Kansas Common Core Standards for English Language Arts

Kansas Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

Rate your Common Core Knowledge 0 1 2 3 4 Scale: 0 -- This must have something to do with fruit, right? 1 -- Isn’t that those new English standards? I’ve heard something about those…didn’t we adopt them in Kansas? 2 -- I’ve heard some about them and I’ve at least scanned through the standards document. 3 -- I’ve thoroughly read through the math document and I could use the terms “strand, ” “boxed subheading, ” and “anchor standard” in proper context. 4 -- I know the document backwards and forwards; transitioning to these new standards will be a breeze! Source: 2

The Common Core State Standards Initiative Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 Englishlanguage arts (ELA) and mathematics standards. The Common Core State Standards Initiative (CCSSI) is a stateled effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). The Kansas State Board of Education formally adopted the Common Core State Standards for mathematics and English language arts on October 12, 2010. www. corestandards. org http: //www. ksde. org/kscommoncore 3

Rumor Control and “Burning Questions” In small groups, take two to three minutes to brainstorm a list of rumors you’ve heard and/or “burning questions” that you have about the Common Core Standards. Source: • I heard these standards will require second graders to read Steinbeck’s The Grape of Wrath. Is that true? (No. ) • Aren’t these “national standards” and the first step toward a “national curriculum? ” (Absolutely not. ) • Were teachers involved in the creation of these standards? (Yes—including members of NEA, AFT, NCTE, IRA and a committee of teachers from here in Kansas) • Will new tests eventually be created to assess students on the standards? (Certainly, Kansas was due for new standards and new assessments anyway. ) 4

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Transition timeline Source: Document available at: http: //www. ksde. org/Default. aspx? tabid=4605 6

Where to Find the Standards Document www. corestandards. org – in the upper right hand corner of the website, click on the “The Standards” tab. http: //www. ksde. org/kscommoncore – in the blue banner near the top of the screen, click on “resources” Source: 7

Cover of ELA standards Source: 8

Kansas Advantages to Common Core Standards in ELA and Literacy • A focus on college and career readiness • Inclusion of the four strands of English Language Arts: • • Reading Writing Listening and speaking Language • The benefits of an integrated literacy approach – all Kansas educators have a shared responsibility for literacy instruction, regardless of discipline or content area. • A focus on results rather than means – “the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed” (p. 4). • Efficiencies of scale – common standards allow for greater collaboration among states in the areas of • Professional development • Resource development • Teaching tools 9

Hallmarks of College and Career Readiness in English Language Arts and Literacy In small groups, take two to three minutes to brainstorm a list of potential answers to the following question: When we think about English language arts and literacy, what skills are prerequisites for success in college and career? 10

Hallmarks of College and Career Readiness in English Language Arts and Literacy College and Career Ready Students: • Demonstrate independence in “the 4 C’s” • • • Comprehend complex text Critique the craft used to create text Construct rich understandings of content Convey multifaceted meaning Build strong content knowledge through research and study Respond to varying demands of audience, purpose, task, and discipline in writing and speaking • Adjust purpose • Appreciate nuance • Provide evidence as appropriate to the discipline Source: • Use technology and digital media strategically and capably to deepen encounters with text and content and to present and share information • Come to understand other perspective and cultures Adapted from “Students Who are College and Career Ready…” (page 7 of the Standards) 11

Key Advances for English Language Arts and Literacy Reading • Balance of literature and informational texts • A focus on appropriate levels of text complexity Writing • Emphasis on argument and informative/explanatory writing • Writing about sources and supplying evidence for claims and ideas Standards for reading and writing in history/social studies, science, and technical subjects Source: • Complement rather than replace content standards in those subjects • Shared responsibility of all educators regardless of discipline 12

Making Sense of the New Standards Document How is the organization and structure of this new document different from our previous standards documents?

Common Core Standards – English Language Arts K-12 The standards are organized into three main sections Standards for English Language Arts —and— Literacy in History/Social Studies, Science, and Technical Subjects GRADES K-5 Standards for English Language Arts GRADES 6 -12 Standards for Literacy in History/Social Studies, Science, and Technical Subjects GRADES 6 -12 Each section is divided into strands Reading Writing Speaking & Listening Language Each strand features grade-level standards that are anchored in college and career readiness standards

English Language Arts and Literacy Standards “Roadmap” READING WRITING 10 Anchor Standards for College and Career Readiness Foundational Skills ELA Standards K-12 Literacy Standards 6 -12 Literary Text Inform Text K K 1 1 K 1 2 2 2 3 Hist. / S. S. ELA Standards K-12 Literacy Standards 6 -12 SPEAKING & LISTENING LANGUAGE 6 Anchor Standards for CCR ELA Standards K-12 Sci. / Tech Subj. →→→→→→ K 1 2 →→→→→→ 2 2 3 →→→→→→ 3 3 4 4 →→→→→→ 4 4 5 5 →→→→→→ 5 5 6 6 7 7 8 8 →→→→→→ K 1 →→→→→→ 3 4 5 →→→→→→ 6 6 -8 7 6 -8 8 9 -10 9 -10 11 -12 11 -12

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards § Reading – 10 standards § Writing – 10 standards § Speaking and Listening – 6 standards § Language – 6 standards 16

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Strand College and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards § Reading – 10 standards § Writing – 10 standards § Speaking and Listening – 6 standards § Language – 6 standards 17

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards Boxed Sub-heading § Reading – 10 standards § Writing – 10 standards § Speaking and Listening – 6 standards § Language – 6 standards 18

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness (CCR) Standards – Overarching standards for each of four strands that are further defined by grade-specific standards § Reading – 10 standards Anchor Standard § Writing – 10 standards § Speaking and Listening – 6 standards § Language – 6 standards 19

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grade-Level Standards in English Language Arts § K-8, grade-by-grade § 9 -10 and 11 -12 grade bands for high school § Format highlights progression of standards across grades 20

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grade-Level Standards in English Language Arts § K-8, grade-by-grade § 9 -10 and 11 -12 grade bands for high school § Format highlights progression of standards across grades Strand 21

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grade-Level Standards in English Language Arts § K-8, grade-by-grade § 9 -10 and 11 -12 grade bands for high school § Format highlights progression of standards across grades Strand Abbreviation 22

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grade-Level Standards in English Language Arts § K-8, grade-by-grade § 9 -10 and 11 -12 grade bands for high school § Format highlights progression of standards across grades Grade Levels 23

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grade-Level Standards in English Language Arts § K-8, grade-by-grade § 9 -10 and 11 -12 grade bands for high school § Format highlights progression of standards across grades Boxed Sub-heading 24

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grade-Level Standards in English Language Arts § K-8, grade-by-grade § 9 -10 and 11 -12 grade bands for high school § Format highlights progression of standards across grades Grade Level Standard 25

What is KSDE’s focus for implementing these standards? A) Cross-walking our current standards with the common core B) Moving content around to prepare for new assessments C) Deciding on the new tested indicators so we can focus in on different skills D) Reflecting on and improving instruction

So, what are the major changes in these standards and how do I need to begin to adjust instruction?

Overview of Reading Strand Reading Progressive development of reading comprehension; students gain more from what they read Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated § Standards for Reading Foundational Skills (K-5) § Reading Standards for Literature (K-12) § Reading Standards for Informational Text (K-12) § Reading Standards for Literacy in History/Social Studies (6 -12) § Reading Standards for Literacy in Science and Technical Subjects (6 -12) § All of these “sets” of grade-level reading standards are anchored by the College and Career Ready (CCR) Standards 28

CCR Anchor Standards for Reading Boxed Subheading Key Ideas and Details 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCR Standards for Reading appear on pages 10 and 35 of the Standards document.

CCR Anchor Standards for Reading Boxed Subheading Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e. g. , a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. CCR Standards for Reading appear on pages 10 and 35 of the Standards document.

CCR Anchor Standards for Reading Integration of Knowledge and Ideas Boxed Subheading 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 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. CCR Standards for Reading appear on pages 10 and 35 of the Standards document.

CCR Anchor Standards for Reading Boxed Subheading Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Text Complexity Model: (Appendix A) CCR Standards for Reading appear on pages 10 and 35 of the Standards document.

How similar are these 10 anchor standards for reading to my current instruction?

What “holes” or gaps exist in my instruction that will need to be filled?

Overview of Writing Strand Writing 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 35

CCR Anchor Standards for Writing Text Types and Purposes Boxed Subheading 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences. CCR Standards for Writing appear on pages 18 and 41 of the Standards document.

CCR Anchor Standards for Writing Production and Distribution of Writing Boxed Subheading 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCR Standards for Writing appear on pages 18 and 41 of the Standards document.

CCR Anchor Standards for Writing Research to Build and Present Knowledge Boxed Subheading 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. CCR Standards for Writing appear on pages 18 and 41 of the Standards document.

CCR Anchor Standards for Writing Range of Writing Boxed Subheading 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. CCR Standards for Writing appear on pages 18 and 41 of the Standards document.

How similar are these 10 anchor standards for writing to my current instruction?

What “holes” or gaps exist in my instruction that will need to be filled?

Overview of Speaking and Listening Strand Speaking and Listening Focus on speaking and listening in a range of settings Ø Both formal and informal Ø Both small-group and whole-class discussions Emphasize effective communication practices Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Media and Technology are integrated throughout the standards. 42

CCR Anchor Standards for Speaking and Listening Comprehension and Collaboration Boxed Subheading 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. CCR Standards for Speaking and Listening appear on pages 22 and 48 of the Standards document.

CCR Anchor Standards for Speaking and Listening Presentation of Knowledge and Ideas Boxed Subheading 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. CCR Standards for Speaking and Listening appear on pages 22 and 48 of the Standards document.

How similar are these six anchor standards for speaking and listening to my current instruction?

What “holes” or gaps exist in my instruction that will need to be filled?

Overview of the Language Strand Language Include conventions for standards English grammar and usage to be applied in both writing and speaking Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading to be addressed in context of reading, writing, speaking and listening 47

CCR Anchor Standards for Language Conventions of Standard English Boxed Subheading 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCR Standards for Language appear on pages 25 and 51 of the Standards document.

CCR Anchor Standards for Language Knowledge of Language Boxed Subheading 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCR Standards for Language appear on pages 25 and 51 of the Standards document.

CCR Anchor Standards for Language Boxed Subheading Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. CCR Standards for Language appear on pages 25 and 51 of the Standards document.

What “holes” or gaps exist in my instruction that will need to be filled?

Appendix A contains: • Research supporting key elements of the Standards • Explanation of the text complexity model • Definitions of the Standards’ three text types • A three-tiered model of vocabulary development • Glossary of key terms Document available at: http: //www. ksde. org/kscommoncore 52

Appendix B contains: • Text samples to exemplify the level of text complexity, quality, and range the Standards require. (The list offers examples; it is not exhaustive. ) • Sample performance tasks that illustrate the application of the Standards to texts of sufficient complexity, quality, and range. Document available at: http: //www. ksde. org/kscommoncore 53

Appendix C contains: • Annotated student writing samples that illustrate the criteria required to meet the Standards for particular types of writing—argument, informative/explanatory text, and narrative—in a given grade. Document available at: http: //www. ksde. org/kscommoncore 54

Kansas Additions for ELA and Literacy (Document available at: http: //www. ksde. org/kscommoncore ) Additions are largely points of emphasis and cohesion rather than entirely new elements. Emphasize: • Social nature of literacy learning Meta-cognitive strategies Five essential components of reading • (phonemic awareness, phonics, fluency, vocabulary, and comprehension) Shared responsibility—academic and CTE • • Culturally sensitive texts Media literacy Technical reading and writing skills Writing process 6 -Trait writing terminology Document available at: http: //www. ksde. org/kscommoncore 55

How similar are these six anchor standards for language to my current instruction?

For more information: Matt Copeland Language Arts and Literacy Consultant Career, Standards, and Assessment Services Kansas State Department of Education (785) 296 -5060 mcopeland@ksde. org Source: Kris Shaw Language Arts and Literacy Consultant Career, Standards, and Assessment Services Kansas State Department of Education (785) 296 -4926 kshaw@ksde. org 57