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

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:

5. Washington State’s Implementation Timeline
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

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

7. (includes Speaking and Listening)
Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12
Reading
Writing
Communication
(includes Speaking and Listening)
ELA Common Core Standards
Speaking and Listening
Reading
Writing
Language
Media & Tech
Our current Washington State standards are divided into the three content areas: reading, writing, and communication which includes speaking and listening.
The CCSS are divided into Reading, Writing, Speaking and Listening, and Language for conceptual clarity (in other words, it makes sense for how the book is laid out), however the learning processes are closely intertwined throughout the document. Research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section and encompass all content stands.
This allows students to develop mutually reinforcing skills, reading skills that support writing, language skills that support speaking and listening, etc.
Later in the presentation we will take a look at some specific examples of integrated standards.

8. The ELA Document Structure
Introduction page 10
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

9. 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

10. Introduction
Locate the introduction
Answer questions #1- 3

11. 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

12. Reading
Strand
Abbreviation
Strand
Grade Levels
Sub-heading

13. Reading Sub-headings Reading Foundational Skills (K-5 only)
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

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

15. 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

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

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

19. 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

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

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

23. 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

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

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

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

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

29. 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.

30. An example of CCSS Integrated Literacy
W.4.9a
W.4.9b
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”).

31. 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

32. Three Appendices Include Valuable Information
Scavenger Hunt questions (# 14, 15, 16 )
What stands out regarding content and/or organization?
Share out
The Appendices are critical to this document.
Appendix B provides diverse examples of text exemplars and student samples
Appendix C provides informational, narrative, argumentative writing samples. There are two samples from WA state writing assessment

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

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

35. Appendix C : Annotated Student Writing Samples

36. Appendix C : Annotated Student Writing Samples

37. What instructional shifts do you see?
Share out

38. ELA / Literacy: 6 Major Shifts for Teachers to Consider
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

39. Balance of Literary and Informational Texts
Literature includes
Stories
Drama
Poetry
Informational Text includes
Literary Nonfiction
Personal essays
Speeches
Opinion pieces
Biographies
Memoirs
The first shift mentioned is in regards to the Balance of Literary and Informational texts. The balance of text has shifted to include more informational text to match what our students will face as young adults in college or the workplace. As you can see, there is a gradual shift from the early grades where students will encounter informational text 50% of the time to grade 12 when informational text is taught 70%. A list of general list of some types of literature and Informational text is included. You might note the addition of drama as a literary genre.

40. 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

41. 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
This shift comes from Reading Anchor standard 10 which outlines the level of text complexity at which students need to demonstrate comprehension in each grade. The Common Core State Standards emphasize students encountering appropriately complex texts at each grade level in order to develop the skills needed for success in school and life. The emphasis is on close reading of complex text, quality over quantity. Teachers are encouraged to scaffold instruction to enable students to read at an appropriate level of complexity rather than reduce the complexity of the text.

42. Text complexity is defined by
w of Text Complexity
Quantitative
Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Qualitative
Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Reader and Task
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.
This is a look at the three components of text complexity. Most often we consider reading levels as connected to a grade level and are based primarily on quantitative measures. That quantitative measure looks primarily at word count and sentence structure and is only one piece to the puzzle of text complexity. Beyond looking at the quantitative measure, text complexity involves qualitative measures that include the theme or message of a text along with other features such as text structure. Finally, the reader’s background is considered. Consider Steinbeck’s novel, the Grapes of Wrath. The quantitative measure of the book places it at a grade 2 or 3 text level. When combined with qualitative measures, the novel is placed at grade levels 9 or 10.

43. 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

44. 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)

45. 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
This chart outlines the percentage of emphasis that should be given to the three types of writing listed and is considered a shift to more real world expectations of writing. As members of society we are expected to research information, think about what it means, make decisions based on this information, and explain those decisions, either in writing or orally.
Some important notes:
The elementary grades use the term “opinion” when referring to persuasive or augmentative writing.
Argumentative is a form of persuasive writing that focuses in the evidence from both sides of an issue.
Students need to be able to combine elements of different kinds of writing – for example to use narrative strategies within an argumentative essay.

46. Academic Vocabulary Vocabulary to access grade-level, complex texts
Vocabulary that crosses content
Focus on pivotal, commonly found words, such as consequently, generation
Academic words are words students encounter in multiple text but are not content specific. Understanding these words will help students move through complex text and help students connect reading, writing, speaking and listening. Academic vocabulary is based on Language standard 6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
More specific information regarding the three tiers of words can be found in Appendix A pages

47. 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

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

49. For More Information
Common Core Website:
Common Core Questions:
Hunt Institute Videos
r_detailpage (overview)
ed (writing)

50. Thank you.