English/Language Arts Common core Standards

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English/Language Arts Common core
StandardsPreparing Students for College and
Career

• Carole Mullins, Regional Content Specialist,
  Eng/LA

KLA August 31, 2010
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Genres in English Language Arts

• Adventure Stories
• Historical Fiction
• Mysteries
• Myths and Legends
• Science Fiction
• Realistic Fiction
• Fantasy
• Epic Poem
• Step By Step

• Autobiographies
• Biographies
• Memoirs
• Opinions
• Do It Yourself
• Non-Fiction
• Thriller
• Folktale
• Short Stories

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Mysteries

• Learning Targets
• How different are the Common Core Eng/LA
  standards compared to the current Program of
  Studies?
• What should teachers be doing right now with the
  standards? 
• How should I support them? 

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Revising KY Standards per SB 1

• Focus on critical knowledge and skill
• Result in fewer, but more in-depth standards to
  facilitate mastery learning
• Communicate expectations more clearly and
  concisely
• Consider international benchmarks and
• Ensure that the standards are aligned elementary
  to postsecondary so that students can be
  successful at each education level.

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Adventure Stories

• What Does It Mean to be a Literate Person in the
  21st Century?
• Public School is an adventure.
• If you are going to use a map, make sure its
  correct!

Kentuckys Core Academic Standards for English
Language Arts and Literacy in History/Social
Studies, Science, and Technical Subjects
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Epic Poem The Key Design

• College and Career Readiness (CCR) Standards
• Overarching standards for each strand that are
  further defined by grade-specific standards
• Grade-Level Standards in English Language Arts
• K-8, grade-by-grade
• 9-10 and 11-12 grade bands for high school
• Four strands Reading, Writing, Speaking and
  Listening, and Language
• Standards for Literacy in History/Social Studies,
  Science, and Technical Subjects
• Standards are embedded at grades K-5
• Content-specific literacy standards are provided
  for grades 6-8, 9-10, and 11-12

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(No Transcript)
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Table of Contents
Page Strand/Topic Grade Level
11 Reading K-5
19 Writing K-5
23 Speaking/Listening K-5
26 Language K-5
31 Text Complexity K-5
36 Reading 6-12
42 Writing 6-12
49 Speaking/Listening 6-12
52 Language 6-12
57 Text Complexity 6-12
61 Literacy in History/Social Studies, Science and Technical Subjects 6-12
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Standards do Standards do not
Establish what students need to learn. Dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards.
Attempt to focus on what is most essential. Describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers.
Set grade-level standards. Define the intervention methods or materials necessary to support students who are below or above grade-level expectations.
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Do It Yourself

• Standards format highlights progression of
  standards across grades

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Example W.CCR.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Example W.CCR.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.
W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
With no support
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RL.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
RL.2.3 With no support Describe how characters in a story respond to major events and challenges.
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a characters thoughts, words, or actions).
RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.8.3 Shift in verb Analyze how particular lines of dialogue or incidents in a story or drama propel the action, revel aspects of a character, or provoke a decision.
RL.9-10.3 Analyze how complex characters (e.g. those with multiple o r conflicting motivations) develop over the course of a text, interact with other characters and advance the plot or develop the theme.
RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed).
Progression of Rigor
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Step By Step

• Example of Grade-Level Progression in Reading
• CCR Reading Standard 3 Analyze how and why
  individuals, events, and ideas develop and
  interact over the course of a text.

Reading Standards for Literature Reading Standards for Informational Text
Grade 3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Grade 3 Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Grade 7 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) Grade 7 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Grades 11-12 Evaluate various explanations for characters actions or for events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Grades 11-12 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
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Historical Non-Fiction

• Overview of the Reading Standards for
  History/Social Studies
• Key Ideas and Detail Cite specific textual
  evidence to support analysis of primary and
  secondary sources
• Craft and Structure Analyze, evaluate, and
  differentiate primary and secondary sources
• Integration of Knowledge and Ideas Integrate
  information from diverse primary and secondary
  sources into a coherent understanding of an idea
  or event

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Science Non-Fiction

• Overview of the Reading Standards for Science and
  Technical Subjects 6-12
• Key Ideas and Detail Cite specific textual
  evidence to support analysis of scientific and
  technical texts
• Craft and Structure Analyze the scope and
  purpose of an experiment or explanation and
  determine which issues remain unresolved or
  uncertain
• Integration of Knowledge and Ideas Synthesize
  information in different formats by representing
  complex information in a text in graphical form
  (e.g., a table or chart) or translating a graphic
  or equation into words

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Appendices
Appendix C Annotated Writing Samples at Various
Grade Levels
Appendix A Supplementary Materials and Glossary
Appendix B Text Exemplars and Sample Performance
Tasks
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Kentucky Department of EducationENGLISH LANGUAGE
ARTS CROSSWALK
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Accessing and Using the Bookmarked Crosswalk

• Visit the KDE website www.education.ky.gov
• KDE Quick Links Program of Studies
• Access the link entitled English Language Arts
  Bookmarked Crosswalk (pdf) (DO NOT access the
  crosswalk link listed first on the page)
• Using the Bookmarked Crosswalk and Explanation
  Handout, instruct ALL teachers how to identify
  gaps/difference between the POS and CCSS.
• Next Step Work within school PLCs, common
  planning, etc. and develop an Action Plan for
  addressing curriculum alignment and instructional
  issues before the end of the 2010-2011 school
  year.

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What have you learned in this training that will
help you solve the Mystery of

• How different are the Common Core Eng/LA
  standards compared to the current Program of
  Studies?
• What should teachers be doing right now with the
  standards? 
• How should I support them? 

PLANNING FOR ACTION Work in small groups and
brainstorm ideas/strategies that could help you
to develop a plan for assisting your teachers as
they begin their initial work with the English/LA
Standards. Chart and Post 3 5
Ideas/Strategies From Your Groups Work.
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How Can I Support You?

• Carole Mullins
• Eng/LA Regional Content Specialist
• 606-854-2329
• carole.mullins_at_education.ky.gov