2010 English Language Arts Standards Exploration Summer 2012

1. 2010 English Language ArtsStandards ExplorationSummer 2012

2. Outcomes • To explore the vertical alignment of the grade-level standards • To learn a process that can be used to further explore the standards

3. Parameters for Exploration Information-Giving Group Work & Recording • Attentive listening • Open mindset to receive new ideas and information • Note-taking • Open mindset • Professional conversations • Careful note-taking (for continued study) • Deep thinking • Recording of questions – to be addressed later

4. Things to Remember This is an extended process toward full implementation. The process should not be rushed – it’s a marathon, not a race. This is one of many sessions on the ELA standards. Our focus today is to learn HOW to explore the ELA standards. We are not exploring all standards today. We will share a process that may be duplicated in your school.

5. Professional Development Plan Phase 1 (PD Topics) • Components of the Course of Study • Strands (Comparison, New Emphases) • Vertical Alignment • Content Movement • Literacy Standards, Grades 6-12 • 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

6. Timeline for Preparation for theELA Course of Study

9. A Vision for Implementation

10. Important Local Decisions Important local decisions include: • How students will accomplish these standards? • In what sequence teachers will address the standards? • How much time will be allotted for instruction of the standards?

11. Prepared Graduate Defined Knowledge and Skills Ability to Apply Learning Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two or four year college, trade school, technical school, without the need for remediation. Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.

12. Activity 1 Portrait of a Literate Individual • Think about each characteristic of a literate individual. • Jot down what each characteristic might look like. • Discuss your ideas with a partner. • Turn to page 7 in the Common Core State Standards (CCSS) document. • Read the description of each characteristic. As you read, think of your students. • Discuss with your partner how the descriptions compare to your ideas.

13. Where We Want To Be Students who are college and career ready … • Demonstrate independence • Build strong content knowledge • Respond to varying demands of audience, task, purpose, and discipline • Comprehend as well as critique • Use technology and digital media strategically and capably • Understand other perspectives and cultures • Value Evidence

14. According to ACT, Inc.

15. According to ACT, Inc. • Demands of college, careers, and citizenship on readers have increased over the last 50 years . • K-12 reading texts have actually trended downward in difficulty in this same period. • Standards, curriculum, and instructional practice have not done enough to foster independent comprehension of complex texts.

18. Anchor Standards Were Developed For… • Reading • Writing • Speaking and Listening • Language

19. Grade Level Standards • Grade level standards define what students should understand and be able to do by the end of each grade. • Grade level standards complement the anchor standards. • Together they define the skills and understandings that all students must demonstrate in order to be college- and career-ready.

21. Anchor Standards for Reading

23. Tracing the Standards • Number off 1-9 at your tables. • Your number represents the standard you will trace.

24. Tracing the Standards (K-5)

25. Tracing the Standards (6-12)

26. Tracing the Standards • Read each grade level standard for your assigned number. • Underline key words that show how these standards are related. • Circle key words that show how the expectation becomes more rigorous at each grade level. • Have some table discussion about your overall impressions.

27. Explore a Little More! • Reading Literature • Reading Foundations • Writing • Speaking and Listening • Language Be prepared to share one major finding and the implication for classroom practice.

28. Determining Implications and Next Steps We have been exploring the standards … Now, what comes next?

29. Feedback The Exit Slip • What do you consider the greatest benefits of implementing the new standards? • What would you like us to consider as we move into Phase 2 of the professional development plan?

30. Visit the Website http://alex.state.al.us/ccrs For additional information you may contact • Pam Higgins – phiggins@alsde.edu • Steve McAliley – stevemc@alsde.edu

31. Wrapping Up… • Please complete the evaluation provided by the Inservice Center. • Remember to share your questions with us. • Thanks so much for your participation!