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Gain awareness of Content Organization, Movement, Vertical Alignment. Analyze Standards, Units, Differentiated Instruction. Continuous Support based on LEA needs. Alignment with Common Core Standards & Learning Trajectories. Prepare for future webinars.
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English Language ArtsCourse of Study OverviewK-5 Session One of Two
Outcomes for the Session Participants will gain an awareness of: • Content Organization • Content Movement • Vertical Alignment
Professional Development Plan Phase 1 (PD Topics) • Components of the Course of Study • Strands (Comparison, New Emphases) • Vertical Alignment • Content Movement • Appendices B and C • Implications for Special Education Phase 2 • Analyzing the Standards • Sample Units of Study • Sample Lessons/Curriculum Development • Differentiated Instruction for RtI • Assessment • Resources Phase 3 • Continuous Support, based on LEA needs and requests
Interpreting the Minimum Required Content • Grade Clusters (K-2, 3-5, 6-8, and 9-12) • Strands • Subcategories • Content Standards • Content Standard Identifiers
KINDERGARTEN Students will: Reading Standards for Literature Strand Subcategory Content Standards Content Standard Identifiers
Subcategories Subcategories - specific purpose of a group of standards within a strand Reading Standards for Literature
Content Standards Content Standards - define what students should know and be able to do at the conclusion of a grade (They complete the phrase “Students will…”) Reading Standards for Literature
2007 Third Grade Standard 2 Demonstrate reading vocabulary knowledge of compound words. • Using structural analysis to develop meaning • Drawing semantic maps • Recognizing new synonyms and antonyms • Spelling correctly compound words, phonetically regular words, contractions, and possessives, including using a dictionary to check spelling
Language Standards (Grade 2) 2010 ELA COS
Content Standard Identifiers Content Standard Identifiers - indicate the Common Core State Standards (CCSS) strand, grade, and standard number Reading Standards for Literature
Alignment There are two alignment considerations: • Alignment between the 2007 COS standards and the Common Core State Standards (CCSS) • Vertical Alignment/Learning Trajectories
Alignment Between 2007 COS Standards and the CCSS • A comparison of the 2007 Alabama COS standards and the CCS standards shows some movement of content from one grade level to another. www.alsde.edu/Special Links/Courses of Study/Drafts and Period for Public Review/Correlation of Alabama English Language Arts Standards and CCSS
Movement to a Later Grade Moved from kindergarten to first grade: • Blending moved to 1st grade • Predictions moved to 1st grade • Text features of informational text moved to 1st grade
Movement to an Earlier Grade Moved from fifth grade to third grade: • Mechanics in writing • Capitalize appropriate words in titles • Use commas in addresses • Use commas and quotation marks in dialogue • Form and use possessives
Vertical Alignment • Sometimes called learning trajectory • Refers to how core knowledge and skills are developed over time through grade-level standards that are related but with gradually increasing complexity • Complexity of the performance task • Complexity of the text
Activity Anchor Standard #1 (p. 9 in 2010 COS) • 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.
Anchor Standard #1 (p 9 in 2010 COS) • 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.
Language Anchor Standard #2 (p 12 in 2010 COS) • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Think about… • How this vertical alignment serves as a learning trajectory
In our next Webinar, we will consider: • The importance of text selection in building literacy proficiency. • The importance of writing in building literacy proficiency.
Preparation for second K-5 Webinar Become familiar with the documents that are referenced in • Appendix B (p.100) Text Exemplars and Sample Performance Tasks • Appendix C (p. 101) Samples of Student Writing Links to both documents are included on pages 100 and 101. • Graphic Organizer from website
http://alex.state.al.us/ccrs The Navigation links connect you to many different informational options.
Send questions to: Pam Higgins at phiggins@alsde.edu or Steve McAliley at stevemc@alsde.edu Questions and answers will be posted to the website www.alex.state.al.us/ccrs .
