1. K-3 English Language Arts Common Core State Standards
5 min. Welcome teachers and introduce yourself. I am a School Improvement Specialist from ______ . My job involves working with K-3 teachers to improve reading instruction and achievement in my school. I’m here to facilitate our sessions during the year. Part of my role as a SIS is to meet twice a month with other SISs and the reading team to prepare sessions for this work together. I want to acknowledge the wide range of experience and expertise in the room and want to emphasize that I am here as a facilitator and not as an expert.
The schools here today were grouped based upon your cluster and dismissal time and our group will remain the same throughout the year.
We will use two parking lots to address questions during our sessions this year.
Logistics and District Level Questions
CCSS Content Questions
I recognize that there will be questions about district decisions, logistics, credits, etc. that I, as a fellow teacher, will not be able to answer so I’m asking you to either take those questions to your principals or if you would like, place them on the parking lot.
All CCSS questions that are not answered during our session can be placed on the CCSS Parking Lot.
Have participants introduce themselves to one another at their tables.
Job Alike Session #1 – Overview of ELA CCSS
3:00 – 4:30 & 3:30 – 5:15

2. Objective #1: Preparing Teachers and Students for CCSS
YOU ARE HERE
CCSS
Assessments
Begin
2013 – 2014
3 mins. We have two overarching objectives for the year:
#1 –Prepare teachers to provide grade level instruction that addresses the CCSS literacy standards and prepare students long term for college and careers. Testing begins for grades 3 and above in
This year we are rolling out K-3 CCSS. Next year grades 4-5 will be rolled out.
4-5 Roll Out
K-3 Roll Out

3. Objective #2: Closing the Achievement Gap and Meeting 3rd Grade Milestone
School Year
74% of 3rd graders met or exceeded reading benchmarks
1 out of 4 3rd grade students are not reading at grade level by end of grade 3
86% of 3rd grade White students met or exceeded benchmarks
53% of 3rd grade Black students met or exceeded benchmarks
56% of 3rd grade Hispanic students met or exceeded benchmarks
2 mins. The second objective is to close the achievement gap and meet 3rd grade milestone.
The 3rd Grade District Milestone is : All 3rd graders reading at grade level by end of school year.
(Each bullet appear one at a time. Give participants time to silently read each bullet.)

4. Cluster Data Lincoln Cluster: 90% of 3rd graders met or exceeded
91% of 3rd grade White students met or exceeded benchmarks
57% of 3rd grade Black students met or exceeded benchmarks
72% of 3rd grade Hispanic students met or exceeded benchmarks
Wilson Cluster:
85% of 3rd graders met or exceeded
88% of 3rd grade White students met or exceeded benchmarks
53% of 3rd grade Black students met or exceeded benchmarks
74% of 3rd grade Hispanic students met or exceeded benchmarks
5 mins. At your table take a minute to read the data for student performance in your cluster. Discuss the achievement gap for your Black and Hispanic students with the teachers at your table.

5. Cluster Data Madison: 67%of 3rd graders met or exceeded
84% of 3rd grade White students met or exceeded benchmarks
53% of 3rd grade Black students met or exceeded benchmarks
44% of 3rd grade Hispanic students met or exceeded benchmarks
Grant Cluster:
89% of 3rd graders met or exceeded
92% of 3rd grade White students met or exceeded benchmarks
61% of 3rd grade Black students met or exceeded benchmarks
62% of 3rd grade Hispanic students met or exceeded benchmarks
5 mins. At your table take a minute to read the data for student performance in your cluster. Discuss the achievement gap for your Black and Hispanic students with the teachers at your table.

6. Cluster Data Roosevelt Cluster: 57of 3rd graders met or exceeded
69% of 3rd grade White students met or exceeded benchmarks
53% of 3rd grade Black students met or exceeded benchmarks
47% of 3rd grade Hispanic students met or exceeded benchmarks
Jefferson Cluster:
64% of 3rd graders met or exceeded
80% of 3rd grade White students met or exceeded benchmarks
54% of 3rd grade Black students met or exceeded benchmarks
57% of 3rd grade Hispanic students met or exceeded benchmarks
5 mins. At your table take a minute to read the data for student performance in your cluster. Discuss the achievement gap for your Black and Hispanic students with the teachers at your table.

7. Cluster Data Franklin Cluster: 74% of 3rd graders met or exceeded
82% of 3rd grade White students met or exceeded benchmarks
44% of 3rd grade Black students met or exceeded benchmarks
59% of 3rd grade Hispanic students met or exceeded benchmarks
Cleveland Cluster:
83% of 3rd graders met or exceeded
89% of 3rd grade White students met or exceeded benchmarks
63% of 3rd grade Black students met or exceeded benchmarks
50% of 3rd grade Hispanic students met or exceeded benchmarks
5 mins. At your table take a minute to read the data for student performance in your cluster. Discuss the achievement gap for your Black and Hispanic students with the teachers at your table.

8. Locate Yourself on the Compass
As a result of your conversation about the achievement gap in your cluster, locate yourself on the Courageous Conversation Compass.
Share with a partner.
3 mins. Ask participants to turn to a shoulder partner and share Total to end of slide 18 minutes

9. Job Alike Sessions Session Topics #1 Introduction to ELA CCSS #2
Reading Foundational Skills #3 #4
Reading for Literature #5
Reading for Informational Text #6
Language (Vocab, Grammar, Usage) #7
Writing & Language (Spelling, Punctuation, Capitalization #8
Listening, Speaking and Assessment
3 mins. Here is the overview of the session topics for the year. Take a minute and read through them.
As we discussed, each session will include a close look at the standards and how they can most effectively be taught using in Scott Foresman Reading Street – our district adopted materials.

10. Content and Language Objectives
Content Objectives:
Teachers will understand the organization and key vocabulary of the ELA Common Core State Standards
Teachers will understand the Common Core Shifts
Language Objectives:
Teachers will read and write to identify key ideas and vocabulary of the ELA CCSS
3 mins. Ask one table to read aloud the Content Objective. Ask another table to read aloud the Language Objective.

11. Pre-assessment
What do you already know about the organization and key vocabulary of the ELA CCSS?
1 – I know nothing about them
2 – I have heard of them
3 – I have read part or all of them
4 – I can talk knowledgeably with others about them
5 – I can teach them to others
Place a yellow dot on the appropriate poster. We will end the session with a post assessment.
5 mins. Before we dive into the content for today, let’s take a minute to pre-assess our current knowledge about the organization and key vocabulary of the Common Core State Assessments. Describe pre-assessment. Take a minute to determine which description best fits their knowledge of the organization and key vocabulary of the Common Core State Standards. Have them get up and place a yellow dot on the appropriate poster Total time to end of 30 mins.

12. Common Core Shifts Read and highlight key ideas and vocabulary. .
5 mins, Read and highlight Common Core Shifts handout.

13. Shifts and Implications for K-3
Shift 1: Increase Reading of Informational Text
SF meets criteria for balance between literature and informational texts.
Shift 2:
Text Complexity for Grade 2-3
Grade 3 - SF meets criteria
Grade 2 – SF complexity range
falls slightly below CCSS expectations.
3 mins. I’ll take a few minutes and explain how Scott Foresman reflects and addresses these Common Core shifts.
Shift 1: The only exception is in kindergarten. We will address this during our session on reading standards for literature and informational text.
Shift 2: Text complexity analysis applies only to Grades 2, 3 and above. When applying the text complexity expectations to Scott Foresman, only the Main Selections are included. In Grade 3, the main selections align with the text complexity levels required in the CCSS. In Grade 2, certain selections fall below the text complexity levels required for Grade 2. We will discuss in a later session what other SF texts can be used to meet the text complexity requirements.

14. Shifts and Implications for K-3
Shift 3: Academic Vocabulary
Scott Foresman includes explicit and systematic academic vocabulary instruction.
Shift 4: Text-based Answers
Questions at end of anthology
selections need be revised to
meet criteria of ELA CCSS.
3 mins.

15. Shifts and Implications for K-3
Shift 5: Increase Writing from Sources Teachers need to emphasize using evidence from texts when teaching informational, persuasive and research writing units. Additional units for opinion writing need to be included. Shift 6: Literacy Instruction in All Content Areas Intended for middle and high-school
3 mins.

16. Common Core State Standards
Adopted by 45 states
CCSS Adopted by Oregon in October 2010
Developed by
-State Departments of Education
-Researchers
-Professional Education
Organizations
-Teachers
-Parents and Students
2 mins. Before we start looking at the CCSS standards document, let me give you a little background information.

17. Design, Organization & Key Vocabulary
Four Strands
Reading
Reading Literature (RL)
Reading Informational Text (RI) Reading Foundational Skills (RF)
Writing (W)
Speaking and Listening (SL)
Language (L)
2 mins.
The standards are divided up into 4 strands – reading, writing, speaking & listening and language. Reading has 3 different sections – Reading Literature, which is identified by using the abbreviation RL, Reading Informational Text RI, and Reading Foundational Skills RF.

18. Design, Organization and Key Vocabulary
College and Career Readiness (CCR)
Anchor Standards
Broad expectations consistent across grades and content areas
Based on evidence
about college and
workforce training
expectations
2 mins.
The CCSS standards are based on College and Career Anchor Standards. They are listed at the beginning of each of the strands and describe broad expectations for students across grades and content areas and represent what students should know and be able to do when entering college or the work force. 18

19. Design, Organization & Key Vocabulary
K−3 Standards
Grade-specific end-of-year expectations
Cumulative progression of skills and understandings
One-to-one correspondence with CCR standards
2 mions.
In addition, the CCSS standards have grade specific standards that describe end of year expectations. Each column represents a grade level, and each standards corresponds to one of the Anchor Standards.
Time to this point – 52 mins. 19 19

20. CCSS Treasure Hunt Work with a partner.
Skim and scan the K-3 Oregon ELA Common Core State Standards to complete the CCSS Treasure Hunt.
(20 minutes)
Check for Understanding. Using the Answer Key provided, work with your table to check your answers. (5 minutes)
30 mins. Present activity. As teacher work, circulate and answer questions as needed. At end of time, provide each table with an Answer Key and have them check their understanding. Total time to end of 80 mins. ( 25 mins to work on activity + 5 mins to check for understanding )

21. Post-assessment
After today’s session, how would you rate your knowledge of key vocabulary and organization of the CCSS document?
1 – I know nothing about them
2 – I have heard of them
3 – I have read part or all of them
4 – I can talk knowledgeably with someone about them
5 – I can teach them to others
Place a blue dot on the appropriate poster.
5 minutes.
Session 89 minutes

22. Thanks for Coming Next Session - Bring: SF Teacher Edition Unit #2
ELA Common Core State Standards