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Common Core State Standards for English Language Arts

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Title: Common Core State Standards for English Language Arts


1
Common Core State Standards for English Language
Arts Literacy in History/Social Studies,
Science and Technical Subjects
  • Patty Ewen, Office of Early Childhood Education,
    NH DOE
  • Christine Downing, CCSS Consultant NH DOE

2
Whos in the room?
  • Line Plot 1 4
  • If youre representing K 5, how familiar are
  • you with the Literacy Common Core Standards?
    (Repeat 6 12)
  • General Questions
  • Level currently teaching
  • number of years in the classroom
  • current experience teaching with the core
  • current familiarity with curriculum year
    above/below current teaching assignment.

3
Goals of Presentation
  • To increase (or start) your application of the
    common core in your classroom, building and
    district using your current curriculum.
  • To provide you with the foundations of CC
    expertise on literacy instruction across the
    curriculum so it can be shared with colleagues in
    the content area and non-tested subjects.
  • To decrease your fear, increase your confidence,
    ease your worried minds!

4
Criteria for New Standards
  • Fewer, clearer, and higher (Consistent, rigorous,
    and shared aligned with college and work
    expectations)
  • Aligned with college and career expectations
  • Include rigorous content and application of
    knowledge through high-order skills Habits of
    the Mind
  • Build upon strengths and lessons of current state
    standards (think DNA of education)
  • Internationally benchmarked, so that all students
    are prepared to succeed in our global economy and
    society
  • Based on evidence and research

5
CCSS Habits of the Mind Literacy Capacities
  • The introduction of the CCSS include descriptions
    of knowledge, skills and dispositions that
    operate in tandem with the academic content in
    the standards. These cognitive and psychological
    aptitudes are described in the literacy standards
    as capacities and in the math standards as
    practices.
  • As students advance through the grades and master
    the standards in reading, writing, listening,
    speaking, viewing and language, they should be
    able to exhibit with increasing fullness and
    regularity the following listed capacities of
    the literate individual
  • CCSSO to Advance Student Success, 2011

6
Literacy and Language Habits of the Mind
  • They demonstrate independence.
  • They build strong content knowledge.
  • They respond to the varying demands of audience,
    task, purpose, and discipline.
  • They comprehend as well as critique.
  • They value evidence.
  • They use technology and digital media
    strategically and capably.
  • They come to understand other perspectives and
    cultures.

7
English Language Arts and Literacy
  • Focus and coherence backwards design, grade 12
  • Coherent progressions develop literacy skills
    across grade levels (pg 30,33)
  • Focus on text complexity ( pg 30, 32, 33)
  • Students required to read texts of increasing
    complexity
  • Literacy as a shared responsibility
  • Literacy skills in reading and writing included
    in history/social studies, science, and technical
    areas
  • College and Career Readiness text /writing
  • Students required to write using evidence from
    informational reading. (pg 5)

8
Numbering Conventions
  • Focus on Numbering Conventions of CCSS
  • Grades K 5 RL, RI, RF, W, SL, L
  • Grades 6 12 RL, RI, W, SL, L, RH, RST,
    WHST,
  • Exercise using any curriculum unit you teach,
    write learning objectives in Literacy from the
    core use three different conventions

9
PK-5, Balancing Informational Literary Texts
1
Students read a true balance of informational and
literary texts. Elementary school classrooms are,
therefore, places where students access the world
science, social studies, the arts and
literature through text. At least 50 of what
students read is informational.
10
2
6-12, Knowledge in the Disciplines
Content area teachers outside of the LA classroom
emphasize literacy experiences in their planning
and instruction. Students learn through domain
specific texts in science and social studies
classrooms rather than referring to the text,
they are expected to learn from what they read.
11
3
Staircase of Complexity
In order to prepare students for the complexity
of college and career ready texts, each grade
level requires a step of growth on the
staircase. Students read the central, grade
appropriate text around which instruction is
centered. Teachers are patient, create more time
and space in the curriculum for this close and
careful reading, and provide appropriate and
necessary scaffolding and supports so that it is
possible for students reading below grade level.
12
4
Text-Based Answers
Students have rich and rigorous conversations
which are dependent on a common text. Teachers
insist that classroom experiences stay deeply
connected to the text on the page and that
students develop habits for making evidentiary
arguments both in conversation, as well as in
writing to assess comprehension of a text.
13
5
Writing from Sources
Writing needs to emphasize use of evidence to
inform or make an argument rather than the
personal narrative and other forms of
de-contextualized prompts. While the narrative
still has an important role, students develop
skills through written arguments that respond to
the ideas, events, facts, and arguments presented
in the texts they read.
14
6
Academic Vocabulary
Students constantly build the vocabulary they
need to access grade level complex texts. By
focusing strategically on comprehension of
pivotal and commonly found words (such as
discourse, generation, theory, and
principled) and less on esoteric literary terms
(such as onomatopoeia or homonym), teachers
constantly build students ability to access more
complex texts across the content areas.
15
College and Career Ready Model
16
(No Transcript)
17
(No Transcript)
18
Gary L. Williamson (2006) found a 350L (Lexile)
Gap between the difficulty of end-of-high school
and college texts a gap equivalent to 1.5
standard deviations or the difference between
grade 4 and grade 8 texts on NAEP
Source Gary Williamon 2006)(from Appendix A of
the CCSS)
19
Text Complexity
20
Considerations for Reader and Task
  • Cognitive Capabilities
  • Reading Skills
  • Motivation and Engagement with Task and Text
  • Prior Knowledge and Experience
  • Content and/or theme concerns
  • Complexity of Associated Tasks

21
Text Complexity Increases
22
Framework of Literacy Assessment
  • Review
  • Apply to current curriculum and the core
  • Feedback

23
Break
24
Definition of Good Teaching
  • Effective Teachers focus relentlessly on the
    achievements of their learners. Research has
    shown that teacher knowledge and skills in key
    areas the learner and learning, content
    knowledge, instructional practice, and
    professional responsibilities contribute, in
    varying degrees, to student growth and
    achievement. (see hand out)

25
I appreciate the text, Kate, but next time you
can just raise your hand.
26
Prompts
  • Grade 6
  • Item Prompt
  • Weather satellites and map-satellites are
    different from each other. Find two details from
    the text to support this statement.

27
Grade 8
  • Based on the text, what inference can be made
    about how tests and testing should occur to
    ensure an accurate measurement of overall water
    quality? Explain your inference using details
    from the text.

28
Grade 11
  • Item Prompt
  • Identify the idea common to these two texts.
    Explain how the ideas in Lockes treatise support
    the ideas in Anthonys argument.

29
English Language Arts and Literacy
  • College and career readiness in writing
  • Students required to write using evidence from
    informational reading.
  • Literacy as a shared responsibility
  • Literacy skills in reading and writing included
    in history/social studies, science, and technical
    areas
  • Technology

30
Unpacking CCSS
  • North Carolina Example
  • http//www.dpi.state.nc.us/acre/standards/common-c
    ore-tools/unpacking
  • Unpack!

31
(No Transcript)
32
Comparing GLEs/GSEs to Common Core
  • Discussion - do you need to do this in Literacy?
  • Where do you begin increasing your literacy
    capacity?
  • Planning for school wide resources books,
    library, media leveling text at the high school

33
  • Yeah, the 3D really brings it home, doesnt it?

34
SMARTER Balanced
  • Computer Adaptive
  • Multiple Choice, Constructed Response, Technology
    Enhanced
  • Performance Tasks
  • Writing, listening and speaking
  • Emphasis of mathematical practices

35
Components of SBAC System
  • Summative Assessments
  • Grades 3-8 and 11 in ELA and Mathematics
  • Computer Adaptive Testing
  • Performance Tasks
  • Interim Assessments
  • Optional
  • Progress of Students
  • Linked to content clusters in CCSS
  • Formative Tools and Processes
  • Evidence of progress toward learning goals

36
Other Common Core Literacy Resources
  • Websites to support Common Core Instruction
  • Math Teachers www.nctm.org
  • Common Core www.corestandards.org
  • Testing www.smarterbalanced.org
  • College and Career Ready Standards -
    https//www.epiconline.org/
  •  
  • APPS to support Common Core Instruction
  • Math lesson evaluation - 1.99
  • Study Island
  • Common Core App - look like a green atom/moving
    part
  •  
  • NECAP SERVICE CENTER 1-877-632-7774

37
Questions/Comments
  • Thank you!
  • Patty Ewen
  • 603-271-3841
  • Patricia.ewen_at_doe.nh.gov
  • Christine Downing
  • Christine.downing_at_nh.gov
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