CCRS ELA Grades 6 12 De Kalb County

CCRS - ELA Grades 6 -12 De. Kalb County Schools

Understanding the CCRS Document § The CCRS-ELA Treasure Hunt: § If you have previously completed this activity during a face-to-face training session, please review your responses at this time. § If you have not previously completed this activity, please access your CCRS-ELA document, and open the A Treasure Hunt for CCRS-ELA document that was included in your email. You can also access this as a page on the blog. Complete this activity using your CCRS document.

Answer Key for A Treasure Hunt for CCRS-ELA 1. replace; supplement them 2. close; attentive; understanding; enjoying 3. Language; Speaking & Listening; Reading Literature; Reading Informational Texts; Reading Foundations; Writing 4. Reading Foundations 5. ongoing; purpose; designing; individual 6. Reading; Writing, Listening, and Language – Anchor Standards tell you what students should know in the end. They tell you what the big picture, what skills and understanding all students must demonstrate, is.

Answer Key for A Treasure Hunt for CCRS-ELA Continued 7. The Alabama symbol represents the required content from the 2007 Alabama Course of Study for ELA. 8. K-2; 3 -5; 6 -8; 9 -12 9. No – Key Ideas is a subcategory. 10. They indicate 2010 Common Core State Standards by strand, grade, and number. 11. This section begins on page 15 for Kindergarten. You may choose a grade level. 12. Appendix B of the CCSS or online at www. corestandards. org/assessts/Appendix_B. pdf

The Three Key Shifts with the CCRS-ELA § Building knowledge through content-rich nonfiction and informational texts. § January 2013 § Reading, writing, and speaking grounded in evidence from text, both literary and informational. § February/March 2013 § Regular practice with complex text and its academic language. § April/May 2013

Blog Response § On the blog, please respond to the following: § How do you foresee these shifts affecting your classroom and your instruction? Do you see any obstacles to full implementation? § Do you think these shifts will produce more college- and career-ready graduates? What positives do you see that our students will experience as a result of this implementation?

Processing Shift 1 § Building knowledge through content-rich nonfiction and informational texts. § Please view the Video: Social Studies Lesson, The Breakup Letter on The Teaching Channel located at www. teachingchannel. org/videos/teaching -declaration-of-independence § On the blog, please respond to your thoughts on the lesson and on the implementation of content-rich nonfiction and informational texts in this classroom.

Processing Shift 1 § This shift involves sequencing the texts to build knowledge. It is not just random reading. § This shift has literacy in social studies/history, science, technical subjects, and the arts embedded. § Students must establish a base knowledge across a wide range of subject matter by engaging with works of quality and substance. § Literacy is a shared responsibility.

Processing Shift 1 § Extensive research establishes the need for college- and career-ready students to be proficient in reading BOTH complex literary text and informational text independently in a variety of content areas. § On the blog, please respond to the following: § What changes do you see the CCRS standards bringing about for your school or students? Do you have any thoughts on how to develop cross-curricular ties and goals for student learning?

Shift 1: Informational Text § Expository Text § Textbooks, Instruction Manuals, Articles, Reference Books, Graphs/Charts/Photogrpahs, Newspaper § Argument - Speeches, Essays, Opinion Pieces, Magazines, Editorials § Functional Text - Directions, Forms, Applications, Menus, Contracts, Maps, Recipes § Literary Nonfiction § Autobiographies, Biographies, Memoirs, Historical Accounts, Scientific Accounts, Economic Accounts, Diaries

Why is there a shift toward evidence-based reading, writing, and speaking? § Most college and workplace writing requires evidence. § The ability to cite evidence differentiates strong from weak student performance on NAEP. § Being able to locate and deploy evidence are hallmarks of strong readers and writers. § Evidence is a major emphasis of the ELA Anchor Standards: Reading Standard 1; Writing Standard 9; and Speaking and Listening Standards 2, 3, 4 all focus on gathering, evaluating, and presenting evidence from text.

Blog Response § On the blog, please respond to the following: § Please comment to your thoughts about the shift to evidence-based reading, writing, and speaking. What shifts will that entail in your classroom as we move our students into higher-order thinking and demand more proficient and detailed outputs from them?

Literacy Standards § Found within the CCRS-Document § Please view the Video: Biology Lesson on the Teaching Channel – Current Events in Science located at www. teachingchannel. org/videos/teachingscience-with-current-events. § After viewing the video, please go to the blog and comment to your thoughts on how the literacy standards were incorporated into the lesson.

Investigating the Portrait of a Literate Individual § Demonstrates Independence § Builds Strong Content Knowledge § Responds to Varying Demands of Audience, Task, Purpose, and Discipline § Comprehends as Well as Critiques § Values Evidence § Uses Technology & Digital Media Strategically and Capably § Comes to Understand Other Perspectives & Cultures