ENGLISH/LANGUAGE ARTS COMMON CORE STANDARDS “PREPARING STUDENTS FOR COLLEGE AND CAREER” Carole Mullins, Regional Content Specialist, Eng/LA KLA August 31, 2010

Genres in English Language Arts  Adventure Stories  Historical Fiction  Mysteries  Myths and Legends  Science Fiction  Realistic Fiction  Fantasy  Epic Poem  Step By Step  Autobiographies  Biographies  Memoirs  Opinions  Do It Yourself  Non-Fiction  Thriller  Folktale  Short Stories

Mysteries Learning Targets:  How different are the Common Core Eng/LA standards compared to the current Program of Studies?  What should teachers be doing right now with the standards?  How should I support them?

Revising KY Standards per SB 1  Focus on critical knowledge and skill  Result in fewer, but more in-depth standards to facilitate mastery learning  Communicate expectations more clearly and concisely  Consider international benchmarks and  Ensure that the standards are aligned elementary to postsecondary so that students can be successful at each education level. August 2010Kentucky Department of Education 4

Adventure Stories  What Does It Mean to be a Literate Person in the 21 st Century?  Public School is an adventure.  If you are going to use a map, make sure it’s correct! Kentucky’s Core Academic Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

Epic Poem: “The Key Design”  College and Career Readiness (CCR) Standards  Overarching standards for each strand that are further defined by grade-specific standards  Grade-Level Standards in English Language Arts  K-8, grade-by-grade  9-10 and grade bands for high school  Four strands: Reading, Writing, Speaking and Listening, and Language  Standards for Literacy in History/Social Studies, Science, and Technical Subjects  Standards are embedded at grades K-5  Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12

College and Career Readiness Standards English Language Arts Reading (20) 1)Informational (10) 2)Literary (10) Writing (10) Speaking & Listening (6) Language (6) Literacy in History/Social Studies, Science, and Technical Subjects Reading (10) Writing (10)

Page #Strand/TopicGrade Level 11ReadingK-5 19WritingK-5 23Speaking/ListeningK-5 26LanguageK-5 31Text ComplexityK-5 36Reading Writing Speaking/Listening Language Text Complexity Literacy in History/Social Studies, Science and Technical Subjects 6-12 Table of Contents

Standards do …Standards do not … Establish what students need to learn. Dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards. Attempt to focus on what is most essential. Describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers. Set grade-level standards. Define the intervention methods or materials necessary to support students who are below or above grade-level expectations.

Do It Yourself Standards format highlights progression of standards across grades

Example: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. With no support

RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.K.3:With prompting and support, identify characters, settings, and major events in a story. RL.2.3: With no support Describe how characters in a story respond to major events and challenges. RL.4.3: 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). RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.8.3: Shift in verb Analyze how particular lines of dialogue or incidents in a story or drama propel the action, revel aspects of a character, or provoke a decision. RL : Analyze how complex characters (e.g. those with multiple o r conflicting motivations) develop over the course of a text, interact with other characters and advance the plot or develop the theme. RL :Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed). ProgressionofRigorProgressionofRigor

Step By Step Example of Grade-Level Progression in Reading CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Reading Standards for LiteratureReading Standards for Informational Text Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) Grade 7: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Grades 11-12: Evaluate various explanations for characters’ actions or for events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Grades 11-12: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Historical Non-Fiction Overview of the Reading Standards for History/Social Studies  Key Ideas and Detail: Cite specific textual evidence to support analysis of primary and secondary sources  Craft and Structure: Analyze, evaluate, and differentiate primary and secondary sources  Integration of Knowledge and Ideas: Integrate information from diverse primary and secondary sources into a coherent understanding of an idea or event

Science Non-Fiction Overview of the Reading Standards for Science and Technical Subjects 6-12  Key Ideas and Detail: Cite specific textual evidence to support analysis of scientific and technical texts  Craft and Structure: Analyze the scope and purpose of an experiment or explanation and determine which issues remain unresolved or uncertain  Integration of Knowledge and Ideas: Synthesize information in different formats by representing complex information in a text in graphical form (e.g., a table or chart) or translating a graphic or equation into words

Appendices Appendix A: Supplementary Materials and Glossary Appendix B: Text Exemplars and Sample Performance Tasks Appendix C: Annotated Writing Samples at Various Grade Levels

Kentucky Department of Education ENGLISH LANGUAGE ARTS CROSSWALK

Accessing and Using the Bookmarked Crosswalk  Visit the KDE website:  KDE Quick Links: Program of Studies  Access the link entitled: “English Language Arts Bookmarked Crosswalk (pdf)” (DO NOT access the “crosswalk” link listed first on the page)  Using the Bookmarked Crosswalk and Explanation Handout, instruct ALL teachers how to identify gaps/difference between the POS and CCSS.  Next Step: Work within school PLCs, common planning, etc. and develop an Action Plan for addressing curriculum alignment and instructional issues before the end of the school year.

What have you learned in this training that will help you solve the “Mystery” of…  How different are the Common Core Eng/LA standards compared to the current Program of Studies?  What should teachers be doing right now with the standards?  How should I support them? PLANNING FOR ACTION Work in small groups and brainstorm ideas/strategies that could help you to develop a plan for assisting your teachers as they begin their initial work with the English/LA Standards. Chart and Post 3 – 5 Ideas/Strategies From Your Group’s Work.

How Can I Support You? Carole Mullins Eng/LA Regional Content Specialist