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Common Core State Standards for English Language Arts Webinar Series– Part Two Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent.

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Presentation on theme: "Common Core State Standards for English Language Arts Webinar Series– Part Two Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent."— Presentation transcript:

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2 Common Core State Standards for English Language Arts Webinar Series– Part Two Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

3 Welcome! Agenda for todays webinar: Current context (some review, some news) statewide efforts to build capacity Smarter Balanced Assessment Consortium Beginning focus on Text Complexity, one of the major shifts for Washington educators as we move to CCSS Resources and upcoming work January 20123CSS Webinar Series Part 2: ELA

4 Welcome & Introductions Wed like to know a little about who is out there. Time for a quick poll! January 20124CSS Webinar Series Part 2: ELA

5 Implementation Partnerships January 2012CSS Webinar Series Part 2: ELA5 PLUS… Large School Districts Higher Education Statewide Education and Content Associations Washington

6 Washingtons Vision for Education Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21 st century. January 20126CSS Webinar Series Part 2: ELA

7 Implementing the Common Core State Standards in Washington State January 2012CSS Webinar Series Part 2: ELA7 Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all teachers are prepared and receive the support they need to implement the standards in their classrooms every day. Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS. Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

8 Common Core Implementation Timeline 2010- 11 2011- 12 2012- 13 2013- 14 2014- 15 Phase 1: Awareness and Understanding, Alignment, and Adoption Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials Phase 3: Classroom Transitions Phase 4: Statewide Implementation through the Assessment System January 20128CSS Webinar Series Part 2: ELA

9 Next Steps in Building Statewide Capacity January 2012 9 CSS Webinar Series Part 2: ELA Common Core State Standards for English Language Arts

10 Continue Building Statewide Awareness January 2012CSS Webinar Series Part 2: ELA10 CCSS Webinar Series Web resources CCSS Symposia for School District Teams CCSS Overview Presentations and Support (OSPI and ESD partners)

11 Begin Building Statewide Capacity January 2012CSS Webinar Series Part 2: ELA11 CCSS Overview and Content-Specific Learning Opportunities Opportunities in each ESD region for professional learning focused on Math and ELA CCSS – consistent content, no charge to attend. Timeline: spring and summer 2012

12 Establish Statewide CCSS Specialist Cadres of Educators January 2012CSS Webinar Series Part 2: ELA12 Commit to building district capacity at the system and content-level through regional training opportunities 3-5 school district teams per ESD region selected to serve as lighthouse districts in their region for system-level implementation efforts Funds provided to attend spring and summer 2012 CCSS professional development Applications in February 2012 through iGrants

13 Updates from the SMARTER Balanced Assessment Consortium January 2012 13 CSS Webinar Series Part 2: ELA Common Core State Standards for English Language Arts

14 New Assessments: What We Know So Far

15 What about assessment? SMARTER Balanced Assessment Consortium (SBAC) 44 states participating in assessment consortia The SBAC goal… To develop a set of comprehensive and innovative assessments for grades 3- 8 and high school in English language arts and mathematics aligned to the Common Core State Standards. So that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching. The assessments shall be operational across Consortium states in the 2014- 15 school year. To learn more...the SMARTER Balanced Assessment Consortium can be found online at http://www.k12.wa.us/SMARTER/http://www.k12.wa.us/SMARTER/ January 201215CSS Webinar Series Part 2: ELA

16 A Balanced Assessment System CSS Webinar Series Part 2: ELA 16 Information and tools to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction Two Performance Assessments per Content Area Computer Adaptive Comprehensive Assessments Computer Adaptive Performance Tasks Assessment PD Assessment Exemplars Released Items/ Tasks January 2012

17 The Five Claims – Students can January 2012CSS Webinar Series Part 2: ELA17 1. read closely and critically to comprehend a range of increasingly complex literacy and informational texts. 2. produce effective writing for a range of purposes and audiences 3. employ effective speaking and listening sills for a range of purposes and audiences 4. engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information. 5. skillfully use and interpret written language across a range of literacy tasks.

18 The Big Picture January 201218 CSS Webinar Series Part 2: ELA Common Core State Standards for English Language Arts

19 19 January 2012CSS Webinar Series Part 2: ELA K123456789-1011-12 Foundational Skills (e.g. phonics, word recognition, fluency) Print concepts Phonological awareness Alphabetic principal Phonics and word recognition fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Students are reading rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance grades K-5 = 50%* literature ; 50%* informational textBalance grade 6-8 = 45%* literature; 55%* informational text Balance grades 9-12 = 30%* literature; 70%* informational text Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects Focus on key ideas, details, using evidence from text to support conclusions; contextual vocabulary acquisition; point of view Writing Standards Focus on teaching the processes of writing, including a balance of text types and literacy in History/ socials tudies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35% Balance of writing types, including writing in the content areas Grade 8 – argument = 35%; information = 35%; narrative = 30% Grade 12 – argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Comprehension and collaboration Presentation of knowledge and ideas Evaluate speakers point of view Use of rhetoric Critical thinking Language Standards Conventions of standard English, knowledge of language, vocabulary acquisition

20 Six Major Shifts in Focus CSS Webinar Series Part 2: ELA Priorities Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding Literary/ Informational 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 the text. Word Meaning Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Text Structure Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Text Complexity Read texts of increasingly complexity with accuracy, fluency, and comprehension Thinking Assess how point of view or purpose shapes the content and style of a text, when writing or speaking or listening for a purpose January 201220

21 Our commitment of support: 3 Year Transition Plan January 2012CSS Webinar Series Part 2: ELA21 K-12 Phase 0 Familiarize district/building leadership team with CCSS-ELA document. Investigate and interpret the implications for instruction in reading, writing, speaking and listening, and language. Year One 2011-2012 Identify and understand the design of skills and concepts in ELA Develop an understanding of the vertical articulation of skills and concepts from Kindergarten through Career and College Readiness Develop an understanding of overarching cross-content concepts (i.e., technology and media) Understand the increasing text complexity, its role in preparing students to be career and college ready, and implication for instruction and materials. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs) Resources Common Core State Standards Documents ESD support and technical assistance OSPI technical assistance OSPI CCSS Webinar Series modules

22 Common Core State Standards in English Language Arts Reading and Writing with Increasingly Rigorous Texts Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

23 Key Requirement : all students must be able to comprehend texts of steadily increasing complexity as they progress through school. Why is text complexity important? What is text complexity? How does text complexity define the ELA standards? January 201223CSS Webinar Series Part 2: ELA

24 Since 1999, college readiness has declined – the current figure of 51 percent is the lowest of the past 12 years (ACT Report 2005). Another survey, published in 2000, found that 38 percent of job applicants taking employer-administered tests lacked the reading skills needed for the jobs for which they applied; this percentage had doubled in four years, not just because applicants lacked basic skills but also because the reading requirements for these jobs had increased so rapidly (Center for Workforce Prevention, 2002). Career and College Readiness January 201224CSS Webinar Series Part 2: ELA

25 As performance on one level increases, so does the performance on the other and to the same degree. Comprehension Level January 201225CSS Webinar Series Part 2: ELA

26 As performance on one level increases, so does the performance on the other and to the same degree. Textual Elements January 201226CSS Webinar Series Part 2: ELA

27 Performance on complex texts is the clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready. Text Complexity January 201227CSS Webinar Series Part 2: ELA

28 Summary of Findings: Literal and inferential questionsNo clear differentiator of readiness for college Textual elementsNo clear differentiator of readiness for college Performance with complex textClear differentiator of readiness for college January 201228CSS Webinar Series Part 2: ELA

29 Text complexity is defined by: w of Text Complexity Qualitative 2.Qualitative measures Quantitative 1.Quantitative measures Reader and Task 3.Reader and Task considerations January 2012

30 Quantitative Demands: Word length Word frequency Sentence length Text cohesion Typically measured by computers: e.g. Lexile Level (Common Core State Standards, 2010) Quantitative January 201230CSS Webinar Series Part 2: ELA

31 Text Complexity Grade Bands Grade BandOld Lexile RangesAligned to CCR K – 1N/A 2 - 3450 - 725450 - 790 4 - 5645 - 845770 - 980 6 - 8860 - 1010955 - 1155 9 - 10960 - 11151080 - 1305 11 - CCR1070 - 12201215 - 1355 Common Core State Standards, 2010 Quantitative January 201231CSS Webinar Series Part 2: ELA

32 Qualitative Demands Degree of Text Complexity Aspect of TextUncomplicatedMore ChallengingComplex RelationshipsBasic, straight forwardSometimes implicitSubtle, involved, deeply embedded RichnessMinimal/limitedModerate/more detailed Sizable/highly sophisticated StructureSimple, conventionalMore involvedElaborate, sometimes unconventional StylePlain, accessibleRicher, less plainOften intricate VocabularyFamiliarSome difficult, context- dependent words Demanding, highly context dependent PurposeClearConveyed with some subtlety Implicit, sometimes ambiguous ACT, INC. Report (2006) Qualitative Qualitative Demands January 201232CSS Webinar Series Part 2: ELA

33 Qualitative Demands published in the Common Core State Standards Appendix A, page 6. Qualitative January 201233CSS Webinar Series Part 2: ELA

34 Reader & Task These are to be determined locally with reference to such variables as student motivation, knowledge, and experiences as well as purpose and the complexity of the task assigned and the questions posed. Reader and Task January 201234CSS Webinar Series Part 2: ELA

35 Looking only at quantitative measures may lead to underestimating or overestimating the challenge of the text. Underestimated Demands Overestimated demands According to quantitative measurements, at what grade level should The Grapes of Wrath be used? 680 Lexile Level According to quantitative measurements, at what grade level should Curious George be used? 570 Lexile Level January 201235CSS Webinar Series Part 2: ELA

36 Text Exemplars Help You Find a Good Fit January 2012CSS Webinar Series Part 2: ELA36 Appendix B Includes sample exemplar texts and how to around selecting your own

37 How does text complexity define the ELA standards? Reading standard #10 defines the rigor of standards #1-9. January 201237CSS Webinar Series Part 2: ELA

38 Appendix A – research behind each section of the ELA standards Research behind the ELA Standards for Reading P. 1-15 Text Complexity Research behind the ELA Standards for Foundational Skills P. 17-22 Phoneme Grapheme Correspondences Phonological Awareness Orthography Research behind the ELA Standards for Writing P. 23-25 Definitions of the Standards Three Text Types The Special Place of Argument in the Standards Research behind the ELA Standards for Listening & Speaking P. 26-27 Research behind the ELA Standards for Language P. 28-35 Conventions and Knowledge of Language Progressive Skills by Grade Vocabulary Bibliography P. 36-41 Glossary of Key Terms 42-43 January 201238CSS Webinar Series Part 2: ELA

39 Appendix B Reading text exemplars with sample performance tasks K / 1 Exemplars P. 14-36 2 / 3 Exemplars P. 37-62 4 / 5 Exemplars P.63-76 6-8 Exemplars P. 77-100 9 / 10 Exemplars P. 101-139 11-CCR Exemplars P. 140-183 Media Texts: Selected excerpts are accompanied by annotated links to related media text freely available online at the time of the publication of this document. January 201239CSS Webinar Series Part 2: ELA

40 Key Requirement: all students must be able to comprehend texts of steadily increasing complexity as they progress through school. Why is text complexity important? What is text complexity? How does text complexity define the ELA standards? To succeed, we will need to…strive to identify what makes a book hard and then to provide the scaffolding and motivation that would sustain students efforts to learn from such challenging texts. (Shanahan) January 201240CSS Webinar Series Part 2: ELA

41 Resources January 2012 41 CSS Webinar Series Part 2: ELA Common Core State Standards for English Language Arts

42 What You Can Do Now (and Next) Read through Appendices A, B, and C Work with your school and district teams to calibrate your understanding about what you need to know and be able to do Discover strengths and challenges Consider next years work Check out available resources… January 201242CSS Webinar Series Part 2: ELA

43 Current Resources for Teachers CSS Webinar Series Part 2: ELA Washington State created documents and shared resources: http://www.k12.wa.us/Corestandards/default.aspx Three-year transition plan Transition documents Upcoming resources– check back! T&L monthly newsflashes and list-serve http://k12.wa.us/CoreStandards/default.aspx http://k12.wa.us/CoreStandards/default.aspx January 201243

44 44 Thank you! Common Core Questions: Email: corestandards@k12.wa.us ORcorestandards@k12.wa.us Greta Bornemann, OSPI CCSS Project Lead, E-mail: Greta.Bornemann@k12.wa.us Greta.Bornemann@k12.wa.us CCSS ELA Questions: Liisa M Potts, ELA Director Liisa.Moilanenpotts@k12.wa.us NEXT ELA WEBINAR: March 21, 3:30pm January 2012CSS Webinar Series Part 2: ELA


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