Common Core State Standards ELA and Literacy Today: Common Core State Standards Oregon Shifts Thanks to Ken Hermens 1 ODE Staff: Karin Moscon (503)

English Language Arts

English Language Arts (ELA) and Literacy Key Ideas Traditional Focus on literature (fiction) Literary skills (identifying terms and devices like theme) ELA taught in isolation Common Core Informational texts prepare for college and career Close reading, tied to the text Cross-content literacy ELA taught in collaboration

Language Language will be taking a new role in all classrooms. Argument Justification Collaboration Inquiry Analyzing Presenting

Oregon Common Core Shifts 1.Increase Reading of Informational Text 2.Text Complexity 3.Academic Vocabulary 4.Text-based Answers 5.Increase Writing from Sources 6.Literacy Instruction in all Content Areas 5 Oregon CCSS Toolkit Common Core State Standards – ELA & Literacy Resources

Shift 1: Increase Reading of Informational Text At least 50% of reading in elementary grades shifts to informational (current estimate: 7%) By middle school, the percentage increases to 55% (current estimate: 15%) By the end of high school, 70% This reflects the premise that to be college and career- ready, students need to read an increasingly higher percentage of informational text throughout the school day. Research demonstrates that this can be more difficult for students to accomplish.

Shift 2: Text Complexity Demands that college, careers, and citizenship place on readers have increased over the last 50 years The difficulty of college textbooks, as measured by Lexile scores, has increased over the past 50 years Many careers require reading complex technical text By college/career, students are expected to read complex texts with a high level of independence Based on ACT test data, few students in general are prepared for postsecondary reading

Shift 3: Academic Vocabulary Differences in students’ vocabulary levels is a key factor in disparities in academic achievement Generally, vocabulary instruction has been “neither frequent nor systematic in most schools.” Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure…to the words they are trying to learn. Three tiers of words: emphasis on Tier 2 words (general academic words)

Shift 4: Text-based Answers Rich and rigorous conversations which are dependent on students reading a central text or multiple texts Greater emphasis in the standards for students to make explicit references to textual evidence. College and Career Readiness Anchor Standards for Reading: “…referring explicitly to the text as the basis for the answers.” Sample standard from Grade 4: “Refer to details and examples in a text…” “…drawing on specific details in the text…” “based on specific information in the text…” Text based answers are grounded in text based questions. Text based questions/answers provide more equity in classrooms.

Non-Examples and Examples 10 In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? Explain your reasoning using examples from the letter. “The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described in the speech? Not Text-DependentText-Dependent

Shift 5: Increase Writing from Sources Greater emphasis on the selection and use of sources when writing to inform or to make an argument Separate Claim dedicated to research/inquiry to investigate and write about topics. Move toward performance tasks in assessments that focus on research skills Research to Build and Present Knowledge one of the College and Career Readiness Anchor Standards for writing

Shift 6:Literacy Across All Content Areas Clear message that literacy is not just an ELA issue Separate literacy standards: Literacy in History/Social Studies, Science, and Technical Subjects Correlates to the increased emphasis on reading informational text Content area (domain-specific) text during ELA instruction; attention to literacy through reading and writing in social science and science classrooms and throughout the curriculum

Four Claims for Assessment Claim #1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim #2: Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim #3: Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Literary and Informational Text Key Ideas and Details Comprehension of ideas, themes, inferences; summarize Craft and Structure Word meaning and use, forms and structures, author’s style and craft Integration of Knowledge and Ideas Compare/contrast forms; synthesize Range of Reading and Level of Complexity

Writing Text Types and Purposes Genres and components of each Production and Distribution of Writing Writing process, purpose, technology Research to Build and Present Knowledge Gather information; apply reading to research Range of Writing

Language Conventions of Standard English Grammar, Spelling, Punctuation Knowledge of Language Word choice, precision and conciseness Vocabulary Acquisition and Use Understanding audiences Determine meanings of words, phrases, figurative language

Speaking and Listening Comprehension and Collaboration Group Discussions, Listening Skills Presentation of Knowledge and Ideas Speaking presentations, use of multi-media elements, adapting for context

Common Core Anchor Standard for English Language Arts 1.Comprehension and Collaboration –Students are able to: 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; integrate and evaluate information presented in diverse media and formats, including visually, qualitatively, and orally; and evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Structured oral language activities (Jigsaw, Lines of Communication, Small group, etc.) where everyone participates helps all students meet this standard/ claim.

structure-is-the-standards/ A Grecian urn You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered.” Absurd, no? But this is the way many school systems require teachers to deliver instruction to their students; one piece (i.e. one standard) at a time. They promise their customers (the taxpayers) that by the end of the year they will have “covered” the standards.

ELA College and Career Ready: “a portrait of students who meet the standards” 1. Demonstrate Independence 2. Build strong content knowledge 3. Respond to varying demands of audience, task, purpose, and discipline 4. Comprehend as well as critique 5. Value evidence 6. Use technology and digital media strategically and capably 7. They come to respect other perspectives and cultures

Questions Send additional questions regarding ELA and Literacy Standards to: Drew Hinds (503)