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Overview of Alaskas Proposed English/Language Arts Standards Alaska Department of Education & Early Development.

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Presentation on theme: "Overview of Alaskas Proposed English/Language Arts Standards Alaska Department of Education & Early Development."— Presentation transcript:

1 Overview of Alaskas Proposed English/Language Arts Standards Alaska Department of Education & Early Development

2 Goals For This Webinar Navigate Structure of Standards Identify what is new Public comment process Contact and website information

3 Content Strand Strand Strand Strand 10. Anchor Standards in clusters under strands

4 Focus Grade LevelGrade LevelGrade Level Strand Strand Strand

5 Strand

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12 Identify the anchor standards by the corresponding number on the reading standard Pg. 6

13 Identify the anchor standards by the corresponding number on the reading standard Pg. 6

14 Identify the anchor standards by the corresponding number on the reading standard Pg. 6 Strand

15 Identify the anchor standards by the corresponding number on the reading standard Pg. 6 Focus Strand

16 Identify the anchor standards by the corresponding number on the reading standard Pg. 6 Strand Focus

17 Identify the anchor standards by the corresponding number on the reading standard Pg. 6 Grade Level Standard Strand Focus

18 New Reading Standards Fluency Word Identification Skills Forming a General Understanding Analysis of Content or Structure Grade Level Expectations K-10 Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity New Standards K-12 Through reading a diverse array of classic, contemporary, and Alaskan-based literature as well as challenging informational texts, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. 18 Strands

19 Reading –Information and literature –Text complexity –Foundational Skills for K-5 What is New?

20 pg 8

21 pg 12

22 Example of Grade-Level Progression in Reading Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Reading Standards for Literary Text Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 9-10: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Grade3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem). Reading Standards for Informational Text Grade 3: Describe the relationship or connection among a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Grade 7: Analyze the interactions between individuals, events, and ideas presented in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Grade 9-10: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

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24 Text complexity is defined by w of Text Complexity

25 Text complexity is defined by w of Text Complexity Quantitative 1.Quantitative measures – readability and other scores of text complexity often best measured by computer software.

26 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.

27 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.

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29 New Writing Standards Research and technology are integrated Text types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Write Using a Variety of Forms Structures and Conventions Revision Cite Resources Use Resources Grade Level Expectations K-10 New Standards K-12 Research skills are predominantly in the writing strand since a written analysis and presentation of findings are so often critical to communicate information. Opinion writing, a basic form of argument, extends down into the earliest grades. 29 Strand Cluster

30 What is New in Writing? Writing Research and technology Writing and reading standards are linked Opinion writing in early grades

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32 pg 18

33 Pg 22

34 pg 23

35 New Speaking and Listening Standards Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use New Standards K-12 An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. 35

36 Speaking and Listening – Supports collaboration – Incorporates technology

37 pg 24

38 Pg 25

39 pg 28

40 New Language Standards Conventions of standard English Knowledge of Language Vocabulary Acquisition New Standards K-12 The standards provide opportunities for students to develop their vocabularies through a mix of conversations, direct instruction, and reading. The standards emphasize word meanings, nuances of words, and steadily expand the repertoire of words and phrases. 40

41 Language – Command of conventions – Expand vocabulary

42 pg.29

43 Pg 66

44 pg 36

45 Recap Reading – Information and literature – Text complexity Writing – Research and technology – Writing and reading linked – Opinion writing in early grades Speaking and Listening – Incorporates technology – Supports collaboration Language – Command of conventions – Expand vocabulary

46 Alaskas Graduates Success Tools 1.Increased text complexity will bridge the gap between high school and college/work readiness. 2.Connections between writing and reading will strengthen research skills. 3.Speaking and listening standards promote collaboration and clear communication.

47 Relevancy The new proposed standards align with the uniqueness of Alaska. Combined with the Cultural Standards and local educators, relevant learning experiences will continue. – Same relevancy as the GLEs – Allow for relevancy at a greater level The proposed standards establish a strong foundation of knowledge and skills all students need for success after graduation. It is up to schools and teachers to decide how to put the standards into practice and incorporate other state standards, including the cultural standards. 47

48 Support for Districts EED Website provides information and updated weekly Publications for parents, teachers, and the community will be available. Frequently asked questions have been created for distribution Webinars have been scheduled for an in-depth review of the proposed standards (dates are posted on the website) Curriculum and Alignment Institute will support districts with the transition of curriculum. 48

49 Timeline January –May 2012Public comment period February– April 2012Webinars and presentations about the new standards scheduled June 2012New standards potentially adopted Fall 2012 – Spring 2015Transition from GLEs to new standards Spring 2016New assessments potentially administered 49

50 Thank You Your time is much appreciated! Public comment can be made at – Questions about the standards – Karen Melin, Literacy Content Specialist – 50

51 Public Comment


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