1. 2011 ELA Summer Institute Day 1

2. North Carolina Professional Teaching Standards Standard III: Teachers know the content they teach. Standard IV: Teachers facilitate learning for their students. Standard V: Teachers reflect on their practice. 11/25/2015 page 2

3. 11/25/2015 page 3 Cell phones on silent Restroom breaks as needed Post questions on paper or online

4. 11/25/2015 page 4 Supporting documents available:  Trainer Notes  handouts  Wiki  Instructional Support Tools – NCDPI ACRE website Facilitator’s Guide – http://www.ncpublicschools.org/acre/resources

5. 11/25/2015 page 5 INTRODUCTION DAY ONE Participants will learn “Who is in the room?” and pre-assess their basic understanding of the Common Core State Standards.

6. 11/25/2015 page 6 SCRABBLE SLAM!!

7. 11/25/2015 page 7 Phone-a-thon

8. 11/25/2015 page 8 OVERVIEW OF THE ELA COMMON CORE STATE STANDARDS Participants will gain an understanding of the design and organization of the CCSS document.

9. Design 11/25/2015 page 9 There are four strands: Reading + Reading Foundational Skills K-5 Writing Speaking and Listening Language The ELA Common Core supports an integrated model of literacy. There are media requirements blended throughout.

10. Reading Foundational Skills Grades K-5 11/25/2015 page 10 Print concepts (K−1) Phonological awareness (K−1 ) Phonics and word recognition (K−5) Fluency (K−5)

11. College and Career Readiness (CCR) Anchor Standards 11/25/2015 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. CCR Anchor Standards 11/25/2015 page 12 The CCR Anchor Standards “anchor” the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. Each CCR Anchor Standard has an accompanying grade-specific standard that translates the broader CCR statement into grade-appropriate end-of-year expectations.

13. Grade Specific Standards 11/25/2015 page 13 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.

14. 11/25/2015 page 14 CCR ANCHOR STANDARDCCSS GRADE SPECIFIC STANDARD College and Career Readiness Anchor Standards for Reading Reading Literature Key Ideas and Details 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. 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. GRADE 3

15. 11/25/2015 page 15 CCR ANCHOR STANDARDCCSS GRADE SPECIFIC STANDARD College and Career Readiness Anchor Standards for Reading Reading Literature Key Ideas and Details 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. 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. GRADE 6

16. 11/25/2015 page 16 CCR ANCHOR STANDARDCCSS GRADE SPECIFIC STANDARD College and Career Readiness Anchor Standards for Reading Reading Literature Key Ideas and Details 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. 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. GRADE 9-10

17. 11/25/2015 page 17 Annotating the Anchors 1. Circle every strand in the CCR Anchor Standards. 2. Underline the clusters. 3. Place a star next to the most challenging Anchor Standard in each strand.

18. Intentional Design Limitations 11/25/2015 page 18 The Standards do NOT define: How teachers should teach. All that can or should be taught. The nature of advanced work beyond the core. The interventions needed for students well below grade level. The full range of support for English Language Learners and students with special needs. Everything needed to be college and career ready.

19. Balanced Literacy 11/25/2015 page 19 Balanced Literacy CCSS Reading CCSS Writing CCSS Speaking and Listening CCSS Language

20. 11/25/2015 page 20 The scope and sequence of literature allows for a literary experience that carries not only a global perspective but an opportunity to view U.S. literature and literary nonfiction within a global lens. High School Literature The literature selections provide a vehicle by which to teach the CCSS standards and ensure that students will have a rich and diverse understanding of literature by the end of their senior year.

21. 11/25/2015 page 21 The English I course provides: a foundational study of literary genres (novels, short stories, poetry, drama, literary nonfiction) influential U.S. documents one Shakespearean play.

22. 11/25/2015 page 22 English II introduces: literary global perspectives focusing on literature from the Americas (Caribbean, Central, South, and North), Africa, Eastern Europe, Asia, Oceania, and the Middle East. influential U.S. documents one Shakespearean play.

23. 11/25/2015 page 23 English III is an: in-depth study of U.S. literature and U.S. literary nonfiction especially foundational works and documents from the 17 th century through the early 20 th century. includes at least one Shakespearean play.

24. 11/25/2015 page 24 English IV completes the global perspective initiated in English II: Focus on European (Western, Southern, Northern) literature includes important U.S. documents and literature (texts influenced by European philosophy or action) at least one Shakespearean play.

25. Meet the Appendices!

26. 11/25/2015 page 26 CROSSWALKING WITH THE STANDARDS Participants will recognize the rigor and specificity in the new CCSS.

27. Crosswalk Document Activity Using the rubric provided and the Crosswalk handout, identify the level of alignment between the NC ELA Standard Course of Study and the ELA Common Core State Standards. Place the alignment score in the “Comments” section of the Crosswalk - selected pages are provided for K-5, 6-12 grade spans. 11/25/2015 page 27

28. Crosswalk Activity Rubric 11/25/2015 page 28 3 The concepts and skills of the NC ELA Standard Course of Study are strongly aligned to the concepts and skills in the English Language Arts Common Core State Standards. 2 The concepts and skills of the NC ELA SCOS are reasonably aligned to the concepts and skills in the ELA CCSS. 1 The concepts and skills of the NC ELA SCOS are minimally aligned to the concepts and skills in the ELA CCSS. NE The standard is a new expectation found in the CCSS.

29. BREAK (Readers Rehearse) 11/25/2015 page 29 Take a 15 minute break. Please return promptly.

30. 11/25/2015 page 30 VERTICAL ALIGNMENT Participants will recognize the K-12 progression of grade level expectations for the Standards and their connection to the Anchor Standards. They will determine and compare the skill requirements between two grade levels.

31. 11/25/2015 page 31 VERTICAL ALIGNMENT with READER’S THEATRE

32. 11/25/2015 page 32 Grow a Standard

33. Begin with the CCR Anchor Standard (in bold). Put the puzzle pieces in order from basic to more sophisticated expectations. 11/25/2015 page 33

34. Answers: Speaking and Listening (SL.3) K-5 11/25/2015 page 34 Kindergarten Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Grade 1 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Grade 2 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

35. Answers: Speaking and Listening (SL.3) K-5 11/25/2015 page 35 Third Grade Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Fourth Grade Identify the reasons and evidence a speaker provides to support particular points. Fifth Grade Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

36. Answers: Speaking and Listening (SL.3) 6-12 11/25/2015 page 36 Sixth Grade Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Seventh Grade Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Eighth Grade Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

37. Answers: Speaking and Listening (SL.3) 6-12 11/25/2015 page 37 9 th and 10 th Grade Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 11 th and 12 th Grade Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

38. Looking Deeper at Vertical Alignment How do the anchor standards translate through the grades? Directions: For each standard, mark the changes at each grade level. (What’s different?) Revisit two grade-level standards that are side-by-side and focus on the differences between the two. What are the different expectations for students? 11/25/2015 page 38

39. 11/25/2015 page 39 1.How does vertical alignment speak to classroom instruction? 2. What other ways can you use vertical alignment? 3. How does vertical alignment help teachers understand where scaffolding might be needed as they assist all students in accessing the content? Reflection

40. 11/25/2015 page 40 CLOSE WITH A CLOZE Participants will review the purpose of the CCSS Anchors and the benefits of the cloze strategy.

41. Close with a “Cloze” Activity: Read the text and conduct a cloze reading of the text. Fill in each blank with one word. 11/25/2015 page 41

42. Close with a “CLOZE” 11/25/2015 page 42 CCR and grade-specific standards The CCR standards ______the document and define _____, cross- disciplinary _______ expectations that must be met for students to be ______to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define ___-__-___ expectations and a _____ progression designed to enable students to meet college and career readiness ________no later than the end of high school. The CCR and high school (grades 9–12) standards work in ______ to define the college and career readiness line—the ___________ providing broad standards, the latter providing additional _______. Hence, _____should be considered when __________ college and career readiness assessments.

43. Close with a “CLOZE” 11/25/2015 page 43 CCR and grade-specific standards The CCR standards anchor the document and define general, cross- disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. The CCR and high school (grades 9–12) standards work in tandem to define the college and career readiness line—the former providing broad standards, the latter providing additional specificity. Hence, both should be considered when developing college and career readiness assessments.

44. Ticket Out 3x3 11/25/2015 page 44 Write three important points you learned today. Share with three people in the room.

45. 11/25/2015 page 45 Julie Joslin, Ed.D. Section Lead Grades 9-12 English Language Arts Consultant 919-807-3935 Julie.Joslin@dpi.nc.gov Cindy Dewey, Ph.D. Grades 3-8 English Language Arts Consultant 919-807-3833 Cynthia.Dewey@dpi.nc.gov Phyllis Blue Grades 6-8 English Language Arts Consultant 919-807-3952 Phyllis.Blue@dpi.nc.gov Lisa McIntosh (Llewellyn) K-5 English Language Arts Consultant 919-807-3895 Lisa.Llewellyn@dpi.nc.gov Dan Tetreault K-5 English Language Arts Consultant 919-807-3928 Dan.Tetreault@dpi.nc.gov Contact Information:

46. 11/25/2015 page 46 Heather P. Mullins Educator Recruitment and Development Division 828-244-8759 Heather.Mullins@dpi.nc.gov Kimberly Simmons Educator Recruitment and Development Division 336-982-4502 Kimberly.Simmons@dpi.nc.gov Contact Information: