Digging Into the Shifts of the
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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,
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.