1. ICSD K-5 ELA CCSS Alignment and Curriculum Revision August 2011

2. This week is only the beginning!!!

3. Goals Unpack and prioritize the Common Core State Standards (CCSS). Align existing common quarterly assessments with the identified power standards and identify gaps Align existing ICSD Curricula with the identified power standards and identify areas in need of revision/development

4. Organization of the NYS ELA PK- 12 CCSS 4 Strands: Reading Literature Informational Text Foundational Skills (preK – 5) Writing Speaking & Listening Language College and Career Readiness (CCR) Anchor Standards for each strand Same for pre-K – 12 Organized by topic under each strand Grade-specific standards corresponding to each CCR for each grade-level Translates each CCR Anchor Standard into end-of-year expectations for each grade-level Strands in current NYS ELA Standards Reading Writing Listening Speaking

5. Identifying Standards Anchor Standards are identified by their strand, CCR Status, and number. W.CCR.6 R.CCR.3 Grade-specific standards are identified by their strand, grade, and number (or number and letter, where applicable). RI.4.3 L.K.1a

6. Shifts in the CCSS  Access the world through books -- text seen as essential tool for gaining knowledge in all content areas  Spend equal time on informational texts and stories  Text complexity matters  Text-based answers  Emphasis on writing to inform or to make an argument  Emphasis on developing academic vocabulary to support access to complex texts

7. Adding Value to Standards Unpack and prioritize standards to add:  greater precision  shared understanding  focus  consistency

8. Unpacking the Standards Restating standards as agreed upon student learning outcomes (SLO) What students will know, be able to do or be able to demonstrate when they have mastered each standard  Students will… May be a series of scaffolded SLOs to show clear milestones of student learning as they work toward mastery of each standard SLOs should specify an action by the student that is observable, measurable and able to be demonstrated. These need to be shared expectations in all 8 schools

9. Example W.1.8 StandardStudent Learning Outcomes With guidance and support from adults, recall information from experiences or gather inf ormation from provided sources to answer a que stion. Students will orally tell about first-hand experiences or topics of personal interest including several facts or discrete pieces of information. Students will recall facts and ideas from texts read aloud in class to answer questions orally. Students will include facts and ideas from texts read in class in their writing. Students will recount first-hand experiences in writing including at least 3 distinct details.

10. Example RL.1.2 StandardStudent Learning Outcome Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.) Students will orally recount the main events from stories read aloud in class or from stories read independently. 2.) Students will orally recount, in sequence, the main events from stories read aloud in class and from stories read independently. 3. ) Students will orally retell stories heard in class or read independently including characters’ names, a description of the setting, and the main events in sequence. 4.) Students will identify and name the theme or lesson of a story heard in class or read independently. 5.) Students will orally describe a theme or lesson from a story heard in class or read independently and recount an event from the story that illustrates the theme or lesson being described.

11. “Power” or “Priority” Standards Power priority standards are “a subset of state standards that represent the most important elements of the curriculum” (Reeves, 2002)  AKA: Some standards are more important than others........... Power standards represent the “safety net” of standards every teacher ensures all students learn. Three Criteria Apply:  Endurance  Leverage  Readiness for the next level of instruction

12. Endurance Standards that give students skills or knowledge that remain with them long after a test is completed Examples include: research skills, reading comprehension, writing, map reading, hypothesis testing, etc. Years into the future these skills will be used again and again

13. Readiness Collaborative effort to reflect on cross grade level curriculum Consider: What knowledge and skills would students need to have in order to be ready to learn the curriculum and be successful this year, next year, and on state tests?

14. Leverage Leverage helps identify those standards applicable to many academic disciplines Examples include: nonfiction writing, interpretation of charts and graphs Leverage aids in curriculum planning particularly in integrating thematic units

15. Essential Nice to Know Important Power Standards – Hitting the Bull’s Eye! (all 3 criteria apply) (2 criteria apply) (1 criteria applies)

16. Group Norms for Successful Collaboration Seven Norms of Collaboration and the Four Agreements of Courageous Conversations Additions? Changes?

17. Resources Grade-level standards documents CCSS Vertical Articulation Document Fountas & Pinnell Continuum for LiteracyLearning F&P Continuum for Literacy LearningCCSS Alignment Document ICSD ELA Curriculum Documents Greece Central School District PriorityStandards Document CCSS Unpacked by the North CarolinaDepartment of Education

18. Capturing Our Work http://icsdk-5literacy.wikispaces.com/ NYS CCSS Unpacked and Prioritized – click on your grade-level document Multiple authors can access and edit the document simultaneously

19. Remember… “It is a process, not an event; a marathon, not a sprint.” (Larry Ainsworth, 2004)