Title: DIGGING INTO THE COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS Third Grade
1DIGGING INTO THE COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTSThird Grade
2Goals for the Day
- What do the standards really say?
- What are students expected to know?
- What are students expected to be able to do?
- What are the Big Take Aways?
- What are the implications for instruction?
- How do we know when our students have met the
standards?
3BEEN THERE, DONE THAT
4UNKNOWN
- What we learn today doesnt make yesterday
wrong, it makes tomorrow better.
5ELA STANDARDS KEY CHANGES AND THEIR EVIDENCE
- http//www.youtube.com/user/TheHuntInstitutep/u/4
/JDzTOyxRGLI
6The difference..
- Standards-Based
- NOT
- Standards-Referenced
7Statewide Roll-Out
8Random Acts of Education
9Professional Learning Communities
PLCs
Curriculum Common Core State Standards Instructi
on Differentiation Classroom Interventions
Balanced Assessment Formative Benchmark Summ
ative
Response to Intervention System Academics
Intensive Interventions Behavior PBIS
10CESA 10
PLC Lesson Study Grade Level Meetings Content
Meetings
Formative Assessments Benchmark
Assessments Summative Assessments
Common Core State Standards
Professional Development Plan
Differentiation Classroom Interventions
Leadership Teams for Building or District
RtI System/Plan Intensive Interventions PBIS
11Common Core State Standards
- CCSS Directly Connect to RtI and PLCs
- What do ALL students need to know and be able to
do? CURRICULUM - How do we teach so that all students will learn?
INSTRUCTION - How will we know if they have learned it?
ASSESSMENT - What will we do if they dont know or they come
to us already knowing? DIFFERENTIATION and
ENRICHMENT
12(No Transcript)
13(1) Common Core State Standards for English
Language Arts Literacy in History/Social
Studies, Science, and Technical Subjects
- (2) Intro, ELA K-5, ELA 6-12, Literacy ..6-12
- (3) 4 Domains Reading, Writing, Speaking
Listening, and Language - (4) CCR document and define general,
cross-disciplinary expectations for students to
be college or workforce ready - (5) College and Career Readiness Anchor Standard
Categories for Reading - (6) 3 Reading Strands Literature, Informational,
and Foundational (K-5) - (7) Standard 10 Range, Quality, and Complexity
of Student Reading K-5 - (8) Appendix A Research Supporting Key Elements
of the Standards and a Glossary of Key Terms - Appendix B Text Exemplars and Sample
Performance Tasks - Appendix C Samples of Student Writing
14The Progression of a Standard
- The K-12 standards define end-of-the-year
expectations and a cumulative progression
designed to enable students to meet college and
career readiness expectations no later than the
end of high school. (Introduction, pg.4) - Read through Writing Standard 1 from
kindergarten through grade 12 - Pay attention to the verbs and the progression of
expectations - Discuss with your tablemates and summarize what a
graduating senior should know and be able to do - Why is this important for second grade teachers?
15HAYES MIZELL (FORMER DIRECTOR FOR STUDENTS
ACHIEVEMENT AT EDNA MCCONNELL CLARK FOUNDATION)
- The CCSS are simply statements that describe
what students should know and be able to do as a
result of their public education. The standards
are a challenging vision, but that is all they
are. Without more effective curricula,
professional development, and instruction,
students will not develop the knowledge and
skills necessary to perform at standard.
16The Standards are NOT a
- While the Standards delineate specific
expectations in reading, writing, speaking,
listening, and language, each standard need not
be a separate focus for instruction and
assessment (Introduction, pg. 5) - Today we will investigate the standards
individually, but the real question is How will
you organize the standards for instruction?
17TODAYS PROCESS
- If you have well-defined curriculum maps, the
process we are using today, will help as you
begin to align your curriculum to the new
standards. - If you do not have well-defined curriculum maps,
the process we are using today, will provide a
foundation for future curriculum mapping.
18Writing
- Emphasis on nonfiction writing. 65 of elementary
writing should be explanatory or persuasive as
opposed to fiction, fantasy, poetry, and personal
narrative.
19Writing Big Take Away, Knowledge and Skills
- Read the standards under 1)Text Type and Purposes
on pg. 20 - Circle the nouns/concepts and underline the
verbs/skills - Identify what students need to know
(nouns/concepts) and be able to do
(verbs/skills). Complete 2 3 - Discuss and identify the Big Take Away for the
CCR category of Text Types and Purposes - Repeat the above steps with Production and
Distribution of Writing, and 3)Research to Build
and Present Knowledge on page 21. - Be prepared to share your Big Take Aways
20SPEAKING LISTENING STANDARDS FLEXIBLE
COMMUNICATION COLLABORATION
- Including but not limited to skills necessary for
formal presentations, the Speaking and Listening
Standards require students to develop a range of
broadly useful oral communication and
interpersonal skills. - Students must
- learn to work together,
- express and listen carefully to ideas,
- integrate information from oral, visual,
quantitative, and media sources, - evaluate what they hear,
- use media and visual displays strategically to
help achieve communicative purposes, and - adapt speech to context and task.
21Speaking and Listening Big Take Away, Knowledge
and Skills
- Read the standards under 1)Comprehension and
Collaboration and 2)Presentation of Knowledge
and Ideas on page 24. - Circle the nouns/concepts and underline the
verbs/skills - Identify what students need to know
(nouns/concepts) and be able to do (verbs/skills) - Discuss and identify the Big Take Away for each
of the 2 CCR categories.
22READING FOUNDATIONAL SKILLSBIG TAKE AWAY,
KNOWLEDGE AND SKILLS
- Read the standards under 3)Phonics and Word
Recognition, and 4) Fluency on page 17. - Circle the nouns/concepts and underline the
verbs/skills - Identify what students need to know
(nouns/concepts) and be able to do (verbs/skills) - Discuss and identify the Big Take Away for 2 of
the 4 CCR categories.
23New ASSESSMENT
- HOW will it assess all of these standards???
24TO FIND OUT MORE
- the SMARTER Balanced Assessment Consortium can
be found online at -
- www.k12.wa.us/SMARTER
25BALANCED ASSESSMENT SYSTEMBY TYPE
dpi.wi.gov/oea/pdf/balsystem.pdf
26SAMPLE Benchmark Assessment
- Writing Rubric (informational example)
- - Writing standards on page 20.
- Appendix C, pages 18 19. Apply rubric to
writing sample
27Appendix C Samples of Student Writing
- The range of accomplishment within each grade
level reflects differences in individual
development as well as the conditions under which
the student writers were expected to work. Some
of the samples were written in class or as
homework others were written for on-demand
assessments still others were the result of
sustained research projects. (Appendix C, pg.2)
28Document Completion for Writing
- Options for Formative Assessment
- -Formative examples?
- Teaching Strategies
- -Why assessment before strategies
29Universal High Quality Curriculum
- Effective Universal Instruction
- Identified Essential Outcomes
- Aligned to Common Core Standards
- Evidence-Based
- Culturally Responsive
- Differentiated
- Additional Interventions
- Tied to Universal
- Aligned to CCSS
- Evidence-Based
- Strategic
- Culturally Responsive
- Differentiated
- Additional Challenges
- Tied to Universal
- Aligned to CCSS
- Evidence-Based
- Strategic
- Culturally Responsive
- Differentiated
30Appendix B Text Exemplars Sample Performance
Tasks
- Text Exemplars pages 37-60
- How do these exemplars compare to the text types
in your classrooms? (Informational Exemplars pgs.
53-57) - Performance Task (Informational) page 61
- Do you think these performance tasks are
appropriate for your practices/strategies for
teaching? Discuss with your tablemates.
31CONTINUUM CONNECTION
- The Common Core Standards for Language and
Literacy and The continuum of Literacy Learning,
Grades PreK-8A Guide to Teaching - Find at
- http//www.heinemann.com/fountasandpinnell/support
ingMaterials.aspxccs
32CCSS Emphasis-Informational Text
Grade Literary Informational
4 50 50
8 45 55
12 30 70
33READING LITERATURE
- How do you define literary text?
34READING LITERATURE
- Literary text is a narrative form of text and can
be viewed as fiction, nonfiction, or poetry. - Fiction Text that is imagined more than real and
its main purpose is to entertain and engage
readers. Examples include traditional
literature, fantasy, science fiction, realistic
fiction, and historical fiction. - Nonfiction Text that contains ideas, facts, and
principles related to the natural and social
world. Broad enough to include nature writing,
travel writing, biographies, memoirs, essays. - Poetry Text that is more compact writing as well
as imaginative and artistic.
35READING INFORMATIONAL TEXT
- What is informational text?
36READING INFORMATIONAL TEXT
- Informational text is a kind of nonfiction text
that includes exposition argumentation and
persuasive text and procedural text and
documents. - Expository text (e.g., textbooks, reports,
workplace documents, essays) - Argumentation and persuasive text (e.g., writing
to persuade, appeal to emotions, or sway an
audience) - Procedural text (e.g., how-to text,
directions) - Documents (e.g., primary and secondary sources)
37CCSS EMPHASIS-COMPLEX TEXT
Text Complexity in Grade Band Standards Old Lexile Ranges Lexile Ranges Aligned to CCSS
K-1 NA NA
2-3 450-725 450-790
4-5 645-845 770-980
6-8 860-1010 955-1155
9-10 960-1115 1080-1305
11-CCR 1070-1220 1215-1355
38READING FOUNDATIONAL SKILLS BIG TAKE AWAY,
KNOWLEDGE AND SKILLS
- The Foundational Skills are necessary and
important components of an effective
comprehensive reading program which is designed
to develop proficient readers with the capacity
to comprehend a wide variety of text materials. - Foundational skills foster understanding and
knowledge of - Concepts of print
- Alphabetic principle
- Other basic conventions of English writing system
39Work Time
- Because schools and districts are in different
places when is comes to curriculum, this is a
process that - Provides a deeper level of understanding for each
standard - Can be used to begin the alignment process for
districts with well-developed curricula in place - Can be used to begin the curriculum
development/revision process - Paves the way for RtI planning
40QUESTIONS TO CONSIDER
- How will the implementation of these standards
impact your district? - How do these standards fit into your schools
RtI planning? - How might PLCs be used to address these
standards? - What are the next steps for your building?
41Big Messages
- Education is changing.
- The Common Core State Standards are at the center
of this change - Every district needs a plan to support the
investigation and implementation of these new
standards
42FOLLOW-UP
- PowerPoint and Handouts at
- http//www.cesa10.k12.wi.us/index.php?ProgSDocume
ntTaskInitID337
43Feedback
- Please complete the evaluation form.
- Thanks so much for your participation!
- Thersea Burzynski- tburzynski_at_cesa10.k12.wi.us
- Nancy Forseth- forseth_at_cesa10.k12.wi.us
- Paula Harms- pharms_at_cesa10.k12.wi.us