1. The North Carolina Standard Course of Study Common Core State Standards English Language Arts
Support for Teachers
April 23, 2012
Avery County Schools
Joyce Gardner

2. Please open and Bookmark these links.
Region 8 Wiki ELA Live Binder ELA Self Study Modules

3. ACRE Website Standards Crosswalks Unpacking Documents Updates
Instructional Support Tools
RBT
Extended Content Standards and Support Materials

4. “Avery County ELA LiveBinders 04.23.2012”
“Avery County ELA LiveBinders ”

5. Outcomes:
Explore and bookmark ELA LiveBinders for planning, teaching, and assessing ELA Common Core State Standards R

6. NC Standard Course of Study
Common Core State Standards
English Language Arts
Mathematics
NC Essential Standards
Science
Social Studies
World Languages
Arts Education
Healthful Living
Career & Tech Ed
Exceptional Children
English as Second Language
English Language Development (approved 2008)
Information & Technology R
(This is a review from the Phase I presentation.) Be sure to emphasize the note in blue. The two blue content areas do not have specific courses with tests associated with them. They are standards that are interwoven throughout all content areas, grades & courses. But they are still standards.
*English Language Development and Information & Technology Essential Standards must be delivered by classroom teachers through ALL content areas, in appropriate grade levels– in collaboration with AIG, EC, ESL, media coordinators and tech facilitators.

7. Overview of Concrete Changes for 21st Century Learners
Emphasis on reading and comprehending informational texts
Development of a strong foundation in numbers and operations in the early grades
Algebraic thinking early (in depth by 6th grade)
Physical Science concepts early (a focus in elementary)
Social Studies builds on broad, essential concepts
Overview of Concrete Changes for 21st Century Learners R
This slide, as well as the next, provides concrete changes that in the new standards. Later in the presentation, we will discuss more specifically some of the changes in the Mathematics, ELA, and Social Studies standards.

8. Students will be critical consumers of media.
Students will be able to consider the perspectives of others.
Students will be successful collaborators.
Students will be lifelong learners
Students will be academically self-aware
Dispositions, Attitudes, and Non-Academic Skills
These are dispositions, attitudes, and skills that are important for students to develop. There are some important points here: 1) Dispositions/Attitudes – the student’s disposition and attitude is crucial to each of the outcomes listed. The new standards provide multiple opportunities for student engagement through inquiry-based activities, a focus on RBT, the embedded 21st century skills, and opportunities to grapple and persevere with content.

9. College & Career Ready: Globally Competitive
By , students will graduate having passed a class for which Algebra II is a pre-requisite.
By , students will graduate having passed four history courses in high school.
World Languages will be based on proficiency, not grade-level or grade span.
Starting in , students will be taught reading and writing standards in History/Social Studies, Science, and Technical Subjects.

10. Understanding the Standards Module
Five Sections
Introduction
The New Standards
Instructional Toolkit
Content-Specific Sections
Next Steps
There is great variance across the state regarding the use of this module -Understanding the Standards. Many districts embrace this module, and some principals are leading their faculties through it. The photo is a hyperlink to the site. Make sure to log in.

11. Common Core State Standards for English Language Arts
Navigating the Wiki
Understanding the Structure
New, Better, Different
Live Binder
NCDPI
ELA R

12. “What task can we give that will build student understanding?”
We used to ask:
“How can we explain clearly so they will understand?”
Now we ask:
“What task can we give that will build student understanding?”
adapted from Grayson Wheatley, NCCTM, 2002
This is a clear paradigm shift from traditional math instruction.

13. ELA Common Core Design Four strands: Reading
+ Reading Foundational Skills K-5
Writing
Speaking and Listening
Language
Supports an integrated model of literacy.
Media requirements are blended throughout.
Media = research and technology

14. College and Career Readiness (CCR) Anchor Standards
Broad expectations consistent across grades and content areas.
Based on evidence
about college and workforce training expectations.
Expect instruction to cover a broad range of increasingly challenging texts.
These anchors are the same for K-12 They are also the anchors for the literacy standards for Science, Social Studies, Math under construction, and technical subjects

15. K-12 Grade Specific Standards
Grade-specific end-of-year expectations.
Developmentally appropriate with a cumulative progression of skills and understandings.
One-to-one correspondence with CCR Anchor Standards. R

16. CCSS GRADE SPECIFIC STANDARD
CCR ANCHOR STANDARD
CCSS GRADE SPECIFIC STANDARD
College and Career Readiness Anchor Standards for Reading
Reading Literature
Key Ideas and Details
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.
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Note similarities in language from the anchor to the grade specific

17. CCSS GRADE SPECIFIC STANDARD
CCR ANCHOR STANDARD
CCSS GRADE SPECIFIC STANDARD
College and Career Readiness Anchor Standards for Reading
Reading Literature
Key Ideas and Details
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.
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

18. Sample Performance Tasks Table of Contents
Appendix A
Reading/Reading Foundational Skills
Writing
Speaking and Listening
Language
Bibliography and Glossary of Key Terms
Appendix B
Text Complexity
Sample Performance Tasks
Table of Contents
Appendix C
Samples of Student Writing with Annotations

19. Three Key Reading Questions
What does it say?
Literal level
Addresses comprehension
Foundational to uncovering deeper meaning
What does it mean?
Interpretation level
Plot Points Themes
More than just appreciating a good story
What does it matter?
Reflection
Addresses Connections
The heart of why they read the text
Rehearsal for life
Look for …. Read less more closely! Rich classroom conversations around smaller pieces of text.
These are three questions that we should be asking in all ELA classrooms in a variety of ways.
A literal understanding is a prerequisite for uncovering deeper meaning in the text
2. Teachers (and students) should to walk away from a text able to discuss the plot points, or recognize the themes, etc. but we want them to do more than read and appreciate a great story.
3. Getting to the heart of why they read the book. Excellent way to get students to think beyond the story/text and consider what was said in the text verses what it didn’t say. Characters’/People’s reaction to why they didn’t react a certain way. We want to provide them with imaginative rehearsals with the world they will soon inherit.

20. Explore The ELA LiveBinder
Live Binder Self Study

21. Jigsaw LiveBinder Tabs: Count off
1: CCSS Organization Tabs T-Chart, ELA CCSS Document
2: CCSS Organization Tabs: Appendix A-Text Complexity
3: Close Reading, Annotating Anchors, CCSS Tab: Ohio organization
4: Informational Text Tab: Appendix B- Literacy in other Subjects
5: Integrated Model: Appendix C- Samples of Student Writing
6: Vocabulary
7: Text Complexity
8: Text Based & CCSS Tab for Overview of Design
9: Writing
10:

22. Explore, read, discuss the information in your tab
Tasks:
Explore, read, discuss the information in your tab
Complete any suggested activities, read, watch videos in your tab
Prepare a 3 minute overview to present your section to the whole group. Create! Use the Internet!

24. Upcoming Webinars and Trainings for ELA
ELA Workshop: April 24- TOMORROW!
Webinar : April 26
Topic: Close reading of a cluster of standards –
The reading standards and modeling for PLCs learning about the standards. R

25. Contact Information:
Julie Joslin, Ed.D. Section Lead
Grades 9-12 English Language Arts Consultant
Cindy Dewey, Ph.D.
Grades 3-8 English Language Arts Consultant
Dan Tetreault
K-5 English Language Arts
Consultant
Lisa McIntosh (Llewellyn) R

26. Next Steps? What were your challenges?
THINK 2 minutes
PAIR 2 minutes
SHARE 2 minutes
R 2 minutes
Participants think-pair-share at their tables.
Image from Microsoft online gallery

27. Individual Reflection
3- Takeaways
2- Immediate Actions
1-Area of Need

28. Contact Information
Joyce Gardner
(828)
Jan King
(828)