1. Supporting ELA Standards Implementation
February 27, 2017
Dr. Tiffany Perkins
Dr. Julie Joslin
Dr. Kristi Day

2. Topics
Changes
Challenges
Supports

3. Changes
Revisions were based on… Surveys Focus Groups LEA feedback Academic Standards Review Commission

4. Proposed Changes

5. 1. Proposed Format for the New Standards
The format is based on overwhelming feedback that teachers would prefer to have an explanation (the writers are calling clarification) and glossary in one document. 
When it goes to the SBE, it will just be the standards. For roll-out, this is the format. If these are approved, the clarifications and glossary will be written by teachers this spring.
Clarifications will include the examples that are currently in the standards.
Glossary – terms will apply K-12. There will be consistency in the definition of the terms. Teachers gave information regarding what terms they want in the glossary. Writers kept track of glossary information. Terms included in the glossary will be bolded within the standard.

6. 2. Writing Standards
Writing standards W.1, W.2, and W.3 include more of the writing process adding planning and revision. 
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 
Organize information and ideas around a topic to plan and prepare to write.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. 
Provide reasons that are supported by facts and details. 
Link opinion and reasons using words and phrases.
Provide a concluding statement or section related to the opinion presented.
With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.
The draft Writing Standards now include more of the writing process in W.1, W.2, and W.3. The writing team added planning and revision.

7. 3. RL and RI 10
RL.10 and RI.10 now include sustained reading and connecting to prior knowledge.
RL.6.10 By the end of grade 6, read and understand literature within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
RL.10 and RI.10 were revised to include sustained reading and connecting to prior knowledge and experiences to text. This decision was based on current research, as well as feedback from teachers.
By independent sustained reading, writers meant that it should be supported, purposeful, and directed. It should be seamlessly integrated throughout the day to help grow students’ independent reading. This is not about prescribing a set amount of time per grade but integrating silent reading into instruction daily so that students have an opportunity to practice.
Being able to comprehend effectively means making connections. Connections are often key to understanding.

8. Current Language Standard 1
4. Language Continuums
Current Language Standard 1
Grade 5 students:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Use verb tense to convey various times, sequences, states, and conditions.
Recognize and correct inappropriate shifts in verb tense.*
Use correlative conjunctions (e.g., either/or, neither/nor).
This is what our current Language Standard 1 looks like for grade 5.

9. Language Standards 1 and 2 include two grade band continuums rather than the list of skills.
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 4-5 grammar continuum.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing;  demonstrate proficiency within the 4-5 conventions continuum.
Language Standards 1 and 2 were revised to include grade band continuums. This is a fifth grade example.

10. DRAFT Language Standard 1 Grammar Continuum
This is how the Language Standard 1 Grammar Continuum looks in the revised draft.
Please note this is a snapshot of the Continuum and does not include all the skills as it does in the full draft document.
Language Standards 1 and 2 were revised to include continuums, one for grammar and one for conventions. The skills within each continuum are arranged by grade band rather than by grade to allow for multiple years of practice, differentiation, and scaffolding, as needed. In the lower grade of the band, the teacher is introducing and modeling the skill. In the higher grade of the band, students are applying the skill to more complex text, as they work toward mastery. Some skills may require continued attention each year such as subject-verb agreement.
So again, there is one for Grammar and another for Conventions

11. 5. Examples
Examples (e.g.) were removed from all standards and placed in the new Clarification section.
RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about text.
Examples (e.g.) were removed from all standards to be placed in the Clarifications section of the standards document to be a part of the explanation of the standard.
This recommendation was made based on feedback that the e.g.’s limit the scope of the Standard and what is being taught in classrooms.
Also, e.g.’s placed in the middle of the Standard often caused confusion to the readers.

12. 6. Placement of Cursive Writing Standards
Standards for Cursive writing and print concepts were moved to the Foundational Skills Strand.
House Bill 146, the Back to Basics bill states, “The standard course of study shall include the requirement that the public schools provide instruction in cursive writing, so students create readable documents through legible cursive handwriting by the end of fifth grade.” These standards were implemented as part of the adopted ELA standards within the Standard Course of Study in
In the new DRAFT, cursive writing was moved from the Writing strand to Foundational Skills under Handwriting. The writers thought there was a stronger progression combining the two and placing them in Foundational Skills. It is important to note that the Department of Public Instruction does not provide the curriculum for the instruction of cursive writing. Cursive writing instruction is determined by individual school districts.

13. Challenges Text Complexity Language Instruction Integrating Standards
Aligned Lessons and Instruction
Parent Resources and Support
New Teacher and Lateral Entry Teacher Support
We have determined 6 possible challenges for implementation based on feedback, LEA requests, and teacher support and questions. Most of these challenges for implementation are really centered around ELA instructional practices.
We may not have captured all of the challenges. We are planning to have a spring meeting of ELA leaders. Details about this meeting will be coming soon. We want to learn what other challenges districts are facing with ELA.

14. Supports
DPI will provide supports for these challenges.

15. A. Text Complexity Text Complexity Sustained Independent Reading
RL.3.10 By the end of grade 3, read and understand literature at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
Text Complexity
Sustained Independent Reading
Connecting to Text
The first challenge, text complexity, is a big part of Reading Standards for Literature (RL) and Reading Standards for Informational Text (RI) – Standard 10. A very critical standard for ELA.
Though most teachers know about text complexity, it is important for teachers to understand how text complexity works within instruction. Teachers should use less complex texts at the beginning of a school year and work toward the higher end of the text complexity band by the end of the year. Teachers should be applying scaffolds as needed – not permanently. Text complexity is more than just knowing a Lexile. It’s knowing the reader and task considerations – often forgotten piece of text complexity. It is what you are expecting students to do (their task) which often makes a text more complex. Qualitative measures are also an important consideration for text complexity.
Another piece of the challenge in this standard is supporting students’ independent reading – silent reading for sustained periods of time. Silent reading practices are not often taught or supported. This is not about prescribing a set amount of time per grade but integrating silent reading into instruction daily so that students have an opportunity to practice. So again it is not saying in 2nd grade they will read for 20 minutes and in 3rd 30 etc. Instead, It should be seamlessly integrated throughout the day. We do not want this to feel fake or unnatural. Students should grow in their independent reading skills throughout the year. The challenge will be how to help teachers do this effectively. Also, helping principals understand they will see silent reading – that this is part of effective instruction. By doing this, teachers are preparing students for the EOGs/EOCs as well and not just in ELA.
Added to the standard is connecting to prior knowledge and experiences so this means connecting to text. This is not assessed directly but is by the fact that they are reading complex text on the EOG/EOC. Being able to comprehend effectively means making connections. Connections are often key to understanding.
Just a reminder that the emphasis in ELA is on both literature and informational text equally. 50/50 is the split in terms of the amount of time spent. Often this has been misunderstood and thought that less time was spent on literature. It is 50/50 in all ELA classrooms K-12.

16. Supports for Text Complexity:
Navigating Text Complexity website
Webinars
Sustained Reading:
How-To guides
Clarifications section will help describe what this looks like instructionally.
Connecting to Text:
Text-centered best practices
These are supports for text complexity.

17. ELA SCOOP
This edition of the SCOOP focuses on the importance of using a balance of informational and literary texts in the ELA classroom! Access 50/50 here:

18. B. Language Instruction
Understanding the continuums
Applying to instruction
Uniformity of expectations
Grammar/Language instruction is often a challenge for teachers. Here are 3 possible roadblocks to success that ELA teachers could face.

19. Understanding – The idea is that K-1 will teach the bulleted skill in both grades using text and instructional practices that are relevant for that grade. The idea is not that they split the bullets between grades. For example, in 6-8, all of the verb skills (5 bullets) will be taught in grades 6, 7, and 8 with the idea that in 6th grade the teacher is introducing and modeling and in 7 and 8 students are applying the skill to more complex text, as they work toward mastery. They could master in 7 or 8 – doesn’t mean student has to wait to master until grade 8. Again, you can see how text complexity is a part of every strand.
For high school students, teachers need to revisit skills through mini lessons when they see gaps of understanding within their writing or speaking and listening or even reading. Students are expected to apply language skills effectively when writing and speaking. As you can see with subject/verb agreement, some skills are reinforced every year with increasingly complex text.
Applying to Instruction – It is going to be important that teachers differentiate language instruction by noting gaps or misunderstandings through student writing and/or speaking. Important to recognize that grammar instruction is most effective when integrated with writing. This is often difficult for teachers to understand. Doing isolated skill practice is not effective. It is when they apply language skills to their writing that students learn grammar. Writers workshop is a great example of this.
Uniformity for Expectations – Communication within the grade band will be extremely important so that everyone shares an understanding of the skills and how the continuums work. More information will be provided in the clarification and glossary sections, once approved.

20. Supports for Language Instruction
Understanding, applying to instruction, and uniformity of expectations:
Clarifications section
Webinars
Guidance documents

21. C. Integrating Standards
Understanding ELA instructional design (spiraling)
Pacing guides
Integration is not actually a challenge but a support and solution. There is a lot of misunderstanding around integration so that makes it a challenge.
ELA Instructional Design – ELA standards are meant to spiral. You are continually returning to skills and applying the skills to more complex text. With the number of standards there are, it is impossible to do this standard by standard. It is not effective to teach the standards in isolation. Helping teachers not only understand lesson design but then also to apply instructional practices effectively around this is why it continues to be a challenge – no matter what the standards are.
INTEGRATED NOT ISOLATED: Students practice reading, writing, speaking, listening, and language based in text. All strands of the standards are integrated with:
Instructional Routines that empower students to tackle complex texts with increasing independence within and across grades.
Text-Dependent Questions to guide students to a deep understanding and establish a basis for the use of evidence in oral and written communication.
Explicit Writing Instruction to empower students to write essays, narratives, arguments, and informational pieces.
Text-Based Vocabulary that provides the basis for morphology and word work.
Formative Assessments that inform teachers and students on progress towards knowledge and skill mastery.
As you know there are about 14 ELA Standards that are assessed depending on the grade. There are around 42 standards per grade, depending on the grade. Teaching those 14 standards in isolation does not support student mastery. Integration of the standards is vital to student success. All standards support each other and the understanding and mastery of each one. In order for students to do well with those 14 or so standards, teachers need to teach all of the ELA standards.
In isolation 42 standards is a lot. But when integrated, teaching these standards is very manageable, which brings us our next challenge of pacing guides.
It is difficult to spiral toward complex text within pacing guides. Pacing guides are very prescriptive. Spiraling, repetition of skills with more complex texts, and integrating based on noted gaps (differentiation) becomes very difficult within a pacing guide. A better option would be curriculum units or maps where teachers work through a unit based on student needs.

22. Supports for Integrating Standards
Lesson examples
PD on lesson design

23. D. Aligned Lessons and Instruction
Recognizing aligned instruction
Designing aligned lessons
Recognizing aligned instruction can be a challenge for both for the teacher and the administrator. How do I know this lesson is aligned to the standards? Reading looks like reading! Writing looks like writing! How do I recognize online resources as being aligned or not? So that is one part of the challenge.
How do I create my own lessons and ensure that they are aligned to the standards? Am I assigning or am I instructing? Often teachers provide aligned assignments without providing necessary instruction. Example – writing assignment with no writing instruction provided.

24. Supports for Aligned Lessons and Instruction
Examples
Rubrics
Instructional Practice Guides training

25. E. Parent Resources and Support
Understanding the standards
How to support
The next challenge could be meeting the needs of parents
Understanding – With our current standards, parents complained that they did not understand what students should know and be able to do. There was a lot of misunderstanding around terms in general. We want to be sure that we foster this interest in standards. But we want to be sure that they understand the difference between standards and curriculum.
Another challenge is the role parents can play in student success in ELA. What can parents do to help their students meet the expectations of the standards?

26. Supports for Parent Resources and Support
Committee that will write support documents for parents based on feedback
Online page

27. F. New Teacher and Lateral Entry Teacher Support
Understanding the expectations of the standards
Designing aligned instruction
The last challenge centers around the needs of new teachers and lateral entry teachers.
Understanding the Expectations of the Standards – This will require understanding what the standards mean as well as what the standard looks like in classroom instruction.
A teacher may read a standard and know what it means but may not understand what it looks like in practice.
Big jump from understanding a standard to designing aligned instruction (to the true intent of the standard).

28. Supports for New Teacher and Lateral Entry Teachers
Clarifications section
PD kit
Webinars

29. For additional questions, please contact…
Julie Joslin, Ed.D Section Chief English Language Arts
If you think of additional questions, please Julie Joslin!