Common Core State Standard: ENGLISH LANGUAGE ARTS

2. Common Core State Standard: ENGLISH LANGUAGE ARTS OSPI /ESD LLC TEAM

3. Common Core State StandardsOur goals for today… Participants will… • Take a glimpse at the past and a peek at the future • Navigate the document • Glance into the content strands • Consider implications for your work • Review resources and coming events

4. Common Core State Standards • Define the knowledge and skills students need for college and career • Developed voluntarily and cooperatively by states; more than 40 states have adopted • Provide clear, consistent standards in English language arts/Literacy and mathematics Source: www.corestandards.org

5. Washington State’s Implementation Timeline

6. Common Core State Standards in English Language Arts A glance at the content

7. Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12 Writing Communication (includes Speaking and Listening) Reading Language Media & Tech

8. The ELA Document Structure Introduction page 10 • K-5 page 11 • Reading • Foundational Skills • Writing • Speaking and Listening • Language • 6-12 page 35 • Reading • Writing • Speaking and Listening • Language • Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C

9. College and Career Readiness Anchor Standards for ELA • College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards • Reading- 10 • Writing - 10 • Speaking and Listening - 6 • Language - 6

10. Introduction • Locate the introduction • Answer questions #1- 3

11. Reading Strand • Reading Anchor Standards K-5 page 10 • Reading Literature Standards page 11 • Reading Informational Standards page 13 • Foundational Skills Standards page 15 • Reading Anchor Standards 6-12 page 35 • Reading Literature Standards page 36 • Reading Informational Standards page 39

12. Reading Strand Abbreviation Grade Levels Strand Sub-heading

13. Reading Sub-headings • Reading • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity Foundational Skills (K-5 only) • Understanding concepts of print • Phonological awareness • Phonics and word recognition • Fluency

14. Reading Task • Scavenger Hunt questions (# 4,5,6) • What stands out regarding content and/or organization? • Share out

15. Writing Strand • Writing Anchor Standards K-5 page 18 • Writing K-5 Standards page19 • Writing Anchor Standards 6-12 page 41 • Writing 6-12 Standards page 42 • Introduction • Definition of writing

17. Writing Sub-Headings • Writing • Text types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge

18. Writing Task • Scavenger Hunt questions (# 7,8) • What stands out regarding content and/or organization? • Share out

19. Speaking and Listening Strand • Speaking and Listening Anchor Standards K-5 page 22 • Speaking and Listening K-5 Standards page 23 • Speaking and Listening Anchor Standards 6-12 page 48 • Speaking and Listening 6-12 Standards page 49

21. Speaking and Listening Sub-headings • Speaking and Listening • Comprehension and Collaboration • Presentation of Knowledge and Ideas

22. Speaking and Listening Task • Scavenger Hunt questions ( # 9,10) • What stands out regarding content and/or organization? • Share out

23. Language • Language Anchor Standards K-5 page 25 • Language K-5 Standards page 26 • Language Anchor Standards 6-12 page 51 • Language 6-12 Standards page 52

25. Language Sub-headings • Language • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use

26. Language Task: • Scavenger Hunt questions (# 11, 12) • What stands out regarding content and/or organization? • Share out

27. Literacy Standards for History/Social Studies, Science, and Technical Subjects • Reading Anchor Standards page 60 • Reading Standards for Literacy in History/Social Studies 6-12 page 61 • Reading Standards for Literacy in Science and Technical Subjects 6-12 page 62 • Writing Anchor Standards page 63 • Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 page 64

28. History / Social StudiesScience, and Technical Subjects Task: • Scavenger Hunt questions (# 13 ) • What stands out regarding content and/or organization? • Share out

29. Example of Grade-Level Progression in Reading CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

30. An example of CCSS Integrated Literacy W.4.9a W.4.9b Writing standard 9 – Grade 4 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

31. An example of CCSS Integrated Technology Reading Standard 7– Grade 8 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. technology speaking OR writing

32. Three Appendices Include Valuable Information • Scavenger Hunt questions (# 14, 15, 16 ) • What stands out regarding content and/or organization? • Share out

33. Appendix A • Research and evidence • Glossary of key terms • Overview of each strand • Text complexity • Conventions grade-level chart

34. Appendix B:Reading Text Exemplars with Sample Performance Tasks

35. Appendix C : Annotated Student Writing Samples

36. Appendix C : Annotated Student Writing Samples

37. What instructional shifts do you see? • Share out

38. ELA / Literacy: 6 Major Shifts for Teachers to Consider • Balance of Literary and Informational Texts • Literacy in the Content Areas • Increased Complexity of Text • Text-based Questions and Answers • Writing Using Evidence • Academic Vocabulary

39. Balance of Literary and Informational Texts Literature includes • Stories • Drama • Poetry Informational Text includes • Literary Nonfiction • Personal essays • Speeches • Opinion pieces • Biographies • Memoirs

40. Literacy in the Content • At K-5 • Emphasis on literary experiences in content specific domains • Instruction in science and history/social studies • Grades 6-12 • Teaching content specific literacy • Reading is critical in building knowledge in content areas

41. Increased Complexity of Texts • Staircase of complexity • Each grade level, step of growth • More time for close and careful reading • Appropriate and necessary scaffolding and supports for students reading below grade level

42. Text complexity is defined by • w of Text Complexity Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative Qualitative Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Reader and Task

43. Text-based Questions and Answers • Rich discussions dependent on common text • Focus on connection to text • Develop habits for making evidence based arguments in discussion and writing

44. Writing Using Evidence • 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 • Require students to incorporate technology as they create, refine, and collaborate on writing • Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)

45. Balance of Writing Text Types • In grades K-5, the term opinion refers to persuasive writing • Argumentative is a form of persuasion but brings in evidence from both sides of the issue. • Narrative strategies are important component to developing both argumentative and explanatory writing • Technology will be used to create, refine and collaborate writing

46. Academic Vocabulary • Vocabulary to access grade-level, complex texts • Vocabulary that crosses content • Focus on pivotal, commonly found words, such as consequently, generation

47. A Focus from “The Big Ideas” Strongest Messages • Shift to higher-level thinking skills • Increased focus on Informational text in all subject areas • Rigor regarding depth and focus, quality over quantity • Writing using texts and evidence The move toward “career and college readiness”… • CCSS add grades 11 and 12 • Greater focus on increasing text complexity, argumentative writing, research skills from early grades • WA strength at K-3 / student goal setting

48. Reflection: • What key messages stand out for you? • How will this impact your responsibilities and work? • What questions do you still have?

49. For More Information • Common Core Website: http://www.corestandards.org/the-standards • Common Core Questions: • Email: corestandards@k12.wa.us Hunt Institute Videos • http://www.youtube.com/watch?v=9IGD9oLofks&feature=player_detailpage (overview) • http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related (writing)

50. Thank you. corestandards@k12.wa.us