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2 Common Core State Standards for English Language Arts The Big Picture June, 2012.

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Presentation on theme: "2 Common Core State Standards for English Language Arts The Big Picture June, 2012."— Presentation transcript:

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2 2 Common Core State Standards for English Language Arts The Big Picture June, 2012

3 CCSS Timeline and Foci… Phase 1: CCSS Exploration Phase 2: Build Awareness & Begin Building Statewide Capacity Phase 3: Build State & District Capacity and Classroom Transitions Phase 4: Statewide Application and Assessment Ongoing: Statewide Coordination and Collaboration to Support Implementation CCSS Webinar Series Part 4:3May 2012 August/Sept January 2012 OSPI Quarterly Webinar Series March and May 2012

4 Implementing the Common Core State Standards in Washington State May 29, 2012 Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all English language arts and mathematics teachers are prepared and receive the support they need to implement the standards in their classrooms every day. Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS. This includes building system-wide capacity for sustained professional learning that can support CCSS implementation now and be applied to other initiatives in the future. Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

5 Implementation Partnerships May 29, 2012 PLUS… Large School Districts Higher Education Statewide Education and Content Associations Washington

6 6 Common Core State Standards for English Language Arts:

7 CCSS English Language Arts

8 K Foundational Skills Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance grades K-5 = 50%* literature; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text Balance grades 9-12 = 30%* literature; 70%* informational text Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view. Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35% Balance of writing types, including writing in the content areas Grade 8 – argument = 35%; information = 35%; narrative = 30% Grade 12 – argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view. Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition. English Language Arts Common Core Standards for Washington: Map of Skills and Concepts

9 ELA Structure K-5 Reading Foundational Skills Writing Speaking and Listening Language 6-12 Reading Writing Speaking and Listening Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C Introduction

10 College and Career Readiness (CCR) Anchor Standards are divided into four interrelated literacy strands. 10 CCR ELA/Literacy strands College & Career Readiness Anchor Standards ReadingWriting Speaking & Listening Language

11 Students who are college and career ready… … demonstrate independence … build strong content knowledge … comprehend as well as critique … value evidence … respond to the varying demands of audience, task, purpose, and discipline … use technology and media strategically and capably … come to understand other perspectives and cultures

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

13 Literature includes Stories Drama Poetry Informational Text includes Personal essays Literary nonfiction Speeches Opinion pieces Biographies Memoirs 13 Sue Pimental talks about the balance of texts

14 14 Increased quantity of materials and instructional time devoted to informational text English Language Arts Literature fiction, drama, poetry Literary Nonfiction Social Studies, Science, Technical Subjects Other informational Text A balance of informational text 6-12 Dave Pimental talks cross-content

15 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 15

16 Literacy in the Content Areas 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

17 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

18 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. Quantitativ e 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.

19 Emphasis on 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

20 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)

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

22 Structural Comparison: WA Standards vs. CCSS English Language Arts (for full comparison informational handout go to: WA Reading, Writing, and Communication Standards Common Core State Standards for English Language Arts (ELA) Grades CoveredK-10K-12 Documents Three separate standards documents for reading, writing, and communication One document with four strands: reading, writing, speaking and listening, and language. Integration A few standards embedded within the GLEs that address reading and writing in the content areas. Includes standards for Literacy in History/Social Studies, Science, and Technical Subjects. WA has separate state educational technology standards for gradesK-12. Media and Technology are integrated throughout the standards. 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

23 English Language Arts Reading Literature Literary Nonfiction WritingSpeaking & ListeningLanguage Literacy in Content Areas Reading Informational Text Writing ELA/Literacy Strands

24 Three Appendices Include Valuable Information Appendix A: Research and evidence, glossary of key terms, overview of each strand, text complexity, conventions grade-level chart Appendix B: Reading text exemplars; sample performance tasks Appendix C: Annotated student writing samples, K-12

25 Resources

26 Transition to the ELA CCSS in Washington May 2012 Three-year transition plan focuses on shift areas each year, with an increasing level of rigor as we progress. OSPI will provide the big picture support and resources, while ESD partners will provide deeper dives Resources, references, and supports will be available to all districts, schools, teachers, and communities

27 K Foundational Skills Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance grades K-5 = 50%* literature; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text Balance grades 9-12 = 30%* literature; 70%* informational text Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view. Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35% Balance of writing types, including writing in the content areas Grade 8 – argument = 35%; information = 35%; narrative = 30% Grade 12 – argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view. Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition. English Language Arts Common Core Standards for Washington: Map of Skills and Concepts

28 K-12 English Language Arts Introduction Familiarize district/building leadership team with Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Investigate and interpret the implications for instruction in reading, writing, speaking and listening, and language. Year One Identify and understand the design of skills and concepts in ELA Develop an understanding of the vertical articulation of skills and concepts from Kindergarten through Career and College Readiness Develop an understanding of overarching cross-content concepts (i.e., technology and media) Understand the increasing text complexity, its role in preparing students to be career and college ready, and implications for instruction and materials. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs) Resources Common Core State Standards DocumentsCommon Core State Standards Documents Introduction and Year One Support Modules ESD support OSPI technical assistance OSPI CCSS Webinar SeriesOSPI technical assistanceOSPI CCSS Webinar Series K-12 English Language Arts Year Two Year One focus and strategies, and: Adjust curricular materials and adapt instruction to: Build a shared responsibility for the development of reading and writing skills and knowledge across content areas through a balance of nonfiction and literature texts Focus on the role of argument in reading and writing and speaking and listening instruction, with particular emphasis incorporating text-based questions and writing using evidence from sources. Intentionally address academic vocabulary and its role in reading comprehension and written and oral language production. Begin to develop, enhance, and integrate literacy skills across social studies/History, science, and other technical subjects. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs) Resources Common Core State Standards DocumentsCommon Core State Standards Documents ESD support and technical assistance OSPI technical assistance OSPI CCSS ELA Webinar SeriesOSPI technical assistanceOSPI CCSS ELA Webinar Series

29 K-12 English Language Arts Year Three Years One and Two foci and strategies, and: Adjust curricular materials and adapt instruction to: Emphasize speaking and listening skills as an avenue to evaluate, integrate and present information from many sources. Expand and deepen the teaching of language skills, focusing on the relationship between grammar and usage and the comprehension and production of effective written text. Incorporate technology/multi-media to gather, research, develop, and publish information. Engage in continued professional development, collaborative study, and action to address the depth of the curricular and instructional shifts (i.e. text complexity, academic vocabulary, content literacy, and writing instruction). Plan collaboratively to develop rigorous English language arts lessons and units using the CCSS. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs) ResourcesCommon Core State Standards DocumentsCommon Core State Standards Documents ESD support and technical assistance OSPI technical assistance TBDOSPI technical assistance

30 May 2012CCSS Webinar Series Part 4: District and Building Leaders 30

31 ESDLocationLiteracy LeadPhone NEW ESD 101 Spokane Debbie Lahue (509) ESD 105 Yakima Bethany Robinson (509) ESD 112 Vancouver Marilyn Melville- Irvine (360) ESD 113 Olympia Cheryl Vance (360) Olympic ESD 114 Bremerton Dan King Puget Sound ESD 121 Renton Martha Teigen Terese Emry Michelle Lewis (425) / (800) (425) ESD 123 Pasco Georgia Boatman (509) North Central ESD 171 Wenatchee Shanna Brooks (509) Northwest ESD 189 Anacortes Beth Niemi (360) Washington State Literacy Leadership Cadre

32 May 2012CCSS Webinar Series Part 4: District and Building Leaders 32 Common Core Questions: Greta Bornemann, OSPI CCSS Project Lead, ELA Questions Liisa Moilanen, ELA Director


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