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

2. 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

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

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

5. 49 States Develop Standards during the 1990s
A History of Controversy
49 States Develop Standards during the 1990s
03:52

6. K-5 Reading Standards
2-2 00:00

7. Grades 6-12 Reading Standards
03:00

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. More Text Exemplars in Appendix B
9/10 Informational
2/3 Read aloud
2/3 Informational
9/10 Stories
10:34
More Text Exemplars in Appendix B

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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
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