2 Common Core State Standard: ENGLISH LANGUAGE ARTS OSPI /ESD LLC TEAM
3 Common Core State Standards Our goals for today… Participants will…Take a glimpse at the past and a peek at the futureNavigate the documentGlance into the content strandsConsider implications for your workReview resources and coming events
4 Common Core State Standards Define the knowledge and skills students need for college and careerDeveloped voluntarily and cooperatively by states; more than 40 states have adoptedProvide clear, consistent standards in English language arts/Literacy and mathematicsSource:
5 Washington State’s Implementation Timeline Phase 1: Awareness and Understanding, Alignment, and AdoptionPhase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and MaterialsPhase 3: Classroom TransitionsPhase 4: Statewide Implementation through the Assessment System
6 Common Core State Standards in English Language Arts A glance at the content
7 (includes Speaking and Listening) Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12ReadingWritingCommunication(includes Speaking and Listening)ELA Common Core StandardsSpeaking and ListeningReadingWritingLanguageMedia & TechOur current Washington State standards are divided into the three content areas: reading, writing, and communication which includes speaking and listening.The CCSS are divided into Reading, Writing, Speaking and Listening, and Language for conceptual clarity (in other words, it makes sense for how the book is laid out), however the learning processes are closely intertwined throughout the document. Research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section and encompass all content stands.This allows students to develop mutually reinforcing skills, reading skills that support writing, language skills that support speaking and listening, etc.Later in the presentation we will take a look at some specific examples of integrated standards.
8 The ELA Document Structure Introduction page 10K-5 page 11ReadingFoundational SkillsWritingSpeaking and ListeningLanguage6-12 page 35ReadingWritingSpeaking and ListeningLanguageLiteracy in History/Social Studies, Science, and Technical SubjectsAppendices A, B, C
9 College and Career Readiness Anchor Standards for ELA College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standardsReading - 10Writing - 10Speaking and Listening - 6Language - 6
10 IntroductionLocate the introductionAnswer questions #1- 3
13 Reading Sub-headings Reading Foundational Skills (K-5 only) Key Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasRange of Reading and Level of Text ComplexityFoundational Skills (K-5 only)Understanding concepts of printPhonological awarenessPhonics and word recognitionFluency
14 Reading Task Scavenger Hunt questions (# 4,5,6) What stands out regarding content and/or organization?Share out
25 Language Sub-headings Conventions of Standard EnglishKnowledge of LanguageVocabulary Acquisition and Use
26 Language Task: Scavenger Hunt questions (# 11, 12) What stands out regarding content and/or organization?Share out
27 Literacy Standards for History/Social Studies, Science, and Technical Subjects Reading Anchor Standards page 60Reading Standards for Literacy in History/Social Studies page 61Reading Standards for Literacy in Science and Technical Subjects page 62Writing Anchor Standards page 63Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 page 64
28 History / Social Studies Science, and Technical Subjects Task: Scavenger Hunt questions (# 13 )What stands out regarding content and/or organization?Share out
29 Example of Grade-Level Progression in Reading CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
30 An example of CCSS Integrated Literacy W.4.9aW.4.9bWriting standard 9 – Grade 49. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
31 An example of CCSS Integrated Technology Reading Standard 7– Grade 8 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.technologyspeaking OR writing
32 Three Appendices Include Valuable Information Scavenger Hunt questions (# 14, 15, 16 )What stands out regarding content and/or organization?Share outThe Appendices are critical to this document.Appendix B provides diverse examples of text exemplars and student samplesAppendix C provides informational, narrative, argumentative writing samples. There are two samples from WA state writing assessment
33 Appendix A Research and evidence Glossary of key terms Overview of each strandText complexityConventions grade-level chart
34 Appendix B: Reading Text Exemplars with Sample Performance Tasks
37 What instructional shifts do you see? Share out
38 ELA / Literacy: 6 Major Shifts for Teachers to Consider Balance of Literary and Informational TextsLiteracy in the Content AreasIncreased Complexity of TextText-based Questions and AnswersWriting Using EvidenceAcademic Vocabulary
39 Balance of Literary and Informational Texts Literature includesStoriesDramaPoetryInformational Text includesLiterary NonfictionPersonal essaysSpeechesOpinion piecesBiographiesMemoirsThe first shift mentioned is in regards to the Balance of Literary and Informational texts. The balance of text has shifted to include more informational text to match what our students will face as young adults in college or the workplace. As you can see, there is a gradual shift from the early grades where students will encounter informational text 50% of the time to grade 12 when informational text is taught 70%. A list of general list of some types of literature and Informational text is included. You might note the addition of drama as a literary genre.
40 Literacy in the Content At K-5Emphasis on literary experiences in content specific domainsInstruction in science and history/social studiesGrades 6-12Teaching content specific literacyReading is critical in building knowledge in content areas
41 Increased Complexity of Texts Staircase of complexityEach grade level, step of growthMore time for close and careful readingAppropriate and necessary scaffolding and supports for students reading below grade levelThis shift comes from Reading Anchor standard 10 which outlines the level of text complexity at which students need to demonstrate comprehension in each grade. The Common Core State Standards emphasize students encountering appropriately complex texts at each grade level in order to develop the skills needed for success in school and life. The emphasis is on close reading of complex text, quality over quantity. Teachers are encouraged to scaffold instruction to enable students to read at an appropriate level of complexity rather than reduce the complexity of the text.
42 Text complexity is defined by w of Text ComplexityQuantitativeQuantitative measures – readability and other scores of text complexity often best measured by computer software.QualitativeQualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.Reader and TaskReader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.This is a look at the three components of text complexity. Most often we consider reading levels as connected to a grade level and are based primarily on quantitative measures. That quantitative measure looks primarily at word count and sentence structure and is only one piece to the puzzle of text complexity. Beyond looking at the quantitative measure, text complexity involves qualitative measures that include the theme or message of a text along with other features such as text structure. Finally, the reader’s background is considered. Consider Steinbeck’s novel, the Grapes of Wrath. The quantitative measure of the book places it at a grade 2 or 3 text level. When combined with qualitative measures, the novel is placed at grade levels 9 or 10.
43 Text-based Questions and Answers Rich discussions dependent on common textFocus on connection to textDevelop habits for making evidence based arguments in discussion and writing
44 Writing Using Evidence Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative textsFocus on the use of reason and evidence to substantiate an argument or claimEmphasize ability to conduct research – short projects and sustained inquiryRequire students to incorporate technology as they create, refine, and collaborate on writingInclude student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)
45 Balance of Writing Text Types In grades K-5, the term opinion refers to persuasive writingArgumentative is a form of persuasion but brings in evidence from both sides of the issue.Narrative strategies are important component to developing both argumentative and explanatory writingTechnology will be used to create, refine and collaborate writingThis chart outlines the percentage of emphasis that should be given to the three types of writing listed and is considered a shift to more real world expectations of writing. As members of society we are expected to research information, think about what it means, make decisions based on this information, and explain those decisions, either in writing or orally.Some important notes:The elementary grades use the term “opinion” when referring to persuasive or augmentative writing.Argumentative is a form of persuasive writing that focuses in the evidence from both sides of an issue.Students need to be able to combine elements of different kinds of writing – for example to use narrative strategies within an argumentative essay.
46 Academic Vocabulary Vocabulary to access grade-level, complex texts Vocabulary that crosses contentFocus on pivotal, commonly found words, such as consequently, generationAcademic words are words students encounter in multiple text but are not content specific. Understanding these words will help students move through complex text and help students connect reading, writing, speaking and listening. Academic vocabulary is based on Language standard 6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.More specific information regarding the three tiers of words can be found in Appendix A pages
47 A Focus from “The Big Ideas” Strongest MessagesShift to higher-level thinking skillsIncreased focus on Informational text in all subject areasRigor regarding depth and focus, quality over quantityWriting using texts and evidenceThe move toward “career and college readiness”…CCSS add grades 11 and 12Greater focus on increasing text complexity, argumentative writing, research skills from early gradesWA strength at K-3 / student goal setting
48 Reflection: What key messages stand out for you? How will this impact your responsibilities and work?What questions do you still have?
49 For More InformationCommon Core Website:Common Core Questions:Hunt Institute Videosr_detailpage (overview)ed (writing)