Presentation is loading. Please wait.

Presentation is loading. Please wait.

Common Core State Standard: ENGLISH LANGUAGE ARTS OSPI /ESD LLC TEAM.

Similar presentations


Presentation on theme: "Common Core State Standard: ENGLISH LANGUAGE ARTS OSPI /ESD LLC TEAM."— Presentation transcript:

1

2 Common Core State Standard: ENGLISH LANGUAGE ARTS OSPI /ESD LLC TEAM

3 Common Core State Standards Our goals for today… Participants will… Take a glimpse at the past and a peek at the future Navigate the document Glance into the content strands Consider implications for your work Review resources and coming events 3

4 Common Core State Standards Source: 4 Define the knowledge and skills students need for college and career Developed voluntarily and cooperatively by states; more than 40 states have adopted Provide clear, consistent standards in English language arts/Literacy and mathematics

5 Washington States Implementation Timeline Phase 1: Awareness and Understanding, Alignment, and Adoption Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials Phase 3: Classroom Transitions Phase 4: Statewide Implementation through the Assessment System 5

6 Common Core State Standards in English Language Arts A glance at the content 6

7 Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) Language Media & Tech 7

8 The ELA Document Structure K-5 page 11 – Reading Foundational Skills – Writing – Speaking and Listening – Language 6-12 page 35 Reading Writing Speaking and Listening Language Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C Introduction page 10 8

9 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 standards Reading - 10 Writing - 10 Speaking and Listening - 6 Language - 6 9

10 Introduction Locate the introduction Answer questions #

11 Reading Strand Reading Anchor Standards K-5 page 10 Reading Literature Standards page 11 Reading Informational Standards page 13 Foundational Skills Standards page 15 Reading Anchor Standards 6-12 page 35 Reading Literature Standards page 36 Reading Informational Standards page 39 11

12 Reading Grade Levels Strand Abbreviation Sub-heading 12

13 Reading Sub-headings Reading – Key Ideas and Details – Craft and Structure – Integration of Knowledge and Ideas – Range of Reading and Level of Text Complexity Foundational Skills (K-5 only) – Understanding concepts of print – Phonological awareness – Phonics and word recognition – Fluency 13

14 Reading Task Scavenger Hunt questions (# 4,5,6) What stands out regarding content and/or organization? Share out 14

15 Writing Strand Writing Anchor Standards K-5 page 18 Writing K-5 Standards page19 Writing Anchor Standards 6-12 page 41 Writing 6-12 Standards page 42 Introduction – Definition of writing 15

16 16

17 Writing Sub-Headings Writing – Text types and Purposes – Production and Distribution of Writing – Research to Build and Present Knowledge 17

18 Writing Task Scavenger Hunt questions (# 7,8) What stands out regarding content and/or organization? Share out 18

19 Speaking and Listening Strand Speaking and Listening Anchor Standards K-5 page 22 Speaking and Listening K-5 Standards page 23 Speaking and Listening Anchor Standards 6-12 page 48 Speaking and Listening 6-12 Standards page 49 19

20 20

21 Speaking and Listening Sub-headings Speaking and Listening Comprehension and Collaboration Presentation of Knowledge and Ideas 21

22 Speaking and Listening Task Scavenger Hunt questions ( # 9,10) What stands out regarding content and/or organization? Share out 22

23 Language Language Anchor Standards K-5 page 25 Language K-5 Standards page 26 Language Anchor Standards 6-12 page 51 Language 6-12 Standards page 52 23

24 24

25 Language Sub-headings Language Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use 25

26 Language Task: Scavenger Hunt questions (# 11, 12) What stands out regarding content and/or organization? Share out 26

27 Literacy Standards for History/Social Studies, Science, and Technical Subjects Reading Anchor Standards page 60 Reading Standards for Literacy in History/Social Studies 6-12 page 61 Reading Standards for Literacy in Science and Technical Subjects 6-12 page 62 Writing Anchor Standards page 63 Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 page 64 27

28 History / Social Studies Science, and Technical Subjects Task: Scavenger Hunt questions (# 13 ) What stands out regarding content and/or organization? Share out 28

29 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. 29

30 An example of CCSS Integrated Literacy Writing standard 9 – Grade 4 9. 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 characters 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). W.4.9a W.4.9b 30

31 An example of CCSS Integrated Technology 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. technology speaking OR writing 31

32 Three Appendices Include Valuable Information Scavenger Hunt questions (# 14, 15, 16 ) What stands out regarding content and/or organization? Share out 32

33 Appendix A Research and evidence Glossary of key terms Overview of each strand Text complexity Conventions grade-level chart 33

34 Appendix B: Reading Text Exemplars with Sample Performance Tasks 34

35 Appendix C : Annotated Student Writing Samples 35

36 Appendix C : Annotated Student Writing Samples 36

37 What instructional shifts do you see? Share out 37

38 ELA / Literacy: 6 Major Shifts for Teachers to Consider Balance of Literary and Informational Texts Literacy in the Content Areas Increased Complexity of Text Text-based Questions and Answers Writing Using Evidence Academic Vocabulary 38

39 Balance of Literary and Informational Texts Literature includes – Stories – Drama – Poetry Informational Text includes Literary Nonfiction – Personal essays – Speeches – Opinion pieces – Biographies – Memoirs 39

40 Literacy in the Content At K-5 – Emphasis on literary experiences in content specific domains – Instruction in science and history/social studies Grades 6-12 – Teaching content specific literacy – Reading is critical in building knowledge in content areas 40

41 Increased Complexity of Texts Staircase of complexity Each grade level, step of growth More time for close and careful reading Appropriate and necessary scaffolding and supports for students reading below grade level 41

42 Text complexity is defined by w of Text Complexity Qualitative 2.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative 1.Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task 3.Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. 42

43 Text-based Questions and Answers Rich discussions dependent on common text Focus on connection to text Develop habits for making evidence based arguments in discussion and writing 43

44 Writing Using Evidence Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research – short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See standards appendices for writing samples) 44

45 Balance of Writing Text Types In grades K-5, the term opinion refers to persuasive writing Argumentative 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 writing Technology will be used to create, refine and collaborate writing

46 Academic Vocabulary Vocabulary to access grade-level, complex texts Vocabulary that crosses content Focus on pivotal, commonly found words, such as consequently, generation 46

47 A Focus from The Big Ideas Strongest Messages – Shift to higher-level thinking skills – Increased focus on Informational text in all subject areas – Rigor regarding depth and focus, quality over quantity – Writing using texts and evidence The move toward career and college readiness… – CCSS add grades 11 and 12 – Greater focus on increasing text complexity, argumentative writing, research skills from early grades – WA strength at K-3 / student goal setting 47

48 Reflection: What key messages stand out for you? How will this impact your responsibilities and work? What questions do you still have? 48

49 For More Information Common Core Website: Common Core Questions: – Hunt Institute Videos – r_detailpage (overview) r_detailpage – ed (writing) ed 49

50 Thank you.


Download ppt "Common Core State Standard: ENGLISH LANGUAGE ARTS OSPI /ESD LLC TEAM."

Similar presentations


Ads by Google