1. Putting the Pieces Together
Resources for Implementing the Common Core State Standards for English Language Arts

2. Objectives
Know the layout of state resources for building Common Core-aligned curriculum and instruction
Understand the ways these various resources can interact in a classroom
Experience sample resources as models of instruction
Begin a planning process for aligning district curriculum to the Common Core

3. Today’s agenda Welcome and introduction Overview of K-3 ELA resources
Overview of 4-12 ELA resources
(Break #1)
Walkthrough of sample K-3 resources
Walkthrough of sample 4-12 resources
(Break #2)
Collaborative planning around next steps

4. Three instructional shifts
Building knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language

5. ELA/Literacy guidance documents
Released in May 2013 and posted to tncore.org:
K-12 ELA:
6-12 Literacy:
Optional guidance to help districts incorporate the instructional shifts and turn over curriculum during this year’s transition to new standards
Implementing the instructional shifts and focusing on the following three priorities will provide students with the best preparation for PARCC assessments in and the TCAP Writing Assessment in :
Stop teaching the dropped SPI’s
Prioritize readings of rich, complex text multiple times and for varying purposes
Give students sequenced, text-dependent questions and writing tasks that require them to cite evidence, simultaneously developing students’ reading, writing, speaking, listening, and thinking skills

6. Overview of K-3 resources
Grade 3 Sample Assessments:
K-3 Curricular Resources:
Reading units
Close reading tasks
On-line learning series

7. Overview of 4-12 resources
Grade 4-12 Sample Assessments:
4-12 Curricular Resources:
(click on appropriate grade band)
ELA units
Close reading tasks

8. Where we are headed Curriculum (district decision)
*Textbook? District? Other?
Module/unit 1
*Extended text (literary or informational)
*Short texts (literary or informational)
*Writing focus: opinion/argument or informational/explanatory
Close read
Culminating writing assessment
Unit 2
Unit 3
Unit 4
PARCC PBA
PARCC EOY
PARCC Model Content Frameworks

9. Where we are now Curriculum (district decision)
*Textbook? District? Other?
Module/unit 1
*Extended text (literary or informational)
*Short texts (literary or informational)
*Writing focus: opinion/argument or informational/explanatory
Close read
Culminating writing assessment
Unit 2
Unit 3
Unit 4
PARCC PBA
TCAP Writing Assessment
TCAP ACH/EOC
PARCC EOY
PARCC Model Content Frameworks
TDOE Units (with close reads and culminating assessments)
Close reading task
Writing tasks (instructional, diagnostic, or benchmark)

10. Grade 3: Putting the pieces together (example)
Standards focus:
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

11. Grade 3 example: relevant resources
TCAP ELA Phase 1 Writing Task: Grade 3:
Grades 2-3 Reading Unit: Storms:
Grade 2-3 “Me First” Close Reading Task:

12. Grade 3: Assessment of student learning sequence
Diagnostic: Close Reading Task
Formative: Reading Unit
Summative: TCAP Phase 1 Writing Task

13. Grade 3 Inf/Exp Rubric

14. Grade 3: Alignment with Model Content Frameworks and PARCC

15. PARCC Grade 3 Sample Item
Main idea and details providing evidence from the text
Life cycle of a butterfly

16. Grade 9-10: Putting the pieces together (example)
Essential question: How do speakers build effective arguments, and how can we make arguments about an argument’s effectiveness? (meta-argumentation)
Standards focus:
CCSS.ELA-Literacy.RI  Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy.W  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

17. Grade 9-10 example: relevant resources
9-10 Phase I writing task (coral reefs):
9-10 arguments and methods unit:
9-10 Antigone task:

18. Demonstration of 9-10 unit close reading task
Read King excerpt as an individual, annotating for:
In margin: P (for hints of purpose)
In margin: A (for hints of audience)
Underline his key argument(s)
Circle metaphors
Fill out graphic organizer as an individual (just first row)
With a partner, discuss your responses and select one to share out that you find the most compelling
Share out

19. 9-10 unit task 1.4

20. 9-10 Example: assessment of student learning sequence
Diagnostic: coral reefs task
Formative: revised Antigone prompt:
After reading and analyzing Ismene’s and Antigone’s argument in the prologue, write an essay in which you evaluate which sister makes the most compelling argument and why. Explain your evaluation using details from the text, focusing on each character’s rhetorical methods.
Summative: culminating assessment in arguments and methods unit
Rubrics can be found at

21. 9-12 Argument Rubric

22. Grades 9-10: Alignment with Model Content Frameworks and PARCC

23. PARCC sample item: grade 7 RST
You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person.[…] Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

24. Collaborative planning
How might you use this resource?
What results might you expect from using this resource?
How will you communicate about this resource?

25. Conclusion Questions and answers
Contact info:
Mia Hyde
Coordinator of Reading Content and Resources
Tennessee Department of Education
Lior Klirs
Coordinator of English Language Arts Content and Resources
Survey

26. Thank you!