That will take you to this page Scroll Down When you get to Common Core English Language Arts Download the PDF for the Common Core ELA

Agenda Review of Common Core Digging Deep into Common Core Blueprint Unpacking Common Core Instructional Ideas Next Steps…

Learning Targets Clearly understand and articulate the Common Core Standards that will be covered in your Content Gain insights/ideas of how to imbed these standards into your instruction while supporting/enhancing your content

Wondering….. Take a minute to think about last meeting…. Discussion What were your take-aways/aha’s ? Using a post-it please put on a scale of 1-5 (1 being low and 5 being high) your level of understanding of Common Core (have one person at your table go up and post results) Discussion

Washington’s Vision for Education Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century. Washington’s Vision for Education Research: Need for college and career reading students to be proficient in reading complex informational text independently. Q: What does reading independently mean?

Implementing the Common Core State Standards in Washington State Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all teachers are prepared and receive the support they need to implement the standards in their classrooms every day. Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS.   Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level. These standards are meant to “complement” and provide intentional explicit teaching points to support the content understandings.

Common Core Implementation Timeline 2010- 11 2011- 12 2012- 13 2013-14 2014- 15 Phase 1: Awareness and Understanding, Alignment, and Adoption Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials Phase 3: Classroom Transitions Phase 4: Statewide Implementation through the Assessment System CSS Webinar Series Part 2: ELA January 2012

The Five Claims – Students can 1. read closely and critically to comprehend a range of increasingly complex literacy and informational texts. 2. produce effective writing for a range of purposes and audiences 3. employ effective speaking and listening sills for a range of purposes and audiences 4. engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information. 5. skillfully use and interpret written language across a range of literacy tasks. These standards “demand” a great deal of reading in all disciplines. As well as writing to: persuade, explain, argue, inform and convey real or imagined experiences. CSS Webinar Series Part 2: ELA January 2012

Foundational Skills (e.g. phonics, word recognition, fluency) 1 2 3 4 5 6 7 8 9-10 11-12 Foundational Skills (e.g. phonics, word recognition, fluency)   Print concepts Phonological awareness Alphabetic principal Phonics and word recognition fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Students are reading rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance grades K-5 = 50%* literature ; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text Balance grades 9-12 = 30%* literature; 70%* informational text Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects Focus on key ideas, details, using evidence from text to support conclusions; contextual vocabulary acquisition; point of view Writing Standards Focus on teaching the processes of writing, including a balance of text types and literacy in History/ socials tudies, and science Balance of writing types, including writing in the content areas By grade 4—opinion =30%; information = 35%; narrative =35% Grade 8 – argument = 35%; information = 35%; narrative = 30% Grade 12 – argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Comprehension and collaboration Presentation of knowledge and ideas Evaluate speaker’s point of view Use of rhetoric Critical thinking Language Standards Conventions of standard English, knowledge of language, vocabulary acquisition CSS Webinar Series Part 2: ELA January 2012 WSASCD Conference October 14, 2011

“Disciplinary Literacy” Calling on the experts in the field to help students meet the particular challenges of reading, writing, speaking, listening and language in their respective fields. “Skilled teachers trained in specific discipline are best positioned to teach students how to read, write and think deeply about the content.” Discuss this philosophy for a second….

Page 59 begins the Literacy Section Page 62 Shows the 10 Reading Anchor Standards in Grade Bands 6-8, 9-10, and 11-12 Banded Writing Anchor Standards are on page 65-66

Common Core Literacy Standards The Common Core is organized by grade level: K-5, 6-8, 9-10, 11- College and Career Ready Several sets of Literacy Standards (I’ll concentrate on the first 2) Reading, Writing, Speaking/Listening, Language Reading standards are divided by grade level into: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Writing standards are divided by grade level into: Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing K-5 literacy standards are embedded within the standards. There are separate standards for grade levels 6-8, 9-10, 11-CCR

Progression of Learning Common Core simply takes the 10 Anchor Standards in Reading and Writing and adds levels of sophistication over time.

Increasing Sophistication Reading Anchor Standard #9 Integration of Knowledge and Ideas Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Kindergarten Grades 11-CCR Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Integration of Knowledge and Ideas 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. This scaffolding is embedded within the standards as they are a grade-band continuum. At the beginning there will be heavy scaffolding and direct, explicit instruction. By the end of the continuum students should demonstrate proficiency independently.

Discussion: What does this increased sophistication mean? On a Post-It write your definition of the Gradual Release of Responsibility

Defining Gradual Release of Responsibility…. Modeled, Shared, Guided and Independent (I do, We do, You do) This is the last chance students will get to have these skills modeled and scaffolded with them Let’s try it….. “On the Road to Implementation” Marking the Text (AVID critical reading strategy)

Reading Anchor Standards 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.

Reading Anchor Standards 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.

Reading Anchor Standards 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. 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.

Reading Anchor Standards Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

Planning…. Process- begins in English class but the Transfer to your content deepens the understanding of how to utilize that skill/strategy. Important to identify your existing practices – you will find that you are already doing much of this in your courses. What is CC requiring that we don’t already do? - Filling in the gaps….. Collaborate with ELA teachers – plan units together, use the same formats, ways to attack a text, etc. Co-planning: English teachers teach process and you add the content and then create a rubric to score together. “Having a crosswalk that shows how these literacy standards impact and reinforce SS, Science and Technical subject standards would be useful for all teachers – and could lead to opportunities for cross fertilization, shared lessons and professional development across the disciplines.

How do we do this? With the exception of Standard #5 (Text Structure) and #10 (Text Complexity) most of you are probably already asking this of your students. Looking for evidence Central Ideas Causation Vocabulary Point of View and Bias Multiple types of Media Fact or Opinion Primary and Secondary Sources

CC Blueprint/Instructional Strategies Common Core Literacy Reading Standard: Core Curriculum Unit(s): Core Strategies: Additional Suggested Strategies: Key Ideas & Details Cite Evidence to Support Analysis of Text Summarize Central Idea AVID Critical Reading Strategy 12: 12:3: Learning About Evidence 12:4: Analyzing Evidence 12:5-6: Citations Steps of a Procedure AVID Critical Reading Strategy 10: 10.1-2: Strategies for Summarizing 10.3-10.8 Summary techniques Craft & Structure Vocabulary Specific to Science AVID Critical Reading Strategy 1 : 1: Planning for Reading Strategy 2: Prereading Organization of Text AVID Critical Reading Strategy 3: 3: Learning and Retaining Academic Vocabulary Author’s Purpose AVID Critical Reading Strategy 8 8: Charting the Text Integration of Knowledge and Ideas Quantitative or Technical /Visual Evidence Analysis AVID Critical Reading Strategy 10 10.2-3 Author’s Claim and Evidence Fact vs. Opinion (Claims & Reasoning) AVID Critical Reading Strategy 2 2:3-4: Previewing and Reading Visual Aids Text Comparisons Text Complexity Reading Independently and Proficiently AVID Critical Reading Strategy 11 11.1-2 Three Part Source Integration First show Writing Blueprint and then show this Blueprint

Discussion Time Tables consolidate & share findings What is currently your strongest area of reading alignment to the CC? What are 2 significant areas you feel you CAN BEGIN to “upgrade” in some way this school year? What is 1 thing on the back burner that will surely need more attention by next year? Any other insights gained during this process?

Reading Grade Level CCSS Standards…. Using your knowledge of the Anchor Standards – let’s look at the grade specific standard linked to your specific grade level…. Key Ideas and Details RHST1 What do you notice? Look at the grade level below/above you – what do you notice?

Unpacking the Standard…. Clearly articulate the Know, Understand and DO process of unpacking the standard

Unpacking Activity Pair Up Think Share Choose a Standard you and a partner want to focus on Think “Unpack the standard” Identify Tasks What aspects/strategies need to be in place? When/Where would you see this standard practiced? College, Career, Real World? Share

Appendix A Text Complexity….

How does text complexity define the ELA standards? Reading standard #10 defines the rigor of standards #1-9. In the reading standards which include reading for literature, reading for information, and reading history/social studies, science and technical subjects, there are 10 standards. The 10th standard has to do with text complexity. While it is listed as it’s own standard, standard 10 really defines the rigor of standards 1-9. Let’s think about this in terms of inference. An inference is when you take information provided in the text and your own background knowledge and use that to comprehend the text. In a low level text like “Ruby the Copy Cat”, students might look at a picture of Ruby entering her new classroom with pink cheeks and a nervous expression and think about how they have felt walking into a new class to infer that she is nervous and scared. The information from the text was derived through a picture and the background knowledge needed to make the inference was familiar to most students. In a higher level text, students may have to notice ambiguous information in the text and draw on background knowledge that is less common or less familiar. Therefore, the level of text increases the demand involved in the inference. We can think about each of the standards 1-9 in this way. When looking at the level of text students are supposed to apply the standard in, we define the cognitive demands of the standard. In this example, 3rd grade teachers may look at the exemplar text “Sarah Plain and Tall” to think about each standard. For standard number 1 for example, they will ask what types of questions will students have to ask and answer to comprehend this level of text? What details and evidence will they have to attend to? The CCSS define text complexity based on a three pronged model that includes quantitative measures, qualitative measures, and reader and task considerations. We will look at each one of these to help us define text complexity. CSS Webinar Series Part 2: ELA January 2012

The Literacy Pyramid Grades 10- CCR Grades 5-9 Grades K-4 Jargon, Sophisticated Vocabulary, Discipline specific language Larger Words, Reading Strategies, Complex Vocabulary, Text types Text Structures Language and Text Complexity Letter Sound Translation, Decoding, Conventions, Spelling Structures, Simple Vocabulary, Stories CCR= College and Career Ready

Text complexity is defined by: w of Text Complexity Quantitative Quantitative measures Qualitative Qualitative measures Reader and Task Reader and Task considerations The CCSS define text complexity based on a three pronged model that includes quantitative measures, qualitative measures, and reader and task considerations. We will look at each one of these to help us define text complexity. Quantitative measures refer to those aspects of text complexity such as word length, word frequency, sentence length, and text cohesion. These are very difficult for a human reader to evaluate and are usually measured by computer programs, for example lexile. Another measure to look at is qualitative measures. These are the measures that the ACT used to categorize texts as uncomplicated, more challenging, or complex. Qualitative measures, unlike quantitative measures are only measurable by an attentive human reader and cannot be measured by a computer. They include things like relationships, richness, structure, vocabulary, and purpose. And finally, the CCSS acknowledges that the student’s own background knowledge, experiences, interests, and motivations contribute to the complexity. January 2012 CSS Webinar Series Part 2: ELA

Writing….

Writing Anchor Standards Text Types and Purposes 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.

Writing Anchor Standards 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.

Writing Anchor Standards 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.

Writing Anchor Standards 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.

Increasing Sophistication 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6th Grade Grades 11-CCR Production and Distribution of Writing 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Production and Distribution of Writing 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

(Know what you don’t know) How do we do this? Collaborate with ELA teachers in your school (Know what you don’t know) Students need a lot more writing practice. Students need teachers who model good writing. Students need many opportunities to read and study other writers. Students need choice when it comes to writing topics. Students need to write for authentic purposes and for authentic audiences. Students need meaningful feedback from both the teacher and their peers.

Six Major Shifts in Focus Priorities Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding Literary/ Informational 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. Word Meaning 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. Text Structure 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. Text Complexity Read texts of increasingly complexity with accuracy, fluency, and comprehension Thinking Assess how point of view or purpose shapes the content and style of a text, when writing or speaking or listening for a purpose

Current Resources for Teachers Washington State created documents and shared resources: http://www.k12.wa.us/Corestandards/default.aspx Burlington-Edison Common Core Resource Page: http://www.be.wednet.edu/Page/2545 CSS Webinar Series Part 2: ELA January 2012

Reflecting upon what you did today, take a few moments to “jot down” some implications for upgrading the literacy curriculum & instruction within your units. Consider the following and then share. 1. Content/Pedagogy: What are your most critical areas of need? What should you tackle first? What is your general timeline for this year into next year? 2. Collaboration: How might you expand & support this work across teacher teams you work with? 3. Supports: What resources might further your transition work? What new learning do you need so you will have greater clarity around implementing the CCSS across content areas?

Implementation Activities Things to consider with your teams… What is different about the CCSS? What will students be doing differently? What will teachers be doing differently? Next Steps…… Connect with ELA teachers to align literacy resources, pacing, etc. Continue working on unpacking the standards to help you plan your units of study Begin compiling more reading resources for your units Engage learners in the above questions….. One of the challenges is that if we change standards- they just implement whatever activity they have into this new set of standards. We want educators to think differently about this – not just doing what you have always done – but be intentional about meeting these new standards. CCSS Webinar Series Part 2: Systems Update January 2012

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