Transitioning to CaliforniaCommon Core State Standards

PRESERVICE DAY– (4th Grade)WRITING

LANGUAGESPEAKING & LISTENING

Presented by: Sue LarsonCurriculum and Professional Learning

Norms• Be present

• Collaborate with colleagues

• Avoid sidebar conversations during explanations

• Set your phone to silent, and please refrain from texting unless in the case of an emergency.

Nuts and Bolts

1. Previous CCSS training?

2. Restroom location

3. On-going professional learning

4. Site lesson planning

Outcomes:

1. “Own” the 10 Writing (W) standards and the 6 Language (L) standards.

2. Connect writing to reading, making particular use of social studies and science lessons.

3. Write CCSS-aligned writing prompts

Noteworthy Changes in Standards

REVIEW

CCSS Reading Standards• 10 Reading – Literature (RL)• 10 Reading - Informational Text (RIT)• 4 Reading – Foundational Skills (RFS) in K-5

only• RL and RIT and “parallel” in nature…even with

the history/social science and the science literacy standards

• RL and RIT standards are primarily “text dependent”

REVIEW

Two Significant Shifts in Reading:

1. Lexile Level Increase

2. Emphasis on Expository Text

REVIEW

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Te

xt L

exi

le M

eas

ure

(L

)

HighSchool

Lit.

CollegeLit.

HighSchoolTexts

CollegeTexts

Military PersonalUse

Entry-Level

Occupa-tions

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

8

Currently Assessed Standards Lexile Expectations

CCSS Lexile Expectations

REVIEW

Weight of Expository Text on CSTVocabulary

(1.0)Reading Comp.(2.0)

Lit. Resp. & Analysis

(3.0)

Writing Strategies

(1.0)

Written & Oral Lang.

Conventions1.0)

3rd 31% 23% 12% 14% 20%

4th 24% 20% 12% 20% 24%

5th 19% 21% 16% 21% 23%

6th 17% 23% 16% 23% 21%

Information available on the CDE website – CST BlueprintsREVIEW

CCSS Speaking and Listening

• Speaking and Listening standards #1-#3 are intended to have students comprehend through verbal collaboration.

• Students need structured opportunities to speak daily.

REVIEW

Starting to Own the Writing Standards

• A word from the CCSS project team coordinators and contributing authors...

Susan Pimentel, J.D. David Coleman

Weight of Writing/Conventions on CSTVocabulary

(1.0)Reading Comp.(2.0)

Lit. Resp. & Analysis

(3.0)

Writing Strategies

(1.0)

Written & Oral Lang.

Conventions1.0)

3rd 31% 23% 12% 14% 20%

4th 24% 20% 12% 20% 24%

5th 19% 21% 16% 21% 23%

6th 17% 23% 16% 23% 21%

Information available on the CDE website – CST Blueprints

NEXT: What’s at stake…

Writing Assessments as Gatekeepers

While the 4While the 4thth and 7 and 7thth grade CST writing grade CST writing assessment affects a student’s assessment affects a student’s ELA ELA

scale scorescale score, the following , the following can directly impede a student can directly impede a student from graduating high school from graduating high school

or entering college:or entering college:• CAHSEE – California High School Exit Exam• EAP – Early Assessment Program• SAT – Scholastic Assessment Test• EPT – English Placement Test

CAHSEEFeatures• It has two sections, Math and English.• The English portion is comprised of multiple

choice and an on-demand essay.Student Impact• Failure to pass both sections of CAHSEE

prohibits a student from earning a high school diploma.

SATFeatures• It has three sections—reading, writing, and math.• The writing portion has both multiple choice

questions and a 25 minute on-demand persuasive essay.

Student Impact• Failure to achieve designated proficiency will

impede student acceptance into a four-year university.

• Acceptable proficiency levels vary between universities.

EAP – Early Assessment ProgramFeatures• The EAP is comprised of 15 additional

questions to the CST multiple choice portion as well as an on-demand essay all 11th graders take.

Student Impact• Students must pass the EAP to avoid having

to take the English Placement Test.• The EAP pass rate in English for EGUSD in

2011 was 23%.

EPT – English Placement TestFeatures• It is comprised of multiple choice questions and an on-demand

essay.• Correlations to the 11/12th gr. standards may be found at

http://www.calstate.edu/SAS/ept.pdf • Students may ONLY take the EPT once!

Student Impact• Failure to pass the EPT causes a student to take/pass remedial

English classes until eligible for freshmen composition PRIOR to beginning classes.

• Remedial courses do not count toward a student’s required coursework.

• 50% of students attempting to take the EPT do not pass.

Debrief

It takes a K-12 team!!

“Owning” the Writing Standards: Writing Standards Trace Activity

Writing Standards Trace Activity

DIRECTIONS:• In designated groups, trace one standard from

K-7th grade. • On half sheets of paper, identify the significant

verb(s) and a couple words to convey main idea.

• Use the previous grade and add only the shift in complexity (e.g., “K + reason and sense of closure”).

Writing Standards Trace Activity

As one representative from each group shares the half sheets aloud, you may want to follow along in your packet of standards (e.g., underlining or highlighting the content of the shifts).

SHARE OUT:SHARE OUT:

Text Types and Purposes

• #1 - Opinion/Argument (Persuasive)

• #2 - Informational/Explanatory

• #3 – Narrative

(The following explanations and examples were taken from CCSS Appendix A.)

Let’s examine the standards for grade-specific overlapping skills…

Looking for Grade-Specific Skills:Writing Standards

You will be• looking at the specific CCSS language

for your grade level.

• deconstructing the language in the standards to make a list of grade-specific Writing skills and Language skills using the graphic organizer on the next slide.

Explicit Writing/Language Skills Charting

Writing Skills:W #1

Opinion/Argument

W #2 Informative/ Explanatory

W #3

Narrative       

       

       

       

       

       

       

1. Create this chart on the easel paper.

Directions will follow.

Explicit Writing/Language Skills Charting

1. In your group, designate a recorder to chart your information.

2. Review the first 3 writing standards, and highlight writing skills that are found in those standards. (You may want to compare one letter at a time.)

3. For each letter identify the skill and which of the three purposes (Writing Standards #1-3) for which it can be applied.

Explicit Writing/Language Skills Charting

4. Continue highlighting skills in Writing Standards #4-9 and indicate on your chart the writing purpose(s) for which it can be applied.

5. Continue highlighting skills in Language Standards #1-3 and 5 and indicate on your chart the writing purpose(s) for which it can be applied.

Share Out…

HANDOUT: The Interconnectivity of Purpose-DrivenWriting Standards

Looking for Grade-Specific Skills:Language Standards

• Look at the specific CCSS language for your grade level and compare to the “Interconnectivity of Purpose-Driven Writing Standards” handout.

• Add any specific focus lesson ideas to the handout.

Share Out…

What additions might you add to the focus lessons listed on the handout-?

Reflection

Fist to five: • When the day began, how would you evaluate

your knowledge of CCSS writing standards?• How would you rank your understanding

now?

Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

W #

1c &

3c:

Uses l

inking

words

, phr

ases

, and

claus

es to

…

Connecting the Dots – Part I:Identifying, Instructing, and Assessing the Focus

Lessons

2nd b

ullet

in “O

rgan

izatio

n”

cate

gory

of b

oth

the

first

rubr

ic (p

ersu

asive

) and

the

last r

ubric

(nar

rativ

e).

Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

“4” –

Abo

ve g

rade

leve

l

desc

ripto

r

Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

“3” –

At g

rade

leve

l

desc

ripto

r

Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

“2” –

App

roac

hing

grad

e

level

desc

ripto

r

Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

“1” –

Belo

w

grad

e lev

el

Connecting the Dots:Identifying, Instructing, and Assessing the Focus

Lessons

Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

“Two-

fer”…

(Thr

ee-fe

r?!?

)

Connecting Reading to Writing

CCSS Reading Performance Tasks:Reading

Standard #1:Explain and

make inferences

using detail and examples from

the text.

Curriculum Content:

The Secret Garden by Burnett

Performance Task=+

Students explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in

Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples form the text.[RL. 1]

CCSS Sample Reading Performance Tasks

Let’s look at some examples…

Connecting Reading to Writing

CCSS Reading Performance Tasks:

Reading Standard #1:

Explain and make inferences using detail and examples from

the text.

Curriculum Content:The Secret Garden by Burnett

Performance Task

=+

Students explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples form the text.[RL. 1]

CCSS Sample Reading Performance Tasks

• Remember the high level of text dependency that is required to master the reading standards.

• Consequently, well-crafted prompts must require students to go back into the text to provide evidence.

Connecting Reading to Writing:Sample Prompts for History/Science

• Look at the sample prompt handout.• Notice the options for including any of the three purposes of

writing with the social studies/science lesson.

Blue Handout

Which Would You Choose?

• After examining the prompts, think about which one you would be most likely to use and why.

• Share with your table groups.

Guidelines for Crafting Prompts

• Review the document that provides both the purposes of the first three writing standards and also some questions that one might ask him/herself when writing a prompt.

Quality Prompts are Key!

• The quality of student writing and depth of thinking is directly correlative with the quality of the prompt.

• It takes practice!

• Let’s revise a prompt together.

“Rough Draft” – First Revision Opportunity

In Social Studies Unit 1, Chapter 1, Lesson 4 Where Californians Live, pg. 37 “Review:

Critical Thinking/Make it Relevant”

As Written: Would you rather live in a metropolitan area or a rural area? Explain your answer.

“Rough Draft” – Collaborative Revision

DIRECTIONS:In a small group:

1. Read your rough draft prompt.2. Refer to the Guideline Questions to assist in revision.3. Create an “improved” prompt to share with the whole group and receive more input.

Revisit Outcomes:

1. “Own” the 10 Writing (W) standards and the 6 Language (L) standards.

2. Connect writing to reading, making particular use of social studies and science lessons.

3. Write CCSS-aligned writing prompts

Applying the CCSS: Lesson Planning

• Lesson Planning for 3rd-6th grade teachers will be done back at site.

• Be respectful of K-2 colleagues who have some additional professional learning and will not have the convenience of planning at their respective sites

Evaluations•Please fill out the evaluation forms provided.

•Specific feedback is greatly appreciated in the comment section to better address the needs of participants.