CCLS and WG

1. CCLS and WG Catherine Snow With thanks to Kenji Hakuta, Stanford University

2. AERA Brown Lecture

3. Oral Language as Target • Skill in oral language use defined as standard • Making oral arguments • Engaging in focused discussion

4. Spotlight on Text Complexity and the Language of Texts • Downplay reading ‘skills’ • A staircase of text complexity toward college and career-level reading no later than the end of high school. • A focus on academic vocabulary: words that appear in a variety of content areas (such as ignite and commit). LLLCA Presentation

5. Emphasis on Informational Text as Basis for Building Knowledge • Reading and writing across-the-curriculum to complement the content standards in history/social studies, science, and technical subjects • New grounding in informational text • A premium on students building knowledge from reading* • Much greater attention to literary nonfiction in ELA LLLCA Presentation

6. Reading and Writing Based on Evidence From Text • Much less narrative writing (in response to de-contextualized prompts) • A premium on writing to sources, i.e., using evidence from texts to present careful analyses, well-defended claims, and clear information. • Responses to text-dependent questions • Reading closely and grasping information, arguments, ideas and details based on text evidence • Inferences and conclusions based on careful attention to the text LLLCA Presentation

7. Connectedness of Skill Areas • Although divided into Reading, Writing, Speaking and Listening, and Language strands, an integrated view of communication. • E.g., Writing standard 9 requires that students be able to write about what they read. • E.g., Speaking and Listening Standard 4 sets the expectation that students will share findings from their research. LLLCA Presentation

8. Integration of Competencies • Specific expectations but integrated instruction and assessment using a single rich task. • E.g., drawing evidence from literary and informational texts per Writing Standard 9, students demonstrates reading comprehension • E.g., discussing something read or written, demonstrates speaking and listening skills.  LLLCA Presentation

9. Shared Responsibility • The standardsrepresent instruction in reading, writing, speaking, listening, and language as a shared responsibility within the school • Specific literacy standards for Science. • Specific literacy standards for Social Studies. • ELA teachers not alone in supporting literacy! LLLCA Presentation

10. iconic map (sketch)