What to Teach: Anchor Standards 2-1 00:00 What to Teach: Anchor Standards Presented by Douglas Fischer and Nancy Frey

Objectives To review the history and nature of the CCSS To understand the shifts in the ELA CCSS To understand the overarching goals of the ELA CCSS To review the 10 anchor standards for ELA 00:10

A History of Controversy “ “A rising tide of mediocrity” A Nation At Risk, 1983 01:49

A History of Controversy National Council of Teachers of Mathematics writes standards in 1989 02:48

49 States Develop Standards during the 1990s A History of Controversy 49 States Develop Standards during the 1990s 03:52

K-5 Reading Standards 2-2 00:00

Grades 6-12 Reading Standards 03:00

Standards 6-12: Disciplines Dominate Science History Math English Reading Science articles Primary source documents Extended word problems Novels, speeches, essays Writing Lab reports Essays Explaining one’s thinking Research papers Language Disciplinary vocabulary Differing points of view Public defense and rationales Author’s word choice for mood, tone, motif 05:03 8

CCSS Overarching Goals Ensure that our students are: Provided with rigorous content and applications of higher knowledge through higher order thinking skills Meeting college and career expectations Provided a vision of what it means to be a literate person in the 21st century Prepared to succeed in a global economy and society 2-3 00:00 9

Integrated Model of Literacy 7th Grade Reading English Language Arts Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. History/ Social Studies Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts). Science and Technical Subjects Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. 03:30 10

Key Features of the ELA CCSS Responsibility is across the curriculum, whether delivered by a single teacher (K-5) or a grade level (6-12) Reading comprehension is achieved through a staircase approach of increasing text complexity, grade by grade Writing is across text types and disciplines Speaking and Listening are developed through communication and collaboration Language standards emphasize conventions, effective use, and vocabulary 05:28

CCSS Calls for 6 Shifts More informational texts Shared responsibility for literacy with science, history/social studies, and technical subjects Increased text complexity Text-dependent questions Argumentation with text-based evidence Focus on academic vocabulary 07:19

Key Ideas and Details Read closely to determine what the text says explicitly and make logical inferences, and cite specific textual evidence to support conclusions Determine central ideas and analyze their development, summarize key supporting details Analyze how and why individuals, events, and ideas develop over the course of the text 01:45

Key Ideas and Details in Two Grades Grade 4 “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.” Grade 8 “Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.” 03:48

Key Ideas in Craft and Structure Interpret words and phrases in text, including technical, connotative, figurative meanings, and how specific word choices shape meaning or tone Analyze the structure of texts, including specific sentences, paragraphs, and larger portions as they relate to the whole Assess how point of view or purpose shapes the content and style of the text 04:53

Craft and Structure in Two Grades Grade 4 “Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.” Grade 8 “Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through dramatic irony) create such effects as suspense or humor.” 06:04

Key Ideas in Integration of Knowledge and Ideas Integrate and evaluate content presented in a variety of formats, including visually and quantitatively, as well as with words Delineate and evaluate the argument and claims, including the validity, relevance, and sufficiency of evidence Analyze how two or more texts address similar themes to build knowledge and compare authors’ approaches 06:42

Integration of Knowledge and Ideas in Two Grades Grade 4 “Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.” Grade 8 “Analyze a case in which two or more texts provide conflicting information on the topic and identify where the texts disagree on matters for fact or interpretation.” 07:56

NAEP Alignment in Reading Grade Literature Information 4 50% 8 45% 55% 12 30% 70% Percentages do not imply that high school ELA teachers must teach 70% informational text; they demand instead that a great deal of reading should occur in other disciplines. 08:52 19

More Text Exemplars in Appendix B 9/10 Informational http://www.americanrhetoric.com/top100speechesall.html 2/3 Read aloud 2/3 Informational 9/10 Stories 10:34 More Text Exemplars in Appendix B

Key Features of Lesson Using context clues to discern vocabulary meaning Using the text’s language in their own discourse Using whole-group, small-group, and independent work Using partner reading for fluency 2-5 00:00

NAEP Alignment in Writing Three mutually reinforcing writing capacities: Grade Persuade Explain Convey Experience 4 30% 35% 8 12 40% 20% 00:31 One reason for this shift in the organization of writing standards is to better prepare students for college and career writing. This shift matches the NAEP (National Assessment of Educational Progress) framework. Notice the decreasing emphasis on writing to convey an experience (narrative), and the increase in writing to persuade or explain. 22

Text Types and Purposes Write arguments to support claims and analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence Write informative texts to convey complex ideas through effective selection, organization, and analysis of content Write narratives using effective technique, well- chosen details, and event sequences 02:25

Production and Distribution of Writing Produce clear and coherent writing appropriate to the task, purpose, and audience Strengthen writing through planning, revising, editing, rewriting, and trying new approaches Use technology to produce, publish, interact, and collaborate 02:53

Production and Distribution of Writing in Two Grades Grade 4 “Demonstrate sufficient keyboarding skills to type a minimum of one page in a single sitting.” Grade 8 “Use technology to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact with others.” 03:49

Research to Build and Present Knowledge Construct short as well as sustained research projects based on focused questions, demonstrating understanding of the subject under investigation Gather information from multiple print and digital sources, assess credibility and accuracy, and integrate while avoiding plagiarism Draw evidence from literary or informational texts to support analysis, reflection, and research 04:27

Comprehension and Collaboration Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively Integrate and evaluate information visually, quantitatively, and orally Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric 00:54

Comprehension and Collaboration in Two Grades Grade 4 “Identify the reasons and evidence a speaker provides to support particular points.” Grade 8 “Analyze the purpose of information presented in diverse media and formats… and evaluate the motives (e.g., social, commercial, political) behind its presentation.” 01:56

Presentation of Knowledge and Ideas Present information, findings, and supporting evidence so that listeners can follow the line of reasoning Make use of digital media and visual displays of data to express information and enhance understanding of presentations Adapt speech to a variety of contexts, demonstrating command of formal English when appropriate 02:50

Conventions and Knowledge of Language Demonstrate command of standard English grammar and use when writing and speaking Demonstrate command of standard English capitalization, punctuation, and spelling when writing Apply knowledge of language functions to make choices for meaning and style, and to comprehend when reading and listening 00:51

Vocabulary Use and Acquisition Determine the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials Demonstrate understanding of figurative language, word relationships, and nuances in word meaning Acquire and use a range of general academic and domain-specific words and phrases, and independently gather vocabulary knowledge when considering a word or phrase 01:11

Vocabulary Acquisition and Use in Two Grades Grade 4 “Acquire and use general academic and domain-specific words and phrases, including those that signal precise emotions (quizzed, whined, stammered)...” Grade 8 “Acquire and use general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.” 04:32

In Sum… All teachers will need to Scaffold comprehension of increasingly complex texts Integrate media sources into instructional activities Support/monitor informal talk 2-9 00:00

In Sum… ELA teachers will need to: Teach how a wide variety of genres fall into three big buckets: expository, persuasive, and narrative Science and history teachers will need to: Teach reading and writing strategies in their content areas explicitly 00:50

Consequent Shifts in Curriculum and Instruction Emphasis on spelling and grammar across grade levels Movement toward portfolios and away from prompt writing Emphasis on vocabulary (words and phrases) Emphasis on academic language Emphasis on bridging reading and writing 2-11 00:00