Introduction to the ELA Common Core State Standards

Introduction to the ELA Common Core State Standards Presentation to Secondary Sites 2012

Outcomes: Part 1 1. Understand the background and rationale of the CCSS. 2. Understand the shifts and implications for students and teachers. Part 2 1. Examine the balance of literature with informational text

Part 1 1. Understand the background and rationale of the CCSS. 2. Understand the shifts and implications for students and teachers.

As described by the CCSS initiative, standards… • Are aligned with college and career expectations; • Are clear, understandable and consistent; • Include rigorous content and application of knowledge through high-order skills;

As described by the CCSS initiative, standards… • Build upon strengths and lessons of current state standards; • Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and • Are evidence-based.

Key Points: • Development of CCSS was a voluntary, state-led effort utilizing private funding convening in 2009. • CA standards were one of the key set of state standards that were foundational for the Common Core. • States must adopt CCSS word for word, but they may add 15%. (CA signifies this with underlining bold text. )

Organization/Format Shifts 1. Organization of standards: K-5, 6 -12 2. Consistent numbering, K-12

Vertical Trace to Examine K-12 Consistency – Writing #1 • Using the Writing #1 handout, review the standards that are listed by underlining or highlighting shifts in complexity and language as one progresses through the grade levels.

Content Shifts in ELA/Literacy 1. Increase reading of informational texts 2. Increased text complexity of reading texts as measured by lexile level 3. Focus on academic vocabulary within context of texts 4. Emphasis on text dependent questions and performance tasks 5. Connect writing to reading with frequent opportunities to research information 6. Provide literacy instruction in all content areas 10

Part 2 1. Examine the balance of literature with informational text

One Shift: Text Complexity Bands • Defined by lexile (discussed on next slide) • Increased due to the “backwards mapping” approach to college and career readiness (CCR)

What is a “lexile”? Lexile is the unit used to report text complexity. 2 Factors: Word Frequency Sentence Length These two factors are similar to the “Frye Readability” formula. More info can be found at http: //www. lexile. com/aboutlexile/lexile-overview/

Lexile Framework® for Reading Study Summary of Text Lexile Measures 1600 Interquartile Ranges Shown (25% - 75%) Text Lexile Measure (L) 1400 CCSS Lexile Expectations 1200 Currently Assessed Standards Lexile Expectations 1000 800 600 14 High College Military. Personal. Entry. Use Level School Lit. School Texts Occupa Lit. Texts -tions * Source of National Test Data: Meta. Metrics SAT 1, ACT, AP*

CCSS Lexile Bands

Excerpted from CCSS Introduction, p. 4: http: //www. corestandards. org/assets/CCSSI_ELA%20 Standards. pdf

Balance Between Lit. and Info. Text

Activity: Side-by-Side Comparison After highlig verb(s hting the ) and key conte consid nt words, nature er the para llel of the stand ard. What “label you gi ” would ve eac h stand ard?

Debrief • What inference might be drawn about the lexile levels between high school/college literature and high school/college expository texts? • What implications does this have for our selected texts? • What implications does this have for our work moving forward?