English Language Arts Common Core Standards and Model Curriculum Marcia Barnhart Associate Director of English Language Arts

Overview of English Language Arts Common Core Standards Description of English Language Arts Model Curriculum Update on future of Ohio’s assessment system Session Objectives

Revised Academic Content Standards: June 2010 Model Curricula: March 2011 Aligned System of Assessments: 2014 First Step: Revised Standards

Not later than June 30, 2010… the state board of education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, science, and social studies. – ORC § (A)(1) Standards Revision

Strands Topics Standard Statements by Grade Level Standards Statements by Grade Level “What” students should know and be able to do at each grade level and band. The main focus of the content within each strand. The major areas or disciplines of study within each content area. ELA Common Core Standards Framework

StrandsStrands TopicsTopics Standard Statement ELA Common Core Format

RL = Reading for Literature RI = Reading for Information RF = Reading Foundations W = Writing SL = Speaking and Listening L = Language Common Core Coding

RL.1.2 Sample Code Reading Literature Standard 2 Grade 1

W.4.3 Writing, Grade 4, Standard 3 RF.2.4 Reading Foundations, Grade 2, Standard 4 L.10.3a Language, Grade 10, Standard 3a CCSS Coding Quiz

Additional Components Common Core Standards Anchor standards (K-12) Literacy standards for History/Social Studies, Science and other Technical Subjects (Grades 6-12) Appendix A – Text complexity Appendix B – Illustrative texts Appendix C – Student writing exemplars Language Progressive Skills (Grades 3-12)

Spotlight on what students read: ‒Complexity ‒Range Close analysis of texts with evidence to back up claims and conclusions Writing to sources Research (short projects) Several Key Shifts

Marshaling arguments Academic vocabulary (Isabel Beck’s Bringing Words to Life) Evidence, evidence, evidence Several Key Shifts

1.Make close reading of texts central to lesson 2.Structure majority of instruction so all students read grade-level complex texts 3.Emphasize informational texts from early grades on 4.Provide scaffolding that does not preempt or replace text 5.Ask text-dependent questions Ten Guiding Principles

6.Provide extensive research and writing opportunities (claims and evidence) 7.Offer regular opportunities for students to share ideas, evidence and research 8.Offer systematic instruction in vocabulary 9.Provide explicit instruction in grammar and conventions 10.Cultivate students’ independence Ten Guiding Principles

Transitioning to Revised Standards Familiarize yourself with structure and content of new standards Understand commonalities and differences between current and revised standards Discuss implications for instruction and assessment Choose at least one guiding principle to address each year

Intentional Design Limitations What Standards do NOT define: How teachers should teach All that can or should be taught Nature of advanced work beyond core Interventions needed for students well below grade level Full range of support for English language learners and students with special needs – Common Core Presentation 2010

Q:Will the common core state standards keep local teachers from deciding what or how to teach? A:No. Common core standards are clear set of shared goals and expectations for what knowledge and skills will help students succeed Local teachers, principals, superintendents and others will decide how standards are met Teachers continue to devise lesson plans and tailor instruction to individual needs of students in classrooms Local teachers, principals, superintendents and school boards continue to make decisions about curriculum and how school systems are operated – Common Core Presentation 2010 Q:Will the common core state standards keep local teachers from deciding what or how to teach? A:No. Common core standards are clear set of shared goals and expectations for what knowledge and skills will help students succeed Local teachers, principals, superintendents and others will decide how standards are met Teachers continue to devise lesson plans and tailor instruction to individual needs of students in classrooms Local teachers, principals, superintendents and school boards continue to make decisions about curriculum and how school systems are operated – Common Core Presentation 2010 Frequently Asked Question

ELA Crosswalk Aligns current ELA Standards to Revised ELA Common Core Standards (in broad way) Available at education.ohio.goveducation.ohio.gov (Academic Content Standards>English Language Arts>Comparison of the K-12 Ohio Academic Content Standards and the Common Core Standards) Updated February 1 – please use new version

Deeper look at how revised standards align to 2001 standards By grade level, will show: – What is same – What is new – What is no longer present To be released by ODE in August Comparative Analysis

Upcoming PD Sessions Regional meetings around the state beginning in October to explain CCSS in all four content areas Seeking people to facilitate those meetings (Regional Content Facilitators) Contact for an

Revised Academic Content Standards: June 2010 Model Curricula: March 2011 Aligned System of Assessments: 2014 Next Step: Model Curricula

Why a Model Curriculum? …the state board shall adopt a model curriculum…The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor. – ORC § (B)

What is the Model Curriculum? Web-based tool, aligned to standards, that: Presents information specific to content area by grade level, grade band and course Provides curricular and instructional guidance Includes instructional strategies and resources Informs assessment development

Progressions Content Elaborations Enduring Understanding Instructional Strategies and Resources English Language Arts Grade 3 Standards Model Curriculum Example

To be updated and expanded every year Includes link to for plethora of resources and strategies for diverse learnerswww.cast.org Instructional Strategies and Resources

Helpful Websites (Use link at top of page, The Standards) (Curriculum maps linked to Common Core Standards) (Academic Content Standards>English Language Arts>Comparison of the K-12 Ohio Academic Content Standards and the Common Core Standards)

On ELA landing page, link to video clip entitled Bringing Common Core to Life Presentation of model lesson by one of writers of Common Core, David Coleman Demonstrates how to teach close reading of text Another Powerful Resource

Revised Academic Content Standards: June 2010 Model Curricula: March 2011 Aligned System of Assessments: 2014 Ohio’s Comprehensive Educational System

Assessments suspended: – Writing, Grade 4 and 7, OAA – Social Studies, Grade 5 and 8, OAA – and school years All five OGT tests will still be administered Assessment Suspension

Ohio participating in two assessment consortia to develop new ELA and mathematics assessments: Partnership for Assessment of Readiness for College and Careers (PARCC) SMARTER Balanced Ohio’s New Assessments

New Assessments Field testing: Standard setting: New tests begin:

Preparation for New Standards Tasks for Districts Preparation for New Standards Tasks for Districts

Quiz Name the four strands found in the Common Core State Standards for ELA Name the four strands found in the Common Core State Standards for ELA Reading (Literature and Informational Text) Writing Speaking and Listening Language

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Complex Texts Name the topics found in the Reading Literature Strand

Appendix A Where can you find more information about calculating text complexity?

Appendix C Where can you find exemplars of student writing?

Model Curriculum: Content Elaborations Where can you find deeper explanations about what the standards expect students to know and be able to do?

Resources and strategies for diverse learners including English Language Learners, students with disabilities and gifted students What type of support can you find at

Questions? Marcia Barnhart Office: (614)