Common Core State Standards Big Ideas – ENGLISH LANGUAGE ARTS September 22, 2011 Good afternoon and thank you for joining us for this OSPI ELA Common.

Common Core State Standards Big Ideas – ENGLISH LANGUAGE ARTS September 22, 2011
Good afternoon and thank you for joining us for this OSPI ELA Common Core State Standards webinar we have titled “The Big Idea”. This is the first in a series of 4 webinars offer this school year designed to help teachers of English Language Arts become familiar with and eventually implement the CCSS. Our hope is to make this presentation as interactive as possible by offering a number of ways to participate. If you have questions as we go, feel free to type them into the question space. We will answer as we can OR post the questions and answers on our website. During the webinar there will be times when you are asked to respond to a poll type question allowing us a better understanding of who you are and your thoughts about today’s topics. This webinar will be available after today’s presentation and can be found on the OSPI website. My name is My name is …… Joining me today are: Beth…. Luisa…..We are members of OSPI’s ELA team. Other team members are Nikki Elliott-Schuman, writing; Judi Mosby, School Improvement Anne Banks. Beth Simpson, Cindy Knisely and Luisa Sanchez-Nilsen OSPI ELA Team Representatives Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

Goals For Webinar #1: The Big Idea
A glance at the past and a glimpse of the future A peek at the assessment system A look at the content A list of resources to guide our journey The purpose of today’s webinar, The Big Idea, is to get our feet wet as we move forward together. Our goals for today are 1) to take a look back to see how the common core state standards came to be and a peek into the future of where they will take us. 2) To take a tiny peek at the assessment system as it is being developed 3) To begin to look at the content, how it is organized, and how it impacts what we teach in the classroom 4) and finally to determine what resources are available to support our journey. A similar webinar was presented Tuesday outlining similar information regarding Mathematic standards.

Audience Poll

Understanding the CCSS Initiative
Developed by: Council of Chief State School Officers (CCSSO) National Governor’s Association (NGA) Adopted by Washington State in July 2011 More than 40 states have adopted the CCSS standards Focus on ELA and Mathematics skills students will need to be career or college ready. Offers our students a competitive edge in the global economy Creates a common equity and access to learning To get started, let’s begin with an understanding of the Common Core State Standard Initiative. The Common Core State Standards was a state-led effort coordinated by the Council of Chief State School Officers and the National Governors Association. The standards were developed following these criteria: they are based on research and evidence, are aligned with college and work expectations, are rigorous, and internationally benchmarked. Washington State adopted the CCSS this past July and joins 44 other states across the US. The Common Core State Standards offer us the opportunity to collaborate, not only as a state-wide system, but with educators throughout the country. The CCSS provide the momentum and resources to support our students as a combined effort with common expectations so that all students are offered rigorous and relevant learning goals.

Washington State’s Implementation Timeline
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 As with any significant changes in education, a transition system must be in place. Washington’s transition plan consists of 4 phases: Phase one, the phase we are currently in, is awareness and understanding, alignment and adoption of the CCSS. As Washington State considered adoption, the focus was on alignment. Washington State teachers have been involved in various stages of the alignment process along the way. Alignment studies done at OSPI indicate a high correlation between Washington’s current reading, writing, listening and speaking, and mathematics grade level expectations and the CCSS. Alignment was an important factor before adoption. Bias and fairness was also studied with recommendations for adoption and implementation. Detailed alignment documents and the bias and fairness report are available on our website and are listed in the resource section at the end. As is evident from this webinar, we are now at the beginning stages of phase two as we begin to build statewide capacity, to collaborate as we develop and align useful resources and teaching materials. Transitional documents are underway and outline the differences and shifts from our current standards to the cc. Again, these documents will be available on our website and will be discussed in our resource section. As you can see, plans for phase three include classroom transition with full statewide implementation and assessment happening in The journey may differ from district to district and we expect folks to be progressing at different paces. We are not advising anyone to rush forward but encourage you to get to know the CCSS.

Smarter Balance Assessment Consortium
A Peek at the Assessment System Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

What about assessment? SMARTER Balanced Assessment Consortium (SBAC)
44 states participating in assessment consortia The SBAC goal… To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards. So that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching. The assessments shall be operational across Consortium states in the school year. To learn more...the SMARTER Balanced Assessment Consortium can be found online at These are overviews of the two national assessment consortia that were funded by the USDOE. Washington is one of 31 state members of the SBAC consortia. The federal requirements that guide the work of the SBAC are that the assessment system: - Assess acquisition of and progress toward “college and career readiness” - Have common, comparable scores across member states - Provide achievement and growth information for teacher and principal evaluation and professional development - Assess all students, except those with “significant cognitive disabilities” - Administer online, with timely results Use multiple measures Slow down and take your time getting to know the CCSS

English Language Arts and Mathematics, Grades 3–8 and High School
System Highlights English Language Arts and Mathematics, Grades 3–8 and High School BEGINNING OF YEAR END OF YEAR Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT Scope, sequence, number, and timing of interim assessments locally determined This graphic provides an illustration of the SBAC system, and its components and their accessibility to participating states during the course of a school year, once it is fully operational in the year. The Digital Library, in particular, will be available throughout the year as an open resource that will provide aligned instructional resources, and formative assessment tools, instructional modules, etc. Modules on formative practices, not just considered assessment, looking at the instructional focus of formative processes. Workgroups that are focused on instructional practices/ performance tasks which look much like what we do in the classroom. See Pg 5 ccss book Re-take option Optional Interim assessment system— Summative assessment for accountability * Time windows may be adjusted based on results from the research agenda and final implementation decisions. Source:

SBAC Assessment System Components
Summative assessments benchmarked to college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness Teachers can access formative processes and tools to improve instruction All students leave high school college and career ready If the goal of the CCSS are to prepare students for careers and college, the assessment system is set up to respond to the question of how to get to that end goal through a supportive and comprehensive assessment system. The focus is NOT just on one Summative (end of year) state assessment. It is an assessment SYSTEM – key components are in the light green boxes. District coordinators will be contacted regarding system readiness / technology support Work begins this year to get districts and schools on board this year Formative and interim assessments available late 2012 Summative assessment target date is 2014 Interim assessments that are flexible, open, and provide actionable feedback

Common Core State Standards in English Language Arts
A glance at the content Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

(includes Speaking and Listening)
Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) ELA Common Core Standards Speaking and Listening Reading Writing Language Media & Tech Our current Washington State standards are divided into the three content areas: reading, writing, and communication which includes speaking and listening. The CCSS are divided into Reading, Writing, Speaking and Listening, and Language for conceptual clarity (in other words, it makes sense for how the book is laid out), however the learning processes are closely intertwined throughout the document. Research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. Later in the presentation we will take a look at examples of integrated standards. But before looking in depth at the integration, we need to start by getting a handle on understanding the standards document.

Understanding the Common Core State Standards
The standards define what all students are expected to know and be able to do, not how teachers should teach Research and media are integrated into all subject areas and are not taught in isolation The standards include a connected set of resources including Introduction Appendices K-8, grade-by-grade 9-10 and grade bands for high school Format highlights progression of standards across grades The CCSS are similar to teaching other standards, they define the expected student outcomes but do not define how a teacher will get students to those outcomes. They are not about one particular program or certain teaching materials. As was mentioned earlier, research and media are an important component and integrated throughout all contents, reading, writing, speaking, listening and language. The standards do not stand alone but are one piece of the puzzle which includes student examples, text examples

ELA Structure Introduction K-5 Reading Foundational Skills Writing
Speaking and Listening Language 6-12 Reading Writing Speaking and Listening Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C

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 standards Writing – 10 standards Speaking and Listening – 6 standards Language – 6 standards

Strand Strand College and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10 standards Writing – 10 standards Speaking and Listening – 6 standards Language – 6 standards

Sub-headings College and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10 standards Writing – 10 standards Speaking and Listening – 6 standards Language – 6 standards Sub-heading

Sub-headings For Each ELA Strand
Reading / Literacy in History and Social Studies* /Science and Technical Subjects* 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 * refers to grades 6-12 only

Sub-Headings Continued
Writing / Literacy in History and Social Studies* / Science and Technical Subjects* Text types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Speaking and Listening Comprehension and Collaboration Presentation of Knowledge and Ideas Language Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use * refers to grades 6-12 only

Description of the Standard
College and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Reading – 10 standards Writing – 10 standards Speaking and Listening – 6 standards Language – 6 standards Anchor Standard

Reading Strand Reading Anchor Standards (10) Reading K-5 Reading 6-12
Reading Literature Reading Informational Foundational Skills Reading 6-12

Reading Strand

Reading RL.4.2 Strand Abbreviation

Reading Grade Levels

Reading Sub-heading

Reading

Writing Strand Writing Anchor Standards (10) K-5 6-12

Speaking and Listening
Anchor Standards for Speaking and Listening (6) K-5 6-12

Language Language Anchor Standards (6) K-5 6-12

Reflection With your team or individually
How do the Common Core State Standards look familiar and different? Please add your thoughts, comments or questions in the chat box.

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.

ELA Standards for History/Social Studies, Science, and Technical Subjects
Knowledge and use of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Write arguments on discipline-specific content and informative/explanatory texts Use of data, evidence, and reason to support arguments and claims As students move into college more emphasis is placed on disciplinary texts Reading in science and history is important to citizenship; yet… Students aren’t usually taught how to read in science and history Reading science and history texts is Different than reading literary text

Three Appendices Include Valuable Information
Appendix A: Research and evidence, glossary of key terms, overview of each strand, text complexity, conventions grade- level chart Appendix B: Reading text exemplars; sample performance tasks Appendix C: Annotated student writing samples, K-12 The Appendices are critical in this document, otherwise the standards would be bullets. Appendix B provides diverse examples of text exemplars and student samples Appendix C provides informational, narrative, argumentative writing samples. There are two samples from WA state writing assessment

Appendix A Research and evidence Glossary of key terms
Overview of each strand Text complexity Conventions grade-level chart

Appendix B Reading text exemplars with sample performance tasks
Media Texts: Selected excerpts are accompanied by annotated links to related media text freely available online at the time of the publication of this document.

Snapshot Appendix B

Appendix C Annotated student writing samples, K-12

Snapshot of Appendix C

An example of CCSS Integrated Literacy
W.4.9a W.4.9b Writing standard 9 – Grade 4 9. 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”). An example is writing standard 9: This 4th grade writing sample (if you are following along, this is from pg. 21) shows how a student would be expected to write about what they read either a) for information to then write a description (from literary material) or b) an explain (from informational text). These type of cross-disciplinary literacy standards prepare students for college and workplace expectations.

An example of CCSS Integrated Literacy
Reading Standard 7– Grade 8 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. technology Speaking OR writing

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 So what does all this boil down to? How will this impact classroom teachers and their students? In ELA is filters down to 6 important shifts in what we teach our students to insure they will have what they need when they graduate, whatever their choice of college or career. What do our students need to be competitive in a global society.

Balance of Literary and Informational Texts
Literature includes Stories Drama Poetry Informational Text includes Literary Nonfiction Personal essays Speeches Opinion pieces Biographies Memoirs The balance of text has shifted to include more informational text to match what our students will face as young adults in college or the workplace. As you can see, there is a gradual shift from the early grades where students will encounter informational text 50% of the time to grade 12 when informational text is taught 70%. A list of general list of some types of literature and Informational text is included. You might note the addition of drama as a literary genre.

Literacy in the Content
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 This leads us to the second major shift in ELA, Literacy in the Content areas. In the elementary grades this means including informational text that help children understand the world of science, history, cultures and more. This shift takes on a collaborative focus at the middle and high school level as ELA teachers work with science, social studies, technology and art teachers to develop reading strategies to help students deal with literacy in content areas. Knowledge about how reading is taught in the content areas comes from those who do it, science teachers, social studies teachers, etc. Understanding our world through content rich text strengthens our

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 3. This shift is relevant to both reading and writing. The staircase moves from grade to grade. The focus is on fewer things read more closely during core instruction. Appendix A provides descriptions about grade level complex texts. Appendix B provides samples of text complexity.

Text complexity is defined by
w of Text Complexity Quantitative Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Reader and Task 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.

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 These are the questions that are really worth asking. Students are engaged in rich and rigorous conversations which are dependent on a common text. Teachers facilitate discussions the are deeply connected to the text and teach students how to connect their arguments to the text in conversational skills as well as in writing.

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) The shifts in writing are specifically called out in these bullet points.

Balance of Writing Text Types
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 This chart outlines the percentage of emphasis that should be given to the three types of writing listed and is considered a shift to more real world expectations of writing. As members of society we are expected to research information, think about what it means, make decisions based on this information, and explain those decisions, either in writing or orally. Some important notes: The elementary grades use the term “opinion” when referring to persuasive or augmentative writing. Argumentative is a form of persuasive writing that focuses in the evidence from both sides of an issue. Students need to be able to combine elements of different kinds of writing – for example to use narrative strategies within an argumentative essay.

Academic Vocabulary Vocabulary to access grade-level, complex texts
Vocabulary that crosses content Focus on pivotal, commonly found words, such as consequently, generation Academic words are words students encounter in multiple text but are not content specific. Understanding these words will help students move through complex text and help students connect reading, writing, speaking and listening. Academic vocabulary is based on Language standard 6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. More specific information regarding the three tiers of words can be found in Appendix A pages

A Focus from “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 WA strength at K-3 / student goal setting

Reflection With your team or individually
How might these shifts effect your classroom practices or other responsibilities? Please add your thoughts, comments or questions in the chat box.

Resources Office of Superintendent of Public Instruction
Randy I. Dorn, State Superintendent

Grade Level One-Pagers
created by teachers in Washington State See the Resource page for the link to these documents.

Resources for Implementation
ELA overview documents (one-pagers) as connected with WA standards: Publisher’s Criteria in ELA and Literacy: Alignments cross-walk documents: Parent Resource Guides: English Language Arts Resources Publisher’s Criteria in ELA and Literacy: Guidance for districts developing and reviewing materials aligned with CCSS in English Language Arts: Publisher’s Criteria in ELA and Literacy, Grades K-2 (PDF) and Publisher’s Criteria in ELA and Literacy, Grades 3-12 (PDF)

State Resources Coming Soon
Grade-level Transition Documents Three-Year Transition Plan

Ways to Be Involved in Washington State’s Transition
Quarterly CCSS Webinar Series: System-focused implementation supports Mathematics English Language Arts CCSS Symposia Fall 2011 / Winter 2012 (collaboration with WSASCD) OSPI Survey to gather feedback T&L monthly “newsflashes” and listserve Conference presentations throughout the year Starting this week and in September will be the first of a quarterly Webinar series for the variety of audiences in our state. All of the webinars will be recorded for use at the local level. We will be shaping the topics of the webinars based on the most pertinent issues at that time – but will always include key updates around the Standards, Instructional (and Implementation) supports, and the Assessment system. The focus for all of this work is will first start with the “what” and overviews of the standards, but quickly move into supports around the “how” for transforming classroom instruction that integrates the standards. The webinars will not be repeats each quarter. They are intended to be responsive to the evolution of resources that will be made available, as well as to current and emerging questions in the field.

CCSS Statewide Conference Presentations
Dates: Events August 15 CTE Summer Conference October 2011 WASA Fall Conference (2-4) WSASCD Annual Conference (14) WA Assoc. of Middle Level Educators (15) WA English Language Arts Consortium Conference (21) November 1 OSPI/WSASCD CCSS Symposium November 17-20 WSSDA Annual Conference December 7-9 WERA Conference More on the way… This information is best accessed on our common core calendar page.

CCSS Statewide Webinar Series
September 20, 3:30 – 4:30: Mathematics September 22, 3:30 – 4:30: English Language Arts January 10, 10:30 – 11:30: District/Building Leaders January 17, 3:30 – 4:30: Mathematics January 19, 3:30 – 4:30: English Language Arts March 7,10:30 – 11:30: District/Building Leaders March 20, 3:30 – 4:30: Mathematics March 21, 3:30 – 4:30: English Language Arts May 23, 10:30 – 11:30: District/Building Leaders May 29, 3:30 – 4:30: Mathematics May 31, 3:30 – 4:30: English Language Arts Starting this week and in September will be the first of a quarterly Webinar series for the variety of audiences in our state. All of the webinars will be recorded for use at the local level. We will be shaping the topics of the webinars based on the most pertinent issues at that time – but will always include key updates around the Standards, Instructional (and Implementation) supports, and the Assessment system. The focus for all of this work is will first start with the “what” and overviews of the standards, but quickly move into supports around the “how” for transforming classroom instruction that integrates the standards. The webinars will not be repeats each quarter. They are intended to be responsive to the evolution of resources that will be made available, as well as to current and emerging questions in the field. While the focus will be on the CCSS – the audience should be wide enough, especially in the ELA subjects to ensure you begin building a broad base of shared understanding of the standards throughout the disciplines. This applies to both english language arts and mathematics. OSPI will be considering an RSS feed or the like to notify individual interested as to resources that are added and/or as to new opportunities for shared learning.

For More Information Common Core Website: Common Core Questions: OR Greta Bornemann, OSPI CCSS Project Director, Hunt Institute Videos r_detailpage (overview) ed (writing)

Thank you.

Common Core State Standards Big Ideas – ENGLISH LANGUAGE ARTS September 22, 2011 Good afternoon and thank you for joining us for this OSPI ELA Common.

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Common Core State Standards Big Ideas – ENGLISH LANGUAGE ARTS September 22, 2011 Good afternoon and thank you for joining us for this OSPI ELA Common.

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Presentation on theme: "Common Core State Standards Big Ideas – ENGLISH LANGUAGE ARTS September 22, 2011 Good afternoon and thank you for joining us for this OSPI ELA Common."— Presentation transcript:

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