2. Common Core State Standard: ENGLISH LANGUAGE ARTS OSPI /ESD LLC TEAM

3. Common Core State Standards Our goals for today… Participants will… Take a glimpse at the past and a peek at the future Navigate the document Glance into the content strands Consider implications for your work Review resources and coming events 3

4. Common Core State Standards Define the knowledge and skills students need for college and career Developed voluntarily and cooperatively by states; more than 40 states have adopted Provide clear, consistent standards in English language arts/Literacy and mathematics Source: www.corestandards.org 4

5. Washington State’s Implementation Timeline 2010-112011-122012-132013-142014-15 Phase 1: Awareness and Understanding, Alignment, and Adoption Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials Phase 3: Classroom Transitions Phase 4: Statewide Implementation through the Assessment System 5

6. Smarter Balanced Assessment Consortium A Peek at the Assessment System 6

7. The Purpose of the Consortium  To develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that... ...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching [The assessments shall be operational across Consortium states in the 2014-15 school year] 7

8. A National Consortium of States  29 states representing 48% of K-12 students  21 governing, 8 advisory states  Washington state is fiscal agent 8

9. A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction 9

10. System Highlights Re-take option Optional Interim assessment system— Summative assessment for accountability Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. Scope, sequence, number, and timing of interim assessments locally determined PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT * Time windows may be adjusted based on results from the research agenda and final implementation decisions. English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR Source: http://www.ets.org INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT 10

11. Support for Special Populations  Accurate measures of progress for students with disabilities and English Language Learners  Accessibility and Accommodations Work Group engaged throughout development  Outreach and collaboration with relevant associations Common- Core Tests to Have Built-in Accommodations - June 8, 2011 “ ” 11

12. State-Led and Committed to Transparency

13. State Involvement in Getting the Work Done: Consortium Work Groups Work group engagement of 90 state-level staff: Each work group: Led by co-chairs from governing states 6 or more members from advisory or governing states 1 liaison from the Executive Committee 1 WestEd partner Work group responsibilities: Define scope and time line for work in its area Develop a work plan and resource requirements Determine and monitor the allocated budget Oversee Consortium work in its area, including identification and direction of vendors Accessibility and Accommodations 1 Formative Assessment Practices and Professional Learning 2 Item Development 3 Performance Tasks 4 Reporting 5 Technology Approach 6 Test Administration 7 Test Design 8 Transition to Common Core State Standards 9 Validation and Psychometrics 10 13

14. Common Core State Standards in English Language Arts A glance at the content 14

15. Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) Language Media & Tech 15

16. The ELA Document Structure K-5 page 11 – Reading Foundational Skills – Writing – Speaking and Listening – Language  6-12 page 35  Reading  Writing  Speaking and Listening  Language  Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C Introduction page 10 16

17. College and Career Readiness Anchor Standards for ELA College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards Reading - 10 Writing - 10 Speaking and Listening - 6 Language - 6 17

18. Introduction  Locate the introduction  Answer questions #1- 3 18

19. Reading Strand Reading Anchor Standards K-5 page 10 Reading Literature Standards page 11 Reading Informational Standards page 13 Foundational Skills Standards page 15 Reading Anchor Standards 6-12 page 35 Reading Literature Standards page 36 Reading Informational Standards page 39 19

20. Reading Grade Levels Strand Abbreviation Sub-heading 20

21. Reading Sub-headings Reading – Key Ideas and Details – Craft and Structure – Integration of Knowledge and Ideas – Range of Reading and Level of Text Complexity Foundational Skills (K-5 only) – Understanding concepts of print – Phonological awareness – Phonics and word recognition – Fluency 21

22. Reading Task  Scavenger Hunt questions (# 4,5,6)  What stands out regarding content and/or organization?  Share out 22

23. Writing Strand Writing Anchor Standards K-5 page 18 Writing K-5 Standards page19 Writing Anchor Standards 6-12 page 41 Writing 6-12 Standards page 42 Introduction – Definition of writing 23

24. 24

25. Writing Sub-Headings Writing – Text types and Purposes – Production and Distribution of Writing – Research to Build and Present Knowledge 25

26. Writing Task  Scavenger Hunt questions (# 7,8)  What stands out regarding content and/or organization?  Share out 26

27. Speaking and Listening Strand  Speaking and Listening Anchor Standards K-5 page 22  Speaking and Listening K-5 Standards page 23  Speaking and Listening Anchor Standards 6-12 page 48  Speaking and Listening 6-12 Standards page 49 27

28. 28

29. Speaking and Listening Sub-headings  Speaking and Listening  Comprehension and Collaboration  Presentation of Knowledge and Ideas 29

30. Speaking and Listening Task  Scavenger Hunt questions ( # 9,10)  What stands out regarding content and/or organization?  Share out 30

31. Language Language Anchor Standards K-5 page 25 Language K-5 Standards page 26 Language Anchor Standards 6-12 page 51 Language 6-12 Standards page 52 31

32. 32

33. Language Sub-headings  Language  Conventions of Standard English  Knowledge of Language  Vocabulary Acquisition and Use 33

34. Language Task:  Scavenger Hunt questions (# 11, 12)  What stands out regarding content and/or organization?  Share out 34

35. Literacy Standards for History/Social Studies, Science, and Technical Subjects Reading Anchor Standards page 60 Reading Standards for Literacy in History/Social Studies 6-12 page 61 Reading Standards for Literacy in Science and Technical Subjects 6-12 page 62 Writing Anchor Standards page 63 Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 page 64 35

36. History / Social Studies Science, and Technical Subjects Task:  Scavenger Hunt questions (# 13 )  What stands out regarding content and/or organization?  Share out 36

37. Example of Grade-Level Progression in Reading CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 37

38. An example of CCSS Integrated Literacy Writing standard 9 – Grade 4 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). W.4.9a W.4.9b 38

39. An example of CCSS Integrated Technology Reading Standard 7– Grade 8 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. technology speaking OR writing 39

40. Three Appendices Include Valuable Information  Scavenger Hunt questions (# 14, 15, 16 )  What stands out regarding content and/or organization?  Share out 40

41. Appendix A  Research and evidence  Glossary of key terms  Overview of each strand  Text complexity  Conventions grade-level chart 41

42. Appendix B: Reading Text Exemplars with Sample Performance Tasks 42

43. Appendix C : Annotated Student Writing Samples 43

44. Appendix C : Annotated Student Writing Samples 44

45. What instructional shifts do you see?  Share out 45

46. ELA / Literacy: The 6 Major Shifts Balance of Literary and Informational Texts Literacy in the Content Areas Increased Complexity of Text Text-based Questions and Answers Writing Using Evidence Academic Vocabulary 46

47. Balance of Literary and Informational Texts Literature includes – Stories – Drama – Poetry Informational Text includes Literary Nonfiction – Personal essays – Speeches – Opinion pieces – Biographies – Memoirs 47

48. Literacy in the Content At K-5 – Emphasis on literary experiences in content specific domains – Instruction in science and history/social studies Grades 6-12 – Teaching content specific literacy – Reading is critical in building knowledge in content areas 48

49. Increased Complexity of Texts  Staircase of complexity  Each grade level, step of growth  More time for close and careful reading  Appropriate and necessary scaffolding and supports for students reading below grade level 49

50. Text complexity is defined by w of Text Complexity Qualitative 2.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative 1.Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task 3.Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. 50

51. Text-based Questions and Answers  Rich discussions dependent on common text  Focus on connection to text  Develop habits for making evidence based arguments in discussion and writing 51

52. Writing Using Evidence Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research – short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples) 52

53. Balance of Writing Text Types In grades K-5, the term opinion refers to persuasive writing Argumentative is a form of persuasion but brings in evidence from both sides of the issue. Narrative strategies are important component to developing both argumentative and explanatory writing Technology will be used to create, refine and collaborate writing

54. Academic Vocabulary  Vocabulary to access grade-level, complex texts  Vocabulary that crosses content  Focus on pivotal, commonly found words, such as consequently, generation 54

55. A Focus from “The Big Ideas” Strongest Messages – Shift to higher-level thinking skills – Increased focus on Informational text in all subject areas – Rigor regarding depth and focus, quality over quantity – Writing using texts and evidence The move toward “career and college readiness”… – CCSS add grades 11 and 12 – Greater focus on increasing text complexity, argumentative writing, research skills from early grades – WA strength at K-3 / student goal setting 55

56. Reflection:  What key messages stand out for you?  How will this impact your responsibilities and work?  What questions do you still have? 56

57. Resources 57

58. See the Resource page for the link to these documents. Grade Level One-Pagers created by teachers in Washington State 58

59. Resources for Implementation  ELA overview documents (one-pagers) as connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel  Publisher’s Criteria in ELA and Literacy: http://k12.wa.us/CoreStandards/Resources.aspx http://k12.wa.us/CoreStandards/Resources.aspx  Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses http://k12.wa.us/CoreStandards/Transition.aspx#Analyses  Parent Resource Guides: http://www.pta.org/4446.htm http://www.pta.org/4446.htm 59

60. State Resources Coming Soon  Grade-level Transition Documents  Three-Year Transition Plan 60

61. Ways to Be Involved in Washington State’s Transition 61

62. CCSS Statewide Conference Presentations 62

63. CCSS Statewide Webinar Series 63

64. For More Information Common Core Website: http://www.corestandards.org/the-standards http://www.corestandards.org/the-standards Common Core Questions: – Email: corestandards@k12.wa.us ORcorestandards@k12.wa.us – Greta Bornemann, OSPI CCSS Project Director, E-mail: Greta.Bornemann@k12.wa.us Greta.Bornemann@k12.wa.us Hunt Institute Videos – http://www.youtube.com/watch?v=9IGD9oLofks&feature=playe r_detailpage (overview) http://www.youtube.com/watch?v=9IGD9oLofks&feature=playe r_detailpage – http://www.youtube.com/watch?v=Jt_2jI010WU&feature=relat ed (writing) http://www.youtube.com/watch?v=Jt_2jI010WU&feature=relat ed 64

65. Thank you. corestandards@k12.wa.us