Common Core State Standards for English Language Arts Webinar Series– Part Two Office of...

Common Core State Standardsfor English Language Arts

Webinar Series– Part Two

Office of Superintendent of Public InstructionRandy I. Dorn, State Superintendent

Welcome!Agenda for today’s webinar:

Current context (some review, some news)

statewide efforts to build capacity Smarter Balanced Assessment Consortium

Beginning focus on Text Complexity, one of the major “shifts” for Washington educators as we move to CCSS

Resources and upcoming work January 20123 CSS Webinar Series Part 2: ELA

Welcome & Introductions

We’d like to know a little about who is out there.

Time for a quick poll!

January 20124 CSS Webinar Series Part 2: ELA

Implementation Partnerships

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PLUS…Large School DistrictsHigher EducationStatewide Education and Content Associations

Washington

Washington’s Vision for Education

Every Washington public school student will graduate from high school globally competitive for work

and postsecondary education and prepared for life in the 21st century.


Implementing the Common Core State Standards in Washington State


Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all teachers are prepared and receive the support they need to implement the standards in their classrooms every day.

Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS. Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

Common Core Implementation Timeline2010-

11 2011-

122012-

132013-

142014-

15

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


Next Steps in Building Statewide Capacity


Common Core State Standards

for English Language Arts

Continue Building Statewide Awareness


CCSS Webinar Series

Web resources

CCSS Symposia for School District Teams

CCSS Overview Presentations and Support (OSPI and ESD partners)

Begin Building Statewide Capacity


CCSS Overview and Content-Specific Learning Opportunities

Opportunities in each ESD region for professional learning focused on Math and ELA CCSS – consistent content, no charge to attend.

Timeline: spring and summer 2012

Establish Statewide CCSS“Specialist Cadres” of Educators


Commit to building district capacity at the system and content-level through regional training opportunities

3-5 school district teams per ESD region selected to serve as “lighthouse” districts in their region for system-level implementation efforts

Funds provided to attend spring and summer 2012 CCSS professional development

Applications in February 2012 through iGrants

Updates from the SMARTER Balanced Assessment Consortium


Common Core State Standards for English Language Arts

New Assessments: What We Know So Far

What about assessment?SMARTER Balanced Assessment

Consortium (SBAC)

44 44 states states participating in participating in

assessment assessment consortiaconsortia

The SBAC goal…•To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards. •So that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching.

•The assessments shall be operational across Consortium states in the 2014-15 school year.

To learn more...the SMARTER Balanced Assessment Consortium can be found online at http://www.k12.wa.us/SMARTER/


A Balanced Assessment System

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Information and tools to improve

teaching and learning

Interim assessments

Flexible, open, used for actionable

feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for formative

assessment practices

to improve instruction

Two Performance

Assessments per Content Area

Computer Adaptive

Comprehensive Assessments

Computer Adaptive

Performance Tasks

Assessment PD

Assessment Exemplars

Released Items/ Tasks

January 2012

The Five Claims – Students can


1. read closely and critically to comprehend a range of increasingly complex literacy and informational texts.

2. produce effective writing for a range of purposes and audiences

3. employ effective speaking and listening sills for a range of purposes and audiences

4. engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.

5. skillfully use and interpret written language across a range of literacy tasks.

The Big Picture


Common Core State Standards for English Language Arts

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K 1 2 3 4 5 6 7 8 9-10 11-12

Foundational Skills (e.g. phonics, word recognition, fluency)

Print concepts Phonological awareness Alphabetic principal Phonics and word recognition fluency

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Reading Literature and Informational Texts Students are reading rigorous texts across a broad spectrum of content; balance the types of texts students read.

*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance grades K-5 = 50%* literature ; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects Focus on key ideas, details, using evidence from text to support conclusions; contextual vocabulary acquisition; point of view

Writing StandardsFocus on teaching the processes of writing, including a balance of text types and literacy in History/ socials tudies, and science

*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance of writing types, including writing in the content areasBy grade 4—opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areasGrade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%

Speaking & Listening StandardsComprehension and collaboration

Presentation of knowledge and ideasEvaluate speaker’s point of view

Use of rhetoricCritical thinking

Language StandardsConventions of standard English, knowledge of language, vocabulary acquisition

Six Major Shifts in Focus

CSS Webinar Series Part 2: ELA

PrioritiesPriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

Literary/Information

al

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.

Word Meaning

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Text Structure

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole.

Text Complexity

Read texts of increasingly complexity with accuracy, fluency, and comprehension

ThinkingAssess how point of view or purpose shapes the content and style of a text, when writing or speaking or listening for a purpose

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Our commitment of support: 3 Year Transition Plan


Common Core State Standards in English Language Arts

Reading and Writing with Increasingly Rigorous Texts

Office of Superintendent of Public InstructionRandy I. Dorn, State Superintendent

Key Requirement: all students must be able to comprehend texts of steadily increasing complexity as they progress through school.

Why is text complexity important?

What is text complexity?

How does text complexity define the ELA standards?


“Since 1999, college readiness has declined – the current figure of 51 percent is the lowest of the past 12 years” (ACT Report 2005).

“Another survey, published in 2000, found that 38 percent of job applicants taking employer-administered tests lacked the reading skills needed for the jobs for which they applied; this percentage had doubled in four years, not just because applicants lacked basic skills but also because the reading requirements for these jobs had increased so rapidly’ (Center for Workforce Prevention, 2002).

Career and College Readiness


As performance on one level increases, so does the performance on the other and to the same degree.

Comprehension Level


As performance on one level increases, so does the performance on the other and to the same degree.

Textual Elements


“Performance on complex texts is the clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready.”

Text Complexity


Summary of Findings:

Literal and inferential questions No clear differentiator of readiness for college

Textual elements No clear differentiator of readiness for college

Performance with complex text Clear differentiator of readiness for college



Text complexity is defined by:w of Text Complexity

Qualita

tiv

e

2.Qualitative measures

Quan

titativ

e

1.Quantitative measures

Reader and Task

3.Reader and Task considerations

January 2012

Quantitative Demands:

Word length Word frequency Sentence length Text cohesion

Typically measured by computers: e.g. Lexile Level

(Common Core State Standards, 2010)

Quan

titati

ve


Text Complexity Grade Bands

Grade Band Old Lexile Ranges

Aligned to CCR

K – 1 N/A N/A

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

Common Core State Standards, 2010

Quantitati

ve


Qualitative Demands

Degree of Text Complexity

Aspect of Text Uncomplicated More Challenging

Complex

Relationships Basic, straight forward

Sometimes implicit Subtle, involved, deeply embedded

Richness Minimal/limited Moderate/more detailed

Sizable/highly sophisticated

Structure Simple, conventional

More involved Elaborate, sometimes

unconventional

Style Plain, accessible Richer, less plain Often intricate

Vocabulary Familiar Some difficult, context-dependent

words

Demanding, highly context dependent

Purpose Clear Conveyed with some subtlety

Implicit, sometimes ambiguous

ACT, INC. Report (2006)

Qualita

tive

Qualitative Demands


Qualitative Demands

published in the Common Core State Standards Appendix A, page 6.

Qualita

tive


Reader & Task

These are to be determined locally with reference to such variables as student motivation, knowledge, and experiences as well as purpose and the complexity of the task assigned and the questions posed.

Reader and Task


Looking only at quantitative measures may lead to underestimating or overestimating the challenge of the text.

Underestimated Demands

Overestimated demands

According to quantitative measurements, at what grade level should The Grapes of Wrath be used? 680 Lexile Level

According to quantitative measurements, at what grade level should Curious George be used?

570 Lexile Level


Text Exemplars Help You Find a Good Fit


Appendix B

Includes sample exemplar texts and “how to” around selecting your own


Reading standard #10 defines the rigor of standards #1-9.


Appendix A – research behind each section of the ELA standards

• Research behind the ELA Standards for Reading P. 1-15• Text Complexity

• Research behind the ELA Standards for Foundational Skills P. 17-22• Phoneme Grapheme Correspondences• Phonological Awareness• Orthography

• Research behind the ELA Standards for Writing P. 23-25• Definitions of the Standards’ Three Text Types• The Special Place of Argument in the Standards

• Research behind the ELA Standards for Listening & Speaking P. 26-27

• Research behind the ELA Standards for Language P. 28-35• Conventions and Knowledge of Language• Progressive Skills by Grade• Vocabulary

• Bibliography P. 36-41• Glossary of Key Terms 42-43


Appendix B

Reading text exemplars with sample performance tasks

K / 1 Exemplars P. 14-36 2 / 3 Exemplars P. 37-62 4 / 5 Exemplars P.63-76 6-8 Exemplars P. 77-100 9 / 10 Exemplars P. 101-139 11-CCR Exemplars P. 140-183

Media Texts:Selected excerpts are accompanied by annotated links to related media text freely available online at the time of the publication of this document.


Key Requirement: all students must be able to comprehend texts of steadily increasing complexity as they progress through school.

Why is text complexity important?

What is text complexity?


“To succeed, we will need to…strive to identify what makes a book hard and then to provide the scaffolding and motivation that would sustain students’ efforts to learn from such challenging texts.” (Shanahan)


Resources


Common Core State Standards

for English Language Arts

What You Can Do Now (and Next) Read through Appendices A, B, and C Work with your school and district teams to

calibrate your understanding about what you need to know and be able to do

Discover strengths and challenges Consider next year’s work

Check out available resources…


Current Resources for Teachers


Washington State created documents and shared resources:http://www.k12.wa.us/Corestandards/default.aspx

Three-year transition planTransition documents Upcoming resources– check back! T&L monthly “newsflashes” and list-serve

http://k12.wa.us/CoreStandards/default.aspx January 201243

44

Thank you!Common Core Questions:

Email: [email protected] OR Greta Bornemann, OSPI CCSS Project Lead, E-mail: [email protected]

CCSS ELA Questions: Liisa M Potts, ELA Director [email protected]

NEXT ELA WEBINAR: March 21, 3:30pm January 2012CSS Webinar Series Part 2: ELA

Common Core State Standards for English Language Arts Webinar Series– Part Two Office of...

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