1. 2 From NECAP to the Common Core and New Assessments English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Fall 2010, C.Felix

2. Common Core State Standards  We will be able to measure knowledge and skills against a common set of college and career ready standards. Fall 2010, C.Felix3

3. 4 NH’s Role & Influence in CCSS  Design & Development Text complexity, format, informational text, across content areas  Review and Feedback NH provided specific feedback multiple times Writing teams were responsive to us Fall 2010, C.Felix

4. 5 Implications & Impact in NH  Adoption State Board adopted the CCSS “in principle” and is committed to a thoughtful, orderly transition process for implementation and assessment  Alignment Process began this summer to look at gaps and matches and grade differentials DOE putting together a broad view to post & distribute  Implementation NECAP in place for at least three years Fall 2010, C.Felix

5. 6  Literacy is not just for ELA teachers! The Common Core includes an integrated model across content areas.  Brings a focus back to speaking & listening  Technology and digital media woven throughout all areas – Viewing Key Features of the Common Core Fall 2010, C.Felix

6. Key Features of the Common Core  Format has some similarities with NECAP.  Separate standards for literary and informational text  Landscape, three grades on a page 7Fall 2010, C.Felix

7. Key Features of the Common Core Uses NAEP framework for percentage of focus, e.g., literary versus informational texts. Anchor standards go across grades, i.e., they are the same for all grades Fall 2010, C.Felix8

8. Key Differences  Strong emphasis on technology and media woven throughout literacy standards  Some grade differentials, especially at the lower grades  One standard may include both inference and literal understanding 9Fall 2010, C.Felix

9. Key differences  Although most of the Common Core standards align to NECAP, often they are not identical matches.  Example: 6 Language Anchor standards, 2-3 deal with conventions (and are very specific) while 3-4 are about vocabulary. 10Fall 2010, C.Felix

10. Main Sections  K-5, cross content standards  6-12 Standards for English Language Arts  6-12 Standards for Literacy in History/ Social Studies, Science, and Technical Subjects  Appendix, A, B, and C 11Fall 2010, C.Felix

11. Reading Fall 2010, C.Felix12 LiteraryInformational Grade 450% Grade 845%55% Grade 1130%70%

12. Writing GradeTo PersuadeTo ExplainTo Convey Experience 430%35% 8 30% 1240% 20% Fall 2010, C.Felix13

13. College and Career Ready Anchor Standards  10 for Reading  10 for Writing  6 for Language  6 for Speaking and Listening  Turn to p. 10 in binder, then to p. 35 14Fall 2010, C.Felix

14. Reading Anchor Standard 1 Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. 15Fall 2010, C.Felix

15. Reading Standard 1: Literature & Informational  R.L.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  R.I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 16Fall 2010, C.Felix

16. Alignment of a Reading Standard  CC.6.R.L.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Page 36)  NH.6.R.LT.1.1  NH.6.R.LT.2.2  NH.6.R.LT.2.3  NH.6.R.LT.2.1  NH.6.R.LT.4.2 17Fall 2010, C.Felix

17. Alignment of Reading standard  CC.6.R.I.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. P. 39  NH.6.R.IT.2.3 Analyze and interpret informational text, citing evidence as appropriate by: Drawing inferences about text, including author's purpose (State) 18Fall 2010, C.Felix