1. Common Core English Language Arts East Carolina University September 2012

2. Before We Begin… Visit: http://region1rttt.ncdpi.wikispaces.net/ http://region1rttt.ncdpi.wikispaces.net/  Add the Region 1 wikispace to your favorites.  Click “Region 1 Events” in the left menu.  Click “Common Core ELA Overview” to access the interactive agenda for today. Click “Agenda”. 2

3. Housekeeping Parking Lot (Section C) Session Plus/Delta/Reflection (Section H) Your input is essential and valued! FreeDigitalPhotos.net

4. Can We Agree?  To be actively involved  Value differences  Agree to disagree  Listen  Don’t take it personally  Be honest  Stay focused on established purpose and goals  Refrain from conducting side bar conversations

5. Outcomes Participants will gain an understanding of the differences between Common Core State Standards and the NC Essential Standards. Participants will develop a basic understanding of the composition of the ELA and Literacy Standards. Participants will engage with the instructional shifts in the Common Core State Standards in English Language Arts and describe how the shifts guide in lesson planning. Participants will determine how to select tier two academic vocabulary words that are appropriate for instruction.

6. Common Core Overview Clearer and Higher: Why Students Need the Common Core Click for video

7. (Adopted by 48 states and the District of Columbia) English Language Arts Mathematics 7 NOTE: English Language Development and Information & Technology Essential Standards must be delivered by classroom teachers through ALL content areas, in appropriate grade levels– in collaboration with AIG, EC, ESL, media coordinators and tech facilitators. Our Focus Common Core State Standards

8. 8 NC Essential Standards Science Social Studies World Languages Arts Education Healthful Living NOTE: English Language Development and Information & Technology Essential Standards must be delivered by classroom teachers through ALL content areas, in appropriate grade levels– in collaboration with AIG, EC, ESL, media coordinators and tech facilitators. Career & Tech Ed Exceptional Children English as Second Language English Language Development Information & Technology

9. Common Core State Standards (CCSS)North Carolina Essential Standards (NCES) Applies to 43 States + DC and USVIApplies ONLY to NC Not aligned to Revised Blooms TaxonomyUses the RBT terms in the objectives Math and ELA Standards Only Science, Social Studies, Information & Technology Skills, the Arts, Healthful Living, World Languages, and the Occupational Course of Study Developed by people across the countryDeveloped by people in NC Comprehensive K-12 Standards Grade Specific in K-8 and Subject Specific in 9-12 “Spiral” design where students learn the same basic standard each year but in greater depth/complexity Focus on teaching skills & information (do & know) 9 In Comparison

10. Implementing the English Language Arts Common Core State Standards http://www.corestandards.org/

11. College and Career Readiness (CCR) Anchor Standards 11/11/2015 page 11 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. Grade Specific Standards 11/11/2015 page 12 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. http://www.corestandards.org/

13. Organization of the ELA Common Core State Standards English Language Arts Standards Reading Standards Reading Literature Reading Informational Writing Standards Speaking and Listening Standards Language Standards

14. StrandsStrands ClustersClusters StandardsStandards

15. ELA Common Core State Standards Reading StrandWriting Strand Speaking and Listening Strand Language Strand Cluster

16. Anchor Standard Example R.CCR.6 Strand Grade or College and Career Readiness Standard

17. Grade Specific Example RL.1.1 Strand Grade Standard

18. CCSS Coding Review W.1.3 Writing, Grade 1, Standard 3 SL.1.2 Speaking and Listening, Grade 1, Standard 2

19.  Visit: http://www.ncpublicschools.org/acre/ Visit: http://www.ncpublicschools.org/acre/  Locate the crosswalk for your assigned grade level  Quickly glance and compare the old and the new  Identify differences and similarities  Share with the group A Quick Comparison of the Old and the New NCSCoS

20. ELA Shifts http://www.youtube.com/watch?v=JDzTOyxRGLI

21. 3 Shifts in ELA

22. Implementing Shift 1 Much of our knowledge base comes from informational text. Example: National GeographicNational Geographic Informational text makes up a vast majority of required reading in college/workplace. In K-5, a 50/50 balance between narrative and informational texts. In 6-8, a 45/55 split In high school, a 30/70 split, with increased emphasis on reading in content classes

24. Implementing Shift 2 Ability to cite evidence differentiates student performance on NAEP. Most college and workplace writing is evidence- based and expository in nature (not narrative). Argumentative and explanatory/informational writing in all subject areas should be focused on evidence from the text.

26. Implementing Shift 3 The gap between complexity of college and high school texts is much too large – about four years. What students can read in terms of complexity is the greatest predictor of success in college (ACT study). Students must learn to activate reading strategies in response to the challenges they encounter in complex texts.

27. A Focus on Academic Vocabulary

28. Three Tiers of Words Tier 1 – most basic words of oral language and rarely require instructional attention (80% of text) Tier 2 – words that are more sophisticated and used often across disciplines Tier 3 – words that are very rare or apply to specific domains Choosing Words to Teach

30. Tier 2 Words Criteria to determine which words to teach: Instruction Not address Tell Worthy  Students are likely to see the word often in other texts and across domains.  The word will be useful in students’ writing.  The word relates to other words or ideas that the students know or have been learning.  Word choice has significance in the text.  The context does not provide enough information for students to infer the meaning. Academic Vocabulary

31. Let’s Practice Together Read: Birthday Soup Using the rubric, identify 4 tier 2 words Justify your choices 31

32. More Practice Individually or with a peer  Choose a current text you are using with your class  Identify the academic vocabulary (Tier 2 words) found in the text  Chart words in the Google form found in section G on the agenda or visit http://bit.ly/OwLVBThttp://bit.ly/OwLVBT  Be prepare to share and justify at least 2 words on your list 32

33. ELA Wikispace The ELA wiki contains all of our resources, handouts, and PowerPoints. http://elaccss.ncdpi.wikispaces.net/ELA+Home

34. Post Assessment & Session Evaluation Visit: http://region1rttt.ncdpi.wikispaces.net/ http://region1rttt.ncdpi.wikispaces.net/ (Complete Section G on your agenda.) Your feedback is important to us!

35. Contact Information Abbey Futrell, PD Consultant, Region 1 abbey.futrell@dpi.nc.gov (252) 227-0838abbey.futrell@dpi.nc.gov Beth Edwards, PD Consultant, Region 1 elizabeth.edwards@dpi.nc.govelizabeth.edwards@dpi.nc.gov (252) 916-6842 Dianne Meiggs, PD Consultant, Region 1 dianne.meiggs@dpi.nc.govdianne.meiggs@dpi.nc.gov (252) 340-0113