Core Curriculum for College and Career Readiness Task Force ELA Group

1. Core Curriculum for College and Career ReadinessTask ForceELA Group March 8, 2011

2. Norms Within this meeting: • Assume positive intent: listen across difference • Monitor your airtime • Speak your truth about the topic at hand

3. Welcome • Review purpose, components and timeline • Respond to feedback from last meeting • Timeline • Community engagement update • Essential question: What do we need to do to get Common Core ready?

4. FEEDBACK ON DRAFT DOCUMENTS

5. DRAFT OUSD Core Curriculum Guide • Guiding Principles • Features of High Quality Instruction • Standards (with essential and focus standards) • Scope & Sequence • Syllabi • Instructional Tools & Strategies • Assessment Guide with Samples • Sample Grade--‐Level Units

6. Feedback from Guiding Principles • “How are we going to use these guiding principles in our planning of the core curriculum standards?” • “Most principles need more depth” • “There should be more to say about evaluation of teaching an learning and what we do about teachers training, new teacher support, etc.”

7. Guiding Principle: Defined • Broad philosophy that guides an organization in all circumstances, irrespective of changes in its goals, strategies, type of work, or the top management Partner Work • Based on this definition, what changes and/ or additions would you make to the guiding principles? (Notes will be collected)

8. Features of High Quality Instruction • Feature (n.) A prominent part or characteristic Partner Work • Do these features represent prominent characteristics of high quality instruction? Additions, deletions, modifications. (Notes will be collected)

9. REVIEW OF THE COMMON CORE STATE STANDARDS

10. Common Core State Standards: Background • National Set of expectations for student knowledge and skills that high school students need to master to succeed in college and career. • Designed by Council of Chief State School Officers and the National Governors Association for Best Practices • Adopted by CA SBE August 2, 2010

11. ELA Common Core State Standards (CCSS) What are the key features and differences between the CA State Content Standards and the Common Core State (CCSS) Standards Spiral?

12. Major Features One primary motivation for CCSS was to better align the ELA curriculum with college and work expectations. • The disconnect between K-12 education and college/career readiness can be traced to: • Insufficient reading of complex texts • College expectation of independent reading without teacher scaffolding • Insufficient volume of informational text in K-12 • Focus on narrative writing rather than argumentation

13. Major Features Key differences between the CCSS and the CA State Standards are: • Focus on Reading Comprehension (and Increasing Text Complexity) • Standards are task-based • Mandate to increase informational reading • Explicit writing tasks

14. CA State Standards Standards are discrete sub-skills that presume that if added together, students will be able to comprehend. CCSS Standards are descriptions of comprehension performances, with comprehension being the constant, and text complexity the variable. Reading Comprehension

15. More Closely Standard 1 focuses on comprehension of the text, and 10 explicitly notes the increase in text difficulty.

16. “Information is the new literature” Barring future English majors, the move from literary texts to information correlates with the demands students will meet in college.

17. Explicit Writing Tasks • Movement away from narrative, experiential writing to expository and argumentation. • Key distinction between argument and persuasive writing is that argument requires that you consider both sides in your analysis. (Interesting implications for CAHSEE essay preparation.)

18. An Example of the CCSS Spiral • Standards are reinforced and deepened from year to year. • Reading Standard 3 for Literature • K: “With prompting and support, identifycharacters, settings, and major events in a story.” • 4: “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.” • 9: “Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

19. In Contrast: the CA State Standards • Literary Response & Analysis Standard 3.1 • K: “Distinguish fantasy from realistic text.” • 4: “Describe the structure differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.” • 9 & 10: “Articulate the relationship between the express purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).

20. Dinner

21. Organization of Common Core Standards • Tab 1- Guidelines for English Learners and Students with Disabilities • Tab 2- Table of Contents and Intro • Tab 3- ELA and Literacy (k-5) • Tab 4- ELA (6-12) • Tab 5- Literacy in History, Science, Tech (6-12) • Tab 6- Appendix (Text Complexity, Writing, Speaking and Listening, Language) • Tab 7- Text Exemplars and Sample Performance Tasks

22. ANCHOR STANDARDS FOR READING PAGE 35 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. 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. 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.1 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. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

23. ANCHOR STANDARDS FOR WRITING PAGE 41 Text Types and Purposes1 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. 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. 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. 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.

24. ANCHOR STANDARDS FOR SPEAKING AND LISTENING PAGE 48 Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

25. ANCHOR STANDARDS FOR LANGUAGE PAGE 51 Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

26. How to Read the Common Core State Standards Document Pg. 8 • Three main SECTIONS: K-5, 6-12 ELA and 6-12 history/social studies, science and technical subjects. • Each SECTION is divided into STRANDS: Reading, Writing, Speaking and Listening, and Language (note: 6-12 history/social studies, science and technical subjects focus on Reading and Writing). • Each STRAND is headed by a STRAND specific set of COLLEGE AND CAREER ANCHOR STANDARDs (CCR ANCHOR STANDARD) that is identical across grade levels. • Each CCR ANCHOR STANDARD has a corresponding GRADE-SPECIFIC STANDARD that translates the CCR into grade-appropriate end of year expectations.

27. How to Read the Common Core State Standards Document Pg. 8 • CCR ANCHOR STANDARDS can be identified by their STRAND , CCR status, and number: R.CCR.6 (Reading, CCR, number 6) • Individual GRADE-SPECIFIC STANDARDS can be identified by their STRAND, grade and number (or number and letter where applicable. See below): RI.4.3 = (Reading, Informational Text, grade 4, standard 3) W.5.1a = (Writing, grade 5, standard 1a)

28. Common Core Learning Progression • Pick a STRAND (Reading, Writing, Speaking or Language) • Pick a COLLEGE AND CAREER READINESS (CCR) STANDARD (Example: Key Details, Craft and Structure, Integration of Knowledge, or Range of Reading and Text Complexity for Reading STRAND) • Pick a GRADE-SPECIFIC STANDARD starting at K or 6th • Then: Silently review how the standard progresses across grade levels (5 min.)

29. Common Core Learning Progression Now review the spiral document: Think, Pair, Share: What do you notice about the learning progression? How do you see students being prepared toward college readiness? (10 min.) (5 min. share out)

30. Going deeper with Common Core… Guiding Question: What do we need to do to get “Common Core ready?”

31. What do we need to do to get “Common Core ready?” Think, Write, Pair Share: From what you have learned today and your perspective as an OUSD stakeholder, use the note-taker to answer: • What is the current reality in terms of standards implementation and college readiness? • Given the common core, what is the emphasis in what students need to know and be able to do? (10 min.)

32. What do we need to do to get “Common Core ready?” Then… Looking from your perspective and given the information shared today, what do we need to consider to be ready for the common core? • Using post its: What is needed for our Leaders, Teachers, Family, Community and Students? • Post your post-its on the corresponding poster chart on the wall. • Volunteers will share out each poster chart. (20 min. work time) (10 min. share)

33. Task Force- Meeting Dates • November 9 • January 11 • March 8 • May 10

34. Thank for your attendance and contributions See you on May 10