1. Communication Arts Show-Me Standards with the Common Core
Missouri Department of Elementary and Secondary Education
October, 2011

2. Alignment Between Show-Me Standards and the CCSS
An alignment analysis was conducted in February of 2011.
All Show-Me Standards for Communication Arts were represented in the CCSS.

3. Taking a Closer Look Identifying Shifts in
Teaching and Learning - READING

4. Reading: Text Complexity Rationale
“…while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K-12 texts have actually declined in sophistication…” (CCSS Appendix A, p.2 )

5. Reading: Text Complexity Rationale
Elementary and secondary students are not required to read enough informational text independently even though expository text makes up the vast majority of the required reading in college and the workplace.
(CCSS Appendix A, p.2)
What is the suggested requirements for K-12 classrooms in reading expository texts? Ans. ( Introduction p. 5) The standards aim to align w/ this chart

6. Reading Shift Text Complexity Grade Bands in the Standards
Old Lexile Ranges
Lexile Ranges Aligned
To CCR Expectations
K-1
N/A
2-3
4-5
6-8
9-10
11-12

7. Reading: Text Complexity
(CCSS 6-12, p. 57;
Appendix A, p. 5-7)
Levels of meaning
Structure
Language conventions and clarity
Knowledge demands
Readability measures
Other scores of complexity
(Figure 2, Appendix A, p.6)
Lexiles, Accelerated Reader, Coh-Matrix
Have audience locate Appendix Sections listed on slide for reference:
Qualitative:
Trained judgment of 4 qualitative factors
Sometimes used as a corrective measure of quantitative measures
Factors sit on a continuum of complexity
Quantitative
More, improved methods are needed
Variations: motivation, knowledge, experience
Variables: purpose/complexity of task; questions posed
(Figure 4, Appendix A, p )

8. Reading Shifts
Independent Reading
Multiple Texts

9. Text Exemplars Appendix B This Appendix covers: Multiple genres
Grade bands
Examples of Performance Tasks
Tasks aligned to Reading Standards (Rigor)
Pick a genre, pick a grade band, analyze the PE for rigor (Shoulder partner)

10. Nonfiction NAEP Assessment Writing Framework 2011
Shift in emphasis for NAEP testing in 2011…Addition of persuasion (argument), Explanation and Experential writing
Standards include high-performing states’ standards and international standards
Nonfiction

11. Taking a Closer Look Identifying Shifts in
Teaching and Learning - WRITING

12. Writing Shifts
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
Incorporate process with writing types (Standards 1-3)

13. Grade Level Progression - Writing
Grade 1: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Grade 4: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Grade 7: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Grades 11-12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
See handout from yesterday… Refer to Handout …very similar to Reading Progression handout
Also See/Use Handout on Writing Cloze

14. Writing samples Appendix C Multiple genres Grade bands
Examples of Performance Tasks
Pick a genre, pick a grade band, analyze the PE for rigor (Shoulder partner)
Appendix C

15. Taking a Closer Look Identifying Shifts in
Teaching and Learning – Speaking and Listening
Because of the advances in Technology for assessments, we have improved capabilities for testing in this area. Districts would want to increase efforts to deconstruct targets in these areas.

16. Speaking and Listening Shifts
Focus on collaborative discussions
formal and informal
academic, small-group, whole-class discussions
Emphasize effective communication practices
Require interpretation and analysis of message
Oral
Visual
Multimodal formats

17. Taking a Closer Look Identifying Shifts in
Teaching and Learning – Language

18. Language Shifts Include conventions for writing and speaking
Highlight vocabulary acquisition
conversation
direct instruction
reading
Are integrated in context of
writing
speaking
listening

19. General academic words found more in text than speech
3 Tiers of Words
Domain-specific 3
General academic words found more in text than speech 2
Everyday speech 1

20. Vocabulary Tier Examples
Back then, racial segregation was the rule throughout the American South. Strict laws – called “Jim Crow” laws – enforced a system of white supremacy that discriminated against blacks and kept them in their place as second- class citizens.
(CCSS Appendix A, p. 34)
Example is from grade 4-5.

21. Taking a Closer Look Identifying Shifts in
Teaching and Learning – CONTENT LITERACY

22. levy plot expression Vocabulary
General Comments about Content Literacy
Vocabulary: Attention to Level 2 (across many disciplines) and Level 3
Vocabulary

23. H20≠02H Sentence Structure I walked slowly to my friend’s house.
I slowly walked to my friend’s house.
H20≠02H
a + b = b + a
General Comments about Content Literacy
Important to notice how sentence structures are specific to each discipline
Sentence Structure

24. History/Social Studies - GRAPHICS
Include photographs and artwork superfluous to text – may not be referenced in text
Often require students to integrate new information – graphs, charts, timelines, et.al.
Requires reader to determine if information is
descriptive
sequential
relational/hierarchical
causal

25. Science Reading - GRAPHICS
Represent alternate forms of the same information
Read recursively – from diagram to text, and back
Beg reader to transform information from one form to another* (ability to do this is evidence of full understanding)
Presents close connections among prose, graphs, charts, formulas - (essential for chemistry)

26. Media/Technology Integration
Use Looking forTechnology in the CCSS T-Chart to fill in 2-3 more examples from the documents of integrated technology. Share out

28. What Can Districts Do Right Now?
/curriculum/documents/ccr-ccss-ela- implementation-plan-2011.pdf

29. Examine the text complexity of materials currently used against the text exemplars provided in Appendix B of the Common Core State Standards (CCSS) document.

30. Begin discussions concerning how to increase students’ ability to read text of increasing complexity at all levels.

31. Emphasize nonfiction text.

32. Teach “close” reading. “Close” reading means reading for the purpose of uncovering layers of meaning and allowing for deep comprehension.
K-12 comprehension

33. Emphasize writing instruction, particularly argumentative/opinion and information/explanatory writing at all levels.

34. Examine the writing samples provided in Appendix C to become familiar with the expected proficiency levels at each grade level.

35. Intentionally teach vocabulary in context, particularly general academic and domain-specific vocabulary.

36. Emphasize student collaboration and peer feedback for presentations and projects.

37. Incorporate technology into instruction, student learning, and assessment.

38. Begin discussion among teachers of all content areas to determine how to help students meet the particular challenges of reading, writing, listening, speaking, and language in their respective fields.

39. Students’ futures
The 25 fastest growing professions have far greater than average literacy demands, while the 25 fastest declining professions have lower than average literacy demands (Barton, 2000).

40. Diane Audsley