2. English Language Arts Organization & Overview

3. 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 3

4. 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 4

5. Washington State’s Implementation Timeline 2010-112011-122012-132013-142014-15 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 5

6. Smarter Balanced Assessment Consortium A Peek at the Assessment System

7. The Purpose of the Consortium  To develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that... ...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching [The assessments shall be operational across Consortium states in the 2014-15 school year] 7

8. A National Consortium of States  29 states representing 48% of K-12 students  21 governing, 8 advisory states  Washington state is fiscal agent 8

9. A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction 9

10. System Highlights Re-take option Optional Interim assessment system— Summative assessment for accountability Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. Scope, sequence, number, and timing of interim assessments locally determined PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT * Time windows may be adjusted based on results from the research agenda and final implementation decisions. English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR Source: http://www.ets.org INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT 10

11. Support for Special Populations  Accurate measures of progress for students with disabilities and English Language Learners  Accessibility and Accommodations Work Group engaged throughout development  Outreach and collaboration with relevant associations Common- Core Tests to Have Built-in Accommodations - June 8, 2011 “ ” 11

12. State Involvement in Getting the Work Done: Consortium Work Groups Work group engagement of 90 state-level staff: Each work group: Led by co-chairs from governing states 6 or more members from advisory or governing states 1 liaison from the Executive Committee 1 WestEd partner Work group responsibilities: Define scope and time line for work in its area Develop a work plan and resource requirements Determine and monitor the allocated budget Oversee Consortium work in its area, including identification and direction of vendors Accessibility and Accommodations 1 Formative Assessment Practices and Professional Learning 2 Item Development 3 Performance Tasks 4 Reporting 5 Technology Approach 6 Test Administration 7 Test Design 8 Transition to Common Core State Standards 9 Validation and Psychometrics 10 12

13. Myth Buster  Read the CCSS Myth  Share your thoughts with a partner  Select the “Five Myths about Common Core Standards” article by R. Rothman  Share out your Myth & Myth Buster

14. Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) Language Media & Tech 14

15. Four Strands There are four strands in the ELA document. 1. ELA Standards for Reading 2. ELA Standards for Writing 3. ELA Standards for Speaking and Listening 4. ELA Standards for Language These are organized by grade levels 1. K-5 2. 6-12

18. College & Career Readiness Anchor Standards(CCR) Each strand is lead by college & career readiness anchor standards (CCR). The grade level standards were back mapped from the CCR anchor standards. ELA Standards for Reading 10 CCR Anchor Standards ELA Standards for Writing 10 CCR Anchor Standards ELA Standards for Speaking & Listening 6 CCR Anchor Standards ELA Standards for Language 6 CCR Anchor Standards

21. Sub-Headings Each of the standards are grouped under a sub- heading that generally categorizes a group of standards. Sub-Headings for Reading Key Ideas & Details (Standards 1-3) Craft & Structure (Standards 4-6) Integration of Knowledge & Ideas (Standards 7-9) Range of Reading & Level of Text Complexity (Standard 10)

23. Sub-Headings Each of the standards are grouped under a sub- heading that generally categorizes a group of standards. Sub-Headings for Writing Text Types & Purposes (Standards 1-3) Production & Distribution of Writing (Standards 4-6) Research to Build & Present Knowledge (Standards 7-9) Range of Writing (Standard 10)

25. Sub-Headings Each of the standards are grouped under a sub- heading that generally categorizes a group of standards. Sub-Headings for Speaking & Listening Comprehension & Collaboration (Standards 1-3) Presentation of Knowledge & Ideas (Standards 4-6)

27. Sub-Headings Each of the standards are grouped under a sub- heading that generally categorizes a group of standards. Sub-Headings for Language Conventions of Standard English (Standards 1-2) Knowledge of Language (Standard 3) Vocabulary Acquisition & Use (Standards 4-6)

30. Reading

31. Grade Levels Strand Abbreviation Sub-heading 31

32. Tab your Standards COLOR ____________  K-5 Reading Literature (RL) P. 9  6-12 Reading Literature (RL) P. 35 COLOR ____________  K-5 Reading Informational (RI) P. 13  6-12 Reading Informational (RI) P. 39  6-12 Reading History/Social Studies (RH) Science & Technical Subjects (RST) P. 59

33. activity 1. Find a partner 2. Sort the reading CCR anchor standards into each of the four subheadings. 3. Answer these questions in your table groups…  What did you notice about the categories?  Wow  I wonder…

34. Connections Across RL, RI, RH, RST Because all of the reading standards are back mapped from the same 10 CCR anchor standards, it is helpful to look at all the #1s, all the #2s, etc. ACTIVITY Look at the handout that shows all of the #1s for RL, RI, RH, and RST. What do you notice ? What do you see in the progression of standard #1?

36. Foundational Skills

38. Tab your Standards COLOR _________________  K-5 Foundational Skills (RF) P. 15

39. Questions for Discussion K/1 Print Concepts & Phonological Awareness  Do you notice anything different? K-5 Phonics / Word Recognition & Fluency?  Do you notice anything different?

40. Questions for Discussion In terms of the Reading strand… What opportunities and challenges do you see? What questions do you have?

41. Writing

44. Tab your Standards COLOR ___________________  K-5 Writing (W) P. 17  6-12 Writing (W) P. 41  6-12 Writing in History/Social Studies (RH) Science & Technical Subjects (RST) P. 63

45. activity 1. Find a partner 2. Sort the writing CCR anchor standards into each of the four subheadings. 3. Answer these questions in your table groups…  What did you notice about the categories?  Wow  I wonder…

46. Connections Across W & WHST Because all of the writing standards are back mapped from the same 10 CCR anchor standards, it is helpful to look at all the #1s, all the #2s, etc. ACTIVITY Look at the handout that shows all of the #1s for W and WHST. What do you notice ? What do you see in the progression of standard #1?

48. Questions for Discussion In terms of the Writing strand… What opportunities and challenges do you for see? What questions do you have?

49. Speaking & Listening

50. 50

52. Tab your Standards COLOR __________________  K-5 Speaking & Listening (SL) P. 23  6-12 Speaking & Listening (SL) P. 49

53. activity 1. Find a partner 2. Sort the speaking & writing CCR anchor standards into each of the two subheadings. 3. Answer these questions in your table groups…  What did you notice about the categories?  Wow  I wonder…

54. Connections Across SL Because all of the speaking and listening standards are back mapped from the same 6 CCR anchor standards, it is helpful to look at all the #1s, all the #2s, etc. ACTIVITY Look at the handout that shows all of the #1s for SL. What do you notice ? What do you see in the progression of standard #1?

55. Questions for Discussion In terms of the Speaking & Listening strand… What opportunities and challenges do you for see? What questions do you have?

56. Language

57. 57

59. Tab your Standards COLOR __________________  K-5 Language (L) P. 25  6-12 Language (L) P. 51

60. activity 1. Find a partner 2. Sort the language CCR anchor standards into each of the three subheadings. 3. Answer these questions in your table groups…  What did you notice about the categories?  Wow  I wonder…

61. Connections Across L The language standards 1-3 are organized into their own progression on p. 30 & p. 56. ACTIVITY Look at the language standards progression for #1-3. What do you notice ?

62. Questions for Discussion In terms of the Speaking & Listening strand… What opportunities and challenges do you see? What questions do you have?

63. Cross-Content

64. 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 64

65. Appendices

66. Appendix A  Research and evidence  Glossary of key terms  Overview of each strand  Text complexity  Conventions grade-level chart 66

67. Appendix B: Reading Text Exemplars with Sample Performance Tasks 67

68. Appendix C : Annotated Student Writing Samples 68

69. Appendix C : Annotated Student Writing Samples 69

70. ELA / Literacy: The 6 Major Shifts 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 70

71. Balance of Literary and Informational Texts Literature includes – Stories – Drama – Poetry Informational Text includes Literary Nonfiction – Personal essays – Speeches – Opinion pieces – Biographies – Memoirs 71

72. Literacy in the Content Grades 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 72

73. 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 73

74. Text complexity is defined by w of Text Complexity Qualitative 2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative 1. Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task 3. 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. 74

75. 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 75

76. 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) 76

77. 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

78. Academic Vocabulary  Vocabulary to access grade-level, complex texts  Vocabulary that crosses content  Focus on pivotal, commonly found words, such as consequently, generation 78

79. 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 79

80. Reflection:  What key messages stand out for you?  How will this impact your responsibilities and work?  What questions do you still have? 80

81. Resources 81

82. See the Resource page for the link to these documents. Grade Level One-Pagers created by teachers in Washington State 82

83. Resources for Implementation  ELA overview documents (one-pagers) as connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel  Publisher’s Criteria in ELA and Literacy: http://k12.wa.us/CoreStandards/Resources.aspx http://k12.wa.us/CoreStandards/Resources.aspx  Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses http://k12.wa.us/CoreStandards/Transition.aspx#Analyses  Parent Resource Guides: http://www.pta.org/4446.htm http://www.pta.org/4446.htm 83

84. For More Information Common Core Website: http://www.corestandards.org/the-standards http://www.corestandards.org/the-standards Common Core Questions: – Email: corestandards@k12.wa.us ORcorestandards@k12.wa.us – Greta Bornemann, OSPI CCSS Project Director, E-mail: Greta.Bornemann@k12.wa.us Greta.Bornemann@k12.wa.us Hunt Institute Videos – http://www.youtube.com/watch?v=9IGD9oLofks&feat ure=player_detailpage (overview) http://www.youtube.com/watch?v=9IGD9oLofks&feat ure=player_detailpage – http://www.youtube.com/watch?v=Jt_2jI010WU&feat ure=related (writing) http://www.youtube.com/watch?v=Jt_2jI010WU&feat ure=related 84