COMMON CORE STATE STANDARDS English Language ArtsLiteracy Our

COMMON CORE STATE STANDARDS English Language Arts/Literacy

Our goals… Participants will… � Be able to navigate the document � Be familiar with the content strands � Understand the relationship of text complexity and vertical articulation with “rigor. ” � Consider implications for your planning

What are the Common Core State Standards? Define knowledge and skills students should have within K 12 education careers so that they will graduate from high school able to succeed in careers and college. The English language arts and mathematics standards: � Align with college and work expectations; � Are clear, understandable, consistent; � Include rigorous content and application of knowledge; � Build on strengths and lessons of current state standards; and � Prepare all students for success in global economy and society.

What are common core state standards? “As specified by the CCSSO (Council of Chief State School Officers) and the NGO (National Governors Association), the standards are (1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked. ” Introduction, p. 3 Turn to the Introduction in the Standards document.

Principles of the CCSS Aligned to requirements for college and career readiness Based on evidence Honest about time

What are the Common Core State Standards? What the Standards do NOT define: How teachers should teach What instructional/curricular materials should be used All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and students with special needs Everything needed to be college and career ready Introduction, p. 6

Why is this important? Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

Common Core State Standards Define the knowledge and skills students need for college and career. Provide clear, consistent standards in ELA/Literacy and mathematics. Developed voluntarily and cooperatively by states; more than 40 states have adopted.

Washington State’s Implementation Timeline 2010 -11 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 2011 -12 2012 -13 2013 -14 2014 -15

Smarter Balanced Assessment Consortium The Assessment System

The Purpose of the Consortium To develop a comprehensive and innovative assessment system for grades 38 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that. . . 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]

A National Consortium of States 12 29 states representing 48% of K-12 students 21 governing, 8 advisory states Washington state is fiscal agent

A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and Teacher resources for learning Interim assessments formative assessment practices to improve instruction Flexible, open, used for actionable feedback All students leave high school college and career ready

System Highlights English Language Arts and Mathematics, Grades 3– 8 and High School BEGINNING OF YEAR END OF YEAR Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks PERFORMANCE TASKS • Reading • Writing • Math Scope, sequence, number, and timing of interim assessments locally determined Optional Interim assessment system— Re-take option Summative assessment for accountability * Time windows may be adjusted based on results from the research agenda and final implementation decisions. Source: http: //www. ets. org END OF YEAR ADAPTIVE ASSESSMENT

www. smarterbalanced. org

STANDARDS What should students know and be able to do? What should students learn? What should students be taught?

Importance of Standards: � Provide a common navigational chart for educators � Unify staff members � Provide a target for school-wide and district-wide assessments

Research Supports Standards “A meta-analysis of 53 research studies (Marzano, 1998) found that when students were clear in advance about what they were learning, their achievement was, on average, 34 points higher on tests used in these studies than students in control groups. ” Mc. REL, 2000 29

Common Core State Standards English Language Arts/Literacy in Content Areas

Current WA Standards (GLEs) – Grades K-10 Communication (includes Speaking and Listening) Writing Reading Common Core ELA Standards – Grades K-12 Reading Speaking and Listening Writing Language Media & Tech ELA Common Core Standards

CCSS for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Standards for Reading Writing Literature and Informational Text Writing 1. Key Ideas and Details 1. Text Types and Purposes 2. 3. Craft and Structure Integration of Knowledge and Ideas 2. Production and Distribution of 1. Range of Reading and Level of Text Complexity Writing 3. Standards for Speaking and Listening 1. 2. Phonological Awareness 3. Phonics and word 2. Research to Build and Present Range of Writing Recognition 4. Fluency Literacy in History/Social Studies, Science, and Technical Subjects (Grades 6 -12) Comprehension and Language 1. Collaboration Foundational Skills K-5) 1. Print Concepts for Language Knowledge 4. Standards Conventions of Standard English Presentation of Knowledge 2. Knowledge of Language and Ideas 3. Vocabulary Acquisition and Use

Vocabulary Acquisition and Use Knowledge of Language Conventions of Standard English Presentation of Knowledge and Ideas Range of Writing Research to Build Knowledge Production and Distribution of Writing Strand Comprehension and Collaboration Reading Strand Speakin g and Listenin g Strand Text Types and Purposes Range of Reading and Level of Text Complexity Integration of Knowledge and Ideas Craft and Structure Key Ideas and Details English Language Arts Common Core Standards Language Strand P. 10

College and Career Readiness Anchor Standards for ELA College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards • Reading - 10 • Writing - 10 • Speaking and Listening - 6 • Language - 6 p. 10

The ELA Document Structure Introduction page 3 6 -12 page 35 K-5 page 11 � Reading Foundational Skills � Reading � Writing � Speaking and Listening � Language � Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C

Appendix A Research Supporting Key Elements of the Standards

Reading Strand Reading Anchor Standards K-5 Reading Literature Standards Reading Informational Standards Foundational Skills Standards page 10 page 11 page 13 page 15 Reading Anchor Standards 6 -12 Reading Literature Standards Reading Informational Standards page 35 page 36 page 39

Reading Sub-headings Reading � � Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Foundational Skills (K-5 only) � � Understanding concepts of print Phonological awareness Phonics and word recognition Fluency

Reading Strand Grade Levels Sub-heading Strand Abbreviation

Read page 5 in the introduction (the table on the left) One implication for instruction and/or curricular planning in your school district Share your ideas with the people at your table.

Read the footnote on the bottom of page 5. It may answer some questions. Skim pages 17 – 22 (Appendix A) and the Note on Range and Content of Student Reading on page 10 (Standards document) Note the following: Read the Note on Range and Content of Student Reading on page 35 (Standards document). Impact of the information in grades K-5 in your school or district Any surprises or differences in the way foundational skills are currently addressed in your district? Implications? Share your ideas with the people at your table, using what you have learned from page 5 in the Introduction and the suggested reading on this slide.

Writing Strand Writing Anchor Standards K-5 Writing K-5 Standards Writing Anchor Standards 6 -12 Writing 6 -12 Standards Introduction page 18 page 19 page 41 page 42 Types, responding to reading, and research page 5 and 8

Appendix A Read pp. 23 – 25 in Appendix A, p. 5 in the Introduction (the table on the right), p. 8 Writing: Text types… in the Introduction, and Note on range and content of student writing (p. 18 or p. 41). Note the following � What three text types are covered in the Writing Strand? � What do you notice that is the same as or different from our current standards? � What are the implications for instruction/curricular planning?

Writing Sub-Headings Writing � Text types and Purposes � Production and Distribution of Writing � Research to Build and Present Knowledge

Strand Sub-heading Grade Levels Strand Abbreviation

Read p. 5 in the Introduction (the table on the right) and p. 8 Writing: Text types…, and Note on range and content of student writing (p. 18 or p. 41 Note the following � What three text types are covered in the Writing Strand? � What do you notice in this strand that is the same as or different from our current standards? � What are the implications for instruction/curricular planning?

Appendix C Samples of Student Writing

Grade-level Exemplars Appendix C • Table of Contents, pages 2 -3

Appendix C : Annotated Student Writing Samples

Appendix C : Annotated Student Writing Samples

Speaking and Listening Strand Speaking and Listening Anchor Standards K-5 page 22 Speaking and Listening K-5 Standards Speaking and Listening Anchor Standards 612 Speaking and Listening 6 -12 Standards page 23 page 48 page 49

Appendix A Read pages 26 -27 in Appendix A and Note of Content and range of student speaking and listening on pages 22 or 48. Note the following Two important points about listening and speaking One question you have about implementation Implications for curricular planning/instruction Share your ideas with the people at your table.

Speaking and Listening Subheadings Speaking and Listening �Comprehension and Collaboration �Presentation of Knowledge and Ideas

Strand Sub-heading Strand Grade Levels Abbreviation

Language Language Anchor Standards K-5 Language K-5 Standards Language Anchor Standards 6 -12 Language 6 -12 Standards page 25 page 26 page 52 page 51

Appendix A Read pages 28 -35 and Note on range and content of student language use on page 25 or 52. Note the following: The three sub-headings in this section Two implications for staff learning One question you know will arise in your school or district Implications for curricular planning/instruction. Share your ideas with the people at your table.

Language Sub-headings Language �Conventions of Standard English �Knowledge of Language �Vocabulary Acquisition and Use

Literacy Standards History/Social Studies, Science, and Technical Subjects Reading Anchor Standards page 60 Reading Standards for Literacy in History/Social Studies 6 -12 page 61 Reading Standards for Literacy in Science and Technical Subjects 6 -12 page 62 Writing Anchor Standards page 63 Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6 -12 page 64

History / Social Studies, Science, and Technical Subjects Task In the Standards for Literacy in History/Social Studies, Science, and Technical Subjects 612, finish the phrase found in the Note on range and content of student reading (p. 60) that begins, “It is important to note that these Reading standards are meant to ________. ” What is the purpose of this statement? What is the implication for the inclusion of these standards?

50 Both Appendices B and C include exemplars from science, social studies/history, and technical subjects

Reflection: � What key messages stand out for you? � What are the implications for your program/curriculum? � What questions do you still have?

Shifts in Instruction

ELA / Literacy: The 6 Major Shifts Balance of Literary and Informational Texts Literacy in the Content Areas Text-based Questions and Answers Writing Using Evidence Academic Vocabulary Increased Complexity of Text � Vertical Alignment

Balance of Literary and Informational Texts Literature includes Stories Drama Poetry Informational Text includes Literary Nonfiction Personal essays Speeches Opinion pieces Biographies Memoirs

Literacy in Content Areas K- Grade 5 � Emphasis on literary experiences in content specific domains � Instruction in science and history/social studies Grades 6 -12 � Teaching content specific literacy � Reading is critical in building knowledge in content areas

Text-based Questions and Answers Rich discussions dependent on a common text Focus on connection to text Develop habits for making evidence based arguments in discussion and writing

Writing Using Evidence Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts §Focus on the use of reason and evidence to substantiate an argument or claim §Emphasize ability to conduct research – short projects and sustained inquiry §Require students to incorporate technology as they create, refine, and collaborate on writing §Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples) §

Balance of Writing Text Types • In grades K-5, the term opinion refers to persuasive writing • Argumentation is a form of persuasion but brings in evidence from both sides of the issue. • Narrative strategies are an important component to developing both argumentative and explanatory writing • Technology will be used to create, refine and collaborate writing

The Why Reading, writing & speaking grounded in evidence, both literary and informational Most college and workplace writing is evidence-based and expository in nature (not narrative) Ability to cite evidence differentiates student performance on NAEP Standards in writing ask students to respond to evidence-based writing prompts (inform/argue) Standards in speaking and listening require students to prepare for and refer to evidence on ideas under discussion Standards in reading require students to respond to text-dependent questions with evidence-based claims

The Why Building knowledge through content-rich nonfiction Much of our knowledge base comes from informational text Informational text makes up vast majority of required reading in college/workplace (80%) Informational text harder for students to comprehend than narrative text Yet students are asked to read very little of it in elementary (7 - 15%) and middle school CCSS moves percentages to � 50: 50 at elementary level � 75: 25 at secondary level (includes ELA, science, social studies)

Academic Vocabulary to access grade-level, complex texts Vocabulary that crosses content Focus on pivotal, commonly found words, such as consequently, generation

Increased Complexity of Texts Staircase of complexity Each grade level, step of growth Emphasis on close and careful reading Appropriate and necessary scaffolding and supports for students reading below grade level

The Why: Regular Practice with Complex Text and its Academic Language Gap between complexity of college and high school texts is huge What students can read, in terms of complexity is greatest predictor of success in college (ACT study) Too many students reading at too low a level (<50% of graduates can read sufficiently complex texts) Standards include a staircase of increasing text complexity from elementary through high school Standards also focus on building vocabulary that is shared across many types of complex texts and many content areas

Text complexity is defined by tat ali Qu ive tat nti 3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. a Qu 2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. ive 1. Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task

A Focus from “The Big Ideas” Strongest Messages � Shift to higher-level thinking skills � Increased focus on Informational text in all subject areas � Rigor regarding depth and focus, quality over quantity � Writing using texts and evidence The move toward “career and college readiness”… � CCSS add grades 11 and 12 � Greater focus on increasing text complexity,

Reflection: � What key messages stand out for you? � What are the implications for your program/curriculum? � What questions do you still have?

Resources

Grade Level One-Pagers created by teachers in Washington State See the Resource page for the link to these documents. 68

Resources for Implementation ELA overview documents (one-pagers) as connected with WA standards: http: //k 12. wa. us/Core. Standards/Transition. aspx#ELAGrade. Level Publisher’s Criteria in ELA and Literacy: http: //k 12. wa. us/Core. Standards/Resources. aspx Alignments cross-walk documents: http: //k 12. wa. us/Core. Standards/Transition. aspx#Analyses Parent Resource Guides: http: //www. pta. org/4446. htm

For More Information 70 • Common Core Website: • http: //www. corestandards. org/the-standards • • Common Core Questions: – Email: corestandards@k 12. wa. us OR – Greta Bornemann, OSPI CCSS Project Director, E-mail: Greta. Bornemann@k 12. wa. us – Liisa Moilanen Potts, OSPI ELA Director Teaching and Learning; E-mail: – Liisa. Moilanen. Potts@k 12. wa. us Hunt Institute Videos – http: //www. youtube. com/watch? v=9 IGD 9 o. Lofks&feature=player_ detailpage (overview) – http: //www. youtube. com/watch? v=Jt_2 j. I 010 WU&feature=related (writing)

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