English Language arts core academic standards

1. English Language artscore academic standards Missouri Department of Elementaryand Secondary Education October, 2012

3. Alignment Between Show-Me Standards and the CCSS An alignment analysis was conducted in February of 2011. All Show-Me Standards for Communication Arts were represented in the CCSS.

4. Taking a Closer Look Identifying Shifts in Teaching and Learning - READING

5. “…while reading demandsin college, workforce training programs, and life in general have held steady or increased over the last half century, K-12 texts have actually declined in sophistication…” (CCSS Appendix A, p.2 ) Reading: Text Complexity Rationale

6. Schools are Improving School Improvement

7. Schools are Improving Changing World School Improvement

8. Reading Study Summary Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks Personal Use Entry-Level Occupations SAT 1, ACT, AP* College Literature * Source of National Test Data: MetaMetrics

9. Reading Shift

10. Reading: Text Complexity (CCSS 6-12, p. 57; Appendix A, p. 5-7) Levels of meaning Structure Language conventions and clarity Knowledge demands Readability measures Other scores of complexity (Figure 2, Appendix A, p.6) Lexiles, Accelerated Reader, Coh-Matrix Variations: motivation, knowledge, experience Variables: purpose/complexity of task; questions posed (Figure 4, Appendix A, p. 10-12)

11. Elementary and secondary students are not required to read enough informational text independentlyeven thoughexpository text makes up the vastmajority oftherequiredreading in college and the workplace. (CCSS Appendix A, p.2) Reading: Text Complexity Rationale

12. Text Exemplars Appendix B

13. Nonfiction NAEP Assessment Writing Framework 2011

14. Taking a Closer Look Identifying Shifts in Teaching and Learning - WRITING

15. Writing Shifts • Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts • Focus on the use of reason and evidence to substantiate an argument or claim • Emphasize ability to conduct research – short projects and sustained inquiry • Incorporate process with writing types (Standards 1-3)

16. Grade Level Progression - Writing

17. Writing samples Appendix C

21. Taking a Closer Look Identifying Shifts in Teaching and Learning – Speaking and Listening

22. Speaking and Listening Shifts • Focus on collaborative discussions • formal and informal • academic, small-group, whole-class discussions • Emphasize effective communication practices • Require interpretation and analysis of message • Oral • Visual • Multimodal formats

23. Taking a Closer Look Identifying Shifts in Teaching and Learning – Language

24. Language Shifts • Include conventions for writing and speaking • Highlight vocabulary acquisition • conversation • direct instruction • reading • Are integrated in context of • reading • writing • speaking • listening

25. Domain-specific 3 Tiers of Words 3 General academic words found more in text than speech 2 Everyday speech 1

26. Taking a Closer Look Identifying Shifts in Teaching and Learning – CONTENT LITERACY

27. Vocabulary levy plot expression

28. Sentence Structure I walked slowly to my friend’s house. I slowly walked to my friend’s house. H20≠02H a+ b = b + a

29. History/Social Studies - GRAPHICS • Include photographs and artwork superfluous to text – may not be referenced in text • Often require students to integrate new information – graphs, charts, timelines, et.al. • Requires reader to determine if information is • descriptive • sequential • relational/hierarchical • causal

30. Science Reading - GRAPHICS • Represent alternate forms of the same information • Read recursively – from diagram to text, and back • Beg reader to transform information from one form to another* (ability to do this is evidence of full understanding) • Presents close connections among prose, graphs, charts, formulas

31. Media/Technology Integration

33. What Can Districts Do Right Now? http://www.dese.mo.gov/divimprove/curriculum/documents/ccr-ccss-ela-implementation-plan-2011.pdf

34. Examine the text complexity of currently used materials against the text exemplars provided in Appendix B of the Common Core State Standards (CCSS) document.

35. Begin discussions concerning how to increase students’ ability to read text of increasing complexity at all levels.

36. Emphasize nonfiction text.

37. Teach “close” reading. “Close” reading means reading for the purpose of uncovering layers of meaning and allowing for deep comprehension.

38. Emphasize writing instruction, particularly argumentative/opinion and information/explanatory writing at all levels.

39. Examine the writing samples provided in Appendix C to become familiar with the expected proficiency levels at each grade level.

40. Intentionally teach vocabulary in context, particularly general academic and domain-specific vocabulary.

41. Emphasize student collaboration and peer feedback for presentations and projects.

42. Incorporate technology into instruction, student learning, and assessment.

43. Begin discussion among teachers of all content areas to determine how to help students meet the particular challenges of reading, writing, listening, speaking, and language in their respective fields.

44. Diane Audsley Director of English Language Arts Missouri Department of Education diane.audsley@dese.mo.gov