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Next Generation WV Content Standards and Objectives: English Language Arts WVDE Office of Instruction.

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Presentation on theme: "Next Generation WV Content Standards and Objectives: English Language Arts WVDE Office of Instruction."— Presentation transcript:

1 Next Generation WV Content Standards and Objectives: English Language Arts WVDE Office of Instruction

2 Why Do We Need New Standards and Objectives? Research by ACT has shown that only ½ to 1/3 of 11 th graders are reaching the college and career readiness level of achievement. – Too few students are able to understand complex text – Focus is needed on key aspects of language (using language skillfully, vocabulary) –Need to strengthen content area reading

3 Important Dates May 13, 2010 – Common Core State Standards in English Language Arts and Mathematics adopted by WV Board of Education October 1-2 – Work begins on putting CCSS into the WV framework October – April – Work continues on framework, performance descriptors and crosswalk May, Next Generation WV Content Standards and Objectives go to the Board September, 2011 – Implementation begins with Kindergarten

4 Implementation Schedule August, 2011 – Kindergarten August, 2012 – 1 st Grade August, 2013 – 2 nd Grade August, 2014 – 3 rd through 12 th grade

5 Policy Format

6 Teach 21 Format

7 Overview Four Standards in English Language Arts, K-12 –Reading –Writing –Speaking, Listening –Language The standards represent student outcomesnot the methodology for teaching students.

8 Key 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.

9 Key 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.

10 Key Considerations Research 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.

11 Key Considerations There 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.

12 Key Considerations Language Integrated approach Not isolated skills Connection among reading, writing, speaking and listening, and language for communication purposes

13 What 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.

14 What 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.

15 Key Features of the Standards Reading –Text Complexity –Growth of Comprehension Writing –Text types –Responding to reading –Research

16 Key Features of the Standards Speaking & Listening –Flexible communication –Collaboration Language –Conventions –Effective use –Vocabulary

17 A Look at the NxG WV CSOs Grades K-5 Reading is divided into three types of skills –Reading literature –Reading informational texts –Foundational Skills Print concepts, K-1 only Phonological Awareness, K-1 only Phonics and Word Recognition, K-5 only Fluency, K-5 only

18 A Look at the NxG WV CSOs Writing –Developmental, beginning with drawing & dictating (K) –Focus on opinion pieces, informative/ explanatory texts and narratives (K-5) –Emphasis on research and writing Speaking & Listening – Communicating Language – –Focus on the conventions of English –Emphasis on vocabulary acquisition based on grade level reading and content

19 What are the Implications for Elementary Instruction? Reflect and discuss at your table

20 A Look at the NxG WV CSOs Grades 6 -8 Reading targets two types of texts: –Reading literature –Reading informational texts Objectives are similar yet specific for each type of text. Range of Reading & Level of Text Complexity is provided in a 6-8 band.

21 A Look at the NxG WV CSOs Writing objectives address 3 types of writing: Arguments - the cornerstone of the writing standard Informative/explanatory Narratives – real or imagined Research is emphasized in the writing standard Range of writing refers to Time frames for writing Types of writing (research, reflection, revision)

22 A Look at the NxG WV CSOs Speaking and Listening: –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.

23 What are the Implications for Middle School Instruction? Reflect and discuss at your table

24 A Look at the NxG WV CSOs Grades 9-12 Reading Standard features –Literature –Informational Text –Range, Quality and Complexity of Student Reading

25 A Look at the NxG WV CSOs Writing Standards 9-12 –Text Types and Purposes Arguments Informative/explanatory/narratives –Production and Distribution of Writing

26 A Look at the NxG WV CSOs Writing Standards 9-12 –Research to Build and Present Knowledge Short and sustained Multiple authoritative print and digital resources Evidence –Range of Writing – Extended time frames Shorter Time frame – task, purpose, audience Longer- Time for Research, Reflection, Revision

27 A Look at the NxG WV CSOs Speaking & Listening –Comprehension and Collaboration –Presentation of Knowledge and Skills Language –Conventions of Standard English –Knowledge of Language –Vocabulary Acquisition and Use

28 What are the Implications for High School Instruction? Reflect and discuss at your table

29 Complex Skills in ELA Analyze 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.

30 Complex Skills in ELA Develop 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. Conley Center for Educational Policy Research

32 Bottom 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

33 Questions? Edwina Howard-Jack Denise White

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