1. Common Core English Language Arts East Carolina University September 2012

2. Before We Begin… Visit: http://region1rttt.ncdpi.wikispaces.net/ http://region1rttt.ncdpi.wikispaces.net/  Add the Region 1 wikispace to your favorites.  Click “Region 1 Events” in the left menu.  Click “Common Core Overview” to access the interactive agenda for today. Click “Agenda”. 2

3. Can We Agree? Appreciation for one another Exchange ideas freely Influence what we can Opportunity to reflect Unite in purpose

4. Learning Targets I will gain an understanding of the differences between Common Core State Standards and the NC Essential Standards. I will develop a basic understanding of the composition of the ELA and Literacy Standards. I will engage with the instructional shifts in the Common Core State Standards in English Language Arts. I will engage developing an integrated lesson (Science/ELA) that I can use in my classroom.

5. Common Core Overview Clearer and Higher: Why Students Need the Common Core Click for video

6. 6 NC Essential Standards Science Social Studies World Languages Arts Education Healthful Living NOTE: English Language Development and Information & Technology Essential Standards must be delivered by classroom teachers through ALL content areas, in appropriate grade levels– in collaboration with AIG, EC, ESL, media coordinators and tech facilitators. Career & Tech Ed Exceptional Children English as Second Language English Language Development Information & Technology

7. English Language Arts Common Core State Standards http://www.corestandards.org/

8. College and Career Readiness (CCR) Anchor Standards 3/9/2016 page 8 The CCR Anchor Standards: Have broad expectations consistent across grades and content areas. Are based on evidence about college and workforce training expectations. Expect instruction to cover a broad range of increasingly challenging text.

9. Grade Specific Standards 3/9/2016 page 9 K−12 standards: Are grade-specific end-of- year expectations. Are developmentally appropriate. There is a cumulative progression of skills and understandings. Have a one-to-one correspondence with CCR Anchor Standards. http://www.corestandards.org/

10. Organization of the ELA Common Core State Standards English Language Arts Standards Reading Standards Reading Literature Reading Informational Writing Standards Speaking and Listening Standards Language Standards

11. StrandsStrands ClustersClusters StandardsStandards

12. Let’s Take a Quick Look Visit: http://www.corestandards.org/http://www.corestandards.org/ Preview the ELA Standards Locate the Anchor Standards

13. 3 Shifts in ELA

14. Implementing Shift 1 Much of our knowledge base comes from informational text. Example: National GeographicNational Geographic Informational text makes up a vast majority of required reading in college/workplace. In K-5, a 50/50 balance between narrative and informational texts. In 6-8, a 45/55 split In high school, a 30/70 split, with increased emphasis on reading in content classes

16. Implementing Shift 2 Ability to cite evidence differentiates student performance on NAEP. Most college and workplace writing is evidence- based and expository in nature (not narrative). Argumentative and explanatory/informational writing in all subject areas should be focused on evidence from the text.

18. Implementing Shift 3 The gap between complexity of college and high school texts is much too large – about four years. What students can read in terms of complexity is the greatest predictor of success in college (ACT study). Students must learn to activate reading strategies in response to the challenges they encounter in complex texts.

19. A Focus on Academic Vocabulary

20. Three Tiers of Words Tier 1 – most basic words of oral language and rarely require instructional attention (80% of text) Tier 2 – words that are more sophisticated and used often across disciplines Tier 3 – words that are very rare or apply to specific domains Choosing Words to Teach

21. Tier 2 Words Criteria to determine which words to teach: Instruction Not address Tell Worthy  Students are likely to see the word often in other texts and across domains.  The word will be useful in students’ writing.  The word relates to other words or ideas that the students know or have been learning.  Word choice has significance in the text.  The context does not provide enough information for students to infer the meaning. Academic Vocabulary

22. More Practice Individually  Listen to the story, Too Much Noise, by Ann McGovern  Record the academic vocabulary (Tier 2 words) that you hear while the story is being read aloud  Be prepare to share and justify at least 2 words on your list 22

23. ELA Wikispace The ELA wiki contains all of our resources, handouts, and PowerPoints. http://elaccss.ncdpi.wikispaces.net/ELA+Home

24. Connecting Science to the Standards Using Features of Non-Fiction Sound by Jenny Karpelenia 24

25. Science  Visit: http://www.ncpublicschools.org/curriculum/science/scos/  Locate the Science Standards for Second Grade 25

26. Science and ELA Integration Listen to the story, Sound by Jenny Karpelenia Design an instrument Identify the Tier 2 words Identify and discuss the ELA/Science connection between two books 26

27. Post Assessment & Session Evaluation Visit: http://region1rttt.ncdpi.wikispaces.net/ http://region1rttt.ncdpi.wikispaces.net/ (Complete Section H on your agenda.) Your feedback is important to us!

28. Contact Information Abbey Futrell, PD Consultant, Region 1 abbey.futrell@dpi.nc.gov (252) 227-0838abbey.futrell@dpi.nc.gov Beth Edwards, PD Consultant, Region 1 elizabeth.edwards@dpi.nc.govelizabeth.edwards@dpi.nc.gov (252) 916-6842 Dianne Meiggs, PD Consultant, Region 1 dianne.meiggs@dpi.nc.govdianne.meiggs@dpi.nc.gov (252) 340-0113