Eden Central School DistrictCCLS Training ResourcesMarch 6, [email protected]
The sad truth…• About 1/3 of first-year
students in 2007-08 take at least one remedial course (42% at two-year colleges).U.S. Department of Education
• People who cannot write and communicate clearly will not be hired and are not likely to be considered for promotion College Board Survey of 120 major American corporations employing nearly 8 million people
The College and Career Ready Student in ELA
• Independent, collaborative, self-directed
• Strong Content Knowledge
• Adapt and Adjust Communication
• Comprehend and Critique
• Value Evidence
• Tech & Media Literate
• Cultural Understanding
Design
• CCR and Grade-Specific Standards
• Grade levels K-5,6-12 Bands 9-10 & 11-12
• Focus on Results rather than Means
• Integrated Model of Literacy
• Research & Media Skills woven through
• One document: Literacy for SS/History and Science/Technology
College and Career
Readiness Standards
(CCR)or
AnchorStandards
4 Strands, 34 Standards
Reading11 Standards
Writing11Standards
Speaking & Listening6 Standards
Language6 Standards
Reading
• Progressive development of comprehension
• Texts of appropriate complexity & increasing sophistication
• Appendix A
Reading Strand
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Reading & Level of Text Complexity
1. 2.3.
4. 5.6.
7. 8.9.
10.
Range of Reading & Level of Text Complexity
11.
History/SS (6-12)
Science/Technology (6-12)
Literature (P-12)
Informational Texts (P-12)
Reading Strand
Reading Strand11 Standards
Key Ideas & Details
Craft & Structure
Integration of Knowledge & Ideas
Range of Reading & Level of Text Complexity
3 Standards-• Deep Comprehension• Determine Importance & Summarizing
Analysis
3 Standards• Analysis of language and vocabulary • Text Structure• Point of View
3 Standards: • Integrate and evaluate content from various
sources• Evaluate validity of text claims• Analyzing and comparing texts
• Independently reading increasingly complex text Responding to Literature
• Literary -American & World • Informational Cultures
Literature (P-12)
Informational Texts (P-12)
CCR Reading Standard 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.
K: With prompting and support, ask and answer questions about key details in a text.
3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
11-12: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Foundational Skills
• Print Concepts (P-1 only)
• Phonological Awareness (P-1 only)
• Phonics & Word Recognition (P-5)
• Fluency (P-5)
Observations on Reading
• Very High Literacy and Literary Expectations
• Highly Rigorous• Independence with complex literacy tasks• Writing Workshop would address all
standards• Seminal/foundational U.S. works
Text Types - K-5
Informational Text
• Greater attention to Informational Text• Informational reading in courses other
than ELA must take place
Writing
• 3 types: arguments/opinion, information/explanatory, narrative
• Support with reason and evidence• Research: short and sustained• Technology• Appendix A & B (Samples)
Writing StrandText Types & Purposes
Production & Distribution of Writing
Research to Build & Present Knowledge
Range of Writing
3 Standards- Text Types:1. Argument2. Informative/Explanatory3. Narrative
3 Standards:4. Produce Clear and Coherent Writing5. Quality writing through Writing Process6. Publish and Produce &Collaborate through
Technology
3 Standards:7. Short and Sustained Projects8. Gather and evaluate information from Multiple Sources9. Text Evidence to support Analysis, Reflection and Research
10. Writing Routinely for both extended and shorter time frames
Writing11 Standards
Responding to Literature
11. Respond to literature in a variety of formats with personal, cultural, thematic and textual connections
Writing Types
Narrative Informational/
ExplanatoryOpinion/
Argument
•Personal narrative
•All about… •Personal Essay
•Realistic Fiction •How To •Persuasive Research
•Historical Fiction •Non-Fiction books
•Literature Response
•Memoir •Non-Fiction articles
•Argument in SS & Science
•Fiction •Descriptive text
Observations on Writing
• Starting in 3rd Grade, Standards 1-3 include increased expectations (a-d/e/f)
• Writing Workshop would address all standards
• Increased emphasis on technology other than word-processing
• NYS additions add creative writing (5-12)
Speaking & Listening
• Wide range of settings and formats
• Effective Communication
• Interpretation & Analysis
Comprehension & Collaboration
Presentation of Knowledge & Ideas
1. Prepare/participate in meaningful conversations
2. Integrate/evaluate information in diverse media & formats
3. Evaluate speaker’s language & argument
4. Clear, effective presentation 5. Digital media and visual display6. Adapt speech to occasion (formal/informal)
Speaking & Listening6 Standards
Observations on Listening and Speaking
• Emphasis on diverse media, situations, audiences
• Literature Circles, Socratic Seminar• 21st Century Skills: Communication and
Collaboration• New York Additions emphasize communication
with individuals from different cultural backgrounds
• Technology: audio (2nd grade), multimedia (5th), interactive (9th)
Language
• Conventions (writing and speaking)
• Vocabulary
• Integrated into reading, writing, speaking, and listening
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition & Use
1. Grammar and usage 2. Capitalization, punctuation, spelling
3. Use knowledge of language in different contexts and for meaning, style, & comprehension
4. Determine meaning of unknown and multiple-meaning words 5. Word relationships and meaning nuances6. Acquire general academic and domain-specific words and phrases
Language6 Standards
Observations on Language
• Specific grammar skills at each grade • Beyond definitions: Multiple meanings,
connotation, figures of speech, word relationships
• “General academic vocab AND domain-specific words and phrases”
• Mentor texts as models of high quality language
Speaking & Listening6 Standards
Language6 Standards
Writing11 Standards
Reading Strand
11 Standards
R-History/SS11 Standards W-History/SS,
Science, &Tech11 StandardsR-History/SS
11 Standards
Appendix A
• Text Complexity– 3-Part Measurement– Sample Texts– Foundational Skills
• Writing Text Types• Speaking & Listening• Language
– Vocabulary
• Glossary
Appendix B
• Text Exemplars K-12– Complexity, Quality,
Range
• Sample Performance Tasks– Language of standard
& standard code
• Grade Bands
Readability of Text
Importance of Matching Reader to
Text• Flesh-Kincaid• Fry• Guided Reading
(F&P)• ATOS (Grade Equiv.)• Lexile• Book Wizard…. Appendix B
Appendix C
• Student samples (K-12)
• 3 types of writing***
• Annotation with evidence
RF RL RI RSTRH
W WHST
SL
L The Strands
RI.5.4
strandgradestandard
SL.3.5
RL.2.1
WHST.9-10.2c
RF.5.3a
W.9-10.3a
R.CCR.4
ANCHOR STANDARDS
11-12th Grade
8th Grade
5th Grade
1st Grade
Anchor Standard- End GoalDelineate 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.
With prompting and support, identify the reasons an author gives to support points in a text.
Kindergarten: