Transcript Digging Into the Shifts of the

ELA Common Core State Standards
A mind that is stretched by new
experience can never go back to its old
dimensions”.
-Oliver Wendell Holmes
 You may access the morning
presentation by going to
http://tburzynski.weebly.com/
Morning:
Sign-In / Activity Around the Room
Digging into the Standards Activities
Break
Finish Standards Work Activities I
IRA-Article and Protocol
LUNCH
Afternoon:
SMARTER BALANCED Assessment
Discussion Protocol
 Demonstrate independence
 Build strong content knowledge
 Respond to varying demands of audience, task,
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purpose, and discipline
Comprehend as well as critique
Value evidence
Use technology and digital media strategically and
capably
Come to understand other perspectives and cultures
-CCSS Introduction
 English Language arts is an integrated discipline and even
though represented in standards as four distinct areas
these should be taught in rich, authentic learning contexts
(CCSS, p. 4)
 The concept of what it means to be literate is constantly
changing and the process of becoming literate occurs over
an entire lifetime (CCSS, p. 4)
 Critical thinking and problem solving, communication,
collaboration, and creativity are essential attributes of
being college and career ready (CCSS, p. 7)
 Learning is a social event requiring diversity of texts,
multiple language uses, and sharing of multiple
perspectives in order to explore and analyze the world
(CCSS, p. 7)
 Literacy is a ‘shared’ educational responsibility
 The teaching of more informational texts
 Technology is more than a tool
 The role of argument
 Attention to the purposes and range of writing
 Use of more complex texts (g. 2-12)
 Attention to vocabulary instruction across all
disciplines
…. Pg. 25 Pathways (Activity- Omissions and
Emphasis)
 Myth #1: Text complexity is a fixed number.
 Myth #2: All pre-reading activities are
inappropriate.
 Myth #3 Answering text-dependent questions is
what teaches students to be analytical readers.
 Myth #4: The common core abandons fiction.
Dina Strasser and Cheryl Dobbertin
Published Online: July 10, 2012
Education Week TEACHER
s
This NAEP Assessment Framework, 2009 indicated the
distribution of liteary and informational reading across the
school day which implies that a great deal of informational
reading needs to occur outside of the ELA environment in
grades 6-12.
 The same skill set is in the 10 standards for literary and
informational reading
 The first 9 require deep comprehension and high-level
thinking
 1-3 Reading for meaning
 4-6 Reading for craft
 7-9 Thinking across texts
•Standard #10 – TEXT COMPLEXITY
 Shoot –Out
Reading Informational Standards Activity
Link to The Great Office War
 CESA 10 (CESA 10)
Reading Standards for Literacy Text
Task: Getting Acquainted with Progressions in
Understanding Literacy Text
1) Select a CCR Anchor Standard category (ie. Key Ideas, Craft
and Structure)
2) Select a grade level standard in that CCR category to trace
the progressions.
3) Look at each grade level standard and note the major
concepts for each in the organizer.
4)Write a prompt/question for each grade level that a teacher
might ask students to demonstrate understanding
Disciplinary Literacy in
Wisconsin. . .
. . . is defined as the
confluence of content knowledge,
experiences, and skills merged with
the ability to read, write, listen,
speak and think critically in a way
that is meaningful within the
context of a given field.
15
16
 Across the disciplines (Disciplinary Literacy)
 Across the ELA Department
The limits of my language are the limits of my world”
-Ludwig Wittgenstein
 6 Anchor Standards Divided into 2 groupings

Comprehension and Collaboration
(Standards 1-3)

Presentation of Knowledge and Ideas
(Standards 4-6)
 The language standards are written to suggest
that language work should be interwoven across
the day so that conventions , vocabulary, and
craft become a seamless part of your reading
writing speaking and listening already underway
in your classroom. (Pathways p. 170)
 6 Anchor Standards Divided into 3 Categories

6 Anchor Standards Divided into 3
Categories
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
 What is needed for ELA materials in order to meet the
standards?
 What is needed for ELA Instruction in order to meet
the standards?
(USE evidence from the Standards themselves, today’s
shared sources and remember Baby- Bathwater.
 Kelly Gallagher says, “Have a book flood!” & “Fill the
pool with books- you can’t swim without water and
you can’t read without books.” WSRA 2012
Pathways:
 Anthologies and Textbooks have their limitations in
achieving the CCSS (Pathways p. 65)
 Need Primary and Secondary Source Documents
 Digital Libraries
 Need a wide variety of genres and levels (Standard 10)
 Integrate Literacy Practices!
-Create a culture of reading, writing, speaking and
listening in your classroom; consider the overall tone
and approach you’ll use as a community.
 Reading and Writing are valued equally in the CCSS so
our classroom blocks should reflect this.
 Scaffold students to more complex texts as appropriate
utilizing multiple classroom instruction models and a
wide range of genre’s.
 Ignition of the writer’s workshop model.
Achieve. 2010. “English Language Arts Common Core State Standards:
History/Social Studies, Science and Technical Subjects. Achieve.
Allington,Rrichard, 2002. “You Can’t Learn Much from Books Yu Can’t Read.”
2005. What Really Matters for Struggling Readers: Designing Research Based
Programs. 2d ed. Boston: Allyn and Bacon.
Calkins, Lucy, Ehrenworth, Mary, Lehman, Christopher. 2012. “Pathways to the
Common Core: Accelerating Achievement.” Heinemann.
Dobbertin, Cheryl, Dina Strasser. July 10, 2012. “ Four Myths About the ELA
Common Core.” Education Week: Teacher.