1. Session One of Two

2. Participants will gain an awareness of:  Content Organization  Content Movement  Vertical Alignment

3. 2010201120122013 NovDecJanFebMarApMayJunJulAugSepOctNovDecJanFebMarApMayJunJulAugJanFeb 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. 20132014 MarapMayJunJulAugSepOcNovDecJanFebMarAprMayJunJulAugSepOct ELA Develop Phase II Implementation of 2010 ELA Standards ELA Development Phase III and Deliver PD on Additional Topics-Building Capacity Content Analysis, Local Curriculum Guides, etc. 3 Timeline for Preparation for the ELA Course of Study

4. Phase 1 (PD Topics)  Components of the Course of Study  Strands (Comparison, New Emphases)  Vertical Alignment  Content Movement  Appendices B and C  Implications for Special Education Phase 2  Analyzing the Standards  Sample Units of Study  Sample Lessons/Curriculum Development  Differentiated Instruction for RtI  Assessment  Resources Phase 3  Continuous Support, based on LEA needs and requests

5.  Grade Clusters ( K-2, 3-5, 6-8, and 9-12)  Strands  Subcategories  Content Standards  Content Standard Identifiers

6. KINDERGARTEN Students will: Reading Standards for Literature Key Ideas and Details 1.With prompting and support, ask and answer questions about key details in a text. [RL.K.1] a.Make prediction to determine main idea and anticipate an ending. 2.With prompting and support, retell familiar stories, including key details. [RL.K.2] 3.With prompting and support, identify characters, settings, and major events in a story. [RL.K.3] Content Standards Content Standard Identifiers Subcategory Strand

8. Subcategories - specific purpose of a group of standards within a strand Reading Standards for Literature Key Ideas and Details 1.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. 2.With prompting and support, retell familiar stories, including key details. [RL.K.2] 3.With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]

9. Content Standards - define what students should know and be able to do at the conclusion of a grade (They complete the phrase “Students will…”) Reading Standards for Literature Key Ideas and Details 1.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. 2.With prompting and support, retell familiar stories, including key details. [RL.K.2] 3.With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]

10. Demonstrate reading vocabulary knowledge of compound words. ∙ Using structural analysis to develop meaning ∙ Drawing semantic maps ∙ Recognizing new synonyms and antonyms ∙ Spelling correctly compound words, phonetically regular words, contractions, and possessives, including using a dictionary to check spelling

11. Conventions of Standard English 36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2] a. Capitalize holidays, product names, and geographic names. [L.2.2a] b. Use commas in greetings and closings of letters. [L.2.2b] c. Use an apostrophe to form contractions and frequently occurring possessives. [L.2.2c] d.Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [L.2.2d] e. Form uppercase and lowercase letters in cursive. f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.2.2e] 2010 ELA COS

12. Content Standard Identifiers - indicate the Common Core State Standards (CCSS) strand, grade, and standard number Reading Standards for Literature Key Ideas and Details 1.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. 2.With prompting and support, retell familiar stories, including key details. [RL.K.2] 3.With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]

13. Reading LiteratureRL Reading Informational TextRI Reading FoundationsRF WritingW Speaking and ListeningSL LanguageL

14. There are two alignment considerations: 1. Alignment between the 2007 COS standards and the Common Core State Standards (CCSS) 2. Vertical Alignment/Learning Trajectories

15.  A comparison of the 2007 Alabama COS standards and the CCS standards shows some movement of content from one grade level to another. www.alsde.edu/Special Links/Courses of Study/Drafts and Period for Public Review/Correlation of Alabama English Language Arts Standards and CCSS

17. Moved from kindergarten to first grade:  Blending moved to 1 st grade  Predictions moved to 1 st grade  Text features of informational text moved to 1 st grade

18. 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

19.  Sometimes called 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

20. Anchor Standard #1 (p. 9 in 2010 COS) 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.

21. 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.

22. 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.

23. 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.

24. Grade 3 studentsGrade 4 students:Grade 5 students: Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

25. Grade 3 studentsGrade 4 students:Grade 5 students: Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

26. Grade 3 studentsGrade 4 students:Grade 5 students: Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

27. Anchor Standard #1 (p 9 in 2010 COS) 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.

28. Language Anchor Standard #2 (p 12 in 2010 COS)  2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

29. Conventions of Standard English Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. KindergartenGrade 1Grade 2 a.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 3Grade 4Grade 5 a. Capitalize appropriate words in titles. a. Use correct capitalization.

30. Conventions of Standard English Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. KindergartenGrade 1Grade 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 3Grade 4Grade 5 b.Use commas in addresses. c. 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.

31. 2010 Alabama COS Grade 3 38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. b. Use comma in addresses. [L.3.2b] Grade 4 38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b] Grade 5 39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

32.  How this vertical alignment serves as a learning trajectory

33.  The importance of text selection in building literacy proficiency.  The importance of writing in building literacy proficiency.

34. Become familiar with the documents that are referenced in  Appendix B (p.100) Text Exemplars and Sample Performance Tasks  Appendix C (p. 101) Samples of Student Writing Links to both documents are included on pages 100 and 101.  Graphic Organizer from website

35. http://alex.state.al.us/ccrs The Navigation links connect you to many different informational options.

36. Send questions to: Pam Higgins at phiggins@alsde.edu orphiggins@alsde.edu Steve McAliley at stevemc@alsde.edustevemc@alsde.edu Questions and answers will be posted to the website www.alex.state.al.us/ccrs. www.alex.state.al.us/ccrs