1. English Language Arts Course of Study Overview
Steve McAliley, Judy Stone, Reeda Betts, Gay Finn
Mega Conference
July 18 – 22, 2011

2. Outcomes for the Day Participants will gain an awareness of:
Timeline for Professional Development and Implementation
Components of the New ELA Course of Study
New Strands and Emphases in ELA
Vertical Alignment/Learning Progressions including Content Movement
Literacy Standards for Grades 6-12
This is what we hope to provide during this session--
That you will gain an awareness of:
--Timeline for Professional Development and Implementation
-- Components of the New ELA Course of Study
-- New Strands and Emphases in ELA
-- Vertical Alignment/Learning Progressions, including Content Movement
-- Literacy Standards for Grades 6-12

3. Timeline for Preparation for the ELA Course of Study
Phase 1 for Administrators
Phase 1 for Teachers
Phase 2 for Teachers
Implementation
Phase 3
Professional Development will be delivered in both face-to-face and online formats.
This session, primarily for administrators, will be the only phase 1 session this summer. Phase 1 for teachers will begin for teachers next school year, via WebEx, and will continue next summer at in-service centers and at MEGA 2012.
Phase 2 will be more in-depth and will be offered during the school year, including during the summer.
Phase 3 content will be based on need and local requests.

4. 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.
Depending upon where you are sitting, you may not be able to read this chart, but this provides the timeline information we just discussed in a chart form.

5. Professional Development Plan
Phase 1 (PD Topics)
Components of the Course of Study
Strands (Comparison, New Emphases)
Vertical Alignment / Learning Progressions
Content Movement
Literacy Standards, Grades 6-12
Assessment
Implications for Special Education
Phase 2
Analyzing the Standards
Sample Units of Study
Sample Lessons/Curriculum Development
Differentiated Instruction for RtI
Resources
Phase 3
Continuous Support, based on LEA needs and requests
(Address each component of the phases)
Phase 1 (PD Topics)
Components of the Course of Study
Strands (Comparison, New Emphases)
Vertical Alignment / Learning Progressions
Content Movement
Literacy Standards, Grades 6-12
Assessment
Implications for Special Education
Phase 2
Analyzing the Standards
Sample Units of Study
Sample Lessons/Curriculum Development
Differentiated Instruction for RtI
Resources
Phase 3
Continuous Support, based on LEA needs and requests

6. …from Dr. Morton
Student success depends on local system leadership, school leadership, and effective classroom instruction. Important local decisions include how students will accomplish these standards, in what sequence teachers will address them, and how much time will be allotted for instruction of the standards. These decisions are as significant as the identification of what students need to know and be able to do.
This excerpt comes from the message from Dr. Morton located in the front of the new ELA COS.
Take a moment to read it.
What is the main point of the message? (LEA DECISIONS!!!)
Just as it is state law that the State Board of Education will provide the CONTENT (standards) for instruction and student learning, it is also state law that local systems provide a local course of study (or curriculum guide) that includes such content as local standards, methodology, and sequence.
The SDE will provide guidance concerning the layout and expectations of the document, but decisions about HOW instruction will be provided based on the new standards is the responsibility of the LEAs.
Dr. Morton states the following in his message: “I encourage each system to use this document to develop local curriculum guides that determine how students will achieve these standards and perhaps go beyond them.”

7. What do I need to know/do RIGHT NOW?
Understand that implementation decisions lie with my LEA.
Begin developing a plan to prepare teachers for instructional changes based on the new COS (with emphasis on text complexity and informational text across the curriculum).
Begin developing a plan for professional development and on-going support.
(Address numbered items in the slide.)
This presentation today should provide the assistance you need to accomplish these 3 understandings or actions. Regarding #3, note that it says ‘developing a PLAN.’ We encourage you to be cautious about moving too fast. Additional PD from the state level will be provided for teachers [as we will discuss later] before local curriculum decisions are finalized.”

8. College- and Career-Ready (CCR) Standards
Research and evidence based,
Aligned with college and work expectations,
Rigorous, and
Internationally benchmarked.
Council of Chief State School Officers (CCSSO) and
the National Governors Association (NGA)
The standards are based on and include all standards in the 2010 Common Core State Standards for English Language Arts and Literacy Standards in History/Social Studies, Science, and Technical Subjects developed in conjunction with the National Governors Association and Council of Chief State School Officers. As specified by the CCSSO and the NGA, the standards are (1) Research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked. This includes a review of the best state standards (and Alabama standards are among the highest-rated U.S. state standards as rated by such organizations as The Fordham Institute), a review of top performing countries on PISA Programme for International Assessment, and PIRLS—Progress in International Reading Study.

9. How do the CCR standards compare to the 2007 standards?
The new standards raise expectations of student learning in several respects including more attention to:
Reading and comprehending informational text.
Requiring an increased complexity in literary texts.
The standards have a great deal of commonality with previous standards but raise expectations of student learning in several respects, including requiring more attention to reading and comprehending informational text and requiring an increased complexity in literary texts.
Standards in the Reading Informational Text strand are of equal importance to those in the Reading Literature strand and are essential to developing skills students use throughout their years in school and careers. Many standards are identical to literature standards but must be applied to informational text in each grade. There are just as many standards for informational text as there are for literary text in the new COS.

10. 2010 English Language Arts Course of Study
The 2010 ELA Task Force included all CCSS 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 band to another in the senior high grades to align with the history being studied in Alabama social studies courses.
The 2010 ELA Task Force included all CCSS and added content from the 2007 Alabama Course of Study: English Language Arts. We will address this in more detail later in the presentation. Some standards from the CCSS were altered or moved from one grade band to another in the senior high grades to align with the history being studied in Alabama social studies courses.

11. College- and Career-Ready Anchor Standards
Reading
Writing
Speaking and Listening
Language
The anchor standards for reading, writing, speaking & listening, and language were developed prior to the development of grade-level standards. They provide the broad standards that students have to master in order to be college- and career-ready. They complement the grade-specific standards; together they define the skills and understandings that all students must demonstrate in order to be ready for college and careers.

12. CCR Anchor Standards for Reading
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
The anchor standards were developed prior to the development of grade-level standards. The Grades K-12 standards define what students should understand and be able to do by the end of each grade. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Let’s look closely at Range of Reading and Level of Text Complexity. The 10th standard falls in this category. It states that students will “Read and comprehend complex literary and informational texts independently and proficiently.” What we must understand about this standard is that at every grade level and in every content area TEXT MATTERS. The difficulty of text increases at each grade level. For example, the task of finding the main idea at 1st grade is different from finding the main idea at 9th grade due to the complexity of text.
(SEE EXAMPLES in HANDOUT FROM APPENDICES)  

13. CCR Anchor Standards for Writing
There are 10 CCR Standards for Writing
arranged into the following subcategories.
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
There are ten anchor standards for writing. These are arranged into four subcategories:
Text Types and Purposes (such as “Write arguments to support claims,” “Write informative texts to convey complex ideas and information”)
Production and Distribution of Writing (such as “Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience” and “Use technology, including the Internet, to produce and publish writing and to interact and collaborate.”)
Research to Build and Present Knowledge (such as “Conduct short as well as more sustained research projects”)
Range of Writing (“Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting”)

14. CCR Anchor Standards for Speaking and Listening
There are 6 CCR Standards for Speaking and
Listening arranged into the following
subcategories.
Comprehension and Collaboration
Presentation of Knowledge and Ideas
There are 6 Common Core State Standards for Speaking and Listening divided into two
subcategories:
Comprehension and Collaboration
Presentation of Knowledge and Ideas
The standards for oral communication are rather limited in the 2007 document because of the No Child Left Behind assessment requirements. The 2010 Speaking and Listening standards are more extensive. 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. Perhaps criteria and/or rubrics will be developed at the state level that will be used in the classroom.

15. CCR Anchor Standards for Language
There are 6 CCR Standards for Language
arranged into the following subcategories.
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
There are also 6 anchor standards for the language strand. These are divided into the following three subcategories:
Conventions of Standard English (grammar, such as subject-verb and pronoun-antecedent agreement, and usage, such as noun and verb forms; capitalization and punctuation)
Knowledge of Language (such as “applying knowledge of language to make effective choices for meaning and style”)
Vocabulary Acquisition and Use (such as understanding figurative language, word relationships, and nuances in word meaning)

16. Interpreting the Minimum Required Content
Grade Clusters (K-2, 3-5, 6-8, and 9-12)
Strands
Subcategories
Content Standards
Content Standard Identifiers
Academic content standards in the document are divided into the same grade clusters as in the 2007 COS: K-2, 3-5, 6-8, and 9-12.
Each cluster contains an introduction followed by grade-level content standards organized by strands, then subcategories.
We will discuss strands, subcategories, content standards, and content standard identifiers in the next few slides.
(Refer participants to page 18 in handout for interpreting the minimum required content.)

17. 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
Note the key components in this chart:
Strand
Subcategory
Content Standards
Content Standard Identifiers

18. Strands Strands- groups of related content standards
Reading Foundations
Reading Literature
Reading Informational Text
Writing
Speaking and Listening
Language
The content standards are organized through the strands of:
Reading Foundations
Reading Literature
Reading Informational Text
Writing
Speaking and Listening
Language
Although these standards are presented in separate strands, they are interrelated; All strands must be mastered in order for Alabama’s students to achieve the English language literacy goal. All strands are necessary and depend on each other in order for students to become college- and career-ready.

19. 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. Turn and Talk to your partner about the differences and possible advantages of having the strands divided as they are in the 2010 COS.
(As differences, help them note that…
Reading is divided into three strands.
Writing and Language are in separate strands.
Research is addressed—not in a separate strand but within other strands.)

20. Reading Literature Strand
Reading Literature Standards address a
wide range of abilities across grades.
Examples:
Early Grades: Retell stories with key details and describe characters and settings.
Senior High: Support analysis of how a theme develops over the course of a text
In the Reading Literature strand, standards range from the ability in the early grades to retell stories with key details and describe characters and settings to the ability in senior high grades to support analysis of how a theme develops over the course of a text.

21. 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.
Standards in the Reading Informational Text strand are of equal importance to those in the Reading Literature strand and are essential to developing skills students use throughout their years in school and careers. Many standards are identical to literature standards but must be applied to informational text in each grade.

22. 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.
Are 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. We will address this more specifically in later slides and activities. Shared research projects and use of digital tools are important elements in this strand throughout the grades.

23. 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.
Standards require early understanding and application of the conventions of Standard English, with specific increasing expectations listed at each grade level. Knowledge of language and its conventions is applied to writing, speaking, reading, and listening. Vocabulary development also receives continuing emphasis in the language strand.

24. Speaking and Listening Strand
Speaking and Listening Standards:
Require students to collaborate for both comprehension and presentation.
Require students to adapt speech to a variety of contexts and tasks which they apply in all subject areas and life endeavors.
Standards require students to collaborate for both comprehension and presentation. Students learn to adapt speech to a variety of contexts and tasks which they apply in all subject areas and life endeavors.

25. Subcategories
Subcategories - specific purpose of a group of standards within a strand
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]
Within each strand, standards are grouped according to their purpose.
This example can be found on page 18 of the handout.
(Ask participants to identify the subcategory in the table on the slide. Answer: Key Ideas and Details)

26. Content Standards
Content Standards - define what students should know and be able to do at the conclusion of a grade (Complete the phrase “Students will”) 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 and 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]
(Ask participants to identify the content standards in the table.)

27. Content Standard Identifiers
Content Standard Identifiers - indicate the Common Core State Standards strand, grade, and 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 and 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. Alabama standards that have been added to the Common Core State Standards (CCSS) are noted by a state of Alabama symbol ( ).
(Ask participants to locate the content standard identifiers.)

28. Content Standard Identifiers Abbreviations
Reading Literature RL
Reading Informational Text RI
Reading Foundations RF
Speaking and Listening SL
Language L
This chart provides the abbreviations used in the Content Standard Identifiers, with
RL signifying Reading Literature,
RI signifying Reading Informational Text,
RF signifying Reading Foundations,
SL signifying Speaking and Listening, and
L signifying Language.

29. Appendices Appendix A:
Research Supporting Key Elements of the Standards
Appendix B:
Text Exemplars and Sample Performance Tasks
Appendix C:
Samples of Student Writing
Appendix D:
Literacy Standards for Grades 6-12: History/Social Studies, Science, and Technical Subjects
Appendix E:
Alabama High School Graduation Requirements
Appendix F:
Guidelines and Suggestions for Local Time Requirements and Homework
This chart lists the various appendices, with
Appendix A providing research that supports key elements of the standards,
Appendix B providing text exemplars for literature and informational text as well as sample performance tasks,
Appendix C providing actual samples of student writing that meets the standards at each grade level,
Appendix D providing the literacy standards for Grades 6-12 in history or social studies, science, and technical subjects,
Appendix E providing Alabama high school graduation requirements (which are placed in each COS), and
Appendix F providing guidelines and suggestions for local time requirements and homework—again, an appendix that you are used to finding in each COS.

30. Alignment There are two alignment considerations:
Alignment between the 2007 COS and the 2010 COS documents
Vertical Alignment/Learning Progression/Learning Trajectories
There are two important alignment considerations that we will discuss (and that LEAs need to note).
Vertical Alignment/Learning Progression/Learning Trajectories (These mean essentially the same.)
Alignment between the 2007 COS and the 2010 COS documents
We will discuss each of these.

31. Alignment Between 2007 and 2010 COS Documents
A comparison of the current Alabama COS for English Language Arts (2007) and the New English Language Arts COS (2010) shows some movement of content between grade levels.
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 Website.

32. Movement to a Later Grade
Moved from kindergarten to first grade:
Blending moved to 1st grade
Predictions moved to 1st grade
Text features of informational text moved to 1st grade
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 just get the content in a later grade.

33. Movement to an Earlier Grade
Moved from fifth grade to third grade:
Mechanics in writing
Capitalize appropriate words in titles
Use commas in addresses
Use commas and quotation marks in dialogue
Form and use possessives
In other cases, content was moved to an earlier grade. In this case, the fifth grade teacher will need to teach the new COS standards and continue to teach any standards that were moved to third grade until all students have had instruction in those standards.
The learning progression for the new standards will be very helpful as teachers make the transition from the current document. If students are not able to meet grade-level expectations for a particular standard, the foundation for each standard is clearly articulated in earlier grade standards.

34. Movement to an Earlier Grade
Writing Composition (2007 COS)
Grades 1-3 Narrative texts
Grade 4 Descriptive texts
Grade 5 Expository texts
Grade 6 Persuasive texts
Writing Composition (2010 COS)
Kindergarten Narrative, Descriptive, Expository, and Persuasive (opinion pieces) texts
The writing strand has some significant movement of content to earlier grades. Note that in the 2007 document, writing narrative texts is addressed in Grades 1-3; writing descriptive text is added in Grade 4; expository in Grade 5; and persuasive writing in Grade 6. In the 2010 standards, students in kindergarten compose narrative, descriptive, expository and persuasive texts (called opinion pieces).
Appendix C in the CCSS contains very helpful writing exemplars. (Talk about how these writing samples may allay fears about what is expected, especially in the early grades as well as provide focus for expectations in each grade.)

35. Content Correlation
A complete Content Correlation Document will be available during Stage 2 professional development sessions.
A complete Content Correlation Chart will be shared during Stage 2 PD sessions. We plan to make it easier to read and interpret than the one currently available on the SDE Website.

36. Vertical Alignment Sometimes called:
Learning progression
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
As was stated earlier, vertical alignment is also referred to as a learning progression or learning trajectory..
Vertical alignment refers to the way core knowledge and skills are developed over time through grade-level standards that gradually increase in complexity of two kinds—complexity of the performance task and complexity of the text to be read (in the Reading strands).

37. Activity Anchor Standard #1 (p. 14 in handout)
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.
Activity:
Turn to page 14 in the handout.
Read Anchor Standard #1 for Reading.
This is the first reading standard that all students must meet in order to be college- and career-ready.
Look at the blue handout.

38. Reading Standards for Informational Text
Kindergartners:
Grade 1 students:
Grade 2 students:
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text.
1. Ask and answer questions about key details in a text.
1. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
This blue handout defines what students should understand and be able to do at each grade level if they are going to meet this CCR anchor standard.
The first standard in each grade corresponds to Anchor Standard #1.
Standard #1 at each grade level is gradually building toward mastery of the Anchor Standard.
Look at Standard #1 for kindergarten, Grade 1, and Grade 2.
Underline the key words that show how these standards are related.

39. Reading Standards for Informational Text
Kindergartners:
Grade 1 students:
Grade 2 students:
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text.
1. Ask and answer questions about key details in a text.
1. 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.)
Now circle the key words that show how the expectation becomes more rigorous at each grade level.

40. Reading Standards for Informational Text
Kindergartners:
Grade 1 students:
Grade 2 students:
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text.
1. Ask and answer questions about key details in a text.
1. 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.)
Look at Standard #1 for each grade level 3-12.

41. Reading Standards for Informational Text
Grade 3 students
Grade 4 students:
Grade 5 students:
Key Ideas and Details
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
How is the Grade 3 standard related to Grade 2? How is it different?
Consider the relationship of Grade 4 to Grade 3 and to Grade 5.

42. Activity Anchor Standard #1 (p 14 in handout)
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.
Look back at Anchor Standard #1.
Note how the grade-level standards are gradually building the student’s proficiency in relation to this standard.

43. Turn and Talk
How does this vertical alignment serve as a learning progression?
How does the learning progression support the RtI plan?
How could the learning progression of the new COS help to support students who are not on grade level?
Either above or below?

44. Increased Complexity in Text
In some cases, the expectation for what the student will know or be able to do is very similar across a grade span.
The difference is in the complexity of the texts required for mastery at each grade level.
In some cases, the expectation for what the student will know or be able to do is very similar across a grade span. The difference is in the complexity of the texts required for mastery at each grade level.

45. Reading Standards for Informational Text
Grade 4 students:
Grade 5 students:
Grade 6 students:
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band, with scaffolding as necessary at the high end of the range.
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
10. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as necessary at the high end of the range.
In some of the standards, the student performance task is the same or very similar.
The change from one grade level to the next is in the complexity of the text and in the amount of scaffolding provided.
Look at Standard #10 for Grade 4, Grade 5, and Grade 6.
Underline the key words that show how these standards increase in expectation.

46. Reading Standards for Informational Text
Grade 4 students:
Grade 5 students:
Grade 6 students:
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band, with scaffolding as necessary at the high end of the range.
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
10. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as necessary at the high end of the range.
(Discuss the key words that show how these standards increase in complexity.)
In some of the standards, the student performance task is the same or very similar.
The change from one grade level to the next is in the complexity of the text and in the amount of scaffolding provided.

47. 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 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.
The link to access Appendix B is on the bottom of this slide, but it is also on p. 38 of your main handout.

48. Activity
Exploring text complexity

49. Appendix C

50. Implications for Special Education
Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards.
In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services.
Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards and therefore for Alabama’s 2010 COS.
In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services.

51. Implications for Special Education
Supports and Services for Students with
Disabilities:
Instructional supports for learning
Instructional accommodations
Assistive technology devices and services
Curriculum Guides to the Alabama Courses of Study
Some of those supports and services include:
Instructional supports for learning which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression.
Instructional accommodations― changes in materials or procedures― which do not change the standards but allow students to learn within the framework of the Common Core.
Assistive technology devices and services to ensure access to the general education curriculum and the Common Core State Standards.
As in the past, Special Education Services, Alabama Department of Education will develop curriculum guides for the 2010 Alabama College- and Career-Ready standards. The curriculum guides provide a listing of prerequisite skills for the standards and offer scaffolding advice to teachers who teach students with disabilities.

52. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
The full title of the Common Core State Standards document for ELA is Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.
Some might infer that this indicates that these standards are for English language arts teachers. Well, they are extremely important standards and they are placed in the CCSS with ELA standards, but they are, as the title says, for history or social studies, science, and technical subjects.

53. Appendix D
Literacy in History/Social Studies, Science, and Technical Subjects
Reading Standards
Writing Standards
The standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.
This is one of the MOST IMPORTANT features of the new standards. When students see connections among content areas, they see concepts as being relevant to their world. Students CANNOT truly be ready for college and careers until they can formulate conceptual understandings and apply learning to authentic situations.
The Literacy Standards have been placed in the appendices of Alabama’s ELA COS—but they have also been placed in the mathematics COS appendices, and they will be placed in the social studies and science COSs. These are reading and writing standards that teachers in these courses should be teaching. They become required content in mathematics in 2012—and for other subjects when the ELA COS becomes required for implementation in Similar reading and writing standards that are appropriately taught by ELA teachers are included in the ELA standards,
The only need for ELA teachers to become familiar with them is if they need to assist teachers in other subjects in how to include literacy instruction in their classrooms.

54. Literacy Standards Grades 6-12
10 Reading Standards Per Grade Cluster
10 Writing Standards Per Grade Cluster
These literacy standards apply to Grades 6-12, and they are not extensive in number—only 10 reading and 10 writing standards per subject area. Note that you have been provided a copy of them in your handouts. (pp )
The writing standards are the same for all identified subjects, whereas the reading standards differ for social studies and for science and technical subjects.

55. Reading Standards for Literacy Examples: Grades 11-12
Social Studies
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Science & Technical Subjects
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Let’s take a look at a few of them. Note that the reading standards for Literacy for social studies are different from the reading standards for Literacy in science and technical subjects.
The first Grades reading standard #6 is for history or social studies (and “historical event or issue” is specifically addressed).
The second Grades reading standard #6 is for science and technical subjects (and appropriately includes “providing an explanation, describing a procedure, or discussing an experiment.”)

56. Writing Standards for Literacy Example: Grades 9-10
Write arguments focused on discipline-specific content.
Establish and maintain a formal style
and objective tone while attending to the norms and conventions of the discipline in which they are writing.
You will find that the literacy writing standards are more general, and the same standards apply to history/social studies, science, and technical subjects.
Note the phrases “discipline-specific content,” and “while attending to the norms and conventions of the discipline in which they are writing.”
Also, you will see that the literacy standards are not grade-specific for each grade. Rather, they are grouped into Grades 6-8, 9-10, and The standard does not change within the grade cluster.