Presentation on theme: "Objective-CCSS ELA: To acquire a better knowledge of understanding the ELA CCSS Strands. Reading Writing Speaking and Listening Language."— Presentation transcript:
Objective-CCSS ELA: To acquire a better knowledge of understanding the ELA CCSS Strands. Reading Writing Speaking and Listening Language
Who is responsible for which portion of the Standards? A single K–5 section lists standards for reading, writing, speaking and listening, and language across the curriculum, reflecting the fact that most or all of the instruction students in these grades receive comes from one teacher. Grades 6– 12 are covered in two content area–specific sections, the first for the English Language Arts teacher and the second for teachers of history/social studies, science, and technical subjects. Each section uses the same CCR anchor standards but also includes grade-specific standards tuned to the literacy requirements of the particular discipline(s).
If someone ask you who is responsible for teaching the strands: All Teachers.
These 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. The standards:* Are aligned with college and work expectations; * Are clear, understandable and consistent; * Include rigorous content and application of knowledge through high-order skills; * Build upon strengths and lessons of current state standards; * Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and * Are evidence-based. What is Common Core?
There are only two sets of Common Core State Standards: one for Mathematics and one for English Language Arts and Literacy in the Content Areas. Note that in the elementary grades, the same set of standards apply to English Language Arts and the Content Areas, whereas at the secondary level, a separate set of standards specific to the Content Areas are included. “The state-led effort to create standards that will prepare students for college and the workplace was coordinated by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. It resulted in TWO sets of grade-specific standards: The English Language Arts and Literacy standards are divided into an elementary section and a secondary section, with three Appendices. You’ll notice that at the 6-12 level, Literacy in the Content Areas is a separate section with separate standards for the Content Areas.” CCSS
Strands Domains Standard 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
K−12 standards Grade-specific end-of-year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards K−12 standards Subheadings Found in each of the strands K−12 standards The group of standards located under each of the domains Cluster Domain Grade Specific Standards
What are they and how do I write them?
Reading Writing Speaking and Listening Language S S T R AN D
These strands serve to unite all literacy components within English Language Arts.
Each strand is represented in each grade level and builds on itself as the child goes through school, increasing in complexity towards the goal of college and career readiness.
A comprehensive K–5 section with four strands Reading strand (includes Foundational Skills) Writing strand Speaking and Listening strand Language strand Two content area-specific sections for grades 6-12 with four strands ELA Reading strand Writing strand Speaking and Listening strand Language strand History/Social Studies, Science, and Technical Subjects Reading strand Writing strand
This view shows each of the four strands with their corresponding domains.
ReadingWriting Speaking & Listening Language
Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading & Level of Text Complexity Graphic Representation Strand Domains
English Language Arts Common Core Standards Reading Strand Domains (4) Writing Strand Domains (4) Speaking and Listening Domains (2) Language Strand Domains (3)
Reading Strand Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Writing Strand Text Types and Purposes Production and Distribution of Writing Research to Build Knowledge Range of Writing Speaking and Listening Strand Comprehension and Collaboration Presentation of Knowledge and Ideas Language Strand Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use
Reading: Literature Key Ideas and Details Standard Statement 1 Standard Statement 2Standard Statement 3 Craft and Structure Standard Statement 4Standard Statement 5Standard Statement 6 Integration of Knowledge and Ideas Standard Statement 7 Standard Statement 8Standard Statement 9 Range of Reading and Level of Text Complexity Standard Statement 10 Reading: Informational Text Key Ideas and Details Standard Statement 1Standard Statement 2Standard Statement 3 Craft and Structure Standard Statement 4Standard Statement 5Standard Statement 6 Integration of Knowledge and Ideas Standard Statement 7Standard Statement 8Standard Statement 9 Range of Reading and Level of Text Complexity Standard Statement 10 Reading: Foundational Skills Print Concepts Standard Statement 1 Phonological Awareness Standard Statement 2 Phonics and Word Recognition Standard Statement 3 Fluency Standard Statement 4 (Sub-Strand)
Text Types and Purposes Standard Statement 1 Standard Statement 2 Standard Statement 3 Standard Statement 4 Standard Statement 5 Standard Statement 6 Standard Statement 7 Standard Statement 8 Standard Statement 9 Standard Statement 10 Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing
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
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 (K-5)
As we already know The Common Core State Standards (CCSS) divides English Language Arts into four strands K-12: Reading, Writing, Speaking and Listening and Language.
There are 32 CCR anchor standards. This is what students should be able to do by the end of Grade 12, so they should be the “anchor” for what happens from PK to graduation. They are broken up as follows:
The College and Career Readiness Anchor Standards define the broad expectations across the contents and grade levels students must meet to be prepared for college and/or the work place. There are ten anchor standards in Reading; ten in Writing; six in Speaking and Listening; and, six in Language that are consistent across the grades and content areas. Anchor Standards
Each strand has a set of College and Career Readiness Anchor Standards (CCR)
A CCR anchor standard is a skill that high school graduates should have in order to be ready for entry into the world of work or postsecondary education. An anchor standard is an answer to the question, “What should a 21st century diploma holder be able to do? Whether you teach kindergarten or 12th grade, an anchor standard is the target. The anchor standards are the fundamental skills that we want students to have when they graduate from our public schools. They are rigorous. They are also aligned with what colleges and workplaces expect students to be able to do.
10 Writing CCR Anchor Standards Text Types and Purposes (W.CCR.1, W.CCR.2, W.CCR.3) Production and Distribution of Writing (W.CCR.4, W.CCR.5, W.CCR.6) Research to Build and Present Knowledge (W.CCR.7, W.CCR.8, W.CCR.9) Range of Writing (W.CCR.10) 10 Reading CCR Anchor Standards Key Ideas and Details (R.CCR.1, R.CCR.2, R.CCR.3) Craft and Structure (R.CCR.4, R.CCR.5, R.CCR.6) Integration of Knowledge and Ideas (R.CCR.7, R.CCR.8, R.CCR.9) Range and Level of Text Complexity (R.CCR.10)
6 Language CCR Anchor Standards Conventions of Standard English (L.CCR.1, L.CCR.2) Knowledge of Language (L.CCR.3) Vocabulary Acquisition and Use (L.CCR.4, L.CCR.5, L.CCR.6) 6 Speaking and CCR Listening Anchor Standards Comprehension and Collaboration (SL.CCR.1, SL.CCR.2, SL.CCR.3) Presentation of Knowledge and Ideas (SL.CCR.4, SL. CCR.5, SL.CCR.6)
In Reading Informational Text the standards at each grade level are the same. They describe what students need to know and be able to do at each grade level in order to reach the College and Career Readiness level by the end of 12th grade.
CCR READING Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity 10. K-5 ELA & History/SS Science & Tech Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity ELA Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity History/SS Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity Science & Technical Subject Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity 10. K
Key Features of the Standards Reading: Text complexity and the growth of comprehension The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. The standards increase in complexity from grade to grade. Whatever they are reading, students will show the ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
A three-part model for determining the difficulty of a particular text
The CCSS has a specific Coding System for each strand. Knowing this coding will be helpful when you are aligning your lesson plans to the new standards. RL = Reading for Literature RI = Reading for Information RF = Reading Foundations W = Writing SL = Speaking and Listening L = Language Coding System
W.4.3 Writing, Grade 4, Standard 3 RF.2.4 Reading Foundations, Grade 2, Standard 4 L.10.3a Language, Grade 10, Standard 3a W.4.3 Writing, Grade 4, Standard 3 RF.2.4 Reading Foundations, Grade 2, Standard 4 L.10.3a Language, Grade 10, Standard 3a Note that there are sub-standard statements for Language (3a). This is also the case for Writing as well
Emphasize speaking and listening skills as an avenue to evaluate, integrate and present information from many sources. Call for increased use of technology/multi-media to gather and publish information. Examples of What the Standards Require
Common Core State Standards do not provide… A complete scope and sequence A course outline All essential skills and knowledge students could have Does not cover how teachers should teach
The Common Core State Standards define what all students are expected to know and be able to do.
From one grade level to the next, each “step up” in the task description is matched by a “step up” in the level of text difficulty.
Special thanks is given to the National Governors Association Center for Best Practices and the Council of Chief State School Officers