ELA COMMON CORE STATE STANDARDS IMPLEMENTATION PRINCIPALS’ TRAINING

WE MUST START WITH THE STANDARDS

STANDARD

THE PROCESS: STEP 1

THE PROCESS: STEP 2 LOCATE VERBS TO IDENTIFY KEY TARGET(S)

THE PROCESS: STEP 3 PLACE INSTRUCTIONAL TARGETS INTO CATEGORIES

INSTRUCTIONAL TARGETS Know Acquisition of essential concepts and/or skills Think Levels of thinking needed to promote deep understanding. Do Performance of understanding that provides evidence of student learning.

EXAMPLE:

ELA INSTRUCTIONAL SHIFTS SHIFT 1: Increase Reading of Informational Text SHIFT 2: Reading & Writing: Evidence-based & from Sources SHIFT 3: Regular Practice with Grade Level Text Complexity and Academic Vocabulary

SHIFT 1- BUILD KNOWLEDGE THROUGH CONTENT-RICH NONFICTION AND INFORMATIONAL TEXT Appendix B provides text exemplars and sample performance task by grade level

WHAT IS INFORMATIONAL TEXT?

 Bloom’s Critical Thinking Cue Questions  Elements of Effective Discussion  Connections

SHIFT 2- READING AND WRITING GROUNDED IN EVIDENCE FROM THE TEXT Appendix C provides a description of each type of writing along with student samples for each grade band:  Informational/Explanatory coveys information  Narrative conveys experiences [real or imaginary]  Argumentative (Persuasive) a reasoned, logical way of demonstrating one’s position, belief, or conclusion

PERCENTAGE OF STUDENT WRITING :  In elementary school, 30 percent of student writing should be to argue, 35 percent should be to explain/inform, and 35 percent should be narrative.  In middle school, 35 percent of student writing should be to write arguments, 35 percent should be to explain/inform, and 30 percent should be narrative.  In high school, 40 percent of student writing should be to write arguments, 40 percent should be to explain/inform, and 20 percent should be narrative.

GRAPHIC ORGANIZERS:

SHIFT 3- REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC VOCABULARY Qualitative evaluation of the text Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text Readability measures and other scores of text complexity Matching reader to text and task Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) Appendix A-

Text Complexity Students should read increasingly complex text with growing independence as they progress toward college and career readiness. Texts should align with the complexity requirements as outlined in Reading Standard 10. All students (including those who are behind) should have extensive opportunities to encounter grade-level complex text. Shorter challenging texts that elicit close reading and rereading should be a part of regular instruction.

Text Complexity cont. Novels, plays, and other full-length texts play an equally important role. Texts selected for instruction should include materials that appeal to students’ interests and encourage independent reading.

SCAFFOLDS Effective scaffolding helps all students experience and understand complex text NC Resources: NY Resources:

ACADEMIC AND DOMAIN SPECIFIC VOCABULARY

EXAMPLE: Tier 1 Deep Push Hot Know Etc. Tier 2 Layers Spouted Pours fourth Surface Tier 3 Volcano Mantle Lava Crust

OTHER RESOURCES: ELA Common Core State Standards Self Study ELA Common Core State Standards Resources

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