ELA Common Core State Standards A mind that is stretched by new experience can never go back to its old dimensions”. -Oliver Wendell Holmes

You may access the morning presentation by going to

Morning: Sign-In / Activity Around the Room Digging into the Standards Activities Break Finish Standards Work Activities I IRA-Article and Protocol LUNCH Afternoon: SMARTER BALANCED Assessment Discussion Protocol

Demonstrate independence Build strong content knowledge Respond to varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Come to understand other perspectives and cultures -CCSS Introduction

English Language arts is an integrated discipline and even though represented in standards as four distinct areas these should be taught in rich, authentic learning contexts (CCSS, p. 4) The concept of what it means to be literate is constantly changing and the process of becoming literate occurs over an entire lifetime (CCSS, p. 4) Critical thinking and problem solving, communication, collaboration, and creativity are essential attributes of being college and career ready (CCSS, p. 7) Learning is a social event requiring diversity of texts, multiple language uses, and sharing of multiple perspectives in order to explore and analyze the world (CCSS, p. 7)

Literacy is a ‘shared’ educational responsibility The teaching of more informational texts Technology is more than a tool The role of argument Attention to the purposes and range of writing Use of more complex texts (g. 2-12) Attention to vocabulary instruction across all disciplines

…. Pg. 25 Pathways (Activity- Omissions and Emphasis)

Myth #1: Text complexity is a fixed number. Myth #2: All pre-reading activities are inappropriate. Myth #3 Answering text-dependent questions is what teaches students to be analytical readers. Myth #4: The common core abandons fiction. Dina Strasser and Cheryl Dobbertin Published Online: July 10, 2012 Education Week TEACHER s

This NAEP Assessment Framework, 2009 indicated the distribution of liteary and informational reading across the school day which implies that a great deal of informational reading needs to occur outside of the ELA environment in grades 6-12.

The same skill set is in the 10 standards for literary and informational reading The first 9 require deep comprehension and high-level thinking  1-3 Reading for meaning  4-6 Reading for craft  7-9 Thinking across texts Standard #10 – TEXT COMPLEXITY

Shoot –Out Reading Informational Standards Activity Link to The Great Office War

CESA 10 (CESA 10)CESA 10

Reading Standards for Literacy Text Task: Getting Acquainted with Progressions in Understanding Literacy Text 1) Select a CCR Anchor Standard category (ie. Key Ideas, Craft and Structure) 2) Select a grade level standard in that CCR category to trace the progressions. 3) Look at each grade level standard and note the major concepts for each in the organizer. 4) Write a prompt/question for each grade level that a teacher might ask students to demonstrate understanding

... is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak and think critically in a way that is meaningful within the context of a given field. 15

16

Across the disciplines (Disciplinary Literacy)(Disciplinary Literacy) Across the ELA Department The limits of my language are the limits of my world” -Ludwig Wittgenstein

6 Anchor Standards Divided into 2 groupings  Comprehension and Collaboration (Standards 1-3)  Presentation of Knowledge and Ideas (Standards 4-6)

The language standards are written to suggest that language work should be interwoven across the day so that conventions, vocabulary, and craft become a seamless part of your reading writing speaking and listening already underway in your classroom. (Pathways p. 170) 6 Anchor Standards Divided into 3 Categories

 Conventions of Standard English  Knowledge of Language  Vocabulary Acquisition and Use \\\\\\\\\\\\\\\\\\\\\\\

What is needed for ELA materials in order to meet the standards? What is needed for ELA Instruction in order to meet the standards? (USE evidence from the Standards themselves, today’s shared sources and remember Baby- Bathwater.

Kelly Gallagher says, “Have a book flood!” & “Fill the pool with books- you can’t swim without water and you can’t read without books.” WSRA 2012 Pathways: Anthologies and Textbooks have their limitations in achieving the CCSS (Pathways p. 65) Need Primary and Secondary Source Documents Digital Libraries Need a wide variety of genres and levels (Standard 10)

Integrate Literacy Practices! -Create a culture of reading, writing, speaking and listening in your classroom; consider the overall tone and approach you’ll use as a community. Reading and Writing are valued equally in the CCSS so our classroom blocks should reflect this. Scaffold students to more complex texts as appropriate utilizing multiple classroom instruction models and a wide range of genre’s. Ignition of the writer’s workshop model.

Achieve “English Language Arts Common Core State Standards: History/Social Studies, Science and Technical Subjects. Achieve. Allington,Rrichard, “You Can’t Learn Much from Books Yu Can’t Read.” What Really Matters for Struggling Readers: Designing Research Based Programs. 2d ed. Boston: Allyn and Bacon. Calkins, Lucy, Ehrenworth, Mary, Lehman, Christopher “Pathways to the Common Core: Accelerating Achievement.” Heinemann. Dobbertin, Cheryl, Dina Strasser. July 10, “ Four Myths About the ELA Common Core.” Education Week: Teacher.