Study of the Standards using Common Core English Language Arts.

transcript

Study of the Standardsusing

Common Core

English Language Arts

Expectations

Participants will gain a common understanding of the Common Core State Standards and develop a strong working knowledge of the standards effect on teaching and learning.

Session participants will learn……

•How to use a set of structured tools to promote conversations and collaboration around a common core State standards

•How to use the common core State standards to guide decision-making about teaching, learning and assessment

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going, so that you better understand where you are now and so that the steps you take are always in the right direction.”

Stephen R. CoveyThe Seven Habits of Highly Effective People

The Common Core State Standards do not provide…….

• A complete scope and sequence

• A course outline

• All the essential skills and knowledge students could have

The Common Core State Standards do …….

• Outline the most important and essential skills and knowledge every student needs to master to succeed in college and careers.

Common Core State Standards Development

The Common Core State Standards initiative state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)

The standards were developed in collaboration teachers, school administrators, and experts to provide a clear and consistent framework to prepare our children for college and the workforce.

Common Core State Standards Development

• Aligned with college work expectations

• In rigorous content occasion of knowledge through high order skills

• Build upon strengths and lessons of current State Standards• Informed the top three countries so that all students to succeed in a global economy and society

• Evidence and/or research-based

As new research is conducted and implementation of the Common Core State Standards is evaluated, the standards will be revised on a set review cycle.

http://www.coventryschools.net/Common_Core_Instructional_Materials/ELA_Video.htm

Common Core

Part 1B

Structure

The Common Core State Standards for English Language Arts are compromised of a set of anchor standards and corresponding grade-specific standards that are organized around 4 strands:

• Speaking and Listening

• Language

• Reading• Literature K -12• Informational Text K -12• Foundational Skills K -5

The Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects are comprised of a set of anchor standards and Corresponding grade-specific standards that are organized around 2 strands:

• Reading

• Writing

Structure Standards for ELA and Literacy

Anchor StandardsThese are college and Career Readiness Standards that “anchor” the Common CoreState Standards. They define general expectations that must be met to ensure students enter college and workforce training programs ready to succeed.

StrandA broad idea that describes the area of focus for an English Language Arts standard.

Organizing ElementsCategorize ideas and standards within the strand

Grade-Specific StandardsDefine end-of-the year expectations and cumulative progressions designed to enable students to meet college and career readiness expectations no later than the end of high school.

Common Core State Standards: English Language Arts K-12

Reading Literature (RL) K -12

Key ideas and detailsCraft and structureIntegration of knowledge and ideasRange of reading and level of textcomplexity

Strands and organizing elements

Informational Text (RI) K-12Key ideas and detailsCraft and structureIntegration of knowledge and ideasRange of reading and level of textcomplexity

Foundational Skills (RF) K – 5 onlyPrint ConceptsPhonological awarenessPhonics and word recognitionFluency

Writing (W) K -12 Test types and purposes Production and distribution of writing Research to build and present knowledge Range of writing

Speaking and Listening (SL) K- 12 Comprehension and collaboration Presentation of knowledge and ideas

Language (L) K - 12 Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

Common Core State Standards: Literacy in History/Social Studies, Science and Technical Studies

Reading History/Social Studies (RH) 6 -12

Key ideas and details

Craft and structure

Integration of knowledge and ideasRange of reading and level of textcomplexity

Strands and organizing elements

Science and Technical Subjects (RST) 6 -12

Key ideas and details

Craft and structure

Integration of knowledge and ideasRange of reading and level of textcomplexity

Writing History/Social Studies, Science and Technical Subjects (WHST) 6 -12

Test types and purposes

Production and distribution of writing

Research to build and present knowledge

Range of writing

English Language Arts Appendices

Appendix A: Research supporting key elements of the standards Glossary of key terms

Appendix B: Text exemplars and sample performance tasks

Appendix C: Samples of student writing

Reading Standards: Foundational Skills (K – 5) Kindergarteners: Grade 1 Students Grade 2 Students

Phonics and Word Recognition

Fluency

Strand

Organizing Element

Grade-Level Columns

Standard

Fluency

Phonics and Word Recognition

Reading Standards: Foundational Skills (K – 5)

RFStrand Abbreviation

Kindergarteners: Grade 1 Students Grade 2 Students

1st Grade

End of Part 1

Common Core

Part 2

Curriculum Alignment : Basic Principle

Written

AssessedTaught

Alignment Means Every Educator:

•Understands what is expected of students

•Understands these expectations in the context of the K-12 program

•Accepts responsibility for these expectations

Vertical Alignment – Investigation Activity

•It is not about developing content knowledge. It is about learning a process to understand alignment and its implications for teaching and learning

•It is not about demonstrating our content knowledge. It is about engaging in a collaborative process and constructing meaning using that process

•It is not about specific grade-level content. It is about developing a K-12 perspective on alignment

•It is not about “the product. “ It is about collegial conversations focused on the standards.

Vertical Alignment ChartConcept (or Big Idea):_______________________________________

Grade Specific Standard

Writing Informative/Explanatory Text

6 W.6.2

Understanding Vertical Alignment: Reflection

• How can the learning from this investigation affect the classroom teacher?• How can the learning from this investigation affect the conversations at the grade or department level?• How can the learning from this investigation affect the conversations at the school and district level?• How can the learning from this investigation guide our work toward our goals?• How will this impact the learning of all students? (at, above and below grade level)

End of Part 2

Common Core

Part 3

Grade 5

Writing

Grade 6 Grade 7

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are…

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s) and organize the reasons and evidence clearly.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence .a. Introduce claim(s) and organize the reasons and….

• Added distinguish between relevant and irrelevant information to make an argument

• Moved from opinion to argument• Adding identifying credible sources of information• Moving from less formal to formal writing style• Concluding statement follows………..

• Adding knowledge alternate or opposing claims• Adding reasoning and organizing evidence to support claims logically.• Added support claims with logical reasoning using accurate sources……………

Most content should be approached from a developmental level of instruction since it is unique to the grade level. The instruction should then move through reinforcement with drill and practice as appropriate.

Use what students know about:•Opinions as a basis to compare/contrast arguments•Building logical arguments and reason so that they can support claims•Logically ordering reasons so they can move to supporting claimsThe ELA standards are designed in an integrated way; therefore considered RI.8

Writing

Reflection:

1.What is the purpose of the Instructional Alignment Chart?

2.What is the difference between the Vertical Alignment Chart and the Instructional Alignment Chart?

3.Why are conversations with your colleagues an important part of this process?

Study of the Standards using Common Core English Language Arts.

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