Transcript The Common Core State Standards for ELA

The Common
Core State
Standards for ELA
OVERVIEW OF THE
ELA COMMON CORE
STATE STANDARDS
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Design
There are four strands:
• Reading
+ Reading Foundational Skills K-5
• Writing
• Speaking and Listening
• Language
The ELA Common Core supports an integrated
model of literacy.
There are media requirements blended
throughout.
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College and Career Readiness (CCR) Anchor
Standards
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.
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Grade Specific Standards
K−12 standards:
• Are grade-specific end-ofyear expectations.
• Are developmentally
appropriate. There is a
cumulative progression of
skills and understandings.
• Have a one-to-one
correspondence with CCR
Anchor Standards.
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GRADE 3
CCR ANCHOR STANDARD
CCSS GRADE SPECIFIC STANDARD
College and Career Readiness
Anchor Standards for Reading
Reading Literature
Key Ideas and Details
1. Read closely to determine what the text says
explicitly and to make logical inferences from
it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
2. Determine central ideas or themes of a text
and analyze their development; summarize the
key supporting details and ideas.
3. Analyze how and why individuals, events,
and ideas develop and interact over the course
of a text.
1. Ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
2. Recount stories, including fables, folktales,
and myths from diverse cultures; determine the
central message, lesson, or moral and explain
how it is conveyed through key details in the
text.
3. Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how
their actions contribute to the sequence of
events.
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GRADE 6
CCR ANCHOR STANDARD
College and Career Readiness Anchor
Standards for Reading
CCSS GRADE SPECIFIC STANDARD
Reading Literature
Key Ideas and Details
1. Read closely to determine what the text says
explicitly and to make logical inferences from it;
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
1. Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn
from the text.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
2. Determine a theme or central idea of a text and
how it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
3. Analyze how and why individuals, events, and
3. Describe how a particular story’s or drama’s plot
ideas develop and interact over the course of a text. unfolds in a series of episodes as well as how the
characters respond or change as the plot moves
toward a resolution.
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GRADE 9-10
CCR ANCHOR STANDARD
College and Career Readiness Anchor
Standards for Reading
CCSS GRADE SPECIFIC STANDARD
Reading Literature
Key Ideas and Details
1. Read closely to determine what the text says
explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to
support conclusions drawn from the text.
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
2. Determine a theme or central idea of a text and
analyze in detail its development over the course of
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text.
3. Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme.
3. Analyze how and why individuals, events, and
ideas develop and interact over the course of a text.
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Annotating the Anchors
1. Circle every strand in the CCR Anchor Standards.
2. Underline the clusters.
3. Place a star next to the most challenging anchor
standard in each strand.
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Intentional Design Limitations
The Standards do NOT define:
•
•
•
•
•
•
How teachers should teach.
All that can or should be taught.
The nature of advanced work beyond the core.
The interventions needed for students well below
grade level.
The full range of support for English Language
Learners and students with special needs.
Everything needed to be college and career ready.
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Abbreviated Table of Contents
Appendix
A
Appendix
B
Appendix
C
Reading
Reading
Foundational
Skills
Writing
Text
Exemplars
Sample
Performance
Tasks
Table of
Contents
Samples
of
Student
Writing with
annotations
Speaking
and
Listening
Language
Bibliography
and
Glossary of
Key Terms
Table of
Contents
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VERTICAL
ALIGNMENT
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Looking Deeper at Vertical Alignment
How do the anchor standards
translate through the grades?
Directions:
•For each standard, mark the changes
at each grade level. (What’s
different?)
•Revisit two grade-level standards that
are side-by-side and focus on the
differences between the two. What are
the different expectations for students?
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1. How does vertical
alignment speak to
classroom instruction?
2. What other ways can you
use vertical alignment?
3. How does vertical
alignment help teachers
understand where
scaffolding might be
needed as they assist
all students in accessing
the content?
Reflection
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First Draft Reading
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Read the passage silently.
“There are known knowns. There are things
we know that we know. There are known
unknowns. That is to say, there are things that
we know we don’t know. But there are also
unknown unknowns. There are things we
don’t know we don’t know.”
D. Rumsfeld, Newsweek (2003, p. 113)
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Ask yourself…
• How many times did you read this?
• At what point did you stop understanding?
• What strategies did you use to gain
comprehension?
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Three key questions to ask students after
they have read something:
They encompass three different levels of thinking.
(Sheridan Blau)
1.What does it say? (Literal level – comprehension)
(Foundational to answering the second question)
2.What does it mean? (Interpretation level)
(More than just appreciating a good story – themes)
3.What does it matter? (Reflection)
(The heart of why they read the book)
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A CLOSER LOOK
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Taking A Closer Look
• Close reading
Where does close reading
appear in the Common Core?
College and Career Readiness
Anchor Standards for Reading
R.1: Read closely to determine what the
text says explicitly and to make logical
inferences from it; cite specific textual
evidence when writing or speaking to
support conclusions drawn from the
text.
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Close Reading of a Cluster of
Standards
1. Read with a pencil in hand, annotate the text.
• Mark the big ideas and skills
2. Look for patterns in the things you’ve noticed about the
text – repetitions, contradictions, similarities.
• Find the commonalities
3. Ask questions about the patterns you’ve noticed –
especially how and why?
• What is a student to know and be able to do?
Unpacking Document
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AN INTEGRATED
MODEL OF TEACHING
AND LEARNING
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An Integrated Model
REMEMBER: “While the standards delineate
specific expectations in reading, writing,
speaking and listening, and language, each
standard need not be a separate focus for
instruction and assessment. Often several
standards can be addressed by a single rich
task.”
( CCSS, Introduction, p. 5)
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“Read like a detective, write like an
investigative reporter.”
-David Coleman – co-author of ELA CCSS
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SIX SHIFTS IN
ELA/LITERACY
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Shift 1: PK-5, Balancing
Informational & Literary Texts
• Students read a true balance of informational
and literary texts.
• Elementary school classrooms are, therefore,
places where students access the world –
science, social studies, the arts and literature –
through texts.
• At least 50% of what students read is
informational.
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Shift 2: 6-12, Building Knowledge
in the Disciplines
• Content area teachers outside of the ELA
classroom emphasize literacy experiences in
their planning and instruction.
• Students learn through domain-specific texts in
science and social studies classrooms – rather
than referring to the texts, they are expected to
learn from what they read.
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Shift 3: Staircase of Complexity
• In order to prepare students for the complexity of college
and career ready texts, each grade level requires a
“step” of growth on the “staircase”.
• Students read the central, grade appropriate text around
which instruction is centered.
• Teachers are patient, create more time and space in the
curriculum for this close and careful reading, and provide
appropriate and necessary scaffolding and supports so
that it is possible for students reading below grade level
to access the text.
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Shift 4: Text-Based Answers
• Students have rich and rigorous conversations
which are dependent on a common text.
• Teachers insist that classroom experiences stay
deeply connected to the text on the page and
that students develop habits for making
evidentiary arguments both in conversation, as
well as in writing to assess comprehension of a
text.
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Shift 5: Writing from Sources
• Writing needs to emphasize use of evidence to
inform or make an argument rather than the
personal narrative and other forms of
decontextualized prompts.
• While the narrative still has an important role,
students develop skills through written
arguments that respond to the ideas, events,
facts, and arguments presented in the texts they
read.
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Shift 6: Academic Vocabulary
• Students constantly build the vocabulary they
need to access grade level complex texts.
• By focusing strategically on comprehension of
pivotal and commonly found words and less on
esoteric literary terms, teachers constantly build
students’ ability to access more complex texts
across the content areas.
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ELA WIKI
• The ELA wiki
contains all of our
resources, handouts,
and powerpoints.
• We encourage
districts to adapt and
use these tools!
• http://elaccss.ncdpi.w
ikispaces.net/ELA+H
ome
Contact Information:
Julie Joslin, Ed.D. Section Lead
Grades 9-12 English Language Arts
Consultant
919-807-3935
[email protected]
Glenda Harrell
ESL/Title III
Consultant
919-807-3866
[email protected]
Ivanna Mann Thrower
ESL/Title III
Consultant
919-807-3860
[email protected]
Joanne Marino
ESL/Title III Consultant
919-807-3861
[email protected]
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