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Office of Curriculum and Instruction Division of Language Arts/Reading.

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Presentation on theme: "Office of Curriculum and Instruction Division of Language Arts/Reading."— Presentation transcript:

1 Office of Curriculum and Instruction Division of Language Arts/Reading

2  Common Core State Standards  New goals for K-2 in the K-12 CRRP  FCAT Writing  Pacing Guides Civics Benchmarks  Job Expectations School Site Reading Coach Meeting

3 Year/Grade Level K123-89-12 2011-2012FLLLLL 2012-2013F L LLL 2013-2014 CCSS fully implemented F L B L 2014-2015 CCSS fully implemented and assessed F L F - full implementation of CCSS for all content areas L - full implementation of content area literacy standards including: (1) text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12) B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0

4 70% of students in Kindergarten-2nd grade will:  Score 85% or higher in the Broad Screen/Progress Monitoring Tool section of the FAIR.  Score in the 40th and 60th percentile in the Vocabulary Task.  Respond to at least 4 out of 5 questions correctly on the Listening Comprehension (Kindergarten) or Reading Comprehension (Kindergarten-Grade 2) Task.  Read the target passage for Assessment Period 3 AP3 with 95% accuracy in grades 1 and 2 and with fluency as follows: Grade 1- 60 words correct per minute Grade 2- 90 words correct per minute  Score in the 40th-60th percentile in the Spelling Task (Grade 2 only)

5  New Assessment Focus 2014-2015 – Students will be “writing to a source” Read complex text and then be prompted to present a clear and coherent analysis in writing. Demonstrating a command of English language conventions.

6  Timeline Spring 2012 – Scoring will include expanded expectations in The correct use of standard English conventions, and The quality of details (relevant, logical and plausible support) “Reponses will continue to be scored holistically, as draft writing, but scoring will be more stringent.”

7  Spring 2013 Modes of writing will remain the same (narrative, expository) Rubrics will be customized to evaluate the response to the writing task, including the purpose and audience (genre specific) New calibration scoring guides will be developed for each grade level and writing purpose

8  Completely new for grades K and 1 (Reading and Writing)  Civics benchmarks added in all grades Infused into Houghton Mifflin anthology  “Hot” links added for Writing resources (primary)

9  School site Reading Coach Compact/Action Plans Facilitate planning in K and 1 st grade for CCSS implementation Initiate integration of complex text (quality and range) in all grades Ensure an understanding of the importance of text reading efficiency and its impact on reading comprehension  Reading Coach Meetings Everyone will plan and demonstrate a model lesson using an exemplar text at each of the Reading Coach Meetings

10  To improve U.S. educational attainment by focusing schools on higher learning goals  To standardize educational opportunity  To focus attention on fewer, higher, better standards (more on outcomes than on processes)

11  English Language Arts  Mathematics  No other areas of the curriculum slated for inclusion at this time (Achieve is now working on Science)  Smaller number of college and career readiness standards organized within themes/categories  Backmapping (K-12) to show how attainment can be accomplished.

12  Independent analysis indicates that they are more rigorous/demanding than the standards of 37 States  Internationally benchmarked  Include all grades (K-12) and emphasize disciplinary literacy  Increased stress on expository text, critical reading, and use of technology  Recognizes importance of text difficulty and the value of canonical text

13  Reading (foundational skills K-3)  Reading (reading comprehension)  Writing  Speaking and Listening  Language (conventions and vocabulary)

14  Reading (comprehension) Literary Informational Elementary History Science Secondary  10 standards divided among: Key ideas and details Craft and structure Integration of knowledge and ideas Range and level of text complexity

15  Text types and purposes  Production and distribution of writing  Research to build knowledge  Range of writing

16  Comprehension and collaboration  Presentation of knowledge and ideas

17  Conventions of writing and speaking  Vocabulary acquisition and use

18  Phonics and word recognition  Fluency

19  With prompting and support, ask and answer questions about details/information and events in literature and informational text (K)  Ask and answer questions about key details/information and events in literature and informational text (1)  Ask and answer such questions as who, what, where, when why, and how to demonstrate understanding of key details/information and events in literature and informational text (2)  Ask and answer questions to demonstrate understanding, explicitly using the text (literary and informational) as the basis for answers (3)

20  Draw on details and examples from text to support statements about the literary and informational texts (4)  Quote from literary and informational texts to support statements about the text (5)  Cite specific textual evidence to support analysis of what the literary and informational texts say explicitly as well as inferences drawn from texts (6)

21  The skills become more specific and demanding  Recognition of details as a support to broader interpretation of text  Text difficulty (including ambiguity) is a critical criterion in determining progression  There is an emphasis on informational text from the earliest grades  The inclusion of science and history/social studies  The strong stress on using information as evidence

22  The independence of skills and text complexity  Emphasis on harder text  Three part model for measurement Quantitative dimensions Qualitative dimensions Reader and task considerations

23  Text samples provided to demonstrate the level of complexity and quality the CCSS require (Appendix B)  Choices serve as guideposts in helping teachers select similar complexity, quality and range for their own classrooms  They are not a partial or complete reading list.




27  Share implementation timeline and goals of CCSS with Literacy Leadership team.  Provide an opportunity for trained K and first grade teachers to share and plan with grade level peers  Partner with the Reading Coach to provide support to teachers for implementation beginning with a review of the new pacing guides with all K and 1 teachers  Monitor implementation including, cognitive rigor in instruction, through daily classroom visits by administrative team.

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