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The ELA Common Core Journey... Claire Wick Yvonne Harness CESA 7, Green Bay April 12, 2013.

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Presentation on theme: "The ELA Common Core Journey... Claire Wick Yvonne Harness CESA 7, Green Bay April 12, 2013."— Presentation transcript:

1 The ELA Common Core Journey... Claire Wick Yvonne Harness CESA 7, Green Bay April 12, 2013

2 Introductions Claire Wick and Yvonne Harness, CESA 7 Team introductions Share one hope for today’s session for the team! Copyright 2012 CESA 7, Green Bay, WI 2 Welcome/Introductions

3 AGENDA Welcome/Introductions Grounding: What do you know or wonder... “Big Picture” of Common Core Standards in English Language Arts/Literacy Standards-referenced vs. Standards-based Shifts in the discipline Reading the ELA/Literacy Common Core document What does the document say and what does it mean for us? Shifts in the ELA discipline reflected in the Common Core Understanding the Common Core standards College and Career anchor standards Specific grade level standards Assessing the Common Core standards Formative Assessment Summative Assessment Closure/debrief

4 Purposes for Today Understand the role of ELA Common Core Standards in a K-12 curriculum (Curriculum Companion) Be more aware of the Gradual Release of Responsibility framework for instruction Understand how the ELA Common Core Standards are unpacked

5 Grounding: What do you know or wonder... List 5-8 things you know about ELA Common Core standards. List 3-5 questions you have about ELA Common Core standards.

6 “Big Picture...” Copyright 2012 CESA 7, Green Bay, WI 6

7 DPI, p.11, 2011 Aligning for Student Success

8 What is it we want students to learn?* LA Common Core Standards Essential, Guaranteed and Viable Curriculum How will we know if each student has learned it?* Frequent, team developed, common formative assessments How will we respond when some students don’t learn it?* Timely, directive, systematic intervention How can we extend and enrich the learning for students who have demonstrated proficiency?* Timely enriched content, extended activities What is the process for facilitating the learning? Instructional framework – Gradual Release of Responsibility (Workshop model) *DuFour et al Learning by doing, 2 nd Ed., p Solution Tree. Copyright 2012 CESA 7, Green Bay, WI 8 The Journey Questions...

9 Copyright 2012 CESA 7, Green Bay, WI 9 “Big Picture”...

10 What are the Common Core Standards? Copyright 2011 CESA 7, Green Bay, WI 10 “Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.” (NGA & CCSSO, 2010)

11 Grounding: ELA Common Core Standards Video: Teaching Channel Reflect on Common Core Standards. Turn and Talk: Share one new learning and one question with another person!

12 What is Good about the CCSS Investigating Calkins perspectives on the positive aspects Task: Break up into groups to jigsaw the document: What is Good About the Common Core Standards? Each group will read their item and have a conversation about the opportunities and challenges with each aspect. Use chart paper to document your thinking. Be ready to share in whole group. Challenges for Student Learning Opportunities for Student Learning

13 Standards-based Standards-referenced The Journey ELA Curriculum

14 Underpinnings of LA Common Core Standards Portrait of a Literate Individual, p. 33 Teacher leadership and persistence: In what ways do we persist in bringing ALL students to proficiency in the LA standards? Copyright 2012 CESA 7, Green Bay, WI 14

15 Portrait of a Literate Individual, 1.They demonstrate independence. 2.They build strong content knowledge. 3.They respond to the varying demands of audience, task, purpose, and discipline. 4.They comprehend as well as critique. 5.They value evidence. 6.They use technology and digital media strategically and capably. 7.They come to understand other perspectives and cultures. Copyright 2012 CESA 7, Green Bay, WI 15

16 Underpinnings of LA Common Core Standards College and Career Readiness, p. 29 Teacher leadership and persistence: In what ways do we persist in bringing ALL students to proficiency in the LA standards? Copyright 2012 CESA 7, Green Bay, WI 16

17 What is College and Career Readiness? “ACT defines college readiness as acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution, such as a two- or four-year college, trade school, or technical school. Simply stated, readiness for college means not needing to take remedial courses in postsecondary education or training programs.” (Washington Post, 4/29/2010)

18 The Foundations for ELA P. 23 English Language is integrated discipline English language arts instruction builds an understanding of the human experience Literacy is an evolving concept, and becoming literate is a lifelong process Critical thinking and problem solving, communication, collaboration, and creativity are aspects of effective English language arts instruction and attributes of Wisconsin graduates Literacy, language and meaning are socially constructed and enhanced by multiple perspectives Guiding Question: How does your current practice reflect these foundations for ELA?

19 Reading the CCSS Document

20 20 pp. 36, DPI doc. Reading the document...

21 ELA Standards Elements 21 Reading CCR Anchor Standards Literary Text Standards Informational Text Standards Standard 10 Range & Text Complexity Reading Foundational Skills Writing CCR Standards Writing Standards Text Types & Purposes Production & Distribution of Writing Research to Build and Present Knowledge Range of Writing Speaking & Listening CCR Standards Listening & Speaking Standards Comprehension & Collaboration Presentation of Knowledge & Ideas Language CCR Standards Language Standards Conventions of Standard English Knowledge of Language Vocabulary Acquisition & Use Language Progressive Skills Copyright 2011 CESA 7, Green Bay, WI

22 Shifts in ELA Discipline... Copyright 2012 CESA 7, Green Bay, WI 22

23 Critical Conversations About “The 5 Big Shifts”... READING 1.Informational text must be studied in addition to literature. 2.Foundational reading skills are more specifically defined K-5. 3.Text complexity and range of text types is more specifically defined to ensure consistency and rigor. 4.Close reading is required for acquiring knowledge from text and deepening comprehension. 5.Technology is viewed as more than a tool; it changes reading and reading instruction. 23 Copyright 2012 CESA 7, Green Bay, WI pp. 25, DPI doc.

24 Literary Text Literary text is a narrative form of text and can be viewed as fiction, nonfiction, or poetry. Fiction: Text that is imagined more than real and its main purpose is to entertain and engage readers. Examples include traditional literature, fantasy, science fiction, realistic fiction, and historical fiction. Nonfiction: Text that contains ideas, facts, and principles related to the natural and social world. Broad enough to include nature writing, travel writing, biographies, memoirs, essays. Poetry: Text that is more compact writing as well as imaginative and artistic. 24

25 Informational Text Literary Nonfiction and Historical, Scientific, and Technical Texts which includes: Biographies, autobiographies, essays, speeches books about history, social studies, science, and the arts digital sources on a range of topics technical texts, including directions, forms information displayed in graphs, charts, or maps Copyright 2012 CESA 7, Green Bay, WI 25

26 1.Circle text types that are currently used at your grade level. 2.Star those text types that could be used in the future at your grade level.

27

28 Copyright 2012 CESA 7, Green Bay, WI 28 “Big Picture”...

29 Task: Investigating Reading Standards (StandardsInsight ℠) Task: Half of your grade level team should choose “Reading Literature text” standards and the other half of your team should choose “Reading Informational text” standards. Refer to the standards document. Choose one of the following standards categories for your investigation: -Key Ideas and Details (3 standards) -Craft and Structure (3 standards) -Integration of Knowledge and Ideas (3 standards) Read the 3 standards in the CCR category. Note those standards on the organizer. Discuss the unpacked standards using the StandardsInsight too. Use the organizer columns to document your thinking about those standards after reflecting on the unpacking.

30 EXAMPLE RL 1 RI 1 Unpacked standards: ela.standardsinsight.org User: elauser Pass: elauser RL 2 RI 2 RL 3 RI 3

31 Thinking vertically... Reflect on the following standards using the CCSS K-12 Vertical Articulation of Skills Charts: RL 1,2,3 (Key Ideas and Details) RI 1,2,3 (Key Ideas and Details) Look at the vertical chart (Reading Literature and Reading Informational Text) to see how the standards change (before grade level and after grade level). Highlight/underline key words and phrases before grade level. Highlight/underline key words and phrases after grade level. Guiding Questions for Grade Level Teams: What are any differences in skills before and after your grade level? How does that standard change over time and what implications does that have for student learning?

32 Reading Foundational Skill Standards Quote from CCSS doc about... p. 41 Task: Review grade level Foundational Skill Standards. What are the implications for instruction? What evidence do you have for student learning of these standards?

33 Critical Conversations About “The 4 Big Shifts” WRITING 1.Narrative, informative/explanatory, and opinion/argument writing are emphasized. 2.Writing in response to reading is emphasized. 3.Research and inquiry are emphasized as processes rather than a text type. 4.Technology is viewed as more than a tool; it changes writing and writing instruction. 33 Copyright 2012 CESA 7, Green Bay, WI pp. 25, DPI doc.

34 Task: Investigating Writing Standards Task: Refer to the standards document. Choose one of the following standards categories for your investigation: -Text Types and Purposes (3 standards) -Production and Distribution of Writing (3 standards) -Research to Build and Present Knowledge (3 standards) Read the 3 standards in the CCR category. Note those standards on the organizer. Discuss the unpacked standards using the StandardsInsight too. Use the organizer columns to document your thinking about those standards after reflecting on the unpacking.

35 EXAMPLE W.1.4 W.1.5 W.1.6 Unpacked standards: ela.standardsinsight.org User: elauser Pass: elauser

36 Critical Conversations About “The 3 Big Shifts”... SPEAKING and LISTENING 1.Discussion is viewed as a key component of learning and shared knowledge. 2.Speaking and listening are viewed as embedded aspects of every Literacy classroom. 3.Technology is viewed as more than a tool; it changes the way speaking and listening occurs. 36 Copyright 2012 CESA 7, Green Bay, WI pp. 25, DPI doc.

37 Critical Conversations About “The 2 Big Shifts”... LANGUAGE 1.Punctuation and grammar instruction must occur in embedded and authentic contexts. 2.Vocabulary instruction must be intentional and occur in authentic contexts. 37 Copyright 2012 CESA 7, Green Bay, WI pp. 25, DPI doc.

38 So What? Embedded in CCSS (the what) Are Inferences About TEACHING And LEARNING (the how) 38 Copyright 2011 CESA 7, Green Bay, WI

39 So What? Guiding Principles for Teaching and Learning 1.Every student has a right to learn. 2.Learning is a collaborative responsibility. 3.Students bring strengths and experiences to learning. 4.Responsive environments engage learners. 5.Instruction must be relevant and rigorous. 6.Purposeful assessment drives instruction and impacts learning. ( Wisconsin’s Guiding Principles for Teaching and Learning, June 2011) p. 167-Summary 39 Copyright 2011 CESA 7, Green Bay, WI

40 Gradual Release of Responsibility (GRR)

41 Reading Texts of increasing complexity Balancing Informational and Literary Text Focus on evidence Build knowledge through comprehending text in the content areas Writing Writing in response to reading Process writing (composing. Revising, editing) Opinion writing (basic form of argument) down to earliest grades Research – both short-focused projects and longer term Instructional Practices Demanded by the Common Core Standards

42 Speaking and Listening Present increasingly complex information, ideas, and evidence through listening, speaking, media Academic discussions in 1:1, small group, whole class Formal presentations Informal collaborative conversations/discussions Language Grow vocabularies through conversation, direct instruction, and reading Skills in conventions and vocabulary must be integrated in reading, writing, speaking and listening Instructional Practices Demanded by the Common Core Standards

43 Media and Technology Critical analysis of media Production of media Instructional Practices Demanded by the Common Core Standards

44 Turn and Talk Guiding Question: Is your current instructional framework consistent across all grade levels and every classroom? Not at allSomewhatMostlyTotally Consistent

45 The Journey... HOW? GRR Instructional Model WHAT? LA Common Core Standards-based Lessons K-12 ELA Curriculum Companion

46 Copyright 2012 CESA 7, Green Bay, WI 46 “Big Picture”...

47 Assessing the ELA Common Core Standards State accountability: Smarter Balanced Assessment How will Smarter Balanced be used for accountability? District accountability: District decisions How can district assessments be used to predict how students are learning the CCSS? Classroom accountability: Formative and Summative In what ways can teachers use formative and summative assessments, based on the CCSS?

48 Smarter Balanced Website 48

49 CLAIM #1 Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. Selected response items Highlight or identify evidence that supports answers

50 Students can produce effective and well-grounded writing for a range of purposes and audience. CLAIM #2

51 Students can employ effective speaking and listening skills for a range of purposes and audiences. Student performance Claim #3

52 Students can engage in research/inquiry to investigate topics and to analyze, integrate, and present information. Claim #4

53 Smarter Balanced Assessment Sample Items Walk through Gr. 4 sample Guiding Questions: What kinds of experience/instruction needs to take place in order for students to demonstrate proficiency on this kind of task? What are the opportunities and challenges in this task for students?

54 Exit Ticket Create a Tweet message regarding ELA/Literacy Common Core standards using the template provided. Be ready to share in whole group as your Exit Ticket.

55 “ A mind that is stretched by new experience can never go back to old dimensions” Oliver Wendell Holmes


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