1. Jacksonville State In-Service Center
July 2012

2. Some Good News to Share…
Moving Up….Alabama is now 25th in education system. 
Alabama ranks 4th in nation in improving graduate rate.
Alabama has highest recorded graduation rate ever.
Alabama is 1st in nation in gain in 4th reading  
“Every child a graduate, every graduate prepared.”
Dr. Bice / Vision 2010

3. 2010 Alabama Course of Study: English Language Arts
The ELA content standards are based on and include all standards in the 2010 CCSS as well as supplemental content designed to strengthen the standards for Alabama’s students.
The goal of the 2010 ELA COS is for all students to achieve English language literacy in order to be college and career ready.
The 2010 ELA Task Force included all Common Core State Standards and added content from the 2007 Alabama Course of Study: English Language Arts.
Some standards from the CCSS were altered or moved from one grade to another in the senior high grades to align with the history being studied in Alabama social studies courses.
ALSDE

4. A Little Clarification about Common Core Acronyms
To be clear, they are one of the same.
CC: Common Core
CCSS: Common Core State Standards
CCRS: College and Career Readiness Standards
ALCOS: Alabama Course of Study
The 2010 ALCOS standards equals the CCSS plus a few added standards.

5. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.

6. Students who are college and career ready …
Where We Want To Be
Students who are college and career ready …
Demonstrate independence
Build strong content knowledge
Respond to varying demands of audience, task, purpose, and discipline
Comprehend as well as critique
Use technology and digital media strategically and capably
Understand other perspectives and cultures
Value Evidence
Note to facilitators: These bullets sum up the previous slide.
SO, based on this, What is your role?
Jot your notes on the back of the Activity 1.
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7. Timeline for Preparation for the ELA Course of Study
2010
2011
2012
2013
Nov
Dec
Jan
Feb
Mar Ap
May
Jun
Jul
Aug
Sep
Oct
ELA Develop Phase I
Phase I
ELA Deliver Phase I
ELA Develop Phase II
ELA Deliver Phase II
ELA Develop Phase III and Deliver PD on Additional Topics—Building Capacity, Content Analysis, Local Curriculum Guides, etc.
2014 ap Oc
Apr
Implementation of 2010 ELA Standards
ELA Development Phase III and Deliver PD on Additional Topics-Building Capacity Content Analysis, Local Curriculum Guides, etc.
ALSDE

8. Anchor Standards Were Developed For…
Reading
Writing
Speaking and Listening
Language

9. Interpreting the Minimum Required Content
Grade Clusters (K-2, 3-5, 6-8, and 9-12)
Strands
Subcategories
Content Standards
Content Standard Identifiers
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10. KINDERGARTEN Students will: Reading Standards for Literature
Subcategory
Strand
Key Ideas and Details
With prompting and support, ask and answer questions about key details in a text. [RL.K.1]
Make prediction to determine main idea and anticipate an ending.
With prompting and support, retell familiar stories, including key details. [RL.K.2]
With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]
Content Standard Identifiers
Content Standards
Required content added from the 2007 COS is noted at the end of a standard by a state of Alabama symbol as seen in the graphic.
ALSDE

11. CCR Anchor Standards for Reading (page 9)
There are 10 CCR Standards for Reading
arranged into the following subcategories.
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
ALSDE

12. CCR Anchor Standards for Writing (page 10)
There are 10 CCR Standards for Writing
arranged into the following subcategories.
Text Types and Purposes (modes of writing)
Production and Distribution of Writing (writing process)
Research to Build and Present Knowledge
Range of Writing
ALSDE

13. CCR Anchor Standards for Speaking and Listening (page 11)
There are 6 CCR Standards for Speaking and
Listening arranged into the following
Subcategories:
Comprehension and Collaboration
Presentation of Knowledge and Ideas
We do not know exactly how they will be assessed. Certainly, most of them will have to be assessed at the local level since they do not lend themselves to state assessment.
The 2010 Speaking and Listening standards are more extensive. Perhaps criteria and/or rubrics will be developed at the state level that will be used in the classroom.
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner.
ALSDE

14. CCR Anchor Standards for Language (page12)
There are 6 CCR Standards for Language
arranged into the following subcategories:
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
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15. Strands

16. Comparing Strands 2007 COS 2010 COS Reading Literature
Reading Informational Text
Reading Foundations (K-5)
Writing and Language
Writing
Language
Research and Inquiry
(Reading Informational Text)
(Writing)
(Reading Literature)
Oral and Visual Communication
Speaking and Listening
Note that the 2007 strands are on the left and the 2010 strands are on the right.
Research is addressed not in a separate strand but within other strands.
Oral and Visual Communication is now referred to as Speaking and Listening with more emphasis on student collaboration.
ALSDE

17. Reading Literature Strand
Reading Literature standards address a
wide range of abilities across grades.
In the early grades, standards require retelling stories with key details and describing characters and settings.
In the senior high grades, standards require the ability to analyze the development of a theme over the course of a text.
ALSDE

18. Reading Informational Text Strand
Reading Informational Text standards:
Are of equal importance to those in the Reading Literature strand.
Are essential to developing skills students use throughout their years in school and careers.
Are often identical to literature standards but must be applied to informational text.
Many standards are identical to literature standards but must be applied to informational text in each grade.
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19. Reading Foundations Strand
Reading Foundations standards are included in Grades K-5 only. These standards:
Include the wide range of processes from early letter/sound recognition to the more complex knowledge of roots and affixes.
Include the use of context clues.
Include fluent reading with accuracy and expression.
ALSDE

20. Writing Strand Writing standards:
Are demanding even in the early grades.
Present clear and specific expectations for opinion pieces, informative or explanatory text, and narrative text.
Emphasize shared research projects and use of digital tools as important elements in this strand throughout the grades.
The writing standards are demanding even in the early grades and present clear and specific expectations for opinion pieces, informative or explanatory text, and narrative text. Shared research projects and use of digital tools are important elements in this strand throughout the grades.
ALSDE

21. Language Strand Language standards:
Require early understanding and application of the conventions of Standard English.
Require knowledge of language and its conventions be applied to writing, speaking, reading, and listening.
Emphasize vocabulary development. .
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22. Speaking and Listening Strand
Speaking and Listening standards:
Require students to collaborate for both comprehension and presentation.
Emphasize preparation for discussion.
Require students to adapt speech to a variety of contexts and tasks which they apply in all subject areas and life endeavors.
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23. Content Standard Identifiers
Content Standard Identifiers - indicate the Common Core State Standards (CCSS) strand, grade, and standard number
Reading Standards for Literature
Key Ideas and Details
With prompting and support, ask and answer questions about key details in a text. [RL.K.1]
a. Make predictions to determine main idea and anticipate an ending.
With prompting and support, retell familiar stories, including key details. [RL.K.2]
With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]
The 2010 Common Core State Standards for English Language Arts are noted in brackets following most Grades K-12 standards.
In this example Alabama standards that have been added to the Common Core State Standards (CCSS) are noted by a state of Alabama symbol.
Since instructional resources will be developed and shared by many states and organizations, we included the common core state standard identifiers in brackets at the end of each content standard. This should assist in matching instructional resources from others to Alabama’s COS.
Another use of the bracketed information is to help with following the vertical alignment across the grades. We will talk more about this in a few minutes.
ALSDE

24. Content Standard Identifiers Abbreviations
Reading Literature RL
Reading Informational Text RI
Reading Foundations RF
Writing W
Speaking and Listening SL
Language L
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25. Alignment Between 2007 COS Standards and the CCSS
A comparison of the 2007 Alabama COS standards and the CCS standards shows some movement of content from one grade level to another.
A chart was developed by the ELA Task Force as they compared our 2007 standards with the Common Core State Standards. That chart can be found on the SDE Web site.
ALSDE/Special Links/Courses of Study/Drafts and Period for Public Review
ALSDE

26. Movement to a Later Grade
Moved from Grade 6 to Grade 9:
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
In some cases, content has moved from one grade level to a later grade.
In these cases, students will not miss any content. They will get the content in a later grade.
In the accountability grades students will continue to be tested on 2007 content standards through the school year. So, teachers at the accountability grades will continue to teach/emphasize the 2007 standards that moved from their grade level.
ALSDE

27. Movement to an Earlier Grade
Moved from Grade 6 to Grade 5:
Identifying figurative language
Using context clues
Moved from Grade 6 to Grade 3:
Using transitional words/linking words
In this case, the sixth grade teacher will need to teach the new COS standards and continue to teach any standards that were moved to earlier grades until all students have had instruction in those standards.
ALSDE

28. Vertical Alignment Sometimes called a learning trajectory
Refers to how core knowledge and skills are developed over time through grade-level standards that are related but with gradually increasing complexity
Complexity of the performance task
Complexity of the text
A second alignment issue is important for your consideration.
ALSDE

29. Reading Standards for Informational Text
Grade 6 students:
Grade 7 students:
Grade 8 students:
Key Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Look at Standard #1 for Grade 6, Grade 7, and Grade 8.
Underline the key words that show how these standards are related.
ALSDE

30. Reading Standards for Informational Text
Kindergartners:
Grade 1 students:
Grade 2 students:
Key Ideas and Details
With prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
(Discuss the key words that show how these standards are related.)
You probably have similar words and phrases underlined indicating that in all three grade levels students must ask and answer questions about key details in a text.
Now circle the key words or phrases that show how the expectation becomes more rigorous at each grade level.
ALSDE

31. Reading Standards for Informational Text
Kindergartners:
Grade 1 students:
Grade 2 students:
Key Ideas and Details
With prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
(Discuss the key words that show how the expectation becomes more rigorous at each grade level.)
Again, you probably have similar words and phrases circled.
Note that the expectation for Kindergarten students includes prompting and support, but as students progress to later grades, the prompting and support is phased out and the expectations become more detailed.
ALSDE

32. Reading Standards for Informational Text
Grade 6 students:
Grade 7 students:
Grade 8 students:
Key Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
The underlined phrases are the ones that are similar.
Now circle the key words that show how the expectation becomes more rigorous at each grade level.
ALSDE

33. Reading Standards for Informational Text
Grade 6 students:
Grade 7 students:
Grade 8 students:
Key Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
These are phrases that are different, representing increased rigor.
ALSDE

35. Tracing the Standards (K-5)
Activity 2 Handout: This is what we will use to trace the standards today.
This document is very similar to the common core document in its layout.
The difference is this document includes the corresponding anchor standards and shows more grade levels.
It also shows all grades (K-5 or 6-12).

36. Tracing the Standards (6-12)
This is what we will use to trace the standards today.
Activity 2 Handout: This format shows the anchor standard and the corresponding grade level standards.
It also shows all grades (K-5 or 6-12).

37. Reading Standards for Language
Conventions of Standard English
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Kindergarten
Grade 1
Grade 2
Capitalize the first word in a sentence and the pronoun I.
a. Capitalize dates and names of people.
a. Capitalize holidays, product names, and geographic names.
Grade 3
Grade 4
Grade 5
a. Capitalize appropriate words in titles.
a. Use correct capitalization.
Consider the expectations for capitalization at each grade level.
What do you notice about the expectations?
Consider the expectations for punctuation at each grade level.
What do you notice about these expectations?
When thinking about similarities:
At each grade level, there is a specific relationship to the previous standard with something new added.
ALSDE

38. Reading Standards for Language
Conventions of Standard English
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Kindergarten
Grade 1
Grade 2
b. Recognize and name end punctuation.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
b. Use commas in greetings and closings of letters.
Grade 3
Grade 4
Grade 5
Use commas in addresses.
Use commas and quotation marks in dialogue.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
b. Use a comma to separate an introductory element from the rest of the sentence.
Consider some of the expectations for punctuation at each grade level.
What do you notice about these expectations?
Again, at each grade level, there is a specific relationship to the previous standard with something new added to build the complexity.
ALSDE

39. Reading Standards for Language
Conventions of Standard English
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Grade 6
Grade 7
Grade 8
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/
parenthetical elements.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old green shirt).
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
Grade 9
Grade 11
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
a. Observe hyphenation conventions.
In this example, the Grade Level Standard is stated exactly the same as the Anchor Standard for each grade level.
The increased complexity comes in the letters that follow standard 2 at each grade level.
Consider some of the expectations for punctuation at each grade level.
What do you notice about these expectations?
At each grade level, there is a specific relationship to the previous standard with something new added to build the complexity in Grades 6-8. In Grades 9-10 and a new specific concept is addressed.
ALSDE

40. Appendix B www.corestandards.org/assets/Appendix_B.pdf
Explain that text complexity is one of the foundational concepts in the new CCR standards.
The ability to read complex narrative and informational texts begins at the very earliest elementary grades and systematically develops over time with carefully selected texts that are matched to the students’ reading skills.
Appendix B (Common Core State Standards Document) will be a very helpful document to supplement the ELA COS.
Appendix B in the 2010 COS provides exemplars of selections guided by the following criteria: complexity, quality, and range.
They are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They do not represent a partial or complete reading list.

41. Range of Text Types for 6-12
Literature
Stories
Drama
Poetry
Adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, graphic novels
One-act and multi-act plays both in written form and on film
Narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, epics
ALSDE

42. Range of Text Types for 6-12
Informational Text
Literary Nonfiction
Exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts
ALSDE

43. Literacy in History/Social Studies, Science, and Technical Subjects 6-12
The literacy standards in the appendices of the 2010 ELA and Math courses of study (and that will be in the new science COS) are not just for ELA teachers. Nor are they just for math instruction. They are for social studies, science, math, and other technical teachers and students in courses such as those offered in career tech. These standards are NOT meant to be an extraneous set of standards to be taught. They are meant to complement EVERY content area.
The literacy standards in the appendices of the 2010 ELA and Math courses of study (and that will be in the new science COS) are not just for ELA teachers. Nor are they just for math instruction. They are for social studies, science, math, and other technical teachers and students in courses such as those offered in career tech.
ALSDE

44. Implementation
Math
ALL others
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45. Why literacy standards in all subjects?
The percent of “proficient” readers had actually declined to a statistically significant degree from (15 percent).
This low and declining achievement rate may be connected to a general lack of reading.
Think about, on average, the number of minutes students spend READING during the school day. By READING we mean thoughtfully engaging with text in order to draw conclusions, analyze and synthesize ideas, and make and defend judgments about the content orally and in writing. Sadly, we don’t always see this type of reading occurring every day in all content area classes. Therefore, one intention of the CCRS is to place a critical focus on this type of reading.
ALSDE

46. CCRS Tools and Resources: