Transitioning to California Common Core State Standards

1. Transitioning to CaliforniaCommon Core State Standards PRESERVICE DAY– (5th Grade) WRITING LANGUAGE SPEAKING & LISTENING Presented by: Susie Lapachet Curriculum and Professional Learning

2. 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.

3. Nuts and Bolts • Restroom location • On-going professional learning • Site lesson planning

4. Outcomes: • “Own” the 10 Writing (W) standards and the 6 Language (L) standards. • Connect writing to reading, making particular use of social studies and science lessons. • Revising CCSS writing prompts

5. Noteworthy Changes in Standards REVIEW

6. 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

7. Two Significant Shifts in Reading: • Lexile Level Increase 2. Emphasis on Expository Text REVIEW

8. Lexile Framework® for Reading Study Summary of Text Lexile Measures Interquartile Ranges Shown (25% - 75%) 1600 1400 CCSS Lexile Expectations 1200 Currently Assessed Standards Lexile Expectations Text Lexile Measure (L) 1000 800 600 Personal Use Entry-Level Occupa-tions College Texts High School Lit. Military High School Texts SAT 1, ACT, AP* College Lit. REVIEW 8 * Source of National Test Data: MetaMetrics

9. Weight of Expository Text on CST REVIEW Information available on the CDE website – CST Blueprints

10. 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

11. Starting to Own the Writing Standards • A word from the CCSS project team coordinators and contributing authors... Susan Pimentel, J.D. David Coleman

12. Weight of Writing/Conventions on CST Information available on the CDE website – CST Blueprints

13. NEXT: What’s at stake…

14. Writing Assessments as Gatekeepers

15. While the 4th and 7th grade CST writing assessment affect a student’s ELA scale score, the following can directly impede a student from graduating high school or entering college: • CAHSEE – California High School Exit Exam • EAP – Early Assessment Program • SAT – Scholastic Assessment Test • EPT – English Placement Test

16. CAHSEE Features • 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.

17. SAT Features • 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.

18. EAP – Early Assessment Program Features • 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%.

19. EPT – English Placement Test Features • 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.

20. Debrief What are the implications for me as a grade 5 teacher?

21. “Owning” the Writing Standards: Writing Standards Trace Activity

22. Writing Standards Trace Activity DIRECTIONS: • In designated groups of 4-5, 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”).

23. 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:

24. Text Types and Purposes • #1 - Opinion/Argument (Persuasive) • #2 - Informational/Explanatory • #3 – Narrative (The following explanations and examples were taken from CCSS Appendix A.)

25. Opinion/Argument The Purpose is to: • Change the reader’s point of view. • Illicit a call to action on the reader’s part. • Evaluate a concept, issue or problem.

26. Examples of Opinion/Argument ELA- • Make a claim about the worth or meaning of a literary work or works History/Social Studies- • Analyze evidence from primary and secondary sources to support a claim Science- • Make claims in the form of statements or conclusions that answer questions or address problems (hypothesis).

27. Informational/Explanatory The Purpose is to help readers: • Increase knowledge of a subject • Better understand a procedure or process • Better understand a concept

28. Informational/Explanatory Academic Writing- • ELA - Literary analyses; Summary • History/Social Studies – Historical report; Summary • Science - Scientific or lab reports; Summary Workplace and Functional Writing- • Manuals • Memos • Reports • Applications and Resumes

29. Narrative The purpose is to: • Inform, instruct, or entertain by • conveying an experience real or imaginary • using time as its key structure

30. Narrative ELA- • Creative fictional or non-fictional stories, memoirs, anecdotes, autobiographies, personal reflections History/Social Science- • Narrative accounts about individuals • Construct event models of what happened in history Science- • Narrative descriptions of the step-by-step procedures they follow in their investigations

31. Hmmm…there seemed to be some overlap with the purpose.

32. As educators, we need to be aware of the overlap.That content knowledge will aid us in teaching writing skills and crafting prompts.

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

34. Explicit Writing Skills Charting After you finish looking at the writing standards, continue your work with identifying skills in Language standards #1-#3 and #5.

35. Looking for Grade-Specific Skills:Writing Standards • Look at the specific CCSS language for your grade level. • Where do you see overlap in the writing standards? • As a table group make a list of grade-specific writing skills using the graphic organizer on the next slide.

36. Share Out… HANDOUT: The Interconnectivity of Purpose-Driven Writing Standards

37. 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.

38. Share Out… What additions might you add to the focus lessons listed on the handout-?

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

40. Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons W #1c & 3c: Uses linking words, phrases, and clauses to…

41. Connecting the Dots – Part I:Identifying, Instructing, and Assessing the Focus Lessons 2nd bullet in “Organization” category of both the first rubric (persuasive) and the last rubric (narrative).

42. Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons “4” – Above grade level descriptor

43. Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons “3” – At grade level descriptor

44. Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons “2” – Approaching grade level descriptor

45. Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons “1” – Below grade level

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

47. Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons “Two-fer”…(Three-fer?!?)

48. Connecting Reading to Writing CCSS Reading Performance Tasks: Reading Standard #6: Explain point of view of speaker + Curriculum Content: SandraCisneros’s choice of words in “Eleven.” = Performance Task Students explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her story “Eleven.” [RL. 6]

49. Connecting Reading to Writing CCSS Reading Performance Tasks: Reading Standard #6: Explain point of view of speaker + Curriculum Content: SandraCisneros’s choice of words in “Eleven.” = Performance Task Students explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her story “Eleven.” [RL. 6] Writing Prompt

50. CCSS Sample Reading Performance Tasks Let’s look at some examples… Insert screen shot of handout