1. 2011 ELA Summer Institute
Welcome
Introduce who is in the room – Heather, me, …
Ask works with middle school educators
Ask who works with high school educators
Take a look at the Trainer Notes and read the What Can I Expect?
Emphasize:
We will introduce you to many activities that you can expand and adapt… our goal is to provide you with a taste of many different activities so you can decide what your teachers need. We will not complete any activity.

2. North Carolina Professional Teaching Standards
Standard III: Teachers know the content they teach.
Standard IV: Teachers facilitate learning for their students.
Standard V: Teachers reflect on their practice.

3. Cell phones on silent
Restroom breaks
as needed
Post questions
on paper or online

4. Supporting documents available:
Trainer Notes
handouts
Wiki
Instructional Support Tools –
NCDPI ACRE website
Facilitator’s Guide –

5. INTRODUCTION
Participants will learn “Who is in the room?” and pre-assess their basic understanding of the Common Core State Standards.

6. SCRABBLE SLAM!!
When the music starts, use your letter to make a word with other participants. Try to make the longest word you can.
When the music stops, introduce yourselves to your word group (include where you are from, your position, and one other piece of information you would like to share).
Then, be ready to share your scrabble word with the whole group.

7. Phone-a-thon
Use polleverywhere to set up a survey.

8. OVERVIEW OF THE ELA COMMON CORE STATE STANDARDS
Participants will gain an understanding of the
design and organization of the CCSS document.

9. Design There are four strands: Reading
+ Reading Foundational Skills K-5
Writing
Speaking and Listening
Language
The ELA Common Core supports an integrated model of literacy.
There are media requirements blended throughout.

10. Reading Foundational Skills Grades K-5
Print concepts (K−1)
Phonological awareness (K−1)
Phonics and word recognition (K−5)
Fluency (K−5)
There are no anchor standards for Reading Foundational Skills. As students are becoming readers, they develop these skills during the elementary years.

11. College and Career Readiness (CCR) Anchor Standards
The CCR Anchor Standards:
Have broad expectations consistent across grades and content areas.
Are based on evidence
about college and workforce training expectations.
Expect instruction to cover a broad range of increasingly challenging text.

12. CCR Anchor Standards
The CCR Anchor Standards “anchor” the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.
Each CCR Anchor Standard has an accompanying grade-specific standard that translates the broader CCR statement into grade-appropriate end-of-year expectations.

13. Grade Specific Standards
K−12 Standards:
Are grade-specific end-of-year expectations.
Are developmentally appropriate. There is a cumulative progression of skills and understandings.
Have a one-to-one correspondence with CCR Anchor Standards.

14. 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.
This slide is an example of how the anchor standard is the foundation for the grade level expectations. Focus attention on the common language and by grade 12, the grade-specific language is close to the anchor.
Read the anchor and the grade-specific standard for #1.
Read orally Anchor Standards #1 and then
Read orally Reading Standard #1. Listen and look for common language.
Discuss how each advanced grade level guides toward mastery of the anchor standards – so by 12th grade, students will have mastered the entire anchor standard within that strand.

15. 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.
Continue to look at Anchor Standard #1 (the same as grade 3)
Read Reading standard #1 for grade 6.
What is the common language in both?

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. Cite strong and thorough 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 analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Continue to look at Anchor Standard #1 (the same as grade 3 & 6)
Read Reading standard #1 for grade 9-10.
What is the common language in both?

17. Annotating the Anchors
1. Circle every strand in the CCR Anchor Standards.
2. Underline the clusters.
3. Place a star next to the most challenging Anchor Standard in each strand.
Find your handout “Annotating the Anchors”.
This is an exercise so you will know the big picture of the CC.
Share out from a few tables (#3) – most challenging strand and why?
On handout - Anchors are bold and Clusters are in italics.
Develop a common language.

18. Intentional Design Limitations
The Standards do NOT define:
How teachers should teach.
All that can or should be taught.
The nature of advanced work beyond the core.
The interventions needed for students well below grade level.
The full range of support for English Language Learners and students with special needs.
Everything needed to be college and career ready.
NOT national standards – CCSS are state adopted standards.

19. CCSS Speaking and Listening
Balanced Literacy
Balanced
Literacy
CCSS
Reading
CCSS Writing
CCSS Speaking and Listening
CCSS Language
The ELA Common Core supports Balanced Literacy which includes: reading and writing workshop.

20. High School Literature
The scope and sequence of literature allows for a literary experience that carries not only a global perspective but an opportunity to view U.S. literature and literary nonfiction within a global lens.
The literature selections provide a vehicle by which to teach the CCSS standards and ensure that students will have a rich and diverse understanding of literature by the end of their senior year.
This is the Scope and sequence of literature for high school students.
Literature is only the vehicle by which you teach the standards.
Students should be reading more complex texts that are richer, deeper and more meaningful.

21. The English I course provides:
a foundational study of literary genres (novels, short stories, poetry, drama, literary nonfiction)
influential U.S. documents
one Shakespearean play.

22. English II introduces:
literary global perspectives focusing on literature from the Americas (Caribbean, Central, South, and North), Africa, Eastern Europe, Asia, Oceania, and the Middle East.
influential U.S. documents
one Shakespearean play.

23. English III is an: includes at least one Shakespearean play.
in-depth study of U.S. literature and U.S. literary nonfiction especially foundational works and documents from the 17th century through the early 20th century.
includes at least one Shakespearean play.

24. English IV completes the global perspective initiated in English II:
Focus on European (Western, Southern, Northern) literature
includes important U.S. documents and literature (texts influenced by European philosophy or action)
at least one Shakespearean play.

25. Meet the Appendices! Handout
For your convenience, we have provided you with a Table of Contents of the Appendices. It’s a quick reference of all the information found in Appendix A, B, and C.
Take a few minutes to identify the types of information found in each Appendix (A, B, C)
Share out ideas: Think of how you might use these sections.

26. CROSSWALKING WITH THE STANDARDS
Many teachers think that the new standards are the same as the current NCSCS.
This activity highlights the differences.
It is important for teachers to see these differences. Do ONE strand to emphasize this take away.
If you have already evaluated the crosswalk, another way to analyze the match:
Develop your own rubric using clarifiers rather than a numerical value.
Different way of evaluating the Crosswalk resources
1. Content that is no longer a focus
2. Content continued with modifications
3. New content
Participants will recognize the
rigor and specificity in the new CCSS.

27. Crosswalk Document Activity
Using the rubric provided and the Crosswalk handout, identify the level of alignment between the NC ELA Standard Course of Study and the ELA Common Core State Standards.
Place the alignment score in the “Comments” section of the Crosswalk - selected pages are provided for K-5, 6-12 grade spans.
Handout - K and Grade 7 Crosswalks.

28. Crosswalk Activity Rubric3
The concepts and skills of the NC ELA Standard Course of Study are strongly aligned to the concepts and skills in the English Language Arts Common Core State Standards. 2
The concepts and skills of the NC ELA SCOS are reasonably aligned to the concepts and skills in the ELA CCSS. 1
The concepts and skills of the NC ELA SCOS are minimally aligned to the concepts and skills in the ELA CCSS. NE
The standard is a new expectation found in the CCSS.

29. BREAK (Readers Rehearse)
Take a 15 minute break.
Please return promptly.

30. VERTICAL
ALIGNMENT
Participants will recognize the K-12 progression of grade level expectations for the Standards and their connection to the Anchor Standards.
They will determine and compare the skill requirements between two grade levels.

31. READER’S THEATRE VERTICAL ALIGNMENT with
This is an activity to introduce the IDEA of a progression of standards.
Handout
13 people will be needed for this activity.
Each chosen participant will read orally their grade or grade-span components of the ELA CCSS: Reading Literature standard number one. The role of the audience is to focus on the commonalities of what each participant says and also to focus on the differences of what each says. The script and directions for the readers theater are also posted on the wiki.
After the reading, discuss the findings (discoveries) from the whole group.

32. Grow a Standard
This next activity will
support your deeper understanding and experience with the ELA Anchor Standards.

33. Grow a Standard Begin with the CCR Anchor Standard (in bold).
Put the puzzle pieces in order from basic to more sophisticated expectations.
This is a sample of an activity you can use to help teachers understand the progression of a standard. The strand is Speaking and Listening.

34. Answers: Speaking and Listening (SL.3) K-5
Kindergarten
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Grade 1
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Grade 2
Ask and answer questions about what a speaker says in order to clarify comprehension , gather additional information, or deepen understanding of a topic or issue.
Here is the order in which your puzzle pieces should be.

35. Answers: Speaking and Listening (SL.3) K-5
Third Grade
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Fourth Grade
Identify the reasons and evidence a speaker provides to support particular points.
Fifth Grade
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

36. Answers: Speaking and Listening (SL.3) 6-12
Sixth Grade
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Seventh Grade
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Eighth Grade
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

37. Answers: Speaking and Listening (SL.3) 6-12
9th and 10th Grade
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
11th and 12th Grade
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
How did you do?
Reflect on your thinking process while completing this activity.

38. Looking Deeper at Vertical Alignment
How do the anchor standards translate through the grades?
Directions:
For each standard, mark the changes at each grade level. (What’s different?)
Revisit two grade-level standards that are side-by-side and focus on the differences between the two. What are the different expectations for students?
This activity goes a bit deeper by allowing teachers to recognize the differences at each grade level for one standard.
Handout – “Looking Deeper” (Highlighting activity – long sheets blue and orange)
The Standards that we will be working with during this activity are Reading Standard for Literature and for Informational Texts.
Look at the blue side of the handout. This side shows the Standard for Reading Literature Text, standard number two.
“Mark the changes at each grade level”. Remember that you are focusing on what is different as you move from grade to grade.
Now look at the orange side. This time you will be working with the Reading Standard for Informational Texts, standard number six.
Conduct the same process by marking the changes from grade level to grade level (What is different).
Now, look at two standards side-by side….read the rest of the slide
They have 20 minutes to complete the whole activity.
The version is posted on the wiki (K-12)

39. Reflection How does vertical alignment speak to classroom instruction?
2. What other ways can you use vertical alignment?
3. How does vertical
alignment help teachers
understand where
scaffolding might be
needed as they assist
all students in accessing
the content?
Reflection
Create a wallwisher for your participants.

40. CLOSE WITH A CLOZE Participants will review the purpose
of the CCSS Anchors and the benefits
of the cloze strategy.

41. Close with a “Cloze” Activity:
Read the text and conduct a cloze reading of the text.
Fill in each blank with one word.
Handout
You will need the handout labeled “Cloze Reading.” This paragraph discusses the role of the anchor standards. They can use any paragraph that will provide the opportunity to discuss.
Direction:
Individually, read the paragraph and fill in as many blanks as you can by yourself.
Then we will ask you to work collaboratively with your table group to finalize the word for each blank.
We will discuss the paragraph answers when groups have completed the activity.
When conducting this activity: make sure that you provide a meaningful passage.
This strategy can be used with any significant paragraph from the Introduction or Appendices of the CC.

42. CCR and grade-specific standards
Close with a “CLOZE”
CCR and grade-specific standards
The CCR standards ______the document and define _____, cross-disciplinary _______ expectations that must be met for students to be ______to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define ___-__-___ expectations and a _____ progression designed to enable students to meet college and career readiness ________no later than the end of high school. The CCR and high school (grades 9–12) standards work in ______ to define the college and career readiness line—the ___________ providing broad standards, the latter providing additional _______. Hence, _____should be considered when __________ college and career readiness assessments.

43. CCR and grade-specific standards
Close with a “CLOZE”
CCR and grade-specific standards
The CCR standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. The CCR and high school (grades 9–12) standards work in tandem to define the college and career readiness line—the former providing broad standards, the latter providing additional specificity. Hence, both should be considered when developing college and career readiness assessments.
This is are the answers for this activity.

44. Ticket Out 3x3 Write three important points you learned today.
Share with three people in the room.
We want to model another example of formative assessment that can be used during your PD or for teachers to use within their classroom instruction.

45. 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
Phyllis Blue
Grades 6-8 English Language Arts Consultant
Lisa McIntosh (Llewellyn)
K-5 English Language Arts
Consultant
Dan Tetreault

46. Contact Information:
Kelly Brannock, NBCT
School Library Media Consultant
Heather P. Mullins
Educator Recruitment and Development Division
Kimberly Simmons
Educator Recruitment and
Development Division
Robin Smith, Ed.D.