English language arts common core state standards
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English Language Arts Common Core State Standards. Goals of the Session. Teachers will: (1) familiarize themselves with the CCSS Reading and Writing Standards. (2) develop an understanding of the reciprocity between reading and writing. Agenda. Welcome Orientation to CCSS Research

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English Language Arts Common Core State Standards

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English language arts common core state standards

English Language Arts Common Core State Standards


Goals of the session

Goals of the Session

Teachers will:

(1) familiarize themselves with the CCSS Reading and Writing Standards.

(2) develop an understanding of the reciprocity between reading and writing.


Agenda

Agenda

  • Welcome

  • Orientation to CCSS

  • Research

    • Identify and Define the Three Types of Writing

    • Analyze and Deconstruct Writing Standards

    • Analyze and Examine Reading Standards to Determine the “Build” Across the Grades

  • Synthesize Learning

  • Closing

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Common core state standards instructional shifts

Common Core State Standards: Instructional Shifts

  • Increase Informational Text

  • Broaden the Curriculum: Connect Literacy to Social Studies and Science

  • Increase Text Complexity

  • Ask Text-Dependent Questions

  • Increase Writing, with Special Attention on Argument/Opinion

  • Focus on Academic Vocabulary


Orientation to ccss

Orientation to CCSS

  • Role of Anchor Standards

  • Reading Literature – 10

  • Reading Information – 10

  • Foundational Skills (K-5 only) - 4

  • Writing – 10

  • Language – 6

  • Speaking & Listening – 6


How do you say that

“How do you say that?”

“Reading Information 4th Grade Standard 2”


Research guiding question

Research: Guiding Question


Research

Research

noun

Diligent and systematic inquiry or investigation into a subject in order to discover or revise facts, theories, applications, etc.

Source: dictionary.com

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Guiding question

Guiding Question

What types of Reading and Writing work will students continue to do and be introduced to as a result of the CCSS in ELA?

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3 sources

3 Sources

  • Writing Text from CCSS for ELA/ Literacy in H/SS, Science, and Technical Subjects, Appendix A, pp. 23-25

  • CCSS Writing Standards

  • CCSS Reading Standards

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Source 1 writing article

Source 1: WritingArticle

Argument Writing, Informational/Explanatory Writing, Narrative Writing


Gather

Gather

  • Use Writing Text from CCSS for ELA/ Literacy in H/SS, Science, and Technical Subjects, Appendix A, pp. 23-25

  • Read about one writing type “with a pencil”, highlighting and notating to support understanding

  • In groups, create and record a working definition of the writing type


Share out

Share Out

3 Types of Writing:

- Argument/Opinion

- Informational/Explanatory

- Narrative

+ Research


Source 2 ccss writing standards

Source 2: CCSS Writing Standards


Gather1

Gather

  • Identify what students need to KNOW and be able to DO

  • Connections to the Anchor Standards

  • Build from Grade to Grade


Argument opinion writing in sixth through eighth grade

Argument/Opinion Writing in Sixth through Eighth Grade


Unwrap the standard

“Unwrap” the Standard

  • only those verbs that represent what students are to DO.

  • Underline the nouns or noun phrases that represent teachable concepts (What students need to KNOW).

    Adapted from L. Ainsworth (2012), p. 121

Circle


W 7 1 argument opinion writing

W.7.1 (Argument/Opinion Writing)

Write arguments to support claims with clear reasons and relevant evidence.

  • a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically.

  • b. Support claim(s) or counter-arguments with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

  • c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

  • d. Establish and maintain a formal style.

  • e. Provide a concluding statement or section that follows from and supports the argument presented.


W 7 1 argument opinion writing1

W.7.1 (Argument/Opinion Writing)

Write

Write argumentsto supportclaimswith clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically.

support

Introduce

acknowledge

address

organize


W 7 1 continued

W.7.1 (continued)

Support

b. Support claim(s) or counter-argumentswith logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

using

demonstrating

Use

create

clarify


W 7 1 continued1

W.7.1 (continued)

Establish

d. Establish and aintaia formal style.

e. Provide a concluding statement or section that follows from and upportsthe argument presented.

maintain

Provide

supports


What do students have to know and be able to do

What do students have to KNOW and be able to DO?

DO:

Know:

  • What an argument means and how to support a claim with clear reasons and relevant evidence

  • Know that evidence uses credible sources and should show understanding of a topic or text

  • Establish and maintain a formal style

  • Develop an understanding of how words, phrases and clauses can define a clear relationship between claim (s) and reasons

  • Strong arguments address the counter-arguments with logical reasoning and relevant evidence, not emotion

  • Support claims with clear reasons and relevant evidence

  • Introduce claims and organize reasons and evidence clearly

  • Support single or multiple claims with clear reasons

  • Address counter-arguments with logical reasoning and relevant evidence

  • Utilize relevant evidence using credible sources and demonstrating understanding of topic and supporting the claim

  • Use words, phrases and clauses create cohesion and clarify relationships among claim(s), reasons and evidence

  • Establish and maintain a formal style

  • Provide a concluding statement that follows from and supports the argument


Your job

Your Job:

  • “Unwrap” Argument/Opinion Standards for your Grade Level Span

  • What do students need to KNOW and be able to DO?

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Connecting to the anchor standard

Connecting to the Anchor Standard


Connecting to the anchor standard1

Connecting to the Anchor Standard


What do students need to do as the move through out the grades

What do students need to do as the move through out the grades?

What is the Change ?

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Get to know the writing standards

Get to Know the Writing Standards

  • As a table group, select either Information/Explanatory or Narrative writing

  • Identify what students need to KNOW and be able to DO

  • (Connections to the Anchor Standards)

  • Build from Grade to Grade


Source 3 reading standards

Source 3: Reading Standards


Common core reading standards

Common Core Reading Standards

  • Reading Literature (RL)

  • Reading Informational Text (RI)

  • Reading: Foundational Skills (RF)

    K-5th ONLY


Gather2

Gather

  • Look DOWN the grade level

  • Look ACROSS the standard to dentify the “build” through out the grade levels

    • Circle the Verbs/Verb Phrases

    • Underline the Nouns/Noun Phrases

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Synthesize information

Synthesize Information


Synthesis of learning group work

Synthesis of Learning: Group Work

  • In groups, select one writing type

    • Argument/Opinion Writing

    • Information/Explanatory Writing

    • Narrative Writing

  • Create a poster describing:

    • Definition of the Writing Type

    • Potential Writing Products

    • Reading Work/Type to Support the Writing Product

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Poster template

Poster Template

Writing Type

Definition:

Writing Products

Reading Work/Type

(NOTE: Please notate a grade level specific Writing Product or Reading Type)


Share out1

Share Out

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Debrief

Debrief

  • Guiding Question

  • Short Research

  • Synthesized Information

  • Presentation to an Audience

bigstory.ap.org


Closing

Closing

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