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Copyright (c) 2011 by Erie 1 BOCES -- Permission to use and reproduce granted to Erie 1 BOCES RTTT Participating Districts Only – Updated 3/2011
Why Common Core State Standards?
• Preparation: The standards will help prepare students with the knowledge and skills they need to succeed in education and training after high school
• Competition: The standards are internationally benchmarked
• Equity: Expectations are consistent for all
• Clarity: The standards are focused, coherent, and clear
• Collaboration: Will create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, assessments and other materials
• http://www.corestandards.org/• http://www.commoncore.org• http://nysed.gov/
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39 Core Performance Indicators
61 Literacy Competencies
116 Grade Specific Performance Indicators
216
Grade 4
Copyright (c) 2011 by Erie 1 BOCES -- Permission to use and reproduce granted to Erie 1 BOCES RTTT Participating Districts Only– Updated 3/2011
Copyright (c) 2011 by Erie 1 BOCES -- Permission to use and reproduce granted to Erie 1 BOCES RTTT Participating Districts Only – Updated 3/2011
The College and Career Ready Student in ELA
• Independent, collaborative, self-directed
• Strong Content Knowledge
• Adapt and Adjust Communication
• Comprehend and Critique
• Value Evidence
• Tech & Media Literate
• Cultural Understanding
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21st Century Skills
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College and Career
Readiness Standards
(CCR)or
AnchorStandards
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ANCHOR STANDARDS
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11-12th Grade
8th Grade
5th Grade
1st Grade
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Design
• CCR and Grade-Specific Standards
• Grade levels K-8, Bands 9-10 & 11-12
• Focus on Results rather than Means
• Integrated Model of Literacy
• Research & Media Skills woven through
• One document: Literacy for SS/History and Science/Technology
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Reading Writing
Speaking & Listening Language
4 Strands
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Reading11 CCR Standards
Writing11 CCR Standards
Speaking & Listening6 CCR Standards
Language6 CCR Standards
4 Strands, 34 Standards
Copyright (c) 2011 by Erie 1 BOCES -- Permission to use and reproduce granted to Erie 1 BOCES RTTT Participating Districts Only – Updated 3/2011
New York Additions
• Approved January 10, 2011• Added less that 15%, and only for serious
deficiencies• Two additional CCR Standards
– Reading (P-12): Responding to Literature– Writing (5-12): Responding to Literature
• Additional grade-level expectations– Inquiry– Culture & Diversity
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Activity
Foundational Skills (4)
Reading (11) Writing (11)
Speaking & Listening (6)
Language (6)
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Extension Activity
• After sorting the standards into the 4 Strands + Foundational Skills…
• Identify the word(s) in the standards that helped you sort them. Look at both nouns and verbs. Make a list/graphic organizer of those words.
• Discuss with your group the importance of these words
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Tabs…
• Prekindergarten addition p 8
Reading
• Progressive development of comprehension
• Texts of appropriate complexity & increasing sophistication
• Appendices A & B
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Reading Strand11 Standards
Reading Strand
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Reading Strand11 Standards
Reading Strand
Key Ideas & Details
Craft & Structure
Integration of Knowledge & Ideas
Range of Reading & Level of Text Complexity
1. _________________________________2. _________________________________3. _________________________________
4. _________________________________5. _________________________________6. _________________________________
7. _________________________________8. __________________(Information Only)9. _________________________________
Responding to Literature (Literature Only)
11. _________________________________
10. _________________________________
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Key Ideas & Details
Craft & Structure
Integration of Knowledge & Ideas
Range of Reading & Level of Text Complexity
1. Deep Comprehension, quote specifically, inference2. Main idea/detail, summarize3. Individuals, events, setting, procedure
4. Word/phrase meaning, figurative language5. Text Structure6. Author’s purpose, point of view
7. Non-prose representation8. Evaluate reasons & support (INFORMATION ONLY)
9. Compare/contrast themes, settings, plots, topics
10. Independently reading increasingly complex texts
Responding to Literature (Literature Only)
11. Connecting and responding to a wide variety of text
Reading Strand
Reading Strand11 Standards
Copyright (c) 2011 by Erie 1 BOCES -- Permission to use and reproduce granted to Erie 1 BOCES RTTT Participating Districts Only – Updated 3/2011
Reading Strand
11 Standards
Key Ideas & Details
Craft & Structure
Integration of Knowledge & Ideas
Range of Reading & Level of Text Complexity
1. Deep Comprehension, quote specifically, inference2. Main idea/detail, summarize3. Individuals, events, setting, procedure
4. Word/phrase meaning, figurative language5. Text Structure6. Author’s purpose, point of view
7. Non-prose representation8. Evaluate reasons & support (INFORMATION ONLY)
9. Compare/contrast themes, settings, plots, topics
10. Independently reading increasingly complex texts
Responding to Literature (Literature Only)
Literature
(P-12)
Informational Texts (P-12)
11. Connecting and responding to a wide variety of text
Reading Strand
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CCR Reading Standard 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.
RL.K: With prompting and support, ask and answer questions about key details in a text.
RL.3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.11-12: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
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Text Types - K-5
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Text Types - 6-12
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8th Grade Literary vs. Informational
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• Greater attention to Informational Text• Informational reading in courses other
than ELA must take place
Informational Text
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2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Text
Lex
ile
Mea
sure
(L
)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
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Readability of Text
Importance of Matching Reader to Text
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Appendix A
• Text Complexity– 3-Part Measurement– Sample Texts– Foundational Skills
• Writing Text Types• Speaking & Listening• Language
– Vocabulary
• Glossary
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Appendix B
• Text Exemplars K-12– Complexity, Quality,
Range
• Sample Performance Tasks– Language of standard
& standard code
• Grade Bands
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• Print Concepts (P-1 only)
• Phonological Awareness (P-1 only)
• Phonics & Word Recognition (P-5)
• Fluency (P-5)
Foundational Skills
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Observations on Reading
• Very High Expectations
• Highly Rigorous
• Independence with complex literacy tasks
• Only required texts: Mythology, Shakespeare and seminal/foundational U.S. works of the 17th – 20th Centuries
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Writing
• 3 types: arguments/ opinion, information/ explanatory, narrative
• Support with reason and evidence
• Research: short and sustained
• Technology• Appendix C (Samples)
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Writing Strand
Writing11 Standards
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Writing Strand
Text Types & Purposes
Writing11 StandardsProduction & Distribution of Writing
Research to Build & Present Knowledge
Range of Writing
1. Argument – reason, point of view2. Informational - facts3. Narrative – literary devices
4. 6 Traits, match to task5. Writing Process inc. graphic organizers6. Technology -Publish & Collaborate
7. Research Projects8. Gather & evaluate info from multiple sources
inc. note-taking9. Text evidence to support analysis, reflection,
critique
10. Writing routinely for extended & shorter times
Responding to Literature
11. Respond to literature in a variety of formats with connections
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Writing Strand
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Technology
• Appears in Pre-Kindergarten standards
• W.3.6 - Keyboarding Skills
• W.4.6 - Internet to produce & publish, interact & collaborate AND type a min. of 1 page in one sitting
• W.5.6 Type a minimum of 2 pages in one sitting
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Writing Types
NarrativeInformational/Explanatory
Opinion/Argument
Personal narrative All about… Persuasive Essay
Historical Fiction How To Persuasive Research
Memoir Essay Literature Response
Fiction Article Argument in SS & Science
Drama, Poetry Descriptive text
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Appendix C
• Student samples (K-12)
• 3 types of writing
• Annotation with evidence
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Observations on Writing
• Decreased emphasis on many different genres (concentrate on three text types)
• Starting in 3rd Grade, Standards 1-3 include increased expectations (a-d/e/f)
• Writing Workshop would address all standards
• Increased emphasis on technology other than word-processing
Copyright (c) 2011 by Erie 1 BOCES -- Permission to use and reproduce granted to Erie 1 BOCES RTTT Participating Districts Only – Updated 3/2011
Speaking & Listening
• Wide range of settings and formats
• Effective Communication
• Interpretation & Analysis
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Speaking & Listening6 Standards
Speaking and Listening
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Comprehension & Collaboration
Presentation of Knowledge & Ideas
1. Active participation in Speaking & Listening
2. Recall fact/detail from presentations inc.oral readings
3. Evaluate speaker – points/info, reasons, evidence
4. Clear, effective presentation
5. Digital media and visual display
6. Adapt speech to occasion (formal/informal)
Speaking & Listening6 Standards
Speaking and Listening
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Observations on Listening and Speaking
• Emphasis on diverse media, situations, audiences
• Literature Circles
• 21st Century Skills: Communication and Collaboration
• New York Additions emphasize communication with individuals from different cultural backgrounds
• Technology: audio (2nd grade), multimedia (5th), interactive (9th)
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Language
• Conventions (writing and speaking)
• Vocabulary
• Integrated into reading, writing, speaking, and listening
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Language6 Standards
Language
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Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition & Use
1. Grammar and usage 2. Capitalization, punctuation, spelling
3. Use conventions fluently & for effect
4. Meaning / multiple-meaning – context clues, morphology, using dictionary/thesaurus/glossary
5. Meaning nuances and word relationships, inc. figurative language, idioms, synonym/antonym
6. Acquire and use general academic and domain-specific vocabulary
Language6 Standards
Language
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Grammar & Mechanics
3 4 5
Parts of Speech
1.a. Nouns, pronouns, verbs, adjectives, adverbs1.b. Regular/irregular plural nouns1.c. Abstract nouns1.d. Regular and irregular verbs1.g. Comparative and superlative adjectives and adverbs
1.a. Relative pronouns1.a. Relative adverbs1.c. Modal auxiliaries 1.d. Order Adjectives
Verb Tenses 1.e. Simple verb tenses 1.b. Progressive verb tenses
1.b. Perfect verb tenses1.c. Use verb tense to convey time, sequences, conditions1.d. Recognize and correct inappropriate shifts in verb tense*
Sentence Construction
1.i. Simple, compound, complex sentences1.h. Coordinating and subordinating conjunctions
1.e. Prepositional Phases1.f. Avoiding run-ons, fragments*2.c. Comma before coordinating conjunction
1.e. Use correlative conjunctions1.a. Explain conjunctions, prepositions, interjections2.b. Comma to separate introductory element from rest of sentence
Punctuation
2.a. Capitalize titles2.b. Commas in addresses2.c. Commas and quotes in dialogue2.d. Possessives
2.a. Correct Capitalization2.b. Commas and quotes in quotations
2.a. Punctuating items in a series2.c. Commas to set words/ phrases apart2.d. Punctuating titles
Other Common Mistakes
1.f. Subject-verb agreement*1.f. Pronoun-antecedent agreement*
1.g. Frequently confused words*
Copyright (c) 2011 by Erie 1 BOCES -- Permission to use and reproduce granted to Erie 1 BOCES RTTT Participating Districts Only – Updated 3/2011
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Observations on Language
• Specific grammar skills at each grade
• Beyond definitions: Multiple meanings, connotation, figures of speech, word relationships
• “General academic vocab AND domain-specific words and phrases”
• Mentor texts as models of high quality language
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Reading11 Standards
Writing11 Standards
Language6 Standards
4 Strands, 34 Standards
Speaking & Listening6 Standards
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Speaking & Listening6 Standards
Language6 Standards
Writing11 Standards
Reading Strand
11 Standards
Foundational Skills (P-5)
Literature(P-5)
Informational Texts (P-5)
4 Strands, 34 Standards
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R-History/SS10 Standards W-History/SS,
Science, &Tech10 StandardsR-Science/Tech
10 Standards
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• 6-12 only
• Grade bands: 6-8, 9-10, 11-12
• No Speaking and Listening or Language Strands
• Anchor Standards the SAME as ELA
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History/SS (6-12)
Science/Technology (6-12)
Literature (P-12)
Informational Texts (P-12)
Key Ideas & Details
Craft & Structure
Integration of Knowledge & Ideas
Range of Reading & Level of Text Complexity
1. Deep Comprehension2. Determine Importance3. Summarizing Analysis
4. Analysis of language and vocabulary 5. Text Structure6. Point of View
7. Integrate and evaluate content from various sources
8. Evaluate validity of text claims9. Analyzing and comparing texts
10. Independently reading increasingly complex text
Responding to Literature (Literature Only)
11. Connecting and responding to a wide variety of text
Reading Strand
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8th Grade CCR Standard 9: Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Literature: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Informational Text: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
History/Social Studies: Analyze the relationship between a primary andsecondary source on the same topic.
Science/Technology: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
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RI.5.4
strandgradestandard
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RF RL RI
W
SL
L
WHST
RH RST
RF: Reading Foundational Skills
RL: Reading Literature
RI: Reading Informational Texts
RH: Reading in History/Social Studies
RST: Reading in Science/Technology
W: Writing
WHST: Writing in SS/History and Sci/Tech
SL: Speaking and Listening
L: LanguageCopyright (c) 2011 by Erie 1 BOCES -- Permission to use and reproduce granted to Erie 1 BOCES RTTT Participating Districts Only – Updated 3/2011
SL.3.5
RL.2.1
W.9-10.2c
RF.5.3a
R.CCR.4Copyright (c) 2011 by Erie 1 BOCES -- Permission to use and reproduce granted to Erie 1 BOCES RTTT Participating Districts Only – Updated 3/2011
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Questions?