English Language Arts/Literacy Louisiana Textbook Adoption Publisher’s Orientation March 1, 2012

Louisiana Department of Education Overview Understanding the Common Core State Standards for English Language Arts and Literacy (CCSS for ELA/Literacy) Evaluation Tools (Tools #1-#3) and Specific Considerations for ELA/Literacy Additional Resources 2

Louisiana Department of Education Understanding the CCSS for ELA/Literacy Structure Design Considerations Key “shifts” 3

Louisiana Department of Education Understanding the CCSS for ELA/Literacy Strand (Focus Topic) College and Career Readiness Anchor Standard Grade- Specific Standard (Focus Topic) College and Career Readiness Anchor Standard Grade- Specific Standard (Focus Topic) College and Career Readiness Anchor Standard Grade- Specific Standard Structure 4

Louisiana Department of Education Understanding the CCSS for ELA/Literacy Reading –Reading Standards for Literature K-5 (RL) –Reading Standards for Informational Text K-5 (RI) –Reading Standards: Foundational Skills (K-5) (RF) Writing (W) Speaking and Listening (SL) Language (L) Strands 5

Louisiana Department of Education Tool #1 CCSS Strand 6

Louisiana Department of Education Tool #1 Grade-Specific Standard Grade Level 7

Louisiana Department of Education Understanding the CCSS for ELA/Literacy Alignment –Progressions (vertical alignment) –Integration (horizontal alignment) Design Considerations 8

Louisiana Department of Education Understanding the CCSS for ELA/Literacy Kindergarten Grades 1-5 Grades 6-8 Grades 9-12 College and Career Readiness Anchor Standard Design Considerations: Progression (Vertical Alignment) 9

Louisiana Department of Education Understanding the CCSS for ELA/Literacy With prompting and support, identify the main topic and retell key details of a text. (Kindergarten) Identify the main topic and retell key details of a text. (Grade 1) Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs with the text. (Grade 2) Design Considerations: Vertical Progression Example 10

Louisiana Department of Education Tool #1 11 Vertical Progression Chapters and page #s for Grade 4 only

Louisiana Department of Education Tool #1 Grade 3Grade 4 Vertical Progression 12

Louisiana Department of Education Understanding the CCSS for ELA/Literacy Design Considerations: Language Progressions (Page 30 of the CCSS) 13

Louisiana Department of Education Tool #1 At the end of each strand*: “Describe how the materials reflect the vertical progression of the CCSS for (strand name) from grade __ to grade __.” *Not applicable to kindergarten 14

Louisiana Department of Education Tool #1 Expectations for publisher description/explanation: –Limit the response to approximately 2 paragraphs –Provide concrete examples including page numbers when appropriate to show connection and progression between the grades (within a grade is acceptable as well, if appropriate) “In grade 3, we include excerpts (pages 25 and 56) from two different books featuring Ramona Quimby, and a task which asks students to compare and contrast the plot and theme of the excerpts. In grade 4 we include creation myths from different cultures (Chapter 5, pages ), and include a task which asks students to look at how the different myths explain creation to develop different themes.” –Do not include every example; only highlight a few exemplars 15 Progression of Strands

Louisiana Department of Education Understanding the CCSS for ELA/Literacy Page 5 of the CCSS for ELA/Literacy: “While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.” Design Considerations: Integration (Horizontal Alignment) 16

Louisiana Department of Education Understanding the CCSS for ELA/Literacy In editing writing, students address Writing standard 5 (“Develop and strengthen writing as needed by…”) as well as Language standards 1-3 (conventions of standard English and knowledge of language). Pair literary texts with informational texts Locate evidence from texts to support written answers in questions and tasks Present information researched in tasks Study language conventions in reading texts Include questions and tasks that address standards many times in varied ways with multiple texts Design Considerations: Integration Examples 17

Louisiana Department of Education Tool #1 At the end of Tool #1: “Also describe how the materials reflect the integration of the Common Core State Standards for English Language Arts and Literacy across the various strands in grade ___.” 18

Louisiana Department of Education Tool #1 Expectations for publisher description/explanation: –Limit the response to approximately 2 paragraphs –Provide concrete examples including page numbers when appropriate to show connection between the strands “We ask students to respond to every text in writing (page 10, 24, 33, 48, etc.) and present research findings conducted on topics taken from reading texts (page 89, 176)).” –Do not include every example; only highlight a few exemplars 19 Integration

Louisiana Department of Education Tool #1 Completed by publisher –Title of Textbook and Publisher –Date of Copyright –Column labeled “To be completed by publisher” –Questions after each strand and at the end Verified by the committee –Will complete the column labeled “Committee Standards Alignment Evaluation” using the provided rubric at the top of the first page Specific considerations (next slides) 20

Louisiana Department of Education Tool #1 The lettered item must be interpreted within the above context. 21 When standards have letters below the stem…

Louisiana Department of Education Tool #1 Standard sets expectations for student performance Is the content of the materials sufficient for students to adequately meet the standard? Example: Does student’s edition contain tasks that promote discussions involving these skills? Does teacher’s edition provide strategies for better discussions, enabling teachers to provide opportunities for students to meet these standards? 22 When standards focus on student performance…

Louisiana Department of Education Understanding the CCSS for ELA/Literacy Summarized from several additional documents that accompany the CCSS for ELA/Literacy: –Pages within the CCSS document –Appendices A and B –Publishers’ Criteria for K-2 and 3-12 –PARCC Model Content Frameworks Key “Shifts” 23

Louisiana Department of Education Understanding the CCSS for ELA/Literacy Text complexity Expectations set for an increase in text complexity at each grade level; texts should be analyzed before being used (focus on text) Reading foundations Essential for later ability to read complex text; focus on consolidation of skills Academic vocabulary Tier II words are common to complex text and used across content areas; systematic instruction around Tier II words Building knowledge Sequence texts and instruction so that as students gain knowledge from info. text they build a body of knowledge Informational text Increase use of informational text in the classroom; goal is 50/50 balance (lit/info) across reading in K-5 Writing to sources Writing about text after close reading; responding to text- dependent questions Using evidence Gather and use evidence to support writing (1-2 texts) and in research projects (short/extended; multiple sources) Argumentative writing Move from narrative to argumentative writing; distinct from persuasive writing (more academic/analytical) Key “Shifts” 24

Louisiana Department of Education Tool #2 Category Description of shift/criteria 25

Louisiana Department of Education Tool #2 How completed may vary based on choice above Can complete for individual grade or grade cluster 26

Louisiana Department of Education Tool #2 Completed by publisher (all but the last column) Verified by the committee (will complete the last column) Specific considerations: –Limit responses as much as possible to the provided boxes (some expansion is acceptable, but be reasonable) –Provide specific examples as appropriate, but focus only on exemplars; do not provide every available example –It is acceptable to reference Additional Resources included in this presentation as necessary 27

Louisiana Department of Education Tool #2 Additional Resources may need to be referenced 28

Louisiana Department of Education Tool #3 Publisher completes title of textbook, publisher, and date of copyright Everything else is completed by the committee Summary of Tool #1 and Tool #2 with additional questions Committee will make independent decision about whether to Adopt or Reject a particular submission 29

Louisiana Department of Education Additional Resources Publishers’ Criteria for K-2 and 3-12 –Basis of Tool #2 for grades K-5; web addresses on Tool #2 PARCC Model Content Frameworks for ELA (gr. 3-11) –Basis of Tool #2 for grades 3-5; web address on Tool #2 Appendices A and B –Appendix A gives research on all strands; referenced in Tool #2 for grades K-5; web address on Tool #2 –Appendix B gives exemplar texts for text complexity; referenced in Tool #2 for grades K-5; web address on Tool #2 Additional pages in CCSS for ELA/Literacy –Page 30 – Language progressions (grades 3-5 only) –Page 31 – Definitions for text types and text complexity –Page 32 – Text exemplars –Page 33 – Example of how to sequence texts around a topic 30

Louisiana Department of Education Page 31 of the CCSS for ELA/Literacy 31

Louisiana Department of Education Page 32 of the CCSS for ELA/Literacy 32

Louisiana Department of Education Page 33 of the CCSS for ELA/Literacy 33

Louisiana Department of Education Questions? 34