arizona’s common core standards english language arts southern arizona summer institute 2012 pima...

Arizona’s Common Core StandardsEnglish Language Arts

Southern Arizona Summer Institute 2012Pima County Regional Support Center

Claudia Gaxiola

Introduction

Logistics

Workshop Norms

Parking Lot

Getting Started

NORMS – RESPECT

•Respect time - Begin & End on Time•Electronic Devices – Silenced •Set Aside Preconceived Notions•Practice Active Listening - refrain from side-conversation •Equity of voice, allow for different perspectives and expertise•Courtesy and cooperation guide our work and negotiations•Think globally, seek site or self specific answers- separately – Parking Lot

Stephen Covey’s Circles

Introduce yourself (your name, district, school, grade level taught)

Fill our a Group Resumeo 1 per table

Icebreaker –Group Resume

Overview and Introduction of Arizona’s Common Core ELA Standards

Making Sense of the Appendices and Alignment Document

Outcomes

Introduction to the

Arizona’s Common

CoreStandards

Historical Overview

2 Consortia of states Partnership for Assessment of Readiness for

College and Careers (PARCC) SMARTER Balanced Assessment Consortium

PARCC is an alliance of 25 states AZ is one of 15 Governing Board States

PARCC States

Governing Board States Participating States

Why Common Core Standards?

Preparation: They will help prepare students with the knowledge and skills they need to succeed in education and training after high school (CCR)

Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.

Equity: Expectations are consistent for all – and not dependent on a student’s zip code.


Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.

Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

Common Core State Standards Evidence Base

12

For example: Standards from individual high-performing countries and provinces were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence, and progression.

Mathematics1. Belgium (Flemish)2. Canada (Alberta)3. China4. Chinese Taipei5. England6. Finland7. Hong Kong8. India9. Ireland10. Japan11. Korea12. Singapore

English Language Arts1.Australia

• New South Wales• Victoria

2.Canada• Alberta• British Columbia• Ontario

3.England4.Finland5.Hong Kong6.Ireland7.Singapore

Why is this important?

• Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels

• All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

13

Key Advances Four Strands

Reading◦Balance of literature and informational texts◦Text complexity

Writing◦Emphasis on argument and informative/explanatory writing◦Writing about sources

Speaking and Listening◦Inclusion of formal and informal talk

Language◦Stress on general academic and domain-specific vocabulary

14

Key Advances

Standards for Reading and Writing in History/Social Studies, Science, and

Technical Subjects

◦Complement rather than replace content standards in those subjects

◦Responsibility of teachers in those subjects (embedded within K-5)

◦Alignment with college and career readiness expectations

15

English Language Arts Lead

Common Core State Standards Development

Video

http://neric.welearntube.org/?q=node/146

http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life-download.html

DAVID COLEMAN: INSTRUCTIONAL SHIFTS

04/20/23 16

http://neric.welearntube.org/?q=node/146

http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life-download.html

04/20/23 17

Instructional Shifts to Support Students in Literacy Acquisition

Sh

ift

1

Bal

anci

ng In

form

atio

nal a

nd L

itera

ry T

exts

(P

K-5

)

Balance of informational and literacy texts

Students access science, social studies, the arts and literature through text

At least 50% of what students read is informational

New York Dept. of Ed/Teacher Domain/Science Foundation

04/20/23 18

Sh

ift

2

B

uild

ing

Kno

wle

dge

in th

e D

isci

plin

es (

6-12

) Content area teachers emphasize literacy experiences in their planning and instruction

Students learn through domain –specific texts in science, social studies and technical subject classrooms.

Students are expected to learn from what they read



04/20/23 19

Sh

ift

3

S

tairc

ase

of T

ext

Com

plex

ity

Students read the central, grade appropriate text around which instruction is centered

Teachers create more time and space in the curriculum for close careful reading of text

Teachers provide necessary scaffolding

Text Complexity Matters



04/20/23 20

Sh

ift

4

Tex

t-B

ased

Ans

wer

s

Students have rich and rigorous conversations dependent on a common text

Teachers insist that classroom experiences stay deeply connected to the text on the page

Students develop habits for making evidentiary arguments both in conversation and writing to assess comprehension

David Coleman April 28, 2011


04/20/23 21

Sh

ift

5

Writ

ing

from

Sou

rces

Writing emphasizes the use of evidence to inform or make an argument

Students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read



04/20/23 22

Sh

ift

6

Aca

dem

ic V

ocab

ular

y

Students build needed vocabulary to access grade level complex texts

Focus strategically on the comprehension of words such as discourse, generation and theory, and less time on literary terms (onomatopoeia)

Teachers insist students use academic words in speaking and writing



Exploring Key Design of Standards

Format

Coding

You will need your ELA K-5 document for this module

How to Read The Document

Appendices A, B, and C

Organization of the ELA Common Core State Standards

Grade Levels for K-5 and Grade Bands for 6-8, 9-10 & 11-12

Strands

Reading Writing

Listening and

SpeakingLanguage


Grades 6-12:Literacy in History/ Social Studies. Science, and Technical Subjects Sections

StrandsGrade Bands

6-89-1011-12

Reading Writing

Strands in the ELA Common Core State Standards

1. Reading Standards for Literature (RL)2. Reading Standards for Informational Text (RI)3. Reading Standards: Foundational Skills

K-5 Only (RF)4. Writing Standards (W)

History/Social Studies, Science, Technical Subjects (WHST)

5. Speaking and Listening Standards (SL)6. Language Standards (L)

Dr. Reid Lyon

Reading Foundations Video Clip and Group Discussion

http://www.youtube.com/watch?v=VZmNpSYjMi4

http://www.youtube.com/watch?v=VZmNpSYjMi4


Cluster

A group of related

Standards CCR – Anchor

Key Ideas and Details

1. Read closely to determine what the text saysexplicitly and to make logical inferences from it;cite specific textual evidence when writing orspeaking to support conclusions drawn from thetext.

2. Determine central ideas or themes of a text andanalyze their development; summarize the keysupporting details and ideas.

3. Analyze how and why individuals, events,and ideas develop and interact over the course of a text.


Career and College Readiness (CCR) Standards for Reading


(1-3)

Craft andStructure

(4-6)

Integration Of

Knowledge and Ideas

(7-8)

Range of ReadingAnd Level of

Text Complexity(10)

Clustersfor

Reading

Pg. 10

Organization of the ELA Common Core State StandardsKey Ideas and Details

Anchor Standard*Across Grade

Levels, K-12

The Grade Specific

Standard

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 from the text.

Kindergarten:

• With prompting and support, ask and answer questions about key details in a text.

Reading Standards for Literature Kindergarten:


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. With prompting and support, ask and answer questions about key details in a text.

2. With prompting and support, retell familiar stories, including details.

3. With prompting and support, identify characters, settings, and major events in story.

StrandRL

Cluster

Anchor Standard

Grade Specific

Standard

Terms for the English Language Arts CCSS

Coding for the English Language Arts Standards

Grade: K Standard: 3

or

*3a

Strand: Reading Standards for Literature

K.RL.3

*Some strands have letters designatingstandards under a detail standard.


Career and College Readiness (CCR) Standards for Writing

Clusters

Writing Types and

Purposes(1-3)

Production andDistribution of

Writing (4-6)

Research(7-9)

Range Of

Writing (10)

Organization of the ELACommon Core State Standards

Career and College Readiness (CCR) Standards for Speaking and Listening

ClustersComprehension

and Collaboration

(1-3)

Presentation ofKnowledge and

Ideas(4-6)


Career and College Readiness (CCR) Standards for Language

Clusters

Conventions ofStandardEnglish

(1-2)

KnowledgeOf

Language (3)

Vocabulary Acquisition

And Use (4-6)

Let’s Practice!Materials: Standards

40

• Select a Cluster and Standard from the College and Career Ready Anchor Standards (CCR).

• Find the Cluster and Standard match in the Standards.

How do the grade level standards build the necessary foundation to help students meet the College and Career Readiness Anchors?

What are the implications for instructional decisions and grade level expectations?

Who is Responsible?

College and Career Ready Standards

K-5 6-8 9-10 11-12

41

CCR mostly taught by one teacher CCR taught by multiple

teachers

CCR taught by multipleteachers

CCR taught by multipleteachers

42

Reading: Text Complexity and the Growth of Comprehension

•Equal emphasis is on the sophistication of what students read and the skill with which they read.

• Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text.

• Standard 10 defines a grade-by grade“staircase” of increasing text complexity.

43

Grade-Level Progression in ReadingCCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Reading Standards for Literature

Reading Standards for Informational Text

K: With prompting and support, identify characters, settings, and major events in a story.

K: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Grade 6: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Grade 6: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

44

Overview of Standards for History/Social Studies, Science,

and Technical Subjects

Reading

• Ensure knowledge of domain-specific vocabulary.

• Analyze, evaluate, and differentiate primary and secondary sources.

• Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams

45

Overview of Standards for History/Social Studies, Science,

and Technical Subjects

Writing

• Write arguments on discipline-specific content and informative/explanatory texts.

• Use data, evidence, and reason to support arguments and claims.

• Use domain-specific vocabulary.

Arizona’s Common Core Standards

English Language Arts

Key Design Considerations

46

CCSS Pg. 4


• Focus on results rather than means

• Integrated model of literacy

• Research and media skills blended into the Standards

47


• Shared responsibility for students’ literacy development

• Focus & coherence in instruction and assessment

48

49


Standards for Literacy in History/ Social Studies, Science, and Technical Subjects• Standards are embedded at grades K-5

• Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12

50


College and Career Readiness (CCR) Standards • Overarching standards for each strand that

are further defined by grade-specific standards

Grade-Level Standards in English Language Arts • K-8, grade-by-grade• 9-10 and 11-12 grade bands for high school • Four strands: Reading, Writing, Speaking and

Listening, and Language

51

The Introduction

IntroductionIntroduction Page 3

Key Design Considerations Page 4

What is Not Covered by the Standards Page 6

Students Who are College and Career Ready In Reading, Writing, Speaking, Listening, and Language

Page 7

How to Read this Document Page 8

Tab: Common Core Introduction

Treasure Hunt Activity

Using the Arizona ELA Standards, search through the document and find the answers to the questions in the handout.

What is NOT Covered by the

Arizona’s Common Core English Language Arts

Standards

53

Activity What is not covered by the

standards?

54

1. The Standards define what all students are expected to know and be able to do, not how teachers should teach.

2. Standards focus on what is most essential, they do not describe all that can or should be taught.

3. The Standards do not define the nature of advanced work for students.

4. The Standards set grade-specific standards but do not define the intervention methods or materials.

5. Standards do not define the full range of supports appropriate for English language learners and for students with special needs.

6. While the ELA and content area literacy components described are critical to college and career readiness, they do not define the whole of such readiness.

55

What are the characteristics

of students who arecollege and career

ready?

56

Characteristics of College and Career Ready Students

• Demonstrate independence and the ability to work collaboratively.

• Possess strong content knowledge. • Respond to the varying demands of audience, task

and purpose.• Comprehend as well as critique.• Use evidence effectively to support ideas.• Evaluate sources for credibility.• Identify and understand bias.• Utilize technology and digital media strategically and

capably.• Understand other perspectives and cultures.


What are the Instructional Shifts called for in the Common Core Standards?

Why is the design of the document important?

What is not covered by the AZ CC ELA Standards?

What are characteristics of students who are college and/or career ready?

How do I read this document?

Essential Questions

57

arizona’s common core standards english language arts southern arizona summer institute 2012 pima...

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