COMMON CORE STANDARDS ENGLISH LANGUAGE ARTS READING C OLLEGE - AND C AREER - READINESS S TANDARDS North East Florida Educational Consortium

Objectives

Florida’s Vision One System! S UPPORTING ALL S TUDENTS F LORIDA I NTEGRATION E DUCATION S UPPORT T EAM (F.I.E.S.T.)

One System Supporting ALL Students! A system in which instruction and learning is based upon common standards, sound research, collaboration, problem solving driven by multiple sources of student data, and culminating in increased student achievement. Florida Department of Education Division of Public Schools

One System Supporting ALL Students! Florida Department of Education Division of Public Schools Multi-tiered System of Supports Standards-based Instruction Collegial Learning (e.g. Lesson Study, CoPs) Teacher/School Leader Proficiency Model Florida’s Continuous Improvement Model

Multi-tier Systems of Support (MTSS) Response to Intervention (RtI) Problem Solving 1.Analyze 2.Implement 3.Evaluate 4.Define Core Targeted Intensive MTSS refers to the system or organizational framework. The Systematic Planning/Problem-solving Process refers to the process or action cycle that teams engage in. RtI refers to the fourth step of the planning /problem-solving process where teams use student response data to make instructional decisions to improve academic and behavioral outcomes. MTSS (PS/RtI-PBS) Clarification

Standards Based Instruction A Guide for Implementation in Florida’s Public Schools Standard or Benchmark Aligned to Course Description Guides the development of the lesson beginning with the desired outcome Learning Goals Describes what students should know and be able to do Includes essential questions & Rubrics to define levels of knowledge acquisition Engaging Lesson appropriate and meaningful activities that engage students in the learning process, address common misconceptions, and incorporate higher ‐ order thinking skills Formative, Interim, and/or Summative Assessments Provides multiple sources of student data to guide decisions about adjusting instruction and/or providing interventions

2. Common planning 1. Lesson study team 3. Common research theme 5. Teach & observe lesson 6. Reflect, analyze, and discuss 7. Define next steps 4. Collaboratively plan LESSON STUDY CYCLE Lesson Study 8. Repeat the process

Florida’s Continuous Improvement Model

 Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade  Text complexity is defined by: Qualitative 1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative 2.Quantitative measures – readability and other scores of text complexity Reader and Task 3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Text Complexity & Text-based Questions

Reading English Language Arts

Common Core Standards: Design and Organization Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry- level, credit-bearing academic college courses and in workforce training programs. The standards have been divided into 2 categories:  College and career readiness standards, which address what students are expected to learn when they have graduated from high school; and  K-12 standards, which address expectations for elementary through high school

Design and Organization  Shared responsibilities for students’ literacy development  Focus on results rather than means  An integrated model of literacy  Media skills blended throughout

Design and Organization  Reading (including Reading Foundational Skills)  Writing  Speaking &Listening  Language  K-5 (cross-disciplinary)  6-12 ELA  6-12 Literacy in History/Social Studies, Science, & Technical Subjects Four Strands: Three Main Sections

De sign and Organization Three sections: 1.Literature 2.Informational Text 3.Foundational Skills (K-5) K − 12 standards  Grade-specific end-of-year expectations  Developmentally appropriate, cumulative progression of skills and understandings

Strands Topics Standard Statements by Grade Level Standards Statements by Grade Level “What” students should know and be able to do at each grade level and band. The main focus of the content within each strand. The major areas or disciplines of study within each content area. ELA Common Core Standards Framework

StrandsStrands TopicsTopics Standard Statement ELA Common Core Format

CCLA.1.R.L.2 Course Description Sample Code Reading Literature Standard 2 Grade 1 Common Core Language Arts

Aligning the Standards

Alignment in Education We most often use “alignment” to describe the match or correlation between components of a standards document and something else:  Standard to standard  Standard to assessment  Standard to curriculum  Standard to practice

Alignment: Standard to Standard VERTICAL Alignment: The progression of a single standard across the K-12 grade span (across vertical teams which span several grades).  Determine what is implied in one grade span because it is included in another  Note when repetition is assumed and not stated  Determine the significance of a repetition

Vertical Alignment Activity As a group select a common:  Reading Strand: Literature or Informational Text  Topic: Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas; Range of Reading and Level of Text Complexity  Standard  Read the standard for your grade level  Read the standard for the grade levels directly below and above.  Identify incoming skill(s) and skill(s) necessary for the following year  Discuss implications at your table

Alignment: Standard to Standard HORIZONTAL Alignment: Look within a single grade level and determine how the standard interacts or relates to other standards.

Alignment: Standard to Standard Determine the meaning of:  words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.  words and phrases as they are used in a text, including figurative, connotative, and technical meanings.  symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Alignment: Standard to Standard  Now look at the vocabulary standards for grade 6 in the language strand:  What is the alignment to the three standards on the previous slide?

Standard to Assessment  For each item on a test, determine degree of alignment to the standard.  One single item rarely measures the entire standard, unless the standard is a very small grain  Implications for data interpretation: look at collection of items within a category or standard  Patterns developed over time are most helpful

Standard to Curriculum  What you have now determines what you should do next  Determining gaps in your curriculum and practice is most critical

Alignment: Where to Begin

Standard to Practice Strategies for determining your alignment:  Start with one strand, one cluster, or one standard  Look across the entire standard K-12  Look around the grade level  Determine what the standard would look like in the classroom  Identify your practice which reflects this understanding

Standard to Practice Unpacking a standard  Identify verbs  Highlight words or phrases which need to be defined or interpreted  Examine the vertical alignment and identify context  Examine horizontal alignment and identify context  Determine whether one item/activity can address the entire standard  Describe something in your curriculum that aligns to the standard

Standard to Practice  Identify content within the CCSS that is not reflected in your curriculum and instruction. This is a gap for you.  Determine what you need to do fill the gap Professional learning Find or purchase resources Borrow or copy from other models Something else?

Standard to Practice Decide whether you can and should shuffle resources  Texts  Units  People  Topics or themes Develop a plan to fill your gaps

Standard to Practice Writing, Grade 6, #1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

Alignment What is most valuable when determining alignment? Standard to standard, assessment item, curriculum, or instructional practice?

Overview of Text Text Complexity Text complexity is defined by: Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task 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.

Finding texts in the appropriate text complexity band? Choose an excerpt of text from Appendix B as a starting place: We could…. or… Use available resources to determine the text complexity of other materials on our own.

Determining Text Complexity A Four-step Process: Quantitative Qualitative Reader and Task 4.Recommend placement in the appropriate text complexity band. 3.Reflect upon the reader and task considerations. 2.Analyze the qualitative measures of the text. 1.Determine the quantitative measures of the text.

Step 1: Quantitative Measures Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Quantitative Measures 38

Step 2: Qualitative Measures Measures such as: Structure Language Demands and Conventions Knowledge Demands Levels of Meaning/Purpose

Step 2: Qualitative Measures The Qualitative Measures Rubrics for Literary and Informational Text : The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

Step 2: Qualitative Measures Because the factors for literary texts are different from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same. And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubric. Instead, six points along each continuum is identified: not suited to the band, early-mid grade level, mid-end grade level, early-mid grade level, mid-end grade level, not suited to band.

Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text

Step 3: Reader and Task Guiding Principles 1.Make close reading and rereading of texts central to lessons. 2.Provide scaffolding that does not preempt or replace text. 3.Ask text dependent questions from a range of question types. 4.Emphasize students supporting answers based upon evidence from the text. 5.Provide extensive research and writing opportunities (claims and evidence).

Just Read, Florida! New Professional Development The Comprehension Instructional Sequence An instructional model based upon research evidence introduced this year to Florida’s teachers. The model assists teachers of students in grades 6-12 in implementing whole-class examination of difficult texts and build students’ specialized knowledge. This sequence helps students grasp textual nuances they would not understand on their own. It is a “text-dependent” approach, ensuring the close examination of key text details and utilizes complex text. Teaching Students to Think as They Read

Defining Action Steps 1. Review your checklists 2. Identify Focus areas 3. Identify 2-3 action steps, define outcome, timeline, who is responsible