CCR Secondary Protocols #2a and #3a Understanding Common Core State Standards Structure in ELA and Literacy

College and Career Readiness: Tools for Schools Secondary Sequence

Desired Outcomes – ELA and Literacy in Content Areas Understand the structure and design of the CCSS in English Language Arts Understand the contents of the appendices Discuss the implications for instruction

College and career readiness can be defined as the level of preparation a student needs to enroll and succeed — without remediation — in a credit-bearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program, or in a high-quality certificate program that enables students to enter a career pathway with potential future advancement. Moving Towards Common Core State Standards

Moving Towards Common Core State Standards College and Career Readiness Students (Common Core State Standards Initiative 2010c, 7) demonstrate independence build strong content knowledge respond to the various 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

A Shift in Perspective Current U.S. curricula (“mile wide, inch deep”) coupled with high-stakes testing pressures teachers to – “cover” at “pace” – turn the page regardless of student needs However, learning should not be reduced to merely “a list of topics to cover” – “Teach less, learn more”

1. Read Text of Sufficient Complexity and Range 2. Read Closely to Analyze, Infer and Give Evidence 3. Write to Sources 4. Short, Focused Research 5. Written and Spoken Argument 6. Academic Vocabulary 7. Shared Responsibility for Literacy Development Among All Teachers Shifts in English Language Arts Shifts in English Language Arts

ELA Focus Writing an Opinion / Argument Text Structures Text Complexity

Formative Instructional Practices Where am I going? How do we make learning targets clear to students so that they have the same understanding of quality as teachers do? Where am I now? How does feedback allow students to self- assess and set goals? How do I close the gap? What opportunities allow students to close the learning gap?

How to Read the ELA Literacy CCSS Document The Common Core State Standards are comprised of three main sections: A comprehensive K-5 section Two content area-specific sections for 6-12: – One for ELA – One for history/social studies, science, and technical subjects.

How to Read the ELA Literacy CCSS Document – Key Vocabulary Strand – Big broad ideas that describe the areas of focus for the English Language Arts and Literacy Standards CCR Anchor Standards – General expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed Organizing Elements/Topics – Categorization of ideas and standards within the strand Grade Specific Standards Expectations at each grade level

Strands Grade level standards in 4 strands: ELA and Literacy standards are organized by grade level and strand and define literacy across content areas

College and Career Readiness (CCR) Anchor Standards CCR Anchor Standards provide the organizing structure for the K-12 standards All grade specific standards correlate to a CCR Anchor Standard and are progressive from Kindergarten through 12 th grade. CCR Anchor Standards define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

Strands Reading Foundational K-5 Print Concepts – Phonological Awareness (K-2) Phonics & Word Recognition – Fluency (K-5)

How to Read the ELA Literacy CCSS Document STRAND ORGANIZING ELEMENTS/ TOPICS CCR ANCHOR STANDARDS

CCR Anchor Standards - Reading (pg. 35 or pg. 60) 10 Overarching CCR Anchor Reading Standards – Key Ideas and Details ( 1-3) 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (RL.1) (RI.1) 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (RL.2) (RI.2) 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (RL.3) – Craft and Structure (4-6) – Integration of Knowledge and Ideas (7-9) – Range of Reading and Level of Text Complexity (10)

CCR Anchor Standards - Writing (pg. 41 and pg. 63) 10 Overarching Anchor Writing Standards – Text Types and Purposes (1-3) 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. – Production and Distribution of Writing (4-6) – Research to Build and Present Knowledge (7-9) – Range of Writing (10)

CCR Anchor Standards - Speaking and Listening (pg. 48) 6 Overarching CCR Anchor Speaking and Listening Standards – Comprehension and Collaboration (1-3) 1. 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. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. – Presentation of Knowledge and Ideas (4-6)

CCR Anchor Standards - Language (pg. 51) 6 Overarching CCR Anchor Language Standards – Conventions of Standard English (1-2) 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. – Knowledge of Language (3) – Vocabulary Acquisition and Use (4-6)

1. Read Text of Sufficient Complexity and Range 2. Read Closely to Analyze, Infer and Give Evidence 3. Write to Sources 4. Short, Focused Research 5. Written and Spoken Argument 6. Academic Vocabulary 7. Shared Responsibility for Literacy Development Among All Teachers Shifts in English Language Arts Shifts in English Language Arts Topics/Organizing Elements are the influencing factors of the ELA major shifts.

Writing-The Special Place for Opinion / Argument Among the most important skills expected of incoming students were articulating a clear thesis’ identifying, evaluating, and using evidence to support or challenge the thesis and considering and incorporating counterarguments into their writing. (Intersegmental Committee of The Academic Senates of the California Community Colleges, the California State University, and the University of California, 2002)

Communicative Framework GradeTo Persuade Opinion/Argument To Explain Informational To Convey Experience K-530%35% 6-835% 30% % 20%

How to Read the ELA Literacy CCSS Document STRAND ORGANIZING ELEMENTS/ TOPICS CCR ANCHOR STANDARDS NOTES only found in introductory paragraphs GRADE ‐ LEVEL COLUMNS GRADE ‐ SPECIFIC STANDARDS

Find it – Tab it – Mark it ELA 9 th- 12 th Reading Literature pages 38 9 th- 12 th Reading Informational page 40 9 th- 12 th Writing pages th- 12 th Speaking and Listening page 50 9 th- 12 th Language pages Content Literacy 9 th- 12 th Reading History/SS page 61 9 th- 12 th Reading Science/Technical Subjects page 62 9 th- 12 th Writing History/SS and Science/Technical Subjects pages 64-66

Let’s Practice 9-10.RI.4 9 th – 10 th Grade Reading Informational Standard 4

Let’s Practice SL.1(c) 11 th - 12 th Grade Speaking and Listening Standard 1(c)

Let’s Practice RH.4 11 th - 12 th Grade Reading History / SS Standard 4

Let’s Practice 9-10.WHST.9 9 th - 10 th Grade Writing History/SS and Science/Technical Subjects Standard 9

Structure of CCSS for Reading HCPSCCSS No sections3 Main Sections: K-5 Section, 6-12 ELA, and History/Social Studies, Science and Technology Strands: Reading, Writing, and Oral Communication Strands: Reading, Writing, Speaking and Listening, and Language Topic: Reading Comprehension, Literary Response and Analysis, Conventions and Skills, and Rhetoric Organizing Elements/Topics: 1.Reading Literature 2.Reading Informational 3.Reading Foundational 4.Writing 5.Speaking and Listening 6.Language StandardsAnchor Standards BenchmarksGrade Specific Standards No AppendicesAppendices

Appendix A Researching Supporting Key Elements of the Standards ◦ Reading (text complexity): pgs. 2 ‐ 16 ◦ Reading Foundational Skills: pgs. 17 ‐ 22 ◦ Writing: pgs. 23 ‐ 25 ◦ Speaking and Listening: pgs. 26 ‐ 27 ◦ Language: pgs. 28 ‐ 31 ◦ Vocabulary: pgs. 32 ‐ 35 Glossary of Key Terms: pgs. 42 ‐ 43

Appendix B Text Exemplars & Sample Performance Tasks Grade 9: pgs Grade 10: pgs Grade 11: pgs Grade 12: pgs *Note: These texts “…expressly do not represent a partial or complete reading list.” They are neither limiting nor obligatory.

Appendix C Writing samples ◦ Illustrate the criteria required to meet the Common Core State Standards ◦ Provides particular types of writing—argument, informative/explanatory text, and narrative—in a given grade ◦ Exhibits the level of quality required to meet the writing standards for the specific grade levels

Online Resources DOE narrated PowerPoint presentation for CCR Protocol 2: Understanding the CCSS Structure – – Common Core State Standards – ‐ standards Hawaii Standards Toolkit – Deconstructed Standards (Kentucky): – lish+language+arts+deconstructed+standards.htm Unpacked Standards (North Carolina): – ‐ core ‐ tools/#unela Unpacked Math Standards (Arizona): – ‐ practices/mathematics ‐ standards/

33 Grade 7 Grade 8 Grade 9 Grade 8 Grade 9 Grade 10 Grade 9 Grade 10 Grade 11

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