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OSPI CCSS ELA Webinar Series, Part 4, May 31, 2012

Common Core State Standards

for English Language Arts

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Welcome!Agenda for today’s webinar…

Overview: shift in Balance of Reading and Writing in ELA

Getting your district/building ready for CCSS implementation Thinking about foundations and needs

Update on Smarter Balanced Assessment Initiatives New resources and opportunities

Address questions and discuss next stepsMay 2012CCSS Webinar Series Part 4: ELA

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Before we begin…About You

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

Time for a poll.

May 2012CCSS Webinar Series Part 4:ELA

CCSS Webinar Series Part 4:5

2011-12 CCSS Timeline and Foci…

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: CCSS Exploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

May 2012

August/Sept. 2011

January 2012

OSPI Quarterly Webinar Series

March and May 2012

Implementing the Common Core State Standards in Washington State

May 29, 2012

Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all English language arts and mathematics 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.

This includes building system-wide capacity for sustained professional learning that can support CCSS implementation

now and be applied to other initiatives in the future.  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.

Implementation Partnerships

May 29, 2012

PLUS…Large School DistrictsHigher EducationStatewide Education and Content Associations

Washington

Transition to the ELA CCSS in Washington

May 2012

Three-year transition plan focuses on shift areas each year, with an increasing level of rigor as we progress.

OSPI will provide the “big picture” support and resources, while ESD partners will provide “deeper dives”

Resources, references, and supports will be available to all districts, schools, teachers, and communities

K-12 English Language Arts

Introduction

Familiarize district/building leadership team with Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Investigate and interpret the implications for instruction in reading, writing, speaking and listening, and language.

Year One2011-2012

Identify and understand the design of skills and concepts in ELA

Develop an understanding of the vertical articulation of skills and concepts from Kindergarten through Career and College Readiness Develop an understanding of overarching cross-content concepts (i.e., technology and media) Understand the increasing text complexity, its role in preparing students to be career and college ready, and implications for instruction and materials. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)

Resources Common Core State Standards Documents Introduction and Year One Support Modules ESD support OSPI technical assistance OSPI CCSS Webinar Series

K-12 English Language Arts

Year Two

2012-2013

Year One focus and strategies, and: Adjust curricular materials and adapt instruction to: Build a shared responsibility for the development of reading and writing skills and knowledge across content areas through a balance of

nonfiction and literature texts

Focus on the role of argument in reading and writing and speaking and listening instruction, with particular emphasis incorporating text-based questions and writing using evidence from sources.

Intentionally address academic vocabulary and its role in reading comprehension and written and oral language production.

Begin to develop, enhance, and integrate literacy skills across social studies/History, science, and other technical subjects. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)

Resources

Common Core State Standards Documents ESD support and technical assistance OSPI technical assistance OSPI CCSS ELA Webinar Series

K-12 English Language Arts

Year Three2013-2014

Years One and Two foci and strategies, and: Adjust curricular materials and adapt instruction to: Emphasize speaking and listening skills as an avenue to evaluate, integrate and present information from many sources.

Expand and deepen the teaching of language skills, focusing on the relationship between grammar and usage and the comprehension and production

of effective written text. Incorporate technology/multi-media to gather, research, develop, and publish information. Engage in continued professional development, collaborative study, and action to address the depth of the curricular and instructional shifts (i.e. text complexity, academic vocabulary, content literacy, and writing instruction). Plan collaboratively to develop rigorous English language arts lessons and units using the CCSS.

Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)

Resources Common Core State Standards Documents ESD support and technical assistance OSPI technical assistance TBD

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A shift in balance: literary and informational reading and writing

OSPI CCSS ELA Webinar Series, Part 4, May 31, 2012

Common Core State Standards

for English Language Arts

CCSS English Language Arts

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

Foundational Skills

Print concepts and alphabetic principle Phonological awareness 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

Focus on teaching students reading skills to engage with 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 and Writing) in History/Social Studies, Science, and Other Technical Subjects

Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Writing Standards

Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

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

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

Speaking & Listening Standards

Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of view.

Language Standards

Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

English Language Arts Common Core Standards for Washington: Map of Skills and Concepts

Literacy development is a shared responsibility within a school

Talk with your team: what are your current successes and challenges about sharing the responsibility of literacy instruction?

ELA / Literacy: Major Shifts

Increased Complexity of Text Writing Using Evidence Text-based Questions and Answers Academic Vocabulary Literacy in the Content Areas

Balance of Literary and Informational Texts

Why more informational text?

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Provides an ideal context for building language, vocabulary, knowledge, and reasoning

Is challenging, complex, and has deep comprehension-building potential

Is an opportunity for students to learn how to engage, interact, and have “conversations” with the text in ways that prepare them for the type of experiences they will encounter in college and careers.

Balance of Literary and Informational Texts

Literature includes•Stories•Drama•Poetry

Informational Text includes

• Personal essays• Literary nonfiction• Speeches• Opinion pieces• Biographies• Memoirs

Grade Level Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

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Sue Pimental talks about the balance of texts http://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpage

Informational text in CCSS: Comprehensive Literacy

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In Reading standards (RI 1 – 10, RH 1– 10, RST 1– 10)

In Writing standards Students conduct research, draw evidence to support

arguments and analyses, compare texts, etc. In Speaking and Listening standards

Students prepare for conversations and collaborations, present findings and supporting evidence, etc.

In Language standards Students acquire academic and domain-specific

vocabulary, use context to determine meaning, etc.

Balance of Writing Text TypesGrade Level To Persuade

(Argumentative) To Explain

(Informative) To Convey Experience

(Narrative) 4 30% 35% 35% 8 35% 35% 30%

12 40% 40% 20%

• In grades K-5, the term opinion refers to persuasive writing

• Argumentative is a form of persuasion but brings in evidence from both sides of the issue.

• Narrative strategies are important component to developing both argumentative and explanatory writing

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What the balance looks like K-5

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Literary nonfiction and historical, scientific, and technical texts. Includes Biographies and autobiographies; Books about history, social studies, science, and the arts; Technical texts, including directions, forms, and

information displayed in graphs, charts, or maps; and Digital sources on a range of topics

Emphasis is on text structure other than narrative Cause and effect; chronological/sequential Compare/contrast; enumeration and description Opinion and supporting arguments

Balance 6-12

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Increased quantity of materials and instructional time devoted to

informational textEnglish

Language Arts

Literature

fiction, drama, poetry

Literary

Nonfiction

Social Studies, Science, Technical

Subjects

Other informational Text

A balance of informational text 6-12

http://youtu.be/1zHWMfg_8r0Dave Coleman talks cross-content

What the balance looks like 6-12 After determining the figurative and

connotative meanings of words,

students need to consider the significant influence of the author’s word choice as a whole on the text’s tone or overall understanding.

Students are asked to consider how an author crafts the structure of a text to produce a particular effect.

So… what happens in the classroom?

What this looks like in reading K-12:With assistance, students should:

…understand how a piece of informational text is structured. …ask and answer questions about words they do not know; … identify the main print concepts/features of a book, and …understand the roles of both author and illustrator. … understand how illustrations help explain the text,… discuss similarities and differences in two texts that share the same main idea.… develop the ability to recognize the author’s reasoning by finding support within the text.

What this looks like in writing K-12:

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Students should: Compose arguments and opinions,

informative/explanatory pieces, and narrative texts

Focus on the use of reason and evidence to substantiate an argument or claim

Conduct research – short projects and sustained inquiry

Incorporate technology

Blended literacy skills in the high school classroom…. http://www.youtube.com/watch?v=Ym-VHwbpAQM

K-12 classroom snapshot: You would see

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Students using note-taking organizers, question charts, prompt sheets, etc.

Teachers explicitly teaching discipline-specific as well as generic comprehension strategies.

Teachers collaboratively planning and preparing text and materials.

Task-based accountability built into every lesson task.

– from K-12 Teachers: Building Comprehension in the Common Core

Sample: Interactive Notebook

K-12 classroom snapshot: You would hear

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Teachers modeling generic as well as discipline-specific comprehension strategies.

Teachers modeling reasoning by thinking out loud.

Students expressing opinions with explained positions and reasoning.

Students using knowledge of text structure and genres to predict main and subordinate ideas.

Students and teachers summarizing a discussion when it closes.

– from K-12 Teachers: Building Comprehension in the Common Core

Middle school example http://www.youtube.com/watch?v=SC4OG11zOC88:54 to 9:37

What should we consider?

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Approximately what percentage of instructional time and materials will be devoted to literary nonfiction in your grade(s)?

What collaborative structures are already in place to support the sharing of this “balance” across a student’s day and year?

What is one strategy, approach, or classroom context that supports learning to read informational text?

Statewide Assessment Landscape and Update

New Assessment System for CCSS:What we know so far

May 31, 2012

A National Consortium of States

• 28 states representing 44% of K-12 students

• 21 governing, 7 advisory states

• Washington state is fiscal agent

A Balanced Assessment System:ELA and Math --Grades 3-8 and High School

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students

leave high

school college

and career ready

Teachers and schools have information and tools

they need 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

practicesto improve instruction

May 2012CCSS Webinar Series Part 433

A Balanced Assessment System

May 29, 2012

Time and format Summative: - Administration window is last 12 weeks of school - For each content area - ELA & Math

Shorter option for states (~3 hours ELA, ~2 hours Math) Scale score on comprehensive test (met/not met

determination) Longer option for states (~5 hours ELA, ~3

hours Math) Able to report data on claims for individual students

May 2012

Time and format Interim assessments

Can be used as often as needed Can be customized by districts/schools

To focus on selected strands To clone summative test

Will use Computer Adaptive Technology Released items from summative item bank

May 2012

CCSS Webinar Series Part 437

Washington’s Testing System TransitionCurrent Testing System Reading and Math: Grades 3–8 and 10 Writing: Grades 4, 7, 10 Science: Grades 5, 8, 10

SBAC/CCSS Testing System (fully operational in 2014-15) English/Language Arts and Math: Grade 3–8 and 11* Science exams are required under ESEA but are not

included in SBAC*11th grade to measure college and career readiness. We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance).

()

May 2012

Washington’s Testing System TransitionCurrent Testing System Reading and Math: Grades 3–8 and 10 Writing: Grades 4, 7, 10 Science: Grades 5, 8, 10

SBAC/CCSS Testing System (fully operational in 2014-15) English/Language Arts and Math: Grade 3–8 and 11* Science exams are required under ESEA but are not

included in SBAC*11th grade to measure college and career readiness. We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance).

()

May 29, 2012

Will 11th grade exam be used for graduation (exit exam) in Washington?

If these exams are our exit exams what will the CAA options be?

Will the Summative SBAC test replace our End of Course exams or will SBAC have End of Course exams too?

How will Washington’s science tests mesh with these tests?

May 2012CCSS Webinar Series Part 4 39

Still to be worked out: Washington’s Policy Discussion…

May 2012CCSS Webinar Series Part 440

Find Out More: www.SmarterBalanced.org

State Contact: Robin.Munson@k12.wa.us

CCSS Webinar Series Part 441 May 2012

Zip files with ELA and Math Item Specifications and Sample Student Tasks

http://www.smarterbalanced.org/

smarter-balanced-assessments/

Resources

Opportunities and Ways to keep in touch

May 31, 2012

CCSS Webinar Series Part 4: District and Building Leaders

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Spring and Summer 2012 CCSS Opportunities to Build Statewide…

May 2012

Awareness:Opportunities and Resources Web Site

OSPI CCSS 2011-12 Quarterly Webinar Series- District/Building Leaders, May 23, 10:30 – 11:30- Mathematics, May 29, 3:30 – 4:30 - English language arts, May 31, 3:30 – 4:30

http://k12.wa.us/CoreStandards/UpdatesEvents.aspx

Dates for 2012-13 to be posted soon!

College Board CCSS Leadership Webinar Series, Winter/Spring 2012

http://advocacy.collegeboard.org/preparation-access/teacher-advocacy/events/webinar-series-school-leadership-common-core-standards-an

WA Comparisons and 3-Year Content Transition Plans

http://k12.wa.us/CoreStandards/Transition.aspx

Resources for Regional/Local CCSS Awareness Activities- Hunt Institute CCSS Videos- Parent Guides to the CCSS, National PTA- Overview PowerPoint presentations

http://k12.wa.us/CoreStandards/Resources.aspx

CCSS Webinar Series Part 4: District and Building Leaders

44 May 2012

http://www.k12.wa.us/CoreStandards/ProfDev.aspx

ESD Location Literacy Lead Phone Email

NEW ESD 101

Spokane

Debbie Lahue

(509)789-3547

dlahue@esd101.net

ESD 105

Yakima

Bethany Robinson

(509) 575-2885 bethany.robinson@esd105.org

ESD 112

Vancouver

Marilyn Melville- Irvine

(360) 750-7500

mmirvine@gmail.com

ESD 113

Olympia

Cheryl Vance

(360) 464-6706

cvance@esd113.k12.wa.us

Olympic ESD 114

Bremerton

Dan King

360-782-5067

dking@oesd.wednet.edu

Puget Sound ESD 121

Renton

Martha TeigenTerese EmryMichelle Lewis

(425) 917-7600/ (800) 664-4549(425) 917-7809

mteigen@psesd.orgtemry@psesd.orgmlewis@psesd.org

ESD 123

Pasco

Georgia Boatman

(509) 544-5738

gboatman@esd123.org

North Central ESD 171

Wenatchee

Shanna Brooks

(509) 665-2645

shannab@ncesd.org

Northwest ESD 189

Anacortes

Beth Niemi

(360) 299-4717

bniemi@nwesd.org

Washington State Literacy Leadership Cadre

CCSS Webinar Series Part 4: District and Building Leaders

46 May 2012

Have a great summer!Common Core Questions:

Email: corestandards@k12.wa.us OR Greta Bornemann, OSPI CCSS Project Lead, E-mail: Greta.Bornemann@k12.wa.us

ELA CCSS Questions Liisa Moilanen, ELA Director Liisa.MoilanenPotts@k12.wa.us