Jacksonville State In-Service Center July 2012

2010 Alabama Course of Study:English Language Arts

The ELA content standards are based on and include all standards in the 2010 CCSS as well as supplemental content designed to strengthen the standards for Alabama’s students.

The goal of the 2010 ELA COS is for all students to achieve English language literacy in order to be college and career ready.

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A Little Clarification about Common Core Acronyms

To be clear, they are one of the same.

•CC: Common Core•CCSS: Common Core State Standards•CCRS: College and Career Readiness

Standards

•ALCOS: Alabama Course of Study▫The 2010 ALCOS standards equals the

CCSS plus a few added standards.

Where We Want To BeStudents who are college and career ready …

•Demonstrate independence •Build strong content knowledge•Respond to varying demands of audience,

task, purpose, and discipline•Comprehend as well as critique•Use technology and digital media

strategically and capably•Understand other perspectives and cultures•Value Evidence

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2010 2011 2012 2013

Nov Dec Jan Feb Mar Ap May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Ap May Jun Jul Aug Jan Feb

ELA Develop Phase I                                  

                Phase I       ELA Deliver Phase I      

        ELA Develop Phase II                     ELA Deliver Phase II

                                       

ELA Develop Phase III and Deliver PD on Additional Topics—Building Capacity, Content Analysis, Local

Curriculum Guides, etc.

                                                 

2013 2014

Mar ap May Jun Jul Aug Sep Oc Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct        

ELA Develop Phase II                                    

       

Implementationof 2010 ELA Standards

                                     

ELA Development Phase IIIand Deliver PD on

Additional Topics-Building Capacity

Content Analysis, LocalCurriculum Guides, etc.

                                         

Timeline for Preparation for the

ELA Course of Study

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Anchor Standards Were Developed For…

•Reading •Writing•Speaking and Listening•Language

Interpreting the Minimum Required Content

•Grade Clusters (K-2, 3-5, 6-8, and 9-12)•Strands•Subcategories•Content Standards•Content Standard Identifiers

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KINDERGARTEN

Students will:

Reading Standards for Literature

Key Ideas and Details

1. With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make prediction to determine main idea and anticipate an ending.

2. With prompting and support, retell familiar stories, including key details. [RL.K.2]

3. With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]

Content Standards

Content Standard Identifiers

Subcategory

Strand

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CCR Anchor Standards for Reading (page 9)

There are 10 CCR Standards for Reading arranged into the following subcategories.

•Key Ideas and Details•Craft and Structure•Integration of Knowledge and Ideas•Range of Reading and Level of Text

Complexity

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CCR Anchor Standards for Writing (page 10)

There are 10 CCR Standards for Writing arranged into the following subcategories.

•Text Types and Purposes (modes of writing)

•Production and Distribution of Writing (writing process)

•Research to Build and Present Knowledge•Range of Writing

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CCR Anchor Standards for Speaking and Listening (page 11)

There are 6 CCR Standards for Speaking and

Listening arranged into the following Subcategories:

•Comprehension and Collaboration•Presentation of Knowledge and Ideas

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CCR Anchor Standards for Language (page12)

There are 6 CCR Standards for Language arranged into the following subcategories:

•Conventions of Standard English•Knowledge of Language•Vocabulary Acquisition and Use

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Strands

Comparing Strands2007 COS 2010 COS

ReadingLiterature

Reading LiteratureReading Informational TextReading Foundations (K-5)

Writing and Language WritingLanguage

Research and Inquiry (Reading Informational Text)(Writing)(Reading Literature)

Oral and Visual Communication

Speaking and Listening

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Reading Literature Strand

Reading Literature standards address a

wide range of abilities across grades.•In the early grades, standards require retelling stories with key details and describing characters and settings.

•In the senior high grades, standards require the ability to analyze the development of a theme over the course of a text.

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Reading Informational Text Strand

Reading Informational Text standards:•Are of equal importance to those in the Reading Literature strand.

•Are essential to developing skills students use throughout their years in school and careers.

•Are often identical to literature standards but must be applied to informational text.

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Reading Foundations Strand

Reading Foundations standards are included in Grades K-5 only. These standards:

•Include the wide range of processes from early letter/sound recognition to the more complex knowledge of roots and affixes.

•Include the use of context clues.•Include fluent reading with accuracy and expression.

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Writing StrandWriting standards: •Are demanding even in the early grades.•Present clear and specific expectations for opinion pieces, informative or explanatory text, and narrative text.

•Emphasize shared research projects and use of digital tools as important elements in this strand throughout the grades.

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Language Strand

Language standards:•Require early understanding and

application of the conventions of Standard English.

•Require knowledge of language and its conventions be applied to writing, speaking, reading, and listening.

•Emphasize vocabulary development.

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Speaking and Listening Strand

Speaking and Listening standards:•Require students to collaborate for both comprehension and presentation.

•Emphasize preparation for discussion. •Require students to adapt speech to a variety of contexts and tasks which they apply in all subject areas and life endeavors.

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Content Standard IdentifiersContent Standard Identifiers - indicate the Common Core

State Standards (CCSS) strand, grade, and standard number

Reading Standards for Literature

 Key Ideas and Details1. With prompting and support, ask and answer questions

about key details in a text. [RL.K.1] a. Make predictions to determine main idea and

anticipate an ending. 2. With prompting and support, retell familiar stories,

including key details. [RL.K.2]3. With prompting and support, identify characters,

settings, and major events in a story. [RL.K.3]

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Content Standard Identifiers Abbreviations

Reading Literature RLReading Informational Text

RI

Reading Foundations RFWriting WSpeaking and Listening SLLanguage L

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Alignment Between 2007 COS Standards and the CCSS

•A comparison of the 2007 Alabama COS standards and the CCS standards shows some movement of content from one grade level to another.

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Movement to a Later Grade

Moved from Grade 6 to Grade 9:

•Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

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Movement to an Earlier Grade

Moved from Grade 6 to Grade 5:•Identifying figurative language•Using context clues

Moved from Grade 6 to Grade 3:•Using transitional words/linking words

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Vertical Alignment•Sometimes called a learning trajectory

•Refers to how core knowledge and skills are developed over time through grade-level standards that are related but with gradually increasing complexity▫Complexity of the performance task ▫Complexity of the text

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Reading Standards for Informational Text

Grade 6 students: Grade 7 students: Grade 8 students:

Key Ideas and DetailsCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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Reading Standards for Informational Text

Kindergartners: Grade 1 students: Grade 2 students:

Key Ideas and DetailsWith prompting and support, ask and answer questions about key details in a text.

Ask and answer questions about key details in a text.

Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

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Reading Standards for Informational Text

Kindergartners: Grade 1 students: Grade 2 students:

Key Ideas and Details With prompting and support, ask and answer questions about key details in a text.

Ask and answer questions about key details in a text.

Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

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Reading Standards for Informational Text

Grade 6 students: Grade 7 students: Grade 8 students:

Key Ideas and DetailsCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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Reading Standards for Informational Text

Grade 6 students: Grade 7 students: Grade 8 students:

Key Ideas and DetailsCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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33

Tracing the Standards (K-5)

34

Tracing the Standards (6-12)

35

Reading Standards for Language

Conventions of Standard EnglishDemonstrate command of the conventions

of standard English capitalization, punctuation, and spelling when writing.

Kindergarten Grade 1 Grade 2a. Capitalize the first

word in a sentence and the pronoun I.

a. Capitalize dates and names of people.

a. Capitalize holidays, product names, and geographic names.

Grade 3 Grade 4 Grade 5a. Capitalize

appropriate words in titles.

a. Use correct capitalization.

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Reading Standards for Language

Conventions of Standard EnglishDemonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing.

Kindergarten Grade 1 Grade 2b. Recognize and name

end punctuation.b. Use end punctuation

for sentences.c. Use commas in dates

and to separate single words in a series.

b. Use commas in greetings and closings of letters.

Grade 3 Grade 4 Grade 5b. Use commas in

addresses.c. Use commas and

quotation marks in dialogue.

b. Use commas and quotation marks to mark direct speech and quotations from a text.

b. Use a comma to separate an introductory element from the rest of the sentence.

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Reading Standards for Language

Conventions of Standard EnglishDemonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing.

Grade 6 Grade 7 Grade 8a. Use punctuation

(commas, parentheses, dashes) to set off nonrestrictive/

parenthetical elements.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old green shirt).

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Grade 9 Grade 11a. Use a semicolon (and perhaps a conjunctive

adverb) to link two or more closely related independent clauses.

a. Observe hyphenation conventions.

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www.corestandards.org/assets/Appendix_B.pdf

Appendix B

Range of Text Types for 6-12LiteratureStories Drama Poetry

Adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, graphic novels

One-act and multi-act plays both in written form and on film

Narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, epics

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Range of Text Types for 6-12Informational TextLiterary Nonfiction

Exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts

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Literacy in History/Social Studies,

Science, and Technical Subjects

6-12

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Implementation

•Math- 2012-2013•ALL others- 2013-2014

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Why literacy standards in all subjects?

•The percent of “proficient” readers had actually declined to a statistically significant degree from 1992 (15 percent).

•This low and declining achievement rate may be connected to a general lack of reading.

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CCRS Tools and Resources:

http://ecboeworkshops.wikispaces.com/CCRS