1. Jacksonville State In-Service Center July 2012

2. 2010 Alabama Course of Study: English Language Arts The ELA content standards are based on and include all standards in the 2010 CCSS as well as supplemental content designed to strengthen the standards for Alabama’s students. The goal of the 2010 ELA COS is for all students to achieve English language literacy in order to be college and career ready. ALSDE

3. A Little Clarification about Common Core Acronyms To be clear, they are one of the same. CC: Common Core CCSS: Common Core State Standards CCRS: College and Career Readiness Standards ALCOS: Alabama Course of Study ▫The 2010 ALCOS standards equals the CCSS plus a few added standards.

4. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

5. Where We Want To Be Students who are college and career ready … Demonstrate independence Build strong content knowledge Respond to varying demands of audience, task, purpose, and discipline Comprehend as well as critique Use technology and digital media strategically and capably Understand other perspectives and cultures Value Evidence ALSDE

6. 2010201120122013 NovDecJanFebMarApMayJunJulAugSepOctNovDecJanFebMarApMayJunJulAugJanFeb ELA Develop Phase I Phase I ELA Deliver Phase I ELA Develop Phase II ELA Deliver Phase II ELA Develop Phase III and Deliver PD on Additional Topics—Building Capacity, Content Analysis, Local Curriculum Guides, etc. 20132014 MarapMayJunJulAugSepOcNovDecJanFebMarAprMayJunJulAugSepOct ELA Develop Phase II Implementation of 2010 ELA Standards ELA Development Phase III and Deliver PD on Additional Topics-Building Capacity Content Analysis, Local Curriculum Guides, etc. 6 Timeline for Preparation for the ELA Course of Study ALSDE

7. Anchor Standards Were Developed For… Reading Writing Speaking and Listening Language

8. Interpreting the Minimum Required Content Grade Clusters ( K-2, 3-5, 6-8, and 9-12) Strands Subcategories Content Standards Content Standard Identifiers ALSDE

9. KINDERGARTEN Students will: Reading Standards for Literature Key Ideas and Details 1.With prompting and support, ask and answer questions about key details in a text. [RL.K.1] a.Make prediction to determine main idea and anticipate an ending. 2.With prompting and support, retell familiar stories, including key details. [RL.K.2] 3.With prompting and support, identify characters, settings, and major events in a story. [RL.K.3] Content Standards Content Standard Identifiers Subcategory Strand ALSDE

10. CCR Anchor Standards for Reading (page 9) There are 10 CCR Standards for Reading arranged into the following subcategories. Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity ALSDE

11. CCR Anchor Standards for Writing (page 10) There are 10 CCR Standards for Writing arranged into the following subcategories. Text Types and Purposes (modes of writing) Production and Distribution of Writing (writing process) Research to Build and Present Knowledge Range of Writing ALSDE

12. CCR Anchor Standards for Speaking and Listening (page 11) There are 6 CCR Standards for Speaking and Listening arranged into the following Subcategories: Comprehension and Collaboration Presentation of Knowledge and Ideas ALSDE

13. CCR Anchor Standards for Language (page12) There are 6 CCR Standards for Language arranged into the following subcategories: Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use ALSDE

14. Strands

15. Comparing Strands 2007 COS2010 COS Reading Literature Reading Literature Reading Informational Text Reading Foundations (K-5) Writing and LanguageWriting Language Research and Inquiry(Reading Informational Text) (Writing) (Reading Literature) Oral and Visual CommunicationSpeaking and Listening ALSDE

16. Reading Literature Strand Reading Literature standards address a wide range of abilities across grades. In the early grades, standards require retelling stories with key details and describing characters and settings. In the senior high grades, standards require the ability to analyze the development of a theme over the course of a text. ALSDE

17. Reading Informational Text Strand Reading Informational Text standards: Are of equal importance to those in the Reading Literature strand. Are essential to developing skills students use throughout their years in school and careers. Are often identical to literature standards but must be applied to informational text. ALSDE

18. Reading Foundations Strand Reading Foundations standards are included in Grades K-5 only. These standards: Include the wide range of processes from early letter/sound recognition to the more complex knowledge of roots and affixes. Include the use of context clues. Include fluent reading with accuracy and expression. ALSDE

19. Writing Strand Writing standards: Are demanding even in the early grades. Present clear and specific expectations for opinion pieces, informative or explanatory text, and narrative text. Emphasize shared research projects and use of digital tools as important elements in this strand throughout the grades. ALSDE

20. Language Strand Language standards: Require early understanding and application of the conventions of Standard English. Require knowledge of language and its conventions be applied to writing, speaking, reading, and listening. Emphasize vocabulary development. ALSDE

21. Speaking and Listening Strand Speaking and Listening standards: Require students to collaborate for both comprehension and presentation. Emphasize preparation for discussion. Require students to adapt speech to a variety of contexts and tasks which they apply in all subject areas and life endeavors. ALSDE

22. Content Standard Identifiers Content Standard Identifiers - indicate the Common Core State Standards (CCSS) strand, grade, and standard number Reading Standards for Literature Key Ideas and Details 1.With prompting and support, ask and answer questions about key details in a text. [RL.K.1] a. Make predictions to determine main idea and anticipate an ending. 2.With prompting and support, retell familiar stories, including key details. [RL.K.2] 3.With prompting and support, identify characters, settings, and major events in a story. [RL.K.3] ALSDE

23. Content Standard Identifiers Abbreviations Reading LiteratureRL Reading Informational TextRI Reading FoundationsRF WritingW Speaking and ListeningSL LanguageL ALSDE

24. Alignment Between 2007 COS Standards and the CCSS A comparison of the 2007 Alabama COS standards and the CCS standards shows some movement of content from one grade level to another. ALSDE

25. Movement to a Later Grade Moved from Grade 6 to Grade 9: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. ALSDE

26. Movement to an Earlier Grade Moved from Grade 6 to Grade 5: Identifying figurative language Using context clues Moved from Grade 6 to Grade 3: Using transitional words/linking words ALSDE

27. Vertical Alignment Sometimes called a learning trajectory Refers to how core knowledge and skills are developed over time through grade-level standards that are related but with gradually increasing complexity ▫Complexity of the performance task ▫Complexity of the text ALSDE

28. Reading Standards for Informational Text Grade 6 students:Grade 7 students:Grade 8 students: Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ALSDE

29. Reading Standards for Informational Text Kindergartners:Grade 1 students:Grade 2 students: Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. Ask and answer questions about key details in a text. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. ALSDE

30. Reading Standards for Informational Text Kindergartners:Grade 1 students:Grade 2 students: Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. Ask and answer questions about key details in a text. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. ALSDE

31. Reading Standards for Informational Text Grade 6 students:Grade 7 students:Grade 8 students: Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ALSDE

32. Reading Standards for Informational Text Grade 6 students:Grade 7 students:Grade 8 students: Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ALSDE

33. 33

34. Tracing the Standards (K-5) 34

35. Tracing the Standards (6-12) 35

36. Reading Standards for Language Conventions of Standard English Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. KindergartenGrade 1Grade 2 a.Capitalize the first word in a sentence and the pronoun I. a. Capitalize dates and names of people. a. Capitalize holidays, product names, and geographic names. Grade 3Grade 4Grade 5 a. Capitalize appropriate words in titles. a. Use correct capitalization. ALSDE

37. Reading Standards for Language Conventions of Standard English Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. KindergartenGrade 1Grade 2 b. Recognize and name end punctuation. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. b. Use commas in greetings and closings of letters. Grade 3Grade 4Grade 5 b.Use commas in addresses. c. Use commas and quotation marks in dialogue. b. Use commas and quotation marks to mark direct speech and quotations from a text. b. Use a comma to separate an introductory element from the rest of the sentence. ALSDE

38. Reading Standards for Language Conventions of Standard English Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Grade 6Grade 7Grade 8 a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/ parenthetical elements. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old green shirt). a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. Grade 9Grade 11 a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. a. Observe hyphenation conventions. ALSDE

39. www.corestandards.org/assets/Appendix_B.pdf Appendix B

40. Range of Text Types for 6-12 Literature StoriesDramaPoetry Adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, graphic novels One-act and multi- act plays both in written form and on film Narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, epics ALSDE

41. Range of Text Types for 6-12 Informational Text Literary Nonfiction Exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts ALSDE

42. Literacy in History/Social Studies, Science, and Technical Subjects 6-12 ALSDE

43. Implementation Math- 2012-2013 ALL others- 2013-2014 ALSDE

44. Why literacy standards in all subjects? The percent of “proficient” readers had actually declined to a statistically significant degree from 1992 (15 percent). This low and declining achievement rate may be connected to a general lack of reading. ALSDE

45. CCRS Tools and Resources: http://ecboeworkshops.wikispaces.com/CCRS