Unveiling CCSS: English Language Arts Essentials

1. delving Deeper into the Common core state standards for english-language artsJanice MesolelloReading Specialist, JohnstonJayne BerghornReading Specialist, Johnston 2013 Gr. K -- 1

2. Introductions • Introduce yourself. • At your table, write one expectation that you have for this session on a sticky note. Save for discussion later.

3. 4 Corners Activity Select a corner of the room that best reflects your knowledge of and experience with the Common Core State Standards. Questioners Observers What are you still wondering What have you recently heard or about the CCSS? read about the CCSS? Participants Practitioners What CCSS out of district PD How are you currently have you attended? using the CCSS? Small Group Discussion: With regard to your knowledge of the CCSS, what are the distinguishing characteristics of your corner? List these characteristics on the chart paper there. Choose someone to share out.

4. Session Objectives • Teachers will: • increase their understanding of the purpose and key design features of the CCSS in ELA • increase their understanding of the shifts of instructional focus within their grade level • Recognize the progression of the CCSS from grade to grade • begin to apply the shifts of the instructional implications of the CCSS in ELA

5. What are the Major Shifts to Transition to the CCSS? • Increase in Informational Text • Text Dependent Questioning using Evidence • Text Complexity and Academic Vocabulary Instruction

6. Processing the Shifts

7. Let’s Take a Closer Look • Examine the Foundational Skills Standards • Each table will examine one topic p. 16. • Read vertically within the topic to examine the scope of each grade level, K-2. • Select a Standard Statement. Read horizontally to see the progression across grade levels, K-2. • What do you see that is familiar? What’s new? • What are the implications for your instruction? • Complete the Analysis worksheet.

8. Standards Analysis

9. Let’s Take a Closer Look • Examine the Reading Standards for Informational Text • Each table will examine one topic p.13. • Read vertically to examine the scope within the topic of each grade level, K-2. • Select a Standard Statement. Read horizontally to see the progression across grade levels, K-2. • What do you see that is familiar? What’s new? • What are the implications for your instruction? • Complete an Analysis Worksheet.

10. Standards Analysis

11. Intentional Design Limitations What CCSS do NOT define: How teachers should teach All that can or should be taught Nature of advanced work beyond core Interventions needed for students well below grade level Full range of support for English language learners and students with special needs –Common Core Presentation 2010

12. What materials work with the CCSS? Literature and Information Text • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading Foundational Skills (K-5) • Print Concepts (K-1) • Phonological Awareness (K-1) • Phonics and Word Recognition (K-5) • Fluency (K-5)

13. Text Complexity: Qualitative Measures Rubric LITERARY TEXTS Text Title___________________________________________ Text Author_____________________________________

14. Text Complexity: Qualitative Measures Rubric INFORMATIONAL TEXTS Text Title___________________________________________ Text Author_____________________________________

15. Qualitative Dimensions of Text Complexity Chart K – 1st Grade Band  Name of Text: ___________ Type of Text (Narrative/Poetry/Hybrid/Informational, etc.): ____________

16. Web Sources for CCSS for ELA • www.ride.ri.gov/Division-EEIE/transition.aspx • www.achievethecore.org(tools for teachers) • www.readworks.org(examples of informational text and text dependent questions) • www.americaachieves.org(video) • www.aspeninstitute.org/education(articles like "A Primer on Close Reading of Text“) • www.ascd.org/publications(articles like "The Challenge of Challenging Text“ and EduCore) • www.parcconline.org • www.sharemylesson.com

17. Thank You! • Any questions or concerns, contact: Janice Mesolello jmesolello@johnstonschools.org Jayne Berghorn jberghorn@johnstonschools.org