Transcript English Language Arts Organization & Overview

English
Language Arts
Organization &
Overview
3
Common Core State
Standards
Our goals for today…
Participants will…
• Take a glimpse at the past and a peek at the future
• Navigate the document
• Glance into the content strands
• Consider implications for your work
• Review resources and coming events
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Common Core State
Standards
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•
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Define the knowledge
and skills students
need for college and
career
Developed voluntarily
and cooperatively by
states; more than 40
states have adopted
Provide clear,
consistent standards in
English language
arts/Literacy and
mathematics
Source: www.corestandards.org
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Washington State’s Implementation Timeline
2010-11
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
2011-12
2012-13
2013-14 2014-15
Smarter
Balanced
Assessment
Consortium
A Peek at the
Assessment System
The Purpose of
the Consortium
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To develop a comprehensive and innovative
assessment system for grades 3-8 and high school in
English language arts and mathematics aligned to the
Common Core State Standards, so that...
...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]
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A National
Consortium of States
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29 states
representing
48% of K-12
students
21 governing,
8 advisory
states
Washington
state is fiscal
agent
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A Balanced
Assessment System
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need
to improve
teaching and
Teacher resources
learning
for
formative
assessment
practices
to improve
instruction
All students
leave
high school
college
and career
ready
Interim assessments
Flexible, open, used
for actionable
feedback
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System Highlights
English Language Arts and Mathematics, Grades 3–8 and High School
BEGINNING
OF YEAR
END
OF YEAR
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks;
model curriculum units; educator training; professional development tools and resources; scorer
training modules; and teacher collaboration tools.
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
PERFORMANCE
TASKS
• Reading
• Writing
• Math
Scope, sequence, number, and timing of interim assessments
locally determined
Optional Interim
assessment system—
Re-take option
Summative assessment
for accountability
* Time windows may be adjusted based on results from the research agenda and
final implementation decisions.
Source: http://www.ets.org
END OF YEAR
ADAPTIVE
ASSESSMENT
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Support for
Special Populations
 Accurate
measures of
progress for students
with disabilities and
English Language
Learners
 Accessibility and
Accommodations Work
Group engaged
throughout development
 Outreach and
collaboration with
relevant associations
“ CommonCore Tests
to Have Built-in
Accommodations
”
- June 8, 2011
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State Involvement in Getting the Work Done:
Consortium Work Groups
Work group engagement of 90
state-level staff:
1
Accessibility and Accommodations
2
Formative Assessment Practices and
Professional Learning
3
Item Development
4
Performance Tasks
5
Reporting
Work group responsibilities:
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Technology Approach
• Define scope and time line for work in its area
• Develop a work plan and resource
requirements
• Determine and monitor the allocated budget
• Oversee Consortium work in its area,
including identification and direction of
vendors
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Test Administration
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Test Design
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Transition to Common Core State
Standards
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Validation and Psychometrics
Each work group:
• Led by co-chairs from governing states
• 6 or more members from advisory or
governing states
• 1 liaison from the Executive Committee
• 1 WestEd partner
Myth Buster
Read
the CCSS Myth
Share your thoughts with a partner
Select the “Five Myths about
Common Core Standards” article by
R. Rothman
Share
out your Myth & Myth Buster
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Current WA Standards (GLEs) – Grades K-10
Communication
(includes
Speaking and
Listening)
Writing
Reading
Common Core ELA Standards – Grades K-12
Reading
Writing
Speaking
and
Listening
Language
Media & Tech
ELA Common Core
Standards
Four Strands
There are four strands in the ELA document.
1.
2.
3.
4.
ELA Standards for Reading
ELA Standards for Writing
ELA Standards for Speaking and Listening
ELA Standards for Language
These are organized by grade levels
1.
2.
K-5
6-12
College & Career Readiness Anchor
Standards(CCR)
Each strand is lead by college & career readiness anchor
standards (CCR). The grade level standards were back mapped
from the CCR anchor standards.
ELA Standards for Reading
• 10 CCR Anchor Standards
ELA Standards for Writing
• 10 CCR Anchor Standards
ELA Standards for Speaking & Listening
• 6 CCR Anchor Standards
ELA Standards for Language
• 6 CCR Anchor Standards
Sub-Headings
Each of the standards are grouped under a subheading that generally categorizes a group of
standards.
Sub-Headings for Reading
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Key Ideas & Details (Standards 1-3)
Craft & Structure (Standards 4-6)
Integration of Knowledge & Ideas (Standards 7-9)
Range of Reading & Level of Text Complexity
(Standard 10)
Sub-Headings
Each of the standards are grouped under a subheading that generally categorizes a group of
standards.
Sub-Headings for Writing
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Text Types & Purposes (Standards 1-3)
Production & Distribution of Writing (Standards 4-6)
Research to Build & Present Knowledge (Standards
7-9)
Range of Writing (Standard 10)
Sub-Headings
Each of the standards are grouped under a subheading that generally categorizes a group of
standards.
Sub-Headings for Speaking & Listening
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Comprehension & Collaboration (Standards 1-3)
Presentation of Knowledge & Ideas (Standards 4-6)
Sub-Headings
Each of the standards are grouped under a subheading that generally categorizes a group of
standards.
Sub-Headings for Language
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Conventions of Standard English (Standards 1-2)
Knowledge of Language (Standard 3)
Vocabulary Acquisition & Use (Standards 4-6)
Reading
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Strand
Grade Levels
Sub-heading
Strand
Abbreviation
Tab your Standards
COLOR ____________
 K-5 Reading Literature (RL) P. 9
 6-12 Reading Literature (RL) P. 35
COLOR ____________
 K-5 Reading Informational (RI) P. 13
 6-12 Reading Informational (RI) P. 39
 6-12 Reading History/Social Studies (RH) Science &
Technical Subjects (RST) P. 59
activity
1. Find a partner
2. Sort the reading CCR anchor standards into each
of the four subheadings.
3. Answer these questions in your table groups…
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What did you notice about the categories?
Wow
I wonder…
Connections Across
RL, RI, RH, RST
Because all of the reading standards are back mapped
from the same 10 CCR anchor standards, it is helpful to
look at all the #1s, all the #2s, etc.
ACTIVITY
Look at the handout that shows all of the #1s for RL, RI, RH,
and RST.
•
What do you notice ?
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What do you see in the progression of standard #1?
Foundational Skills
Questions for Discussion
K/1 Print Concepts & Phonological Awareness
 Do you notice anything different?
K-5 Phonics / Word Recognition & Fluency?
 Do you notice anything different?
Questions for Discussion
In terms of the Reading strand…
What opportunities and
challenges do you see?
What questions do you have?
Writing
activity
1. Find a partner
2. Sort the writing CCR anchor standards into each of
the four subheadings.
3. Answer these questions in your table groups…



What did you notice about the categories?
Wow
I wonder…
Connections Across W & WHST
Because all of the writing standards are back mapped
from the same 10 CCR anchor standards, it is helpful to
look at all the #1s, all the #2s, etc.
ACTIVITY
Look at the handout that shows all of the #1s for W and
WHST.
•
What do you notice ?
•
What do you see in the progression of standard #1?
Questions for Discussion
In terms of the Writing strand…
What opportunities and
challenges do you for see?
What questions do you have?
Speaking & Listening
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activity
1. Find a partner
2. Sort the speaking & writing CCR anchor standards
into each of the two subheadings.
3. Answer these questions in your table groups…
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
What did you notice about the categories?
Wow
I wonder…
Connections Across SL
Because all of the speaking and listening standards are
back mapped from the same 6 CCR anchor standards, it
is helpful to look at all the #1s, all the #2s, etc.
ACTIVITY
Look at the handout that shows all of the #1s for SL.
•
What do you notice ?
•
What do you see in the progression of standard #1?
Questions for Discussion
In terms of the Speaking &
Listening strand…
What opportunities and
challenges do you for see?
What questions do you have?
Language
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activity
1. Find a partner
2. Sort the language CCR anchor standards into
each of the three subheadings.
3. Answer these questions in your table groups…



What did you notice about the categories?
Wow
I wonder…
Connections Across L
The language standards 1-3 are organized into their
own progression on p. 30 & p. 56.
ACTIVITY
Look at the language standards progression for #1-3.
•
What do you notice ?
Questions for Discussion
In terms of the Speaking &
Listening strand…
What opportunities and
challenges do you see?
What questions do you have?
Cross-Content
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Literacy Standards for History/Social Studies,
Science, and Technical Subjects
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Reading Anchor Standards page 60
Reading Standards for Literacy in History/Social
Studies 6-12 page 61
Reading Standards for Literacy in Science and
Technical Subjects 6-12 page 62
Writing Anchor Standards page 63
Writing Standards for Literacy in History/Social Studies,
Science and Technical Subjects 6-12 page 64
Appendices
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Appendix A
Research
and evidence
Glossary of key terms
Overview of each strand
Text complexity
Conventions grade-level chart
Appendix B:
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Reading Text Exemplars with Sample Performance Tasks
Appendix C :
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Annotated Student Writing Samples
Appendix C :
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Annotated Student Writing Samples
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ELA / Literacy: The 6 Major Shifts
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Balance of Literary and Informational Texts
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Literacy in the Content Areas
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Increased Complexity of Text
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Text-based Questions and Answers
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Writing Using Evidence
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Academic Vocabulary
Balance of
Literary and Informational Texts
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Grade Level
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Literature includes
– Stories
– Drama
– Poetry
Informational Text includes
• Literary Nonfiction
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Personal essays
Speeches
Opinion pieces
Biographies
Memoirs
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Literacy in the Content
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Grades K-5
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Emphasis on literary experiences in content specific
domains
Instruction in science and history/social studies
Grades 6-12
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Teaching content specific literacy
Reading is critical in building knowledge in content
areas
Increased
Complexity of Texts
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 Staircase
of complexity
 Each
grade level, step of growth
 More
time for close and careful reading
 Appropriate
and necessary scaffolding and
supports for students reading below grade
level
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Text complexity is defined by
w of Text Complexity
1. Quantitative measures – readability
and other scores of text complexity
often best measured by computer
software.
2. Qualitative measures – levels of
meaning, structure, language
conventionality and clarity, and
knowledge demands often best
measured by an attentive human
reader.
3. Reader and Task considerations –
background knowledge of reader,
motivation, interests, and complexity
generated by tasks assigned often best
made by educators employing their
professional judgment.
Reader and Task
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Text-based
Questions and Answers
 Rich
discussions dependent on common text
 Focus
on connection to text
 Develop
habits for making evidence based
arguments in discussion and writing
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Writing Using Evidence
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Expect students to compose arguments and
opinions, informative/explanatory pieces, and
narrative texts
Focus on the use of reason and evidence to
substantiate an argument or claim
Emphasize ability to conduct research – short
projects and sustained inquiry
Require students to incorporate technology as they
create, refine, and collaborate on writing
Include student writing samples that illustrate the
criteria required to meet the standards (See
standards’ appendices for writing samples)
Balance of Writing Text Types
Grade Level
4
8
12
To Persuade
To Explain
To Convey Experience
(Argumentative) (Informative)
(Narrative)
30%
35%
35%
35%
35%
30%
40%
40%
20%
• In grades K-5, the term opinion refers to persuasive writing
• Argumentative 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 writing
• Technology will be used to create, refine and collaborate
writing
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Academic Vocabulary
 Vocabulary
to access grade-level, complex
texts
 Vocabulary
 Focus
that crosses content
on pivotal, commonly found words,
such as consequently, generation
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A Focus from “The Big Ideas”
Strongest Messages
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Shift to higher-level thinking skills
Increased focus on Informational text in all subject
areas
Rigor regarding depth and focus, quality over quantity
Writing using texts and evidence
The move toward “career and college readiness”…
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CCSS add grades 11 and 12
Greater focus on increasing text complexity, argumentative
writing, research skills from early grades
WA strength at K-3 / student goal setting
Reflection:
 What
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key messages stand out for you?
 How
will this impact your responsibilities
and work?
 What
questions do you still have?
Resources
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Grade Level One-Pagers
created by teachers in
Washington State
See the Resource page for
the link to these
documents.
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Resources for Implementation
 ELA
overview documents (one-pagers) as
connected with WA standards:
http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel
 Publisher’s Criteria in ELA and Literacy:
http://k12.wa.us/CoreStandards/Resources.aspx
 Alignments cross-walk documents:
http://k12.wa.us/CoreStandards/Transition.aspx#Analyses
 Parent Resource Guides:
http://www.pta.org/4446.htm
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For More Information
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Common Core Website:
http://www.corestandards.org/the-standards
Common Core Questions:
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–
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Email: [email protected] OR
Greta Bornemann, OSPI CCSS Project Director, E-mail:
[email protected]
Hunt Institute Videos
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http://www.youtube.com/watch?v=9IGD9oLofks&feat
ure=player_detailpage (overview)
http://www.youtube.com/watch?v=Jt_2jI010WU&feat
ure=related (writing)