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Cumberland County Schools ELA Common Core

Cumberland County Schools ELA Common Core. Middle/High Cluster - November 2, 2011. Where Are We Going? How are we getting there?. Share the timeline for rolling out information . Timeline for Introducing ELA CCSS. Where to F ind Information. http:// ccscandi.wikispaces.com /.

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Cumberland County Schools ELA Common Core

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  1. Cumberland County SchoolsELA Common Core Middle/High Cluster - November 2, 2011

  2. Where Are We Going? How are we getting there? • Share the timeline for rolling out information

  3. Timeline for Introducing ELA CCSS

  4. Where to Find Information • http://ccscandi.wikispaces.com/

  5. Understanding the Common Core: There Are No Short Cuts • The patterns and system that make up the common core are brilliantly designed. • The document, however, is dense. • You must “dig-in” and spend time with the document.

  6. AGENDANovember 2, 2011 • Design and Organization • Grade-Specific Standards and the Spiral Effect • Domains and Clusters • Unwrapping the Standards

  7. Design Three main sections • K−5 (cross-disciplinary) • 6−12 English Language Arts • 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

  8. Expected Outcomes… • Acquire a deeper understanding of the CCR Anchor Standards as it relates to CCSS. • Explore strategies for introducing and discussing the New CCSS. • Gain a clearer understanding of grade-appropriate relevance and rigor in the classroom.

  9. Design Four strands • Reading • Writing • Speaking and Listening • Language An integrated, balanced model of literacy Media requirements blended throughout

  10. Design –College and Career Readiness Anchor Standards • College and Career Readiness (CCR) anchor standards • Broad expectations consistent across grades and content areas • Based on evidence • about college and • workforce training • expectations • Range and content

  11. Design –Grade Specific Standards • K−12 standards • Grade-specific end-of-year expectations • Developmentally appropriate, cumulative progression of skills and understandings • One-to-one correspondence with CCR standards

  12. Design – Domain • K−12 standards • Subheadings • Found in each of the strands

  13. Design – Cluster • K−12 standards • The group of standards located under each of the domains

  14. CCR Anchor StandardsGrade Specific Standards

  15. CCR Alignment with CCSS R.CCR.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. Align Down Teach Up Curriculum Development “A path or course to run in small steps.”

  16. The “Spiral Effect” metaphor relates to the ascending level of difficulty embedded in the content of each succeeding grade-specific standards as it approaches the CCR Anchor Standard. As students move along the plane of a particular learning trajectory, they study the same expectation each year at ever increasing increments of complexity and sophistication.

  17. Example of the “Spiral Effect” “PLUS” “PLUS”

  18. Reading Informational Standards Activity 1: Directions • Examine the grade-specific standards for Reading Informational Standard 4 • Work in pairs, or with table groups, to highlightor underline the new skills and concepts “added” to each grade level from the prior year.

  19. Activity 1: Thinking Point What part of the anchor is emphasized in the grade-specific standard? How might referring to the anchors help teachers plan instruction? Why are these anchors important?

  20. DomainCluster

  21. Writing Domains • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing

  22. Activity 2: Domain Sort Directions: • Examine the anchor standards for Writing. • Work in pairs, or with table groups, sort the standards into their corresponding domains.

  23. Activity 2: Thinking Point • How do the clustered standards support the domain title? • How might referring to the domain help teachers plan instruction? • Why are these domains important when thinking about integration and balanced literacy?

  24. Unwrapping the Standards

  25. Unwrapping the Standards Step 1: Select a Standard Step 2: Concepts Step 3: Skills Step 4: Create a Graphic Organizer Reflection -

  26. Activity 3 : Unwrapping the Standards Directions: • Examine the Sixth Grade Reading Information Text Standard 5 (RI.6.5) • Work in pairs, or with table groups, complete steps 1-4 to “unwrap” the standard.

  27. Activity 3: Thinking Point Reflection: What strategies do you use in your classroom to teach the skills and concepts identified in the grade specific standard?

  28. Where Are we going? How are we getting there? How will we know that we are there? How will you use the information shared today?

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