1. DELAC Meeting February 19, 2014 CA Common Core Standards English Language Arts

2. 2 What are the Common Core Standards? 1.Specify learning expectations for students in grades K-12 2.Consists of two sets of standards a.English Language Arts b.Mathematics 3.Focus on college and career readiness 4.Adopted in 45 states in the USAdopted in 45 states in the 5.Implemented in 2014-2015 school year

3. Shifts in ELA/Literacy 3 Shift 1 Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2 Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3 Staircase of ComplexityStudents read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4 Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text. Shift 5 Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument. Shift 6 Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

4. English Language Arts Standards – Organized into 5 strands in K-12 Reading: Literature Reading: Informational Text Writing Listening and Speaking Language – In grades K-5 only: Reading Foundations – In grades 6-12 only: Literacy in History/Social Studies, Science, and Technical Subjects

5. Reading Literature (10) Reading Informational Texts (10) Writing (10) Speaking and Listening (6) Language (6) 5 English Language Arts Standards

6. Reading: Literature and Informational Texts – Key Ideas and Details (3) – Craft and Structure (3) – Integration of Knowledge and Ideas (3) – Range of Reading and Text Complexity (1) 6 A Closer Look at the ELA Standards

7. Key ideas and Details NEW After Reading “The Captive,”students respond to this question in writing: The author shows that Bessie is a caring person. Write a paragraph telling how Bessie is caring. Use specific details from the story to support your answer. OLD In the story “ The Captive” the author shows that Bessie is: a) Mean b) Caring c) Selfish d) Understanding

8. Key Ideas and Details K-8 KindergartenFirst GradeSecond grade 1. With prompting and support, ask and answer questions about key details in a text. 1. Ask and answer questions about key details in a text. 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Third GradeFourth GradeFifth Grade 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 6 StudentsGrade 7 StudentsGrade 8 Students 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

9. Key Ideas and Details What is similar and different from grade level to grade level?

10. Craft and Structure “I ask every American to commit to at least one year or more of higher education or career training. This can be community college or a four- year school; vocational training or an apprenticeship. But whatever the training may be, every American will need to get more than a high school diploma.” --President Barack Obama

11. Craft and Structure 1)Locate the repeated phrase in President Obama’s quote. Why did he repeat it? What effect does it have? 2)The president said: “I ask every American to commit to at least one year or more …” How would the speech have changed if the president had said, “Every American must commit to at least one year or more…” Why did he choose to say it the way he did?

12. Similarities and Differences How is this type of reading similar or different from the reading you had to do in school?

13. Writing There are three types of writing in the CCSS, K-12 1.Opinion/Argument 2.Informational/Explanatory 3.Narrative (Story)

14. A. Opinion/argument B. Informational/Explanatory C. Narrative (Story) Usually, this type of writing … 1.Has characters and a problem ___ 2.Works to persuade someone ___ 3.Is what we call “a report” ___ 4.Follows a chronological (time) structure ___ 5.Is the most common writing used at work ___ 6.Provides counter arguments ___ 7.Follows a main idea/detail structure ___ 8.Uses evidence and examples to support ideas __

15. English Language Arts Standards – Organized into 5 strands in K-12 Reading: Literature Reading: Informational Text Writing Listening and Speaking Language

16. Listening and Speaking Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. College and Career Readi- ness Anchor Standards

17. Language Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; College and Career Readi- ness Anchor Standards

18. Transition to CCSS: Instruction Professional development for teachers and administrators Supplemental materials for the classroom 2014-15 Revision to the Report Cards (2014-2015)

19. Transition to CCSS: Testing New state assessment system: CA Assessment of Student Performance and Progress (CAASP), which includes the Smarter Balanced Assessment. The Smarter Balanced Assessments are: For all students Grades 3-8; grades 9-10 Computerized Computer adaptive- Will adjust for students’ levels More difficult that the CST- includes performance (writing) tasks and using several pieces of text for one task

20. How You Can Support Your Child Read the standards for your children’s grade levels so you know what to expect in their learning. Helpful web sites to Google: Parent Roadmaps to the CCSS– CGCS*PTA CCSS* Achieve the CoreEngage NY * Spanish available Ask specific questions about school, such as What book or story are you reading in English? What type of writing are you doing? What is your homework (in math or reading ) tonight? Support your child in reading a balance of literary and informational texts. Sources for books are: Library (city, school, classroom), Thrift stores, Yard sales Keep in contact with the teacher. Make an appointment or send an email. Ask specific questions, like “Is my child understanding what s/he reads? Can my child summarize? Can my child provide evidence for his/her arguments? Specific questions will help you help your child.

21. Table Talk How can you support your child’s English/Language Arts success?

22. Questions