DIGGING INTO THE COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSSecond Grade

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GOALS FOR THE DAY

1. What do the standards really say? What are students expected to know? What are students expected to be able to do?

2. What are the Big Take Aways?3. What are the implications for instruction?4. How do we know when our students have

met the standards?

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BEEN THERE, DONE THAT…

Groundhog Trailer

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UNKNOWN…

What we learn today doesn’t

make yesterday wrong, it makes

tomorrow better. 4

ELA STANDARDS: KEY CHANGES AND THEIR EVIDENCE

http://www.youtube.com/user/TheHuntInstitute#p/u/4/JDzTOyxRGLI

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Statewide Roll-Out

RANDOM ACTS OF EDUCATION

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PROFESSIONAL LEARNING COMMUNITIES

PLCsCurriculum

•Common Core State Standards•Instruction

Differentiation Classroom Interventions

Balanced Assessment•Formative•Benchmark•Summative

Response to Intervention System•Academics: Intensive

Interventions•Behavior: PBIS

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PLC•Lesson Study•Grade Level Meetings•Content Meetings

RtI System/Plan•Intensive Interventions

•PBIS

Professional Development Plan

Common Core State Standards

•Differentiation•Classroom Interventions

Leadership Teams for Building or District

Formative AssessmentsBenchmark AssessmentsSummative Assessments

CESA 10

COMMON CORE STATE STANDARDS

CCSS Directly Connect to RtI and PLCs What do ALL students need to know and be able to do?

CURRICULUM How do we teach so that all students will learn?

INSTRUCTION How will we know if they have learned it?

ASSESSMENT What will we do if they don’t know or they come to us

already knowing? DIFFERENTIATION and ENRICHMENT

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(1) COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

(2) Intro, ELA K-5, ELA 6-12, Literacy …..6-12(3) 4 Domains: Reading, Writing, Speaking & Listening, and

Language(4) CCR document and define general, cross-disciplinary

expectations for students to be college or workforce ready(5) College and Career Readiness Anchor Standard Categories for

Reading(6) 3 Reading Strands: Literature, Informational, and Foundational

(K-5)(7) Standard 10: Range, Quality, and Complexity of Student

Reading K-5(8) Appendix A: Research Supporting Key Elements of the

Standards and a Glossary of Key Terms Appendix B: Text Exemplars and Sample Performance Tasks Appendix C: Samples of Student Writing

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THE PROGRESSION OF A STANDARD“The K-12 standards define end-of-the-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.” (Introduction, pg.4)

Read through Writing Standard #1 from kindergarten through grade 12

Pay attention to the verbs and the progression of expectations

Discuss with your tablemates and summarize what a graduating senior should know and be able to do

Why is this important for second grade teachers?

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HAYES MIZELL (FORMER DIRECTOR FOR STUDENTS ACHIEVEMENT AT EDNA MCCONNELL CLARK FOUNDATION)

The CCSS are simply statements that describe what students should know and be able to do as a result of their public education. The standards are a challenging vision, but that is all they are. Without more effective curricula, professional development, and instruction, students will not develop the knowledge and skills necessary to perform at standard.

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THE STANDARDS ARE NOT A

“While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment” (Introduction, pg. 5)

Today we will investigate the standards individually, but the real question is How will you organize the standards for instruction?

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TODAY’S PROCESS

If you have well-defined curriculum maps, the process we are using today, will help as you begin to align your curriculum to the new standards.

If you do not have well-defined curriculum maps, the process we are using today, will provide a foundation for future curriculum mapping.

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WRITING

Emphasis on nonfiction writing. 65% of elementary writing should be explanatory or

persuasive as opposed to fiction, fantasy, poetry, and personal narrative.

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WRITING: BIG TAKE AWAY, KNOWLEDGE AND SKILLS Read the standards under 1)Text Type and

Purposes on pg. 19 Circle the nouns/concepts and underline the

verbs/skills Identify what students need to know

(nouns/concepts) and be able to do (verbs/skills). Complete 2 & 3

Discuss and identify the “Big Take Away” for the CCR category of Text Types and Purposes

Repeat the above steps with Production and Distribution of Writing, and 3)Research to Build and Present Knowledge on page 19.

Be prepared to share your “Big Take Aways”18

SPEAKING & LISTENING STANDARDS:

FLEXIBLE COMMUNICATION & COLLABORATION

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Including but not limited to skills necessary for formal presentations, the Speaking and Listening Standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must …

• learn to work together, • express and listen carefully to ideas, • integrate information from oral, visual, quantitative, and media sources, • evaluate what they hear, • use media and visual displays strategically to help achieve communicative purposes, and • adapt speech to context and task.

SPEAKING AND LISTENING:

BIG TAKE AWAY, KNOWLEDGE AND SKILLS

Read the standards under 1)Comprehension and Collaboration and 2)Presentation of Knowledge and Ideas on page 23.

Circle the nouns/concepts and underline the verbs/skills

Identify what students need to know (nouns/concepts) and be able to do (verbs/skills)

Discuss and identify the “Big Take Away” for each of the 2 CCR categories.

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READING FOUNDATIONAL SKILLS: BIG TAKE AWAY, KNOWLEDGE AND SKILLS

The Foundational Skills are necessary and important components of an effective comprehensive reading program which is designed to develop proficient readers with the capacity to comprehend a wide variety of text materials.

Foundational skills foster understanding and knowledge of:

Concepts of print Alphabetic principle Other basic conventions of English writing system

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READING FOUNDATIONAL SKILLS:

BIG TAKE AWAY, KNOWLEDGE AND SKILLS Read the standards under 3)Phonics

and Word Recognition, and 4) Fluency on page 16.

Circle the nouns/concepts and underline the verbs/skills

Identify what students need to know (nouns/concepts) and be able to do (verbs/skills)

Discuss and identify the “Big Take Away” for 2 of the 4 CCR categories.

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BALANCED ASSESSMENT SYSTEMBY TYPE

dpi.wi.gov/oea/pdf/balsystem.pdf

Daily Ongoing Evaluation Strategies

Periodic Diagnostic/Progress

Assessments

Large-Scale Standardized Assessments

Immediate Feedback Multiple Data Points Across Time

Annual Snapshot

Student-Centered Classroom/School-Centered

School/District/State-Centered

To Quickly Inform Instruction

To Benchmark and Monitor Progress

To Evaluate Cumulative Learning

Formative SummativeBenchmark

TO FIND OUT MORE…

…the SMARTER Balanced Assessment Consortium can be found online at

www.k12.wa.us/SMARTER

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SAMPLE: BENCHMARK ASSESSMENT

Writing Rubric - Writing standards on page 19.

Appendix C, page 6. Apply rubric to writing sample

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APPENDIX C: SAMPLES OF STUDENT WRITING

“The range of accomplishment within each grade level reflects differences in individual development as well as the conditions under which the student writers were expected to work. Some of the samples were written in class or as homework; others were written for on-demand assessments; still others were the result of sustained research projects.” (Appendix C, pg.15)

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DOCUMENT COMPLETION FOR WRITING

Options for Formative Assessment -Formative examples?

Teaching Strategies-Why assessment before strategies

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Universal High Quality Curriculum

Effective Universal Instruction•Identified Essential Outcomes•Aligned to Common Core Standards•Evidence-Based•Culturally Responsive•Differentiated

Additional Interventions•Tied to Universal•Aligned to CCSS•Evidence-Based•Strategic•Culturally Responsive•Differentiated

Additional Challenges•Tied to Universal•Aligned to CCSS•Evidence-Based•Strategic•Culturally Responsive•Differentiated

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APPENDIX B: TEXT EXEMPLARS & SAMPLE PERFORMANCE TASKS

Text Exemplars page 37 How do these exemplars compare to the text types in

your classrooms?

Performance Task page 52 Do you think these performance tasks are appropriate

for your practices/strategies for teaching? Discuss with your tablemates.

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READING LITERATURE:

How do you define literary text?

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READING LITERATURE:

Literary text is a narrative form of text and can be viewed as fiction, nonfiction, or poetry.

Fiction: Text that is imagined more than real and its main purpose is to entertain and engage readers. Examples include traditional literature, fantasy, science fiction, realistic fiction, and historical fiction.

Nonfiction: Text that contains ideas, facts, and principles related to the natural and social world. Broad enough to include nature writing, travel writing, biographies, memoirs, essays.

Poetry: Text that is more compact writing as well as imaginative and artistic.

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READING INFORMATIONAL TEXT:

What is informational text?

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READING INFORMATIONAL TEXT: Informational text is a kind of nonfiction

text that includes exposition; argumentation and persuasive text; and procedural text and documents.

Expository text: (e.g., textbooks, reports, workplace documents, essays)

Argumentation and persuasive text: (e.g., writing to persuade, appeal to emotions, or sway an audience)

Procedural text: (e.g., “how-to” text, directions)

Documents: (e.g., primary and secondary sources)

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CONTINUUM CONNECTION

***The Common Core Standards for Language and Literacy and The continuum of Literacy Learning, Grades PreK-8:A Guide to Teaching

Find at: http://www.heinemann.com/

fountasandpinnell/supportingMaterials.aspx#ccs

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CCSS: EMPHASIS-INFORMATIONAL TEXT

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

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CCSS: EMPHASIS-COMPLEX TEXT

Text Complexity in Grade Band Standards

Old Lexile Ranges Lexile Ranges Aligned to CCSS

K-1 NA NA

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

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WORK TIME

Because schools and districts are in different places when is comes to curriculum, this is a process that: Provides a deeper level of understanding for each

standard Can be used to begin the alignment process for

districts with well-developed curricula in place Can be used to begin the curriculum

development/revision process Paves the way for RtI planning

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QUESTIONS TO CONSIDER…

How will the implementation of these standards impact your district?

How do these standards fit into your school’s RtI planning?

How might PLCs be used to address these standards?

What are the next steps for your building?

BIG MESSAGES

Education is changing…….The Common Core State Standards are at the center of this change……

Every district needs a plan to support the investigation and implementation of these new standards…… 39

FOLLOW-UP

PowerPoint and Handouts athttp://www.cesa10.k12.wi.us/index.php?

Prog=SDocument&Task=Init&ID=337

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FEEDBACK

Please complete the evaluation form.Thanks so much for your participation!

Thersea Burzynski- tburzynski@cesa10.k12.wi.usNancy Forseth- forseth@cesa10.k12.wi.usPaula Harms- pharms@cesa10.k12.wi.us

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