That will take you to this page Scroll Down When you get to Common Core English Language Arts

1. That will take you to this page • Scroll Down • When you get to Common Core English Language Arts • Download the PDF for the Common Core ELA

2. Agenda • Review of Common Core • Digging Deep into Common Core • Blueprint • Unpacking • Common Core Instructional Ideas • Next Steps…

3. Learning Targets Clearly understand and articulate the Common Core Standards that will be covered in your Content Gain insights/ideas of how to imbed these standards into your instruction while supporting/enhancing your content

4. Wondering….. • Take a minute to think about last meeting…. • What were your take-aways/aha’s ? • Using a post-it please put on a scale of 1-5 (1 being low and 5 being high) your level of understanding of Common Core (have one person at your table go up and post results) • Discussion

5. Washington’s Vision for Education Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century.

6. Implementing the Common Core State Standards in Washington State Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS. Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level. Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all teachers are prepared and receive the support they need to implement the standards in their classrooms every day.

7. Common Core Implementation Timeline CSS Webinar Series Part 2: ELA

8. The Five Claims – Students can CSS Webinar Series Part 2: ELA 1. read closely and critically to comprehend a range of increasingly complex literacy and informational texts. 2. produce effective writing for a range of purposes and audiences 3. employ effective speaking and listening sills for a range of purposes and audiences 4. engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information. 5. skillfully use and interpret written language across a range of literacy tasks.

9. CSS Webinar Series Part 2: ELA

10. “Disciplinary Literacy” Calling on the experts in the field to help students meet the particular challenges of reading, writing, speaking, listening and language in their respective fields. “Skilled teachers trained in specific discipline are best positioned to teach students how to read, write and think deeply about the content.”

11. Page 59 begins the Literacy Section • Page 62 Shows the 10 Reading Anchor Standards in Grade Bands 6-8, 9-10, and 11-12 • Banded Writing Anchor Standards are on page 65-66

12. Common Core Literacy Standards The Common Core is organized by grade level: K-5, 6-8, 9-10, 11- College and Career Ready Several sets of Literacy Standards (I’ll concentrate on the first 2) Reading, Writing, Speaking/Listening, Language Reading standards are divided by grade level into: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Writing standards are divided by grade level into: Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing

13. Progression of Learning Common Core simply takes the 10 Anchor Standards in Reading and Writing and adds levels of sophistication over time.

14. Increasing Sophistication Reading Anchor Standard #9 Integration of Knowledge and Ideas Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Grades 11-CCR Integration of Knowledge and Ideas 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Kindergarten Integration of Knowledge and Ideas • 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

15. On a Post-It write your definition of the Gradual Release of Responsibility Discussion: What does this increased sophistication mean?

16. Defining Gradual Release of Responsibility…. • Modeled, Shared, Guided and Independent • (I do, We do, You do) • This is the last chance students will get to have these skills modeled and scaffolded with them • Let’s try it….. “On the Road to Implementation” • Marking the Text (AVID critical reading strategy)

17. Reading Anchor Standards 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.

18. Reading Anchor Standards 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.

19. Reading Anchor Standards Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, 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.

20. Reading Anchor Standards Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

21. Planning…. Process- begins in English class but the Transfer to your content deepens the understanding of how to utilize that skill/strategy. Important to identify your existing practices – you will find that you are already doing much of this in your courses. What is CC requiring that we don’t already do? - Filling in the gaps….. Collaborate with ELA teachers – plan units together, use the same formats, ways to attack a text, etc. Co-planning: English teachers teach process and you add the content and then create a rubric to score together.

22. How do we do this? With the exception of Standard #5 (Text Structure) and #10 (Text Complexity) most of you are probably already asking this of your students. • Looking for evidence • Central Ideas • Causation • Vocabulary • Point of View and Bias • Multiple types of Media • Fact or Opinion • Primary and Secondary Sources

23. CC Blueprint/Instructional Strategies

24. Discussion Time Tables consolidate & share findings What is currently your strongest area of reading alignment to the CC? What are 2 significant areas you feel you CAN BEGIN to “upgrade” in some way this school year? What is 1 thing on the back burner that will surely need more attention by next year? Any other insights gained during this process?

25. Reading Grade Level CCSS Standards…. • Using your knowledge of the Anchor Standards – let’s look at the grade specific standard linked to your specific grade level…. • Key Ideas and Details RHST1 • What do you notice? • Look at the grade level below/above you – what do you notice?

26. Unpacking the Standard….

27. Unpacking Activity • Pair Up • Choose a Standard you and a partner want to focus on • Think • “Unpack the standard” • Identify Tasks • What aspects/strategies need to be in place? • When/Where would you see this standard practiced? • College, Career, Real World? • Share

28. Appendix A Text Complexity….

29. How does text complexity define the ELA standards? Reading standard #10 defines the rigor of standards #1-9. CSS Webinar Series Part 2: ELA

30. The Literacy Pyramid Jargon, Sophisticated Vocabulary, Discipline specific language Larger Words, Reading Strategies, Complex Vocabulary, Text types Text Structures Language and Text Complexity Letter Sound Translation, Decoding, Conventions, Spelling Structures, Simple Vocabulary, Stories Grades 10- CCR Grades 5-9 Grades K-4 CCR= College and Career Ready

31. Text complexity is defined by: • w of Text Complexity Quantitative measures Qualitative measures Quantitative Qualitative Reader and Task considerations Reader and Task CSS Webinar Series Part 2: ELA

32. Writing….

33. Writing Anchor Standards 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.

34. Writing Anchor Standards 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.

35. Writing Anchor Standards 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.

36. Writing Anchor Standards 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.

37. Increasing Sophistication 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Grades 11-CCR Production and Distribution of Writing 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 6th Grade Production and Distribution of Writing 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

38. How do we do this? • Collaborate with ELA teachers in your school • (Know what you don’t know) • Students need a lot morewriting practice. • Students need teachers who model good writing. • Students need many opportunities to read and study other writers. • Students need choice when it comes to writing topics. • Students need to write for authentic purposes and for authentic audiences. • Students need meaningful feedback from both the teacher and their peers.

39. Six Major Shifts in Focus

40. Current Resources for Teachers CSS Webinar Series Part 2: ELA Washington State created documents and shared resources: http://www.k12.wa.us/Corestandards/default.aspx Burlington-Edison Common Core Resource Page: http://www.be.wednet.edu/Page/2545

41. Reflecting upon what you did today, take a few moments to “jot down” some implications for upgrading the literacy curriculum & instruction within your units. Consider the following and then share. 1. Content/Pedagogy: What are your most critical areas of need? What should you tackle first? What is your general timeline for this year into next year? 2. Collaboration: How might you expand & support this work across teacher teams you work with? 3. Supports: What resources might further your transition work? What new learning do you need so you will have greater clarity around implementing the CCSS acrosscontent areas?

42. Implementation Activities CCSS Webinar Series Part 2: Systems Update Things to consider with your teams… • What is different about the CCSS? What will students be doing differently? What will teachers be doing differently? • Next Steps…… Connect with ELA teachers to align literacy resources, pacing, etc. Continue working on unpacking the standards to help you plan your units of study Begin compiling more reading resources for your units

43. Questions/Comments