• That will take you to this page

• Scroll Down

• When you get to Common Core English Language Arts

• Download the PDF for the Common Core ELA

Review of Common Core Digging Deep into Common Core

Blueprint Unpacking

Common Core Instructional Ideas Next Steps…

Agenda

Clearly understand and articulate the Common Core Standards that will be covered in your Content

Gain insights/ideas of how to imbed these standards into your instruction while supporting/enhancing your content

Learning Targets

Take a minute to think about last meeting…. What were your take-aways/aha’s ? Using a post-it please put on a scale of 1-5 (1

being low and 5 being high) your level of understanding of Common Core (have one person at your table go up and post results)

Discussion

Wondering…..

Every Washington public school student will graduate from high

school globally competitive for work and postsecondary education

and prepared for life in the 21st century.

Washington’s Vision for Education

5

Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all teachers are prepared and receive the support they need to implement the standards in their classrooms every day.

Implementing the Common Core State Standards in Washington State

6

Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS.  Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

Common Core Implementation Timeline

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2010-11

2011-12

2012-13

2013-14

2014-15

Phase 1: Awareness and Understanding, Alignment, and Adoption

Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials

Phase 3: Classroom Transitions

Phase 4: Statewide Implementation through the Assessment System

1. read closely and critically to comprehend a range of increasingly complex literacy and informational texts.

2. produce effective writing for a range of purposes and audiences

3. employ effective speaking and listening sills for a range of purposes and audiences

4. engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.

5. skillfully use and interpret written language across a range of literacy tasks.

The Five Claims – Students can

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K 1 2 3 4 5 6 7 8 9-10 11-12

Foundational Skills (e.g. phonics, word recognition, fluency)

Print concepts Phonological awareness Alphabetic principal Phonics and word recognition fluency

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Reading Literature and Informational Texts Students are reading rigorous texts across a broad spectrum of content; balance the types of texts students read.

*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance grades K-5 = 50%* literature ; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational textBalance grades 9-12 = 30%* literature; 70%* informational text

Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects Focus on key ideas, details, using evidence from text to support conclusions; contextual vocabulary acquisition; point of view

Writing StandardsFocus on teaching the processes of writing, including a balance of text types and literacy in History/ socials tudies, and science

*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance of writing types, including writing in the content areasBy grade 4—opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areasGrade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%

Speaking & Listening StandardsComprehension and collaboration

Presentation of knowledge and ideasEvaluate speaker’s point of view

Use of rhetoricCritical thinking

Language StandardsConventions of standard English, knowledge of language, vocabulary acquisition

“Disciplinary Literacy”

Calling on the experts in the field to help students meet the particular challenges of reading, writing, speaking, listening and language in their respective fields.

“Skilled teachers trained in specific discipline are best positioned to teach students how to read, write and think deeply about the content.”

• Page 59 begins the Literacy Section

• Page 62 Shows the 10 Reading Anchor Standards in Grade Bands 6-8, 9-10, and 11-12

• Banded Writing Anchor Standards are on page 65-66

The Common Core is organized by grade level:K-5, 6-8, 9-10, 11- College and Career Ready

Several sets of Literacy Standards (I’ll concentrate on the first 2) Reading, Writing, Speaking/Listening, Language

Reading standards are divided by grade level into: Key Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasRange of Reading and Level of Text Complexity

Writing standards are divided by grade level into:Text Types and PurposesProduction and Distribution of WritingResearch to Build and Present KnowledgeRange of Writing

Common Core Literacy Standards

Common Core simply takes the 10 Anchor

Standards in Reading and Writing and adds levels of sophistication over

time.

Progression of Learning

Increasing Sophistication

KindergartenIntegration of Knowledge and Ideas

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Grades 11-CCRIntegration of Knowledge and Ideas

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Reading Anchor Standard #9 Integration of Knowledge and Ideas

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the

authors take.

What does this increased sophistication mean?

Discussion:

On a Post-It write your definition of the Gradual Release of Responsibility

Modeled, Shared, Guided and Independent (I do, We do, You do) This is the last chance students will get to

have these skills modeled and scaffolded with them

Let’s try it….. “On the Road to Implementation” Marking the Text (AVID critical reading

strategy)

Defining Gradual Release of Responsibility….

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.

Reading Anchor Standards

Craft and Structure 4. Interpret words and phrases as they are

used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Reading Anchor Standards

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented

in diverse formats and media, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Reading Anchor Standards

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary

and informational texts independently and proficiently.

Reading Anchor Standards

Process- begins in English class but the Transfer to your content deepens the understanding of how to utilize that skill/strategy.

Important to identify your existing practices – you will find that you are already doing much of this in your courses.

What is CC requiring that we don’t already do? - Filling in the gaps…..

Collaborate with ELA teachers – plan units together, use the same formats, ways to attack a text, etc.

Co-planning: English teachers teach process and you add the content and then create a rubric to score together.

Planning….

With the exception of Standard #5 (Text Structure) and #10 (Text Complexity) most of you are probably already asking this of your students.

Looking for evidence Central Ideas Causation Vocabulary Point of View and Bias Multiple types of Media Fact or Opinion Primary and Secondary Sources

How do we do this?

CC Blueprint/Instructional Strategies

Common Core Literacy Reading Standard:

Core Curriculum Unit(s): Core Strategies: Additional Suggested Strategies:

Key Ideas & Details 1. Cite Evidence to Support Analysis of Text

Additional Suggested Strategies:

1. Summarize Central Idea AVID Critical Reading Strategy 12: 12:3: Learning About Evidence12:4: Analyzing Evidence12:5-6: Citations

1. Steps of a Procedure AVID Critical Reading Strategy 10: 10.1-2: Strategies for Summarizing10.3-10.8 Summary techniques

Craft & Structure 1. Vocabulary Specific to Science AVID Critical Reading Strategy 1 : 1: Planning for ReadingStrategy 2: Prereading

1. Organization of Text AVID Critical Reading Strategy 3: 3: Learning and Retaining Academic Vocabulary

1. Author’s Purpose AVID Critical Reading Strategy 8 8: Charting the Text

Integration of Knowledge and Ideas

1. Quantitative or Technical /Visual Evidence Analysis

AVID Critical Reading Strategy 10 10.2-3 Author’s Claim and Evidence

1. Fact vs. Opinion(Claims & Reasoning)

AVID Critical Reading Strategy 2 2:3-4: Previewing and Reading Visual Aids

1. Text Comparisons AVID Critical Reading Strategy 10 10.2-3 Author’s Claim and Evidence

Text Complexity 1. Reading Independently and Proficiently

AVID Critical Reading Strategy 11 11.1-2 Three Part Source Integration

Tables consolidate & share findings What is currently your strongest area of

reading alignment to the CC? What are 2 significant areas you feel you

CAN BEGIN to “upgrade” in some way this school year? What is 1 thing on the back burner that

will surely need more attention by next year? Any other insights gained during this

process?

Discussion Time

Using your knowledge of the Anchor Standards – let’s look at the grade specific standard linked to your specific grade level…. Key Ideas and Details RHST1

What do you notice? Look at the grade level below/above you – what

do you notice?

Reading Grade Level CCSS Standards….

Unpacking the Standard….HOW TO READ A… English Language Arts Literacy Concept Organizer

The ELA Literacy Concept Organizers* were created to assist teachers in aligning their instruction to the Common Core State Standards in ELA. These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction. Knowledge: Refers to information such as vocabulary terms, definitions, and facts that may or may not need explicit instruction, however, are the foundation on which the lesson will be built. Understandings: Refers to the important ideas, principles, and generalizations that allow students to make connections and see patterns and relationships among content. These are the goals of the instruction, outcomes you expect to achieve. Dos: Refers to demonstration of skills. These are the skills that require explicit instruction. By the completion of a lesson/unit, students should have mastered the selected skill(s).

GRADE 6-8 Integration of Knowledge and Ideas Reading Standard 9

For Literacy in History/Social Studies College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (9): Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

CCSS – Grade Level Reading Standard 9 (Literacy in History/Social Studies) Grade 6: Analyze the relationship between a primary and secondary source on the same topic.

Grade 9-10: Compare and contrast treatments of the same topic in several primary and secondary sources.

Grade 11-12: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, nothing discrepancies among sources.

KNOW (Factual)

UNDERSTAND (Conceptual)

DO (Procedural & Application)

Informational text (both literary nonfiction and expository/technical texts)

How to analyze Primary source Secondary source Strengths and limitations of primary

and secondary sources Compare/contrast Author’s viewpoint/ focus/

attitude/bias Author’s perspective (background) Author’s strategies for shaping

presentations (e.g., author’s choices to emphasize some information or advance different interpretations of facts)

Authors of informational texts make choices about what to include and how to present information and key details on topics depending on their purpose.

Good readers make meaning of informational texts by analyzing how different authors shape their presentation of key information by emphasizing different evidence or advancing different interpretations of facts.

Good readers consult a variety of sources when investigating a topic or an event.

Develop research studies Identify the relationship between a

primary and secondary source on the same topic

Identify the corroborating or conflicting information, facts, interpretations

Identify the authors’ positions in the text Describe how the authors’ choices reflect

their viewpoints, foci, attitudes, positions or biases

Analyze the strengths and limitations of primary and secondary sources

Analyze the relationship between a primary and secondary source on the same topic

Range of Reading and Level of Text Complexity CCSS-Grade Specific Standard 10 (Grade 6-8) By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA.

The shaded areas highlight both the

College and Career Readiness Anchor Reading Standard

Key Ideas and Details and the CCSS for the grade level indicated.

This arrow indicates the

CCSS of grade level prior to the grade level you are working.

This allows you to see the

progression of from grade to

grade.

This arrow indicates the

CCSS of grade level above the grade level you are working.

This allows you to see the

progression of from grade to

grade.

The Know, Understand and Do columns align

to the shaded grade level.

These recursive strategies are

the basic reading

strategies that students must know and use

to become successful

readers. Some of the strategies

are not explicitly stated in the Common

Core State Standards for

ELA.

Pair Up Choose a Standard you and a partner want to

focus on Think

“Unpack the standard” Identify Tasks

What aspects/strategies need to be in place? When/Where would you see this standard

practiced? College, Career, Real World?

Share

Unpacking Activity

Text Complexity….

Appendix A

How does text complexity define the ELA standards?

Reading standard #10 defines the rigor of standards #1-9.

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Grades 10- CCR

Grades 5-9

Grades K-4

The Literacy Pyramid

Letter Sound Translation, Decoding, Conventions, SpellingStructures, Simple Vocabulary,

Stories

Larger Words, Reading Strategies,

Complex Vocabulary, Text types

Text Structures

Jargon, Sophisticate

d Vocabulary, Discipline specific

language

Langu

age a

nd T

ext

Com

ple

xit

y

CCR= College and Career Ready

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Text complexity is defined by:w of Text Complexity

Qualita

tiv

e

2.Qualitative measures

Quan

titativ

e

1.Quantitative measures

Reader and Task

3.Reader and Task considerations

Writing….

Text Types and Purposes 1. Write arguments to support claims in an

analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Writing Anchor Standards

Production and Distribution of Writing 4. Produce clear and coherent writing in

which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Writing Anchor Standards

Research to Build and Present Knowledge 7. Conduct short as well as more sustained

research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Writing Anchor Standards

Range of Writing 10. Write routinely over extended time

frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing Anchor Standards

Increasing Sophistication

6th GradeProduction and Distribution of Writing

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Grades 11-CCRProduction and Distribution of Writing

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Collaborate with ELA teachers in your school (Know what you don’t know)

Students need a lot more writing practice. Students need teachers who model good writing. Students need many opportunities to read and study

other writers. Students need choice when it comes to writing topics. Students need to write for authentic purposes and for

authentic audiences. Students need meaningful feedback from both the

teacher and their peers.

How do we do this?

PrioritiesPriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

Literary/Informatio

nal

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.

Word Meaning

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Text Structure

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole.

Text Complexity

Read texts of increasingly complexity with accuracy, fluency, and comprehension

ThinkingAssess how point of view or purpose shapes the content and style of a text, when writing or speaking or listening for a purpose

Six Major Shifts in Focus

39

Washington State created documents and shared resources:http://www.k12.wa.us/Corestandards/default.aspx Burlington-Edison Common Core Resource Page:http://www.be.wednet.edu/Page/2545

Current Resources for Teachers

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Reflecting upon what you did today, take a few moments to “jot down” some implications for upgrading the literacy curriculum & instruction within your units. Consider the following and then share.

1. Content/Pedagogy: What are your most critical areas of need? What should you tackle first? What is your general timeline for this year into next year?

2. Collaboration: How might you expand & support this work across teacher teams you work with?

3. Supports: What resources might further your transition work? What new learning do you need so you will have greater clarity around implementing the CCSS across content areas?

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Things to consider with your teams… What is different about the CCSS?

What will students be doing differently?What will teachers be doing differently?

Next Steps……Connect with ELA teachers to align literacy

resources, pacing, etc. Continue working on unpacking the standards to help you plan your units of study Begin compiling more reading resources for your units

January 2012

Implementation Activities

Questions/Comments