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:
1 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-NilsenOSPI ELA Team RepresentativesOffice of Superintendent of Public InstructionRandy I. Dorn, State Superintendent
2 Goals For Webinar #1: The Big Idea A glance at the past and a glimpse of the futureA peek at the assessment systemA look at the contentA list of resources to guide our journeyThe 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.
4 Understanding the CCSS Initiative Developed by:Council of Chief State School Officers (CCSSO)National Governor’s Association (NGA)Adopted by Washington State in July 2011More than 40 states have adopted the CCSS standardsFocus on ELA and Mathematics skills students will need to be career or college ready.Offers our students a competitive edge in the global economyCreates a common equity and access to learningTo 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.
5 Washington State’s Implementation Timeline Phase 1: Awareness and Understanding, Alignment, and AdoptionPhase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and MaterialsPhase 3: Classroom TransitionsPhase 4: Statewide Implementation through the Assessment SystemAs 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 inThe 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.
6 Smarter Balance Assessment Consortium A Peek at the Assessment SystemOffice of Superintendent of Public InstructionRandy I. Dorn, State Superintendent
7 What about assessment? SMARTER Balanced Assessment Consortium (SBAC) 44 states participating in assessment consortiaThe 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 atThese 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 resultsUse multiple measuresSlow down and take your time getting to know the CCSS
8 English Language Arts and Mathematics, Grades 3–8 and High School System HighlightsEnglish Language Arts and Mathematics, Grades 3–8 and High SchoolBEGINNING OF YEAREND OF YEARLast 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 ASSESSMENTINTERIM ASSESSMENTComputer AdaptiveAssessment andPerformance TasksComputer AdaptiveAssessment andPerformance TasksPERFORMANCETASKSReadingWritingMathEND OF YEARADAPTIVE ASSESSMENTScope, sequence, number, and timing of interim assessments locally determinedThis 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 bookRe-take optionOptional Interim assessment system—Summative assessment for accountability* Time windows may be adjusted based on results from the research agenda and final implementation decisions.Source:
9 SBAC Assessment System Components Summative assessments benchmarked to college and career readinessCommon Core State Standards specify K-12 expectations for college and career readinessTeachers can accessformative processes and tools to improve instructionAll students leave high school college and career readyIf 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 supportWork begins this year to get districts and schools on board this yearFormative and interim assessments available late 2012Summative assessment target date is 2014Interim assessments that are flexible, open, and provide actionable feedback
10 Common Core State Standards in English Language Arts A glance at the contentOffice of Superintendent of Public InstructionRandy I. Dorn, State Superintendent
11 (includes Speaking and Listening) Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12ReadingWritingCommunication(includes Speaking and Listening)ELA Common Core StandardsSpeaking and ListeningReadingWritingLanguageMedia & TechOur 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 mediaskills 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.
12 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 teachResearch and media are integrated into all subject areas and are not taught in isolationThe standards include a connected set of resources includingIntroductionAppendicesK-8, grade-by-grade9-10 and grade bands for high schoolFormat highlights progression of standards across gradesThe 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
13 ELA Structure Introduction K-5 Reading Foundational Skills Writing Speaking and ListeningLanguage6-12ReadingWritingSpeaking and ListeningLiteracy in History/Social Studies, Science, and Technical SubjectsAppendices A, B, C
14 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 standardsReading – 10 standardsWriting – 10 standardsSpeaking and Listening – 6 standardsLanguage – 6 standards
15 StrandStrandCollege and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standardsReading – 10 standardsWriting – 10 standardsSpeaking and Listening – 6 standardsLanguage – 6 standards
16 Sub-headingsCollege and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standardsReading – 10 standardsWriting – 10 standardsSpeaking and Listening – 6 standardsLanguage – 6 standardsSub-heading
17 Sub-headings For Each ELA Strand Reading / Literacy in History and Social Studies* /Science and Technical Subjects*Key Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasRange of Reading and Level of Text ComplexityFoundational Skills (K-5 only)Understanding concepts of printphonological awarenessphonics and word recognitionFluency* refers to grades 6-12 only
18 Sub-Headings Continued Writing / Literacy in History and Social Studies* / Science and Technical Subjects*Text types and PurposesProduction and Distribution of WritingResearch to Build and Present KnowledgeSpeaking and ListeningComprehension and CollaborationPresentation of Knowledge and IdeasLanguageConventions of Standard EnglishKnowledge of LanguageVocabulary Acquisition and Use* refers to grades 6-12 only
19 Description of the Standard College and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standardsReading – 10 standardsWriting – 10 standardsSpeaking and Listening – 6 standardsLanguage – 6 standardsAnchor Standard
32 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.
33 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.
34 ELA Standards for History/Social Studies, Science, and Technical Subjects Knowledge and use of domain-specific vocabularyAnalyze, evaluate, and differentiate primary and secondary sourcesSynthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagramsWrite arguments on discipline-specific content and informative/explanatory textsUse of data, evidence, and reason to support arguments and claimsAs students move into college more emphasis is placed on disciplinary textsReading in science and history is important to citizenship; yet…Students aren’t usually taught how to read in science and historyReading science and history texts isDifferent than reading literary text
35 Three Appendices Include Valuable Information Appendix A: Research and evidence, glossary of key terms, overview of each strand, text complexity, conventions grade- level chartAppendix B: Reading text exemplars; sample performance tasksAppendix C: Annotated student writing samples, K-12The Appendices are critical in this document, otherwise the standards would be bullets.Appendix B provides diverse examples of text exemplars and student samplesAppendix C provides informational, narrative, argumentative writing samples. There are two samples from WA state writing assessment
36 Appendix A Research and evidence Glossary of key terms Overview of each strandText complexityConventions grade-level chart
38 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.
42 An example of CCSS Integrated Literacy W.4.9aW.4.9bWriting standard 9 – Grade 49. 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.
43 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.technologySpeaking OR writing
44 ELA / Literacy: The 6 Major Shifts Balance of Literary and Informational TextsLiteracy in the Content AreasIncreased Complexity of TextText-based Questions and AnswersWriting Using EvidenceAcademic VocabularySo 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.
45 Balance of Literary and Informational Texts Literature includesStoriesDramaPoetryInformational Text includesLiterary NonfictionPersonal essaysSpeechesOpinion piecesBiographiesMemoirsThe 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.
46 Literacy in the Content At K-5Emphasis on literary experiences in content specific domainsInstruction in science and history/social studiesGrades 6-12Teaching content specific literacyReading is critical in building knowledge in content areasThis 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
47 Increased Complexity of Texts Staircase of complexityEach grade level, step of growthMore time for close and careful readingAppropriate and necessary scaffolding and supports for students reading below grade level3. 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.
48 Text complexity is defined by w of Text ComplexityQuantitativeQuantitative measures – readability and other scores of text complexity often best measured by computer software.QualitativeQualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.Reader and TaskReader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.
49 Text-based Questions and Answers Rich discussions dependent on common textFocus on connection to textDevelop habits for making evidence based arguments in discussion and writingThese 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.
50 Writing Using Evidence Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative textsFocus on the use of reason and evidence to substantiate an argument or claimEmphasize ability to conduct research – short projects and sustained inquiryRequire students to incorporate technology as they create, refine, and collaborate on writingInclude 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.
51 Balance of Writing Text Types In grades K-5, the term opinion refers to persuasive writingArgumentative 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 writingTechnology will be used to create, refine and collaborate writingThis 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.
52 Academic Vocabulary Vocabulary to access grade-level, complex texts Vocabulary that crosses contentFocus on pivotal, commonly found words, such as consequently, generationAcademic 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
53 A Focus from “The Big Ideas” Strongest MessagesShift to higher-level thinking skillsIncreased focus on Informational text in all subject areasRigor regarding depth and focus, quality over quantityWriting using texts and evidenceThe move toward “career and college readiness”…CCSS add grades 11 and 12Greater focus on increasing text complexity, argumentative writing, research skills from early gradesWA strength at K-3 / student goal setting
54 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.
55 Resources Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent
56 Grade Level One-Pagers created by teachers inWashington StateSee the Resource page for the link to these documents.
57 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 ResourcesPublisher’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)
58 State Resources Coming Soon Grade-level Transition DocumentsThree-Year Transition Plan
59 Ways to Be Involved in Washington State’s Transition Quarterly CCSS Webinar Series:System-focused implementation supportsMathematicsEnglish Language ArtsCCSS SymposiaFall 2011 / Winter 2012 (collaboration with WSASCD)OSPI Survey to gather feedbackT&L monthly “newsflashes” and listserveConference presentations throughout the yearStarting 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.
60 CCSS Statewide Conference Presentations Dates:EventsAugust 15CTE Summer ConferenceOctober 2011WASA Fall Conference (2-4)WSASCD Annual Conference (14)WA Assoc. of Middle Level Educators (15)WA English Language Arts Consortium Conference (21)November 1OSPI/WSASCD CCSS SymposiumNovember 17-20WSSDA Annual ConferenceDecember 7-9WERA ConferenceMore on the way…This information is best accessed on our common core calendar page.
61 CCSS Statewide Webinar Series September 20, 3:30 – 4:30: MathematicsSeptember 22, 3:30 – 4:30: English Language ArtsJanuary 10, 10:30 – 11:30: District/Building LeadersJanuary 17, 3:30 – 4:30: MathematicsJanuary 19, 3:30 – 4:30: English Language ArtsMarch 7,10:30 – 11:30: District/Building LeadersMarch 20, 3:30 – 4:30: MathematicsMarch 21, 3:30 – 4:30: English Language ArtsMay 23, 10:30 – 11:30: District/Building LeadersMay 29, 3:30 – 4:30: MathematicsMay 31, 3:30 – 4:30: English Language ArtsStarting 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.
62 For More InformationCommon Core Website:Common Core Questions:ORGreta Bornemann, OSPI CCSS Project Director,Hunt Institute Videosr_detailpage (overview)ed (writing)