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Next Generation WV Content Standards and Objectives: English Language Arts

Next Generation WV Content Standards and Objectives: English Language Arts. WVDE Office of Instruction. Why Do We Need New Standards and Objectives?. Research by ACT has shown that only ½ to 1/3 of 11 th graders are reaching the college and career readiness level of achievement.

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Next Generation WV Content Standards and Objectives: English Language Arts

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  1. Next Generation WV Content Standards and Objectives:English Language Arts WVDE Office of Instruction

  2. Why Do We Need New Standards and Objectives? • Research by ACT has shown that only ½ to 1/3 of 11th graders are reaching the college and career readiness level of achievement. • Too few students are able to understand complex text • Focus is needed on key aspects of language (using language skillfully, vocabulary) • Need to strengthen content area reading

  3. Important Dates • May 13, 2010 – Common Core State Standards in English Language Arts and Mathematics adopted by WV Board of Education • October 1-2 – Work begins on putting CCSS into the WV framework • October – April – Work continues on framework, performance descriptors and crosswalk • May, 2011- Next Generation WV Content Standards and Objectives go to the Board • September, 2011 – Implementation begins with Kindergarten

  4. Implementation Schedule • August, 2011 – Kindergarten • August, 2012 – 1st Grade • August, 2013 – 2nd Grade • August, 2014 – 3rd through 12th grade

  5. Policy Format

  6. Teach 21 Format

  7. Overview • Four Standards in English Language Arts, K-12 • Reading • Writing • Speaking, Listening • Language • The standards represent student outcomes—not the methodology for teaching students.

  8. Key Design Considerations • College and Career Readiness Standards (CCR) are the backbone of the Standards. • The CCR define cross-disciplinary literacy expectations. • The K-12 Standards define end of year expectations and provide a cumulative progression toward CCR at graduation.

  9. Key Design Considerations • Although there are four standards, they comprise an integrated model of literacy. Examples: Students are expected to write about their reading. Speaking and listening sets the expectations that students will share findings from their research.

  10. Key Considerations • Research and media skills are blended into the CCSS as a whole. • Research and media skills are embedded throughout the standards rather than addressed separately. • There is a shared responsibility for students’ literacy development. Literacy expectations are also extended to science, social studies and technical subjects.

  11. Key Considerations • There is heavy emphasis on informational text (aligned to NAEP reading framework). • There is a direct alignment with the NAEP Writing Framework. The focus on writing throughout high school is on arguments and informative/explanatory text. • There is a strong focus on coherence in instruction and assessment.

  12. Key Considerations • Language • Integrated approach • Not isolated skills • Connection among reading, writing, speaking and listening, and language for communication purposes

  13. What is Not Covered by the Standards • The focus is on what students should know- not how teachers should teach. • The aim of the standards is to articulate the fundamentals- not to set out an exhaustive list or set of restrictions that limits what is to be taught besides what is specified. • The standards do not define the nature of advanced work; we will establish this within the performance descriptors we write.

  14. What do CCR Students Look Like? • They demonstrate independence; they are self-directed learners. • They build strong content knowledge by research and study, reading purposefully and listening attentively. • They respond to the varying demands of audience, task, purpose and discipline by adapting their communication. • They comprehend, as well as critique, by questioning authors’ or speakers’ assumptions. • They value evidence and can cite it. • They use technology and digital media strategically and capably. • They understand other perspectives & cultures.

  15. Key Features of the Standards • Reading • Text Complexity • Growth of Comprehension • Writing • Text types • Responding to reading • Research

  16. Key Features of the Standards • Speaking & Listening • Flexible communication • Collaboration • Language • Conventions • Effective use • Vocabulary

  17. A Look at the NxG WV CSOs • Grades K-5 • Reading is divided into three types of skills • Reading literature • Reading informational texts • Foundational Skills • Print concepts, K-1 only • Phonological Awareness, K-1 only • Phonics and Word Recognition, K-5 only • Fluency, K-5 only

  18. A Look at the NxG WV CSOs • Writing • Developmental, beginning with drawing & dictating (K) • Focus on opinion pieces, informative/ explanatory texts and narratives (K-5) • Emphasis on research and writing • Speaking & Listening – Communicating • Language – • Focus on the conventions of English • Emphasis on vocabulary acquisition based on grade level reading and content

  19. What are the Implications for Elementary Instruction? • Reflect and discuss at your table

  20. A Look at the NxG WV CSOs • Grades 6 -8 • Reading targets two types of texts: • Reading literature • Reading informational texts • Objectives are similar yet specific for each type of text. • Range of Reading & Level of Text Complexity is provided in a 6-8 band.

  21. A Look at the NxG WV CSOs • Writing objectives address 3 types of writing: • Arguments - the cornerstone of the writing standard • Informative/explanatory • Narratives – real or imagined • Research is emphasized in the writing standard • Range of writing refers to • Time frames for writing • Types of writing (research, reflection, revision)

  22. A Look at the NxG WV CSOs • Speaking and Listening: • Objectives are based on the philosophy that “students must have ample opportunities to take part in a variety of rich, structured conversations…built around important content in various domains.” • Language: • Continues to focus on conventions of English and the acquisition and use of vocabulary.

  23. What are the Implications for Middle School Instruction? • Reflect and discuss at your table

  24. A Look at the NxG WV CSOs • Grades 9-12 • Reading Standard features • Literature • Informational Text • Range, Quality and Complexity of Student Reading

  25. A Look at the NxG WV CSOs • Writing Standards 9-12 • Text Types and Purposes • Arguments • Informative/explanatory/narratives • Production and Distribution of Writing

  26. A Look at the NxG WV CSOs • Writing Standards 9-12 • Research to Build and Present Knowledge • Short and sustained • Multiple authoritative print and digital resources • Evidence • Range of Writing – Extended time frames • Shorter Time frame – task, purpose, audience • Longer- Time for Research, Reflection, Revision

  27. A Look at the NxG WV CSOs • Speaking & Listening • Comprehension and Collaboration • Presentation of Knowledge and Skills • Language • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use

  28. What are the Implications for High School Instruction? • Reflect and discuss at your table

  29. Complex Skills in ELA • Analyze how and why individuals, events, and ideas develop and interact over the course of a text. • Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. • Read and comprehend complex literary and informational texts independently and proficiently.

  30. Complex Skills in ELA • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

  31. “As educators begin to translate the Common Core State Standards (Next Generation WV Content Standards and Objectives) into practice, they have a new opportunity to think about what is important.” David T. Conley Center for Educational Policy Research

  32. Bottom Line? “The ideal result of standards implementation will be to move classroom teaching away from a focus on worksheets, drill-and-memorize activities, and elaborate test-coaching programs, and toward engaging, challenging curriculum that supports content acquisition through a range of instructional modes and techniques, including many that develop student cognitive strategies.” David T. Conley

  33. Questions? • Edwina Howard-Jack • ehjack@access.k12.wv.us • Denise White • awhite@access.k12.wv.us

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