Common Core State Standard: ENGLISH LANGUAGE ARTS OSPI /ESD LLC TEAM

Common Core State Standards Our goals for today… Participants will… Take a glimpse at the past and a peek at the future Navigate the document Glance into the content strands Consider implications for your work Review resources and coming events

Common Core State Standards Define the knowledge and skills students need for college and career Developed voluntarily and cooperatively by states; more than 40 states have adopted Provide clear, consistent standards in English language arts/Literacy and mathematics Source: www.corestandards.org

Washington State’s 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

Common Core State Standards in English Language Arts A glance at the content

(includes Speaking and Listening) Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) ELA Common Core Standards Speaking and Listening Reading Writing Language Media & Tech Our current Washington State standards are divided into the three content areas: reading, writing, and communication which includes speaking and listening. The CCSS are divided into Reading, Writing, Speaking and Listening, and Language for conceptual clarity (in other words, it makes sense for how the book is laid out), however the learning processes are closely intertwined throughout the document. Research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section and encompass all content stands. This allows students to develop mutually reinforcing skills, reading skills that support writing, language skills that support speaking and listening, etc. Later in the presentation we will take a look at some specific examples of integrated standards.

The ELA Document Structure Introduction page 10 K-5 page 11 Reading Foundational Skills Writing Speaking and Listening Language 6-12 page 35 Reading Writing Speaking and Listening Language Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C

College and Career Readiness Anchor Standards for ELA College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards Reading - 10 Writing - 10 Speaking and Listening - 6 Language - 6

Introduction Locate the introduction Answer questions #1- 3

Reading Strand Reading Anchor Standards K-5 page 10 Reading Literature Standards page 11 Reading Informational Standards page 13 Foundational Skills Standards page 15 Reading Anchor Standards 6-12 page 35 Reading Literature Standards page 36 Reading Informational Standards page 39

Reading Strand Abbreviation Strand Grade Levels Sub-heading

Reading Sub-headings Reading Foundational Skills (K-5 only) Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Foundational Skills (K-5 only) Understanding concepts of print Phonological awareness Phonics and word recognition Fluency

Reading Task Scavenger Hunt questions (# 4,5,6) What stands out regarding content and/or organization? Share out

Writing Strand Writing Anchor Standards K-5 page 18 Writing K-5 Standards page19 Writing Anchor Standards 6-12 page 41 Writing 6-12 Standards page 42 Introduction Definition of writing

Writing Sub-Headings Writing Text types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge

Writing Task Scavenger Hunt questions (# 7,8) What stands out regarding content and/or organization? Share out

Speaking and Listening Strand Speaking and Listening Anchor Standards K-5 page 22 Speaking and Listening K-5 Standards page 23 Speaking and Listening Anchor Standards 6-12 page 48 Speaking and Listening 6-12 Standards page 49

Speaking and Listening Sub-headings Comprehension and Collaboration Presentation of Knowledge and Ideas

Speaking and Listening Task Scavenger Hunt questions ( # 9,10) What stands out regarding content and/or organization? Share out

Language Language Anchor Standards K-5 page 25 Language K-5 Standards page 26 Language Anchor Standards 6-12 page 51 Language 6-12 Standards page 52

Language Sub-headings Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

Language Task: Scavenger Hunt questions (# 11, 12) What stands out regarding content and/or organization? Share out

Literacy Standards for History/Social Studies, Science, and Technical Subjects Reading Anchor Standards page 60 Reading Standards for Literacy in History/Social Studies 6-12 page 61 Reading Standards for Literacy in Science and Technical Subjects 6-12 page 62 Writing Anchor Standards page 63 Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 page 64

History / Social Studies Science, and Technical Subjects Task: Scavenger Hunt questions (# 13 ) What stands out regarding content and/or organization? Share out

Example of Grade-Level Progression in Reading CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

An example of CCSS Integrated Literacy W.4.9a W.4.9b Writing standard 9 – Grade 4 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “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].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

An example of CCSS Integrated Technology Reading Standard 7– Grade 8 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. technology speaking OR writing

Three Appendices Include Valuable Information Scavenger Hunt questions (# 14, 15, 16 ) What stands out regarding content and/or organization? Share out The Appendices are critical to this document. Appendix B provides diverse examples of text exemplars and student samples Appendix C provides informational, narrative, argumentative writing samples. There are two samples from WA state writing assessment

Appendix A Research and evidence Glossary of key terms Overview of each strand Text complexity Conventions grade-level chart

Appendix B: Reading Text Exemplars with Sample Performance Tasks

Appendix C : Annotated Student Writing Samples

Appendix C : Annotated Student Writing Samples

What instructional shifts do you see? Share out

ELA / Literacy: 6 Major Shifts for Teachers to Consider Balance of Literary and Informational Texts Literacy in the Content Areas Increased Complexity of Text Text-based Questions and Answers Writing Using Evidence Academic Vocabulary

Balance of Literary and Informational Texts Literature includes Stories Drama Poetry Informational Text includes Literary Nonfiction Personal essays Speeches Opinion pieces Biographies Memoirs The first shift mentioned is in regards to the Balance of Literary and Informational texts. The balance of text has shifted to include more informational text to match what our students will face as young adults in college or the workplace. As you can see, there is a gradual shift from the early grades where students will encounter informational text 50% of the time to grade 12 when informational text is taught 70%. A list of general list of some types of literature and Informational text is included. You might note the addition of drama as a literary genre.

Literacy in the Content At K-5 Emphasis on literary experiences in content specific domains Instruction in science and history/social studies Grades 6-12 Teaching content specific literacy Reading is critical in building knowledge in content areas

Increased Complexity of Texts Staircase of complexity Each grade level, step of growth More time for close and careful reading Appropriate and necessary scaffolding and supports for students reading below grade level This shift comes from Reading Anchor standard 10 which outlines the level of text complexity at which students need to demonstrate comprehension in each grade. The Common Core State Standards emphasize students encountering appropriately complex texts at each grade level in order to develop the skills needed for success in school and life. The emphasis is on close reading of complex text, quality over quantity. Teachers are encouraged to scaffold instruction to enable students to read at an appropriate level of complexity rather than reduce the complexity of the text.

Text complexity is defined by w of Text Complexity Quantitative Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 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. This is a look at the three components of text complexity. Most often we consider reading levels as connected to a grade level and are based primarily on quantitative measures. That quantitative measure looks primarily at word count and sentence structure and is only one piece to the puzzle of text complexity. Beyond looking at the quantitative measure, text complexity involves qualitative measures that include the theme or message of a text along with other features such as text structure. Finally, the reader’s background is considered. Consider Steinbeck’s novel, the Grapes of Wrath. The quantitative measure of the book places it at a grade 2 or 3 text level. When combined with qualitative measures, the novel is placed at grade levels 9 or 10.

Text-based Questions and Answers Rich discussions dependent on common text Focus on connection to text Develop habits for making evidence based arguments in discussion and writing

Writing Using Evidence Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research – short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)

Balance of Writing Text Types In grades K-5, the term opinion refers to persuasive writing Argumentative is a form of persuasion but brings in evidence from both sides of the issue. Narrative strategies are important component to developing both argumentative and explanatory writing Technology will be used to create, refine and collaborate writing This chart outlines the percentage of emphasis that should be given to the three types of writing listed and is considered a shift to more real world expectations of writing. As members of society we are expected to research information, think about what it means, make decisions based on this information, and explain those decisions, either in writing or orally. Some important notes: The elementary grades use the term “opinion” when referring to persuasive or augmentative writing. Argumentative is a form of persuasive writing that focuses in the evidence from both sides of an issue. Students need to be able to combine elements of different kinds of writing – for example to use narrative strategies within an argumentative essay.

Academic Vocabulary Vocabulary to access grade-level, complex texts Vocabulary that crosses content Focus on pivotal, commonly found words, such as consequently, generation Academic words are words students encounter in multiple text but are not content specific. Understanding these words will help students move through complex text and help students connect reading, writing, speaking and listening. Academic vocabulary is based on Language standard 6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. More specific information regarding the three tiers of words can be found in Appendix A pages 32-33.

A Focus from “The Big Ideas” Strongest Messages Shift to higher-level thinking skills Increased focus on Informational text in all subject areas Rigor regarding depth and focus, quality over quantity Writing using texts and evidence The move toward “career and college readiness”… CCSS add grades 11 and 12 Greater focus on increasing text complexity, argumentative writing, research skills from early grades WA strength at K-3 / student goal setting

Reflection: What key messages stand out for you? How will this impact your responsibilities and work? What questions do you still have?

For More Information Common Core Website: http://www.corestandards.org/the-standards Common Core Questions: Email: corestandards@k12.wa.us Hunt Institute Videos http://www.youtube.com/watch?v=9IGD9oLofks&feature=playe r_detailpage (overview) http://www.youtube.com/watch?v=Jt_2jI010WU&feature=relat ed (writing)

Thank you. corestandards@k12.wa.us