writing:
• Developing and strengthening writing• Using technology to produce and enhance writing
Standards 7-9 address research:• Engaging in research and writing about sources
Standard 10 addresses range of writing:• Writing routinely over various time frames
Writing Domains
04/20/23 • page 27
•Text Types and Purposes – 3 standards
• Production and Distribution of Writing – 3 standards
• Research to Build and Present Knowledge – 3 standards • Range of Writing – 1 standard
• Anchor and grade-specific standards
04/20/23 • page 28
CCR Anchor Standard CCSS StandardCollege and Career Readiness Anchor
Standards for WritingWriting
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
GRADE 6
Speaking and Listening
04/20/23 • page 29
Standards 1-3 address comprehension and collaboration • Day-to-day, purposeful academic talk in one-on-one,
small-group, and large-group settings
Standards 4-6 address presentation of knowledge and ideas • Formal sharing of information and concepts,
including through the use of technology
Speaking and Listening Domains
04/20/23 • page 30
• Comprehension and Collaboration – 3 standards
• Presentation of Knowledge and Ideas – 3 standards
Speaking and Listening Considerations
04/20/23 • page 31
If literacy levels are to improve, the aims of the English language arts classroom, especially in the earliest grades, mustinclude oral language in a purposeful, systematic way, in part because it helps students master the printed word.
The research strongly suggests that the English language arts classroom should explicitly address the link between oral and written language, exploiting the influence of oral language on a child’s later ability to read by allocating instructional time to building children’s listening skills, as called for in the Standards.
04/20/23 • page 32
CCR Anchor Standard CCSS StandardCollege and Career Readiness Anchor Standards for Speaking and Listening
Speaking and Listening
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
04/20/23 • page 33
Conventions of standard EnglishStandards 1-3 address Knowledge of language • Using standard English in formal writing and
speaking• Using language effectively and recognizing language
varieties
Standards 4-6 address vocabulary • Determining word meanings and word nuances• Acquiring general academic and domain-specific
words and phrases
Language Domains
04/20/23 • page 34
• Conventions of Standard English – 2 standards
• Knowledge of Language – 1 standard
• Vocabulary Acquisition and Use – 3 standards
04/20/23 • page 35
CCR Anchor Standard CCSS Standard
College and Career Readiness Anchor Standards for Language
Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and style.* Maintain consistency in style and tone.*
GRADE 6
Language
04/20/23 • page 36
The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.
04/20/23 • page 37
REMEMBER: While the standards delineate specific expectations in reading, writing, speaking and listening, and language, each standard need not be a separate focus for instruction and assessment. Often several standards can be addressed by a single rich task.
An Integrated Model of Literacy
Progression Activity
How do the anchor standards translate through the grades?
04/20/23 • page 38
• For your assigned standard, mark where the standard changes at each grade level. (What’s different?)
• Below each grade-specific standard, explain what’s different using teacher-friendly terms.
NEW, BETTER, DIFFERENTFewer, Clearer, Higher
04/20/23 • page 39
Rooted in the criteria of “fewer, clearer, higher,” the Common Core State Standards (CCSS, 2010) reflect a strong belief that fewer core standards allow a deeper focus on essential knowledge and skills, that clearer standards can be implemented with rigor and instructional creativity, and that higher standards help all students to learn deeper content knowledge and acquire meaningful authentic skills needed to achieve in a 21st century global society.
New Expectations
04/20/23 • page 40
Crosswalks have been posted. To view new expectations for grade levels, please refer to this resource on the ACRE website.
http://www.ncpublicschools.org/acre/standards/support-tools/
What’s New?
04/20/23 • page 41
• Text complexity
• Grade bands for 9-10 and 11-12
• Anchor standards
• Literary Nonfiction (A type of informational text that uses artistic and literary techniques).
• Emphasis on speaking and listening
• Opportunities for national collaboration including PD, resources, conversations
What’s Better?
04/20/23 • page 42
• Vocabulary (general and domain-specific)
• Writing (its progression through the grades)
• Specificity in all standards
• Rigor (College and Career Readiness)
• Shared responsibility for literacy within the school
• Balance of literature and informational texts
What’s Different?
04/20/23 • page 43
• Scope and sequence of literature in high school
• Emphasis on argument and informative/explanatory writing
• Research and media skills blended into the Standards as a whole
• Grade level expectations are very specific
• The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously.
Now What?
04/20/23 • page 44
What can LEA’s do now?
Check out available resources
04/20/23 • page 45
Visit the Common Core Curriculum Maps.www.commoncore.org
Common Core’s Curriculum Maps in English Language Arts translate the new Common Core State Standards for Kindergarten through 12th grade into unit maps that teachers can use to plan their year, craft their own more detailed curriculum, and create lesson plans.
04/20/23 • page 46
www.corestandards.org
For more information and documents (webinars, appendices, standards, power points)
Timeline for Common Core English Language Arts Implementation
Year Standards To Be TaughtStandards To Be
Assessed
2010 – 2011 Current NCSCOS Current NCSCOS
2011 – 2012 Current NCSCOS Current NCSCOS
2012 – 2013 CCSS CCSS
Common Core State Standards Adopted June, 2010
http://www.ncpublicschools.org/acre
04/20/23 • page 48
SUM IT UP!!!!
Summer Professional Development opportunities: more information to come!
Common Core and Essential StandardsProfessional Development for
District-Level Teams
04/20/23 • page 49
04/20/23 • page 50
“There are few moments in history when our society is presented with an inflection point – a development that will create vastly expanded opportunities to connect with the ideas of others, collaborate and create value.”
-Education Week, 4/28/2010. Volume 29 Issue 30
04/20/23 • page 51
Lisa McIntosh (Llewellyn)K-5 English Language Arts [email protected]
Phyllis BlueGrades 6-8 English Language Arts [email protected]
Julie Joslin, Ed.D. Section LeadGrades 9-12 English Language Arts [email protected]
Contact Information: