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DIGGING INTO THE COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS Second Grade

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Title: DIGGING INTO THE COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS Second Grade


1
DIGGING INTO THE COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTSSecond Grade
2
Goals 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?

3
BEEN THERE, DONE THAT
  • Groundhog Trailer

4
UNKNOWN
  • What we learn today doesnt make yesterday
    wrong, it makes tomorrow better.

5
ELA STANDARDS KEY CHANGES AND THEIR EVIDENCE
  • http//www.youtube.com/user/TheHuntInstitutep/u/4
    /JDzTOyxRGLI

6
Statewide Roll-Out
7
Random Acts of Education
8
Professional 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
9
CESA 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
10
Common 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

11
(No Transcript)
12
(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

13
The 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?

14
HAYES 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.

15
The 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?

16
TODAYS 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.

17
Writing
  • Emphasis on nonfiction writing. 65 of elementary
    writing should be explanatory or persuasive as
    opposed to fiction, fantasy, poetry, and personal
    narrative.

18
Writing Big Take Away, Knowledge and Skills
  • Read the standards under 1)Text Type and Purposes
    on pg. 19
  • 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 19.
  • Be prepared to share your Big Take Aways

19
SPEAKING 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.

20
Speaking 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 23.
  • 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.

21
READING 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

22
READING FOUNDATIONAL SKILLSBIG TAKE AWAY,
KNOWLEDGE AND SKILLS
  • Read the standards under 3)Phonics and Word
    Recognition, and 4) Fluency on page 16.
  • 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.

23
BALANCED ASSESSMENT SYSTEMBY TYPE
dpi.wi.gov/oea/pdf/balsystem.pdf
24
TO FIND OUT MORE
  • the SMARTER Balanced Assessment Consortium can
    be found online at
  • www.k12.wa.us/SMARTER

25
SAMPLE Benchmark Assessment
  • Writing Rubric
  • - Writing standards on page 19.
  • Appendix C, page 6. Apply rubric to writing
    sample

26
Appendix 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.15)

27
Document Completion for Writing
  • Options for Formative Assessment
  • -Formative examples?
  • Teaching Strategies
  • -Why assessment before strategies

28
Universal 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

29
Appendix B Text Exemplars Sample Performance
Tasks
  • Text Exemplars page 37
  • How do these exemplars compare to the text types
    in your classrooms?
  • Performance Task page 52
  • Do you think these performance tasks are
    appropriate for your practices/strategies for
    teaching? Discuss with your tablemates.

30
READING LITERATURE
  • How do you define literary text?

31
READING 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.

32
READING INFORMATIONAL TEXT
  • What is informational text?

33
READING 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)

34
CONTINUUM 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

35
CCSS Emphasis-Informational Text
36
CCSS EMPHASIS-COMPLEX TEXT
37
Work 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

38
QUESTIONS 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?

39
Big 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

40
FOLLOW-UP
  • PowerPoint and Handouts at
  • http//www.cesa10.k12.wi.us/index.php?ProgSDocume
    ntTaskInitID337

41
Feedback
  • 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
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