Mississippi Department of Education Common Core State Standards and Assessments

1. Mississippi Department of EducationCommon Core State Standards and Assessments 3 - 5 TOT ELA

2. *All page references are from this document unless otherwise noted.*

3. Design and Organization of the English/Language Arts Standards • 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 • Appendix A: Research and evidence; glossary of key terms • Appendix B: Reading text exemplars and sample performance tasks • Appendix C: Annotated student writing samples 3

4. Design and Organization for K – 5 • Four strands • Reading (including Reading Foundational Skills) • Writing • Speaking and Listening • Language An integrated model of literacy that incorporates the use of technology. 4

5. Key Advances • Reading • Balance of literature and informational texts • Text complexity • Writing • Emphasis on argument and informative/explanatory writing • Writing about sources • Speaking and Listening • Inclusion of formal and informal talk • Language • Stress on general academic and domain-specific vocabulary 5

6. College and Career Readiness Anchor Standards for English/Language Arts • College and Career Readiness (CCR) Anchor Standards drive the grade-specific standards. • Grade-specific standards define what students should know and be able to do by the end of each year to progress toward achievement of each anchor standard.

7. College and Career Readiness Anchor Standards for Reading, p. 10 Reading Standards are divided into four categories. • 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. • 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. • Integration of Knowledge and Ideas • 7. Integrate and evaluate content presented in diverse media and formats, 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. • Range of Reading and Level of Text Complexity • 10. Read and comprehend complex literary and informational texts independently and proficiently.

8. Reading Strand • Key Ideas and Details(Standards 1 – 3) • Craft and Structure (Standards 4 – 6) • Integration of Knowledge and Ideas (Standards 7 – 9) • Standards for reading literature and informational texts • Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts • Range of reading and level of text complexity (Standard 10, Appendices A and B) • “Staircase” of growing text complexity across grades • High quality literature and informational texts in a range of genres and sub-genres Aligned with NAEP Reading Framework

9. Text Complexity Appendix A, p. 3 • “K–12 students are, in general, given considerable scaffolding—assistance from teachers, class discussions, and the texts themselves (in such forms as summaries, glossaries, and other text features)—with reading that is already less complex overall than that typically required of students prior to 1962.” • “. . . students today are asked to read very little expository text—as little as 7 and 15 percent of elementary and middle school instructional reading, for example, is expository . . . . [Yet] students need sustained exposure to expository text to develop important reading strategies.” • “. . . what little expository reading students are asked to do is too often of the superficial variety that involves skimming and scanning for particular, discrete pieces of information; such reading is unlikely to prepare students for the cognitive demand of true understanding of complex text.”

11. Reading Foundational Skills for K – 5, p. 15 • These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. • These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. • Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. • The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

12. Foundational Skills K – 1, p. 15

13. Foundational Skills K – 2, p. 16

14. Foundational Skills 3 – 5, p. 17

15. College and Career ReadinessAnchor Standards for Writing, p. 18 Writing Standards are divided into four categories. • 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. • 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. • 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. • 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.

16. Writing Strand • Writing types/purposes(Standards 1 – 3) • Writing arguments • Writing informative/explanatory texts • Writing narratives Strong and growingacross-the-curriculum emphasis on students writing arguments and informative/explanatorytexts Aligned with NAEP Writing Framework 16

18. Writing Strand (continued) • Production and distribution of writing(Standards 4 – 6) • Developing and strengthening writing • Using technology to produce and enhance writing • Research (Standards 7 – 9) • Engaging in research and writing about sources • Range of Writing(Standard 10) • Writing routinely over various time frames 18

19. College and Career ReadinessAnchor Standards forSpeaking and Listening, p. 22 Speaking and Listening Standards are divided into two categories. • Comprehension and Collaboration • 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. • Presentation of Knowledge and Ideas • 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. • 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. • 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

20. Comprehension and collaboration(Standards 1 – 3) Prepare for and participate in conversations and collaborations with others Integrate and evaluate information Presentation of knowledge and ideas (Standards 4 – 6) Present information and evidence appropriate to task, audience, and purpose Make strategic use of digital media and visual displays Adapt speech to a variety of contexts and tasks Speaking and Listening Strand

21. College and Career ReadinessAnchor Standards for Language, p. 25 Language Standards are divided into three categories. • Conventions of Standard English • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • Knowledge of Language • 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. • Vocabulary Acquisition and Use • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. • 5. Demonstrate understanding of word relationships and nuances in word meanings. • 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

22. Language Strand • Conventions of Standard English (Standards 1 – 2) • Using standard English in formal writing and speaking • Knowledge of Language (Standard 3) • Using language effectively and recognizing language varieties • Vocabulary Acquisition and Use (Standards 4 – 6) • Determining word meanings and word nuances • Acquiring general academic and domain-specific words and phrases 22

23. Language Progression Chart, p. 30

24. Language and Text Appendix A, p. 30 24

25. Work Session 1 Activity 1a: Understanding the Format of the Common Core State Standards Directions: • Locate the enlarged copies of the Common Core State Standards: a) Reading Standards for Literature, b) Reading Standards for Informational Text, and c) Writing Standards. • Locate Grade 3 on the CCSS Reading Standards for Literature. Locate Grade 4 on the CCSS Reading Standards for Informational Text. Locate Grade 5 on the CCSS Writing Standards. • Notice that the categories and numbered standards for the K – 5 documents match the categories and numbered standards of the Anchor Standards for Reading (page 10) and Writing (page 18). 4. Notice the initials in the small black box in the upper right corner.

26. Common Core State Standards for English Language Arts, p. 12

27. Common Core State Standards for English Language Arts, p. 14

28. Common Core State Standards for English Language Arts, p. 20

29. Referencing the CCSS Strand: Reading RL.3.3 - Reading Standards for Literature RL.3.3 - Grade level RL.3.3 – Grade-specific standard Strand: Writing W.5.2b – Writing Standards W.5.2b – Grade level W.5.2b – Grade specific standard

30. Work Session 1 Activity 1b: Referencing the CCSS Directions: • Locate the enlarged copies of the CCSS Reading Standards for Informational Text. • Locate Grade 4 on the CCSS Reading Standards for Informational Text. • Indicate the correct reference for this standard: “Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.” 4. Under which category does this standard belong?

31. Work Session 1 Activity 1c: Referencing the CCSS Directions: • Locate the enlarged copies of the CCSS Reading Standards for Literature and the CCSS Writing Standards. • Using the next slide and your copy of page 70 from Appendix B, locate the standards referenced in the red circles. • Be prepared to read the standard to your group.

32. Common Core State Standards for English Language Arts, Appendix B, p. 70

33. Work Session 2Activity 2a: Correlation Between the CCSS and the MLAF Directions: • Find the Grade 3 MLAF. Locate Competency 2. • Find the enlarged document with the CCSS Reading Standards for Literature for Grades 3 – 5 and locate the Grade 3 standards. • Look at each objective in the MLAF for Grade 3, Competency 2. • If you find a matching standard in the CCSSGrade 3Reading Standards for Literature, write the number 2 and the letter of the objective (2a, 2b, 2c, etc.) beside the Grade 3CCSS it matches. (If you are ambitious, you also may want to include the sub-objective, for example, 2b.1, 2c.3, etc.) • For any objective in Competency 2 of the Grade 3MLAF for which you do not find a match in the CCSSGrade 3 Reading Standards for Literature, circle (or highlight) the objective.

34. Structure of the PARCC DRAFT Grade-Specific Model Content Frameworks for English Language Arts/Literacy • Summary of ELA/Literacy Standards • The Module Chart • The Glossary • The Writing Standards Progression Chart

35. Grade 5, p. 1

36. Grade 5, p. 2 Each of the four modules has a reading focus (literature or informational text) paired with a writing focus (arguments or informative/ explanatory text), and also includes research and narrative writing. • The chart illustrates how these reading and writing activities in each module rest on the fundamental skill set of citing evidence, analyzing content, using correct grammar, acquiring and applying vocabulary, conducting discussions, and reporting findings orally. The array of standards embedded within each module represents the critical knowledge and skills that students will need to develop to demonstrate proficiency on the proposed PARCC assessments.

37. Grade 5, p. 3

38. Grade 5, p. 6

39. Work Session 3 Activity 3a: Understanding the PARCC Draft Model Content Framework Chart Directions: • Find the PARCC Draft ELA/Literacy Model Content Framework Chart for Grade 5 on page 2. • Look at Module B to answer the following questions: a) How many science texts should students read during this module? b) Which CCSS for Reading Literature will the students apply? c) Why will students use the same standards for reading extended text during this module as they do for reading science or social studies? d) Which CCSS will students use in their routine writing during this module? e) From which strands will students apply standards for their research project? f) How will students’ writing differ in this module when they write about their experiences from when they write about their reading?

40. PARCC Draft Model Content Frameworks for English Language Arts/Literacy The Draft Model Content Frameworks for ELA/literacy are designed with the following purposes in mind: • identifying the big ideas in the Common Core State Standards for each grade level, • helping determine the focus for the various PARCC assessment components, and • supporting the development of the assessment blueprints.

41. Priority #1 for English Language Arts/Literacy • Priority #1: Close Reading of Texts • It stresses engaging students with a text of sufficient complexity. • It emphasizes using texts of grade-level-appropriate complexity. • It encourages students to read and re-read deliberately. • It empowers students to reflect on the meanings of individual words, the order in which sentences unfold, and the development of ideas over the course of the text. • A significant body of research links the close reading of complex text—regardless if the student is a struggling reader or advanced—to significant gains in reading proficiency. “Far too often, students who have fallen behind are given only less complex texts rather than the support they need to read texts at the appropriate level of complexity.” From “Publishers’ Criteria fro the Common Core State Standards in English Language Arts and Literacy” by David Coleman and Susan Pimentel

42. Priority #2 for English Language Arts/Literacy • Priority #2: Analytical Writing about Texts • Students improve both their reading comprehension and their writing skills when writing in response to texts. • Examining the complexity employed in thetexts—how authors develop ideas, craft sentence structures, and use academic vocabulary—helps students learn how to use those techniques in their own writing and to choose words, structures, and formats more deliberately. • Accordingly, the PARCC Assessment rubrics under development will consider these factors when evaluating writing.

43. Priority #3 for English Language Arts/Literacy • Priority #3: Research • Research tasks reflect the deep connection research has to the knowledge and skills developed by the close reading of sources and writing to those sources. • Students present their findings in a variety of informal and formal contexts appropriate to the length of the research project and the grade level, from oral presentations to argumentative or explanatory written reports. • Research skills will be prioritized in the design and implementation of the PARCC assessments.

44. Priority #4 for English Language Arts/Literacy • Priority #4: Narrative Writing • The close attention to detail required to craft an effective and coherent narrative calls upon a skill set similar to that being developed by other writing tasks. • From the importance of organization to the nuance of word choice, shaping narratives that reflect real or imagined experiences or events reinforces what students are learning elsewhere.

45. Priority #5 for English Language Arts/Literacy • Priority #5: Reading and Writing • Cite Evidence and Analyze Content: • Students learn to draw sufficient evidencefrom a range of different types of complex textfrom across the disciplines, conduct careful inquiries and analyses, and read closely to point to passages in the text that support their assertions. • As a result, students learn to make an increasing number of connections among ideas within a text and between texts and to become more aware of inconsistencies, ambiguities, and poor reasoning in texts, as well as the qualities of strong arguments.

46. Priority #5 for English Language Arts/Literacy • Priority #5(continued): Reading and Writing • Understand and Apply Grammar: • Students will gain a strong command of the grammar and usage of spoken and written standard English. • Students need to master the skills and understandings of a standard at a basic level no later than the end of the grade in which they are introduced. (See page 30 under the CCSS ELA tab for information regarding standards that require continued attention at higher grades.) • Students employ their knowledge of grammar and usage to unpack meaning when faced with complex text. • At the elementary level, for example, students can use knowledge of phrases and clauses to help them understand a long sentence in a history or science text.

47. Priority #5 for English Language Arts/Literacy • Priority #5(continued): Reading and Writing • Understand and Apply Vocabulary: • A systematic approach to academic vocabularygives students a sense of the connections and patterns in language and provides them with the ability to acquire word meanings through reading and listening as well as through writing and speaking. • Through regular encounters via reading with academic vocabulary that requires thinking and analysis, students will have numerous opportunities to respond to new words and concepts and to build a dynamic and flexible base of word knowledge. • Focusing on context, students learn to explain the impact of specific word choices when reading and to choose words for a specific purpose and impact in their own writing.

48. Priority #5 for English Language Arts/Literacy • Priority #5 (continued): Reading and Writing • Speak and Listen Effectively • Listening and speaking are necessary prerequisites of reading and writing well. • Students who learn how to participate effectively in real, substantive discussions around text-related topics and issues build confidence and extend knowledge regarding a text by connecting their ideas with those of others. • Students must learn to frame their understanding thoughtfully and substantiate claims with evidence. • Students must learn to discern the difference between a formal and an informal speaking occasion and to use appropriate diction and tone.

49. Work Session 4Exploring Module D for Grade 4

50. Work Session 4 Activity 4a: Narrative Writing