Presentation on theme: "WVDE Office of Instruction"— Presentation transcript:
1WVDE Office of Instruction Next Generation WV Content Standards and Objectives: English Language ArtsWVDE Office of InstructionAs we look at this slide we can see the student with the key. The NxG WV CSOs are the key to ensuring that all of our students are ready for college or the workplace when they graduate from our schools.
2Why Do We Need New Standards and Objectives? Research by ACT has shown that only ½ to 1/3 of 11th graders are reaching the college and career readiness level of achievement.Too few students are able to understand complex textFocus is needed on key aspects of language (using language skillfully, vocabulary)Need to strengthen content area reading
3Important DatesMay 13, 2010 – Common Core State Standards in English Language Arts and Mathematics adopted by WV Board of EducationOctober 1-2 – Work begins on putting CCSS into the WV frameworkOctober – April – Work continues on framework, performance descriptors and crosswalkMay, Next Generation WV Content Standards and Objectives go to the BoardSeptember, 2011 – Implementation begins with KindergartenJust to review, here are some dates that reflect the road to implementation of the Next Generation WV Content Standards and Objectives.
4Implementation Schedule August, 2011 – KindergartenAugust, 2012 – 1st GradeAugust, 2013 – 2nd GradeAugust, 2014 – 3rd through 12th gradeHere is the rollout schedule for implementation of the NxG WV CSOs.This implementation schedule will allow the kindergartners in 2011 to be the first 3rd graders to have had the benefits of the new CSOs for four whole years before taking the new assessment being created by the ASmarter Balanced Assessment Consortium, of which WV is a governing state.
5Policy FormatThis is the current format of the 21st Century CSOs and the NxG WV CSOs will look basically the same. The colors may differ.
6Teach 21 FormatThis is the format for Teach 21. When the revamping of the resources is completed, the CSOs will still be interactive with links to the resources and links to academic vocabulary lessons.
7Overview Four Standards in English Language Arts, K-12 ReadingWritingSpeaking, ListeningLanguageThe standards represent student outcomes—not the methodology for teaching students.
8Key Design Considerations College and Career Readiness Standards (CCR) are the backbone of the Standards.The CCR define cross-disciplinary literacy expectations.The K-12 Standards define end of year expectations and provide a cumulative progression toward CCR at graduation.
9Key Design Considerations Although there are four standards, they comprise an integrated model of literacy.Examples:Students are expected to write about their reading.Speaking and listening sets the expectations that students will share findings from their research.Make a connection to the 4 standards as you introduce this slide.
10Key ConsiderationsResearch and media skills are blended into the CCSS as a whole.Research and media skills are embedded throughout the standards rather than addressed separately.There is a shared responsibility for students’ literacy development. Literacy expectations are also extended to science, social studies and technical subjects.
11Key ConsiderationsThere is heavy emphasis on informational text (aligned to NAEP reading framework).There is a direct alignment with the NAEP Writing Framework. The focus on writing throughout high school is on arguments and informative/explanatory text.There is a strong focus on coherence in instruction and assessment.
12Key Considerations Language Integrated approach Not isolated skills Connection among reading, writing, speaking and listening, and language for communication purposes
13What is Not Covered by the Standards The focus is on what students should know- not how teachers should teach.The aim of the standards is to articulate the fundamentals- not to set out an exhaustive list or set of restrictions that limits what is to be taught besides what is specified.The standards do not define the nature of advanced work; we will establish this within the performance descriptors we write.
14What do CCR Students Look Like? They demonstrate independence; they are self-directed learners.They build strong content knowledge by research and study, reading purposefully and listening attentively.They respond to the varying demands of audience, task, purpose and discipline by adapting their communication.They comprehend, as well as critique, by questioning authors’ or speakers’ assumptions.They value evidence and can cite it.They use technology and digital media strategically and capably.They understand other perspectives & cultures.
15Key Features of the Standards ReadingText ComplexityGrowth of ComprehensionWritingText typesResponding to readingResearch
16Key Features of the Standards Speaking & ListeningFlexible communicationCollaborationLanguageConventionsEffective useVocabulary
17A Look at the NxG WV CSOs Grades K-5 Reading is divided into three types of skillsReading literatureReading informational textsFoundational SkillsPrint concepts, K-1 onlyPhonological Awareness, K-1 onlyPhonics and Word Recognition, K-5 onlyFluency, K-5 onlyAlthough the CCSS divide Reading into 3 sections, Literature, Informational Texts, and Foundational Skills, in the NxG WV CSOs, teachers combined the first two by writing objectives for both literature and informational text with in each cluster.The foundational skills remain as separate clusters, but as you can see on the slide, some of the skills (print concepts & phonological awareness) appear only at grades K-1 and others (phonics and word recognition & fluency) end at 5th grade.
18A Look at the NxG WV CSOs Writing Speaking & Listening – Communicating Developmental, beginning with drawing & dictating (K)Focus on opinion pieces, informative/ explanatory texts and narratives (K-5)Emphasis on research and writingSpeaking & Listening – CommunicatingLanguage –Focus on the conventions of EnglishEmphasis on vocabulary acquisition based on grade level reading and content
19What are the Implications for Elementary Instruction? Reflect and discuss at your table
20A Look at the NxG WV CSOs Grades 6 -8 Reading targets two types of texts:Reading literatureReading informational textsObjectives are similar yet specific for each type of text.Range of Reading & Level of Text Complexity is provided in a 6-8 band.
21A Look at the NxG WV CSOsWriting objectives address 3 types of writing:Arguments - the cornerstone of the writing standardInformative/explanatoryNarratives – real or imaginedResearch is emphasized in the writing standardRange of writing refers toTime frames for writingTypes of writing (research, reflection, revision)Argument “forces a writer to evaluate the strengths and weaknesses of multiple perspectives.” Students must “consider two or more perspectives on a topic or issue, something far beyond surface knowledge is required: students must think critically and deeply, assess the validity of their own thinking, and anticipate counterclaims in opposition to their own assertions.Research objectives are designed to Build & Present Knowledge
22A Look at the NxG WV CSOs Speaking and Listening: Language: Objectives are based on the philosophy that “students must have ample opportunities to take part in a variety of rich, structured conversations…built around important content in various domains.”Language:Continues to focus on conventions of English and the acquisition and use of vocabulary.Speaking & Listening: “…high school graduates will depend heavily on their ability to listen attentively to others so that they can build on others’ meritorious ideas while expressing their own clearly and persuasively.” “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.”Language: Separate Strand, but interwoven throughout the Reading, Writing, Speaking and Listening Standards.
23What are the Implications for Middle School Instruction? Reflect and discuss at your table
24A Look at the NxG WV CSOs Grades 9-12 Reading Standard features LiteratureInformational TextRange, Quality and Complexity of Student Reading
25A Look at the NxG WV CSOs Writing Standards 9-12 Text Types and PurposesArgumentsInformative/explanatory/narrativesProduction and Distribution of Writing
26A Look at the NxG WV CSOs Writing Standards 9-12 Research to Build and Present KnowledgeShort and sustainedMultiple authoritative print and digital resourcesEvidenceRange of Writing – Extended time framesShorter Time frame – task, purpose, audienceLonger- Time for Research, Reflection, Revision
27A Look at the NxG WV CSOs Speaking & Listening Language Comprehension and CollaborationPresentation of Knowledge and SkillsLanguageConventions of Standard EnglishKnowledge of LanguageVocabulary Acquisition and Use
28What are the Implications for High School Instruction? Reflect and discuss at your table
29Complex Skills in ELAAnalyze how and why individuals, events, and ideas develop and interact over the course of a text.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.Read and comprehend complex literary and informational texts independently and proficiently.
30Complex Skills in ELADevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
31“As educators begin to translate the Common Core State Standards (Next Generation WV Content Standards and Objectives) into practice, they have a new opportunity to think about what is important.”David T. ConleyCenter for Educational Policy Research
32Bottom Line?“The ideal result of standards implementation will be to move classroom teaching away from a focus on worksheets, drill-and-memorize activities, and elaborate test-coaching programs, and toward engaging, challenging curriculum that supports content acquisition through a range of instructional modes and techniques, including many that develop student cognitive strategies.”David T. Conley
33Questions? Edwina Howard-Jack firstname.lastname@example.org Denise White