Transcript Next Generation WV Content Standards and Objectives: English Language Arts WVDE Office of Instruction.

Next Generation WV Content
Standards and Objectives:
English Language Arts
WVDE Office of Instruction
Why Do We Need New
Standards and Objectives?
• Research by ACT has shown that only ½
to 1/3 of 11th graders are reaching the
college and career readiness level of
achievement.
– Too few students are able to understand
complex text
– Focus is needed on key aspects of language
(using language skillfully, vocabulary)
– Need to strengthen content area reading
Important Dates
• May 13, 2010 – Common Core State Standards in
English Language Arts and Mathematics adopted
by WV Board of Education
• October 1-2 – Work begins on putting CCSS into
the WV framework
• October – April – Work continues on framework,
performance descriptors and crosswalk
• May, 2011- Next Generation WV Content
Standards and Objectives go to the Board
• September, 2011 – Implementation begins with
Kindergarten
Implementation Schedule
•
•
•
•
August, 2011 – Kindergarten
August, 2012 – 1st Grade
August, 2013 – 2nd Grade
August, 2014 – 3rd through 12th grade
Policy Format
Teach 21 Format
Overview
• Four Standards in English Language Arts,
K-12
– Reading
– Writing
– Speaking, Listening
– Language
• The standards represent student
outcomes—not the methodology for
teaching students.
Key Design Considerations
• College and Career Readiness Standards
(CCR) are the backbone of the Standards.
• The CCR define cross-disciplinary literacy
expectations.
• The K-12 Standards define end of year
expectations and provide a cumulative
progression toward CCR at graduation.
Key Design Considerations
• Although there are four standards, they
comprise an integrated model of literacy.
Examples:
Students are expected to write about their
reading.
Speaking and listening sets the expectations
that students will share findings from their
research.
Key Considerations
• Research and media skills are blended into the
CCSS as a whole.
• Research and media skills are embedded
throughout the standards rather than addressed
separately.
• There is a shared responsibility for students’
literacy development. Literacy expectations are
also extended to science, social studies and
technical subjects.
Key Considerations
• There is heavy emphasis on informational
text (aligned to NAEP reading framework).
• There is a direct alignment with the NAEP
Writing Framework. The focus on writing
throughout high school is on arguments
and informative/explanatory text.
• There is a strong focus on coherence in
instruction and assessment.
Key Considerations
•
•
•
•
Language
Integrated approach
Not isolated skills
Connection among reading, writing,
speaking and listening, and language for
communication purposes
What is Not Covered by the
Standards
• The focus is on what students should knownot how teachers should teach.
• The aim of the standards is to articulate the
fundamentals- not to set out an exhaustive
list or set of restrictions that limits what is to
be taught besides what is specified.
• The standards do not define the nature of
advanced work; we will establish this within
the performance descriptors we write.
What do CCR Students Look
Like?
• They demonstrate independence; they are self-directed
learners.
• They build strong content knowledge by research and
study, reading purposefully and listening attentively.
• They respond to the varying demands of audience, task,
purpose and discipline by adapting their communication.
• They comprehend, as well as critique, by questioning
authors’ or speakers’ assumptions.
• They value evidence and can cite it.
• They use technology and digital media strategically and
capably.
• They understand other perspectives & cultures.
Key Features of the Standards
• Reading
– Text Complexity
– Growth of Comprehension
• Writing
– Text types
– Responding to reading
– Research
Key Features of the Standards
• Speaking & Listening
– Flexible communication
– Collaboration
• Language
– Conventions
– Effective use
– Vocabulary
A Look at the NxG WV CSOs
• Grades K-5
• Reading is divided into three types of skills
– Reading literature
– Reading informational texts
– Foundational Skills
•
•
•
•
Print concepts, K-1 only
Phonological Awareness, K-1 only
Phonics and Word Recognition, K-5 only
Fluency, K-5 only
A Look at the NxG WV CSOs
• Writing
– Developmental, beginning with drawing & dictating
(K)
– Focus on opinion pieces, informative/ explanatory
texts and narratives (K-5)
– Emphasis on research and writing
• Speaking & Listening – Communicating
• Language –
– Focus on the conventions of English
– Emphasis on vocabulary acquisition based on grade
level reading and content
What are the Implications for
Elementary Instruction?
• Reflect and discuss at your table
A Look at the NxG WV CSOs
• Grades 6 -8
• Reading targets two types of texts:
– Reading literature
– Reading informational texts
• Objectives are similar yet specific for each
type of text.
• Range of Reading & Level of Text
Complexity is provided in a 6-8 band.
A Look at the NxG WV CSOs
• Writing objectives address 3 types of writing:
• Arguments - the cornerstone of the writing
standard
• Informative/explanatory
• Narratives – real or imagined
• Research is emphasized in the writing
standard
• Range of writing refers to
• Time frames for writing
• Types of writing (research, reflection, revision)
A Look at the NxG WV CSOs
• Speaking and Listening:
– Objectives are based on the philosophy that “students
must have ample opportunities to take part in a variety
of rich, structured conversations…built around
important content in various domains.”
• Language:
– Continues to focus on conventions of English and the
acquisition and use of vocabulary.
What are the Implications for
Middle School Instruction?
• Reflect and discuss at your table
A Look at the NxG WV CSOs
• Grades 9-12
• Reading Standard features
– Literature
– Informational Text
– Range, Quality and Complexity of Student
Reading
A Look at the NxG WV CSOs
• Writing Standards 9-12
– Text Types and Purposes
• Arguments
• Informative/explanatory/narratives
– Production and Distribution of Writing
A Look at the NxG WV CSOs
• Writing Standards 9-12
– Research to Build and Present Knowledge
• Short and sustained
• Multiple authoritative print and digital resources
• Evidence
– Range of Writing – Extended time frames
• Shorter Time frame – task, purpose, audience
• Longer- Time for Research, Reflection,
Revision
A Look at the NxG WV CSOs
• Speaking & Listening
– Comprehension and Collaboration
– Presentation of Knowledge and Skills
• Language
– Conventions of Standard English
– Knowledge of Language
– Vocabulary Acquisition and Use
What are the Implications for
High School Instruction?
• Reflect and discuss at your table
Complex Skills in ELA
• Analyze how and why individuals, events,
and ideas develop and interact over the
course of a text.
• Integrate and evaluate content presented in
diverse formats and media, including
visually and quantitatively, as well as in
words.
• Read and comprehend complex literary and
informational texts independently and
proficiently.
Complex Skills in ELA
• Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or
trying a new approach.
• Use technology, including the Internet, to
produce and publish writing and to interact
and collaborate with others.
• Conduct short as well as more sustained
research projects based on focused
questions, demonstrating understanding of
the subject under investigation.
“As educators begin to translate the Common
Core State Standards (Next Generation WV
Content Standards and Objectives) into
practice, they have a new opportunity to think
about what is important.”
David T. Conley
Center for Educational Policy Research
Bottom Line?
“The ideal result of standards implementation will
be to move classroom teaching away from a
focus on worksheets, drill-and-memorize
activities, and elaborate test-coaching programs,
and toward engaging, challenging curriculum that
supports content acquisition through a range of
instructional modes and techniques, including
many that develop student cognitive strategies.”
David T. Conley
Questions?
• Edwina Howard-Jack
• [email protected]
• Denise White
• [email protected]