Digging Into the English Language Arts Common Core State

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Transcript Digging Into the English Language Arts Common Core State

DIGGING INTO THE COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

Third Grade

G

OALS FOR THE

D

AY 2.

  What do the standards really say?

What are students expected to know?

What are students expected to be able to do?

What are the Big Take Aways? What are the implications for instruction?

How do we know when our students have met the standards?

BEEN THERE, DONE THAT…

Groundhog Trailer 3

UNKNOWN…

What we learn today doesn’t make yesterday wrong, it makes tomorrow better.

ELA STANDARDS: KEY CHANGES AND THEIR EVIDENCE

http://www.youtube.com/user/TheHuntInstitute#p/ u/4/JDzTOyxRGLI

T

HE DIFFERENCE

……..

Standards-Based NOT Standards Referenced

Statewide Roll-Out

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ANDOM

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CTS OF

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DUCATION

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ROFESSIONAL

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EARNING

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OMMUNITIES

PLCs

•Instruction Curriculum •Common Core State Standards Differentiation Classroom Interventions Balanced Assessment •Formative •Benchmark •Summative Response to Intervention System •Academics: Intensive Interventions •Behavior: PBIS

CESA 10

PLC •Lesson Study •Grade Level Meetings •Content Meetings Leadership Teams for Building or District Common Core State Standards •Differentiation •Classroom Interventions RtI System/Plan •Intensive Interventions •PBIS Formative Assessments Benchmark Assessments Summative Assessments Professional Development Plan

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OMMON

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ORE

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TATE

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TANDARDS    

CCSS Directly Connect to RtI and PLCs

What do ALL students need to know and be able to do? CURRICULUM How do we teach so that all students will learn? INSTRUCTION How will we know if they have learned it? ASSESSMENT What will we do if they don’t know or they come to us already knowing? DIFFERENTIATION and ENRICHMENT

(1) C

OMMON

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ORE

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TATE

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TANDARDS FOR

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NGLISH

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ANGUAGE

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ISTORY

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OCIAL

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RTS TUDIES

& L , S

ITERACY IN CIENCE

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AND

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ECHNICAL

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UBJECTS (2) Intro, ELA K-5, ELA 6-12, Literacy …..6-12 (3) 4 Domains: Reading, Writing, Speaking & Listening, and Language (4) CCR document and define general, cross-disciplinary expectations for students to be college or workforce ready (5) College and Career Readiness Anchor Standard Categories for Reading (6) 3 Reading Strands: Literature, Informational, and Foundational (K 5) (7) Standard 10: Range, Quality, and Complexity of Student Reading K 5 (8) Appendix A: Research Supporting Key Elements of the Standards and a Glossary of Key Terms Appendix B: Text Exemplars and Sample Performance Tasks Appendix C: Samples of Student Writing

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ROGRESSION OF A

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TANDARD “The K-12 standards define end-of-the-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.” (Introduction, pg.4)     Read through Writing Standard #1 from kindergarten through grade 12 Pay attention to the verbs and the progression of expectations Discuss with your tablemates and summarize what a graduating senior should know and be able to do Why is this important for second grade teachers?

HAYES MIZELL

( FORMER DIRECTOR FOR STUDENTS ACHIEVEMENT AT EDNA MCCONNELL CLARK FOUNDATION)

The CCSS are simply statements that describe what students should know and be able to do as a result of their public education. The standards are a challenging vision, but that is all they are. Without more effective curricula, professional development, and instruction, students will not develop the knowledge and skills necessary to perform at standard. 15

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TANDARDS ARE

NOT

A  “While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment” (Introduction, pg. 5) Today we will investigate the standards individually, but the real question is How will you organize the

standards for instruction?

TODAY’S PROCESS

  If you have well-defined curriculum maps, the process we are using today, will help as you begin to align your curriculum to the new standards.

If you do not have well-defined curriculum maps, the process we are using today, will provide a foundation for future curriculum mapping.

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RITING Emphasis on nonfiction writing. 65% of elementary writing should be explanatory or persuasive as opposed to fiction, fantasy, poetry, and personal narrative.

RITING

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IG

AKE

NOWLEDGE AND

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WAY KILLS

,  Read the standards under 1)Text Type and Purposes

on pg. 20

  Circle the nouns/concepts and underline the verbs/skills Identify what students need to know (nouns/concepts) and be able to do (verbs/skills). Complete 2 & 3   Discuss and identify the “Big Take Away” for the CCR category of Text Types and Purposes Repeat the above steps with Production and

Distribution of Writing, and 3)Research to Build and

Present Knowledge on page 21.

 Be prepared to share your “Big Take Aways”

SPEAKING & LISTENING STANDARDS:

FLEXIBLE COMMUNICATION & COLLABORATION

Including but not limited to skills necessary for formal presentations, the Speaking and Listening Standards require students to develop a

range of broadly useful oral communication and interpersonal skills

Students must …

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learn to work together,

•

express and listen carefully to ideas,

•

integrate information from oral, visual, quantitative, and

• • •

media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task. 20

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AKE

L ISTENING : A

WAY

, K

NOWLEDGE AND

KILLS

 Read the standards under 1)Comprehension

and Collaboration and 2)Presentation of

Knowledge and Ideas on page 24.

 Circle the nouns/concepts and underline the verbs/skills  Identify what students need to know (nouns / concepts) and be able to do (verbs/skills)  Discuss and identify the “Big Take Away” for each of the 2 CCR categories.

READING FOUNDATIONAL SKILLS: BIG TAKE AWAY, KNOWLEDGE AND SKILLS     Read the standards under 3)Phonics and Word Recognition, and 4) Fluency on page 17.

Circle the nouns/concepts and underline the verbs/skills Identify what students need to know (nouns/concepts) and be able to do (verbs/skills) Discuss and identify the “Big Take Away” for 2 of the 4 CCR categories.

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ASSESSMENT…

 HOW will it assess all of these standards???

TO FIND OUT MORE…

…the SMARTER Balanced Assessment Consortium can be found online at www.k12.wa.us/SMARTER

BALANCED ASSESSMENT SYSTEM

BY TYPE Formative Daily Ongoing Evaluation Strategies Immediate Feedback Student-Centered To Quickly Inform Instruction Benchmark Summative Periodic Diagnostic/ Progress Assessments Multiple Data Points Across Time Large-Scale Standardized Assessments Annual Snapshot Classroom/ School-Centered School/District/ State-Centered To Benchmark and Monitor Progress To Evaluate Cumulative Learning dpi.wi.gov/oea/pdf/balsystem.pdf

SAMPLE:

B ENCHMARK A SSESSMENT  Writing Rubric (informational example) - Writing standards on page 20.  Appendix C, pages 18 &19. Apply rubric to writing sample

PPENDIX

RITING

C: S

AMPLES OF

TUDENT

“The range of accomplishment within each grade level reflects differences in individual development as well as the conditions under which the student writers were expected to work. Some of the samples were written in class or as homework; others were written for on-demand assessments; still others were the result of sustained research projects.” (Appendix C, pg.2)

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OCUMENT

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OMPLETION FOR

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RITING  Options for Formative Assessment -Formative examples?  Teaching Strategies -Why assessment before strategies

Universal High Quality Curriculum Additional Interventions

•Tied to Universal •Aligned to CCSS •Evidence-Based •Strategic •Culturally Responsive •Differentiated

Effective Universal Instruction

•Identified Essential Outcomes •Aligned to Common Core Standards •Evidence-Based •Culturally Responsive •Differentiated

Additional Challenges

•Tied to Universal •Aligned to CCSS •Evidence-Based •Strategic •Culturally Responsive •Differentiated

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PPENDIX

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EXT

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ERFORMANCE

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XEMPLARS ASKS

& S

AMPLE  Text Exemplars pages 37-60  How do these exemplars compare to the text types in your classrooms? (Informational Exemplars pgs. 53-57)  Performance Task (Informational) page 61  Do you think these performance tasks are appropriate for your practices/strategies for teaching? Discuss with your tablemates.

CONTINUUM CONNECTION

***The Common Core Standards for Language and Literacy and The continuum of Literacy Learning, Grades PreK-8:A Guide to Teaching Find at:  http://www.heinemann.com/fountasandpinnell/su pportingMaterials.aspx#ccs

CCSS: E

MPHASIS

I

NFORMATIONAL

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EXT

Grade

4 8 12

Literary

50% 45% 30%

Informational

50% 55% 70%

READING LITERATURE:

 How do you define literary text?

READING LITERATURE:

Literary text is a narrative form of text and can be viewed as fiction, nonfiction, or poetry.



Fiction:

Text that is imagined more than real and its main purpose is to entertain and engage readers. Examples include traditional literature, fantasy, science fiction, realistic fiction, and historical fiction.

 

Nonfiction:

Text that contains ideas, facts, and principles related to the natural and social world. Broad enough to include nature writing, travel writing, biographies, memoirs, essays.

Poetry:

Text that is more compact writing as well as imaginative and artistic.

READING INFORMATIONAL TEXT:

 What is informational text?

READING INFORMATIONAL TEXT:

Informational text is a kind of nonfiction text that includes exposition; argumentation and persuasive text; and procedural text and documents.



Expository text:

(e.g., textbooks, reports, workplace documents, essays) 

Argumentation and persuasive text:

(e.g., writing to persuade, appeal to emotions, or sway an audience) 

Procedural text:

(e.g., “how-to” text, directions) 

Documents:

(e.g., primary and secondary sources)

CCSS: EMPHASIS COMPLEX TEXT

Text Complexity in Grade Band Standards

K-1 2-3 4-5 6-8 9-10 11-CCR

Old Lexile Ranges

NA 450-725 645-845 860-1010 960-1115 1070-1220

Lexile Ranges Aligned to CCSS

NA 450-790 770-980 955-1155 1080-1305 1215-1355

READING FOUNDATIONAL SKILLS: BIG TAKE AWAY, KNOWLEDGE AND SKILLS The Foundational Skills are necessary and important components of an effective comprehensive reading program which is designed to develop proficient readers with the capacity to comprehend a wide variety of text materials.

Foundational skills foster understanding and knowledge of:    Concepts of print Alphabetic principle Other basic conventions of English writing system

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ORK

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IME  Because schools and districts are in different places when is comes to curriculum, this is a process that:  Provides a deeper level of understanding for each standard    Can be used to begin the alignment process for districts with well-developed curricula in place Can be used to begin the curriculum development/revision process Paves the way for RtI planning

QUESTIONS TO CONSIDER…

    How will the implementation of these standards impact your district?

How do these standards fit into your school’s RtI planning?

How might PLCs be used to address these standards?

What are the next steps for your building?

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M

ESSAGES  Education is changing…….

 The Common Core State Standards are at the center of this change……  Every district needs a plan to support the investigation and implementation of these new standards……

FOLLOW-UP

 PowerPoint and Handouts at http://www.cesa10.k12.wi.us/index.php?Prog=SDoc ument&Task=Init&ID=337

F EEDBACK Please complete the evaluation form.

Thanks so much for your participation!

Thersea Burzynski- [email protected]

Nancy Forseth- [email protected]

Paula Harms- [email protected]