K 3 english language arts common core state standards
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K-3 English Language Arts Common Core State Standards. Job Alike Session #1 – Overview of ELA CCSS 3:00 – 4:30 & 3:30 – 5:15. Objective #1: Preparing Teachers and Students for CCSS. YOU ARE HERE. CCSS

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K-3 English Language Arts Common Core State Standards

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K 3 english language arts common core state standards

K-3 English Language Arts Common Core State Standards

Job Alike Session #1 – Overview of ELA CCSS

3:00 – 4:30 & 3:30 – 5:15


Objective 1 preparing teachers and students for ccss

Objective #1:Preparing Teachers and Students for CCSS

YOU ARE HERE

CCSS

Assessments

Begin

2014 -2015

2013 – 2014

4-5 Roll Out

K-3 Roll Out


Objective 2 closing the achievement gap and meeting 3rd grade milestone

Objective #2: Closing the Achievement Gap and Meeting 3rd Grade Milestone

2011-2012 School Year

  • 74% of 3rd graders met or exceeded reading benchmarks

  • 1 out of 4 3rd grade students are not reading at grade level by end of grade 3

  • 86% of 3rd grade White students met or exceeded benchmarks

  • 53% of 3rd grade Black students met or exceeded benchmarks

  • 56% of 3rd grade Hispanic students met or exceeded benchmarks


Cluster data

Cluster Data

Lincoln Cluster:

  • 90% of 3rd graders met or exceeded

  • 91% of 3rd grade White students met or exceeded benchmarks

  • 57% of 3rd grade Black students met or exceeded benchmarks

  • 72% of 3rd grade Hispanic students met or exceeded benchmarks

Wilson Cluster:

  • 85% of 3rd graders met or exceeded

  • 88% of 3rd grade White students met or exceeded benchmarks

  • 53% of 3rd grade Black students met or exceeded benchmarks

  • 74% of 3rd grade Hispanic students met or exceeded benchmarks


Cluster data1

Cluster Data

Madison:

  • 67%of 3rd graders met or exceeded

  • 84% of 3rd grade White students met or exceeded benchmarks

  • 53% of 3rd grade Black students met or exceeded benchmarks

  • 44% of 3rd grade Hispanic students met or exceeded benchmarks

Grant Cluster:

  • 89% of 3rd graders met or exceeded

  • 92% of 3rd grade White students met or exceeded benchmarks

  • 61% of 3rd grade Black students met or exceeded benchmarks

  • 62% of 3rd grade Hispanic students met or exceeded benchmarks


Cluster data2

Cluster Data

Roosevelt Cluster:

  • 57of 3rd graders met or exceeded

  • 69% of 3rd grade White students met or exceeded benchmarks

  • 53% of 3rd grade Black students met or exceeded benchmarks

  • 47% of 3rd grade Hispanic students met or exceeded benchmarks

Jefferson Cluster:

  • 64% of 3rd graders met or exceeded

  • 80% of 3rd grade White students met or exceeded benchmarks

  • 54% of 3rd grade Black students met or exceeded benchmarks

  • 57% of 3rd grade Hispanic students met or exceeded benchmarks


Cluster data3

Cluster Data

Franklin Cluster:

  • 74% of 3rd graders met or exceeded

  • 82% of 3rd grade White students met or exceeded benchmarks

  • 44% of 3rd grade Black students met or exceeded benchmarks

  • 59% of 3rd grade Hispanic students met or exceeded benchmarks

Cleveland Cluster:

  • 83% of 3rd graders met or exceeded

  • 89% of 3rd grade White students met or exceeded benchmarks

  • 63% of 3rd grade Black students met or exceeded benchmarks

  • 50% of 3rd grade Hispanic students met or exceeded benchmarks


Locate yourself on the compass

Locate Yourself on the Compass

  • As a result of your conversation about the achievement gap in your cluster, locate yourself on the Courageous Conversation Compass.

  • Share with a partner.


Job alike sessions

Job Alike Sessions


Content and language objectives

Content and Language Objectives

Content Objectives:

  • Teachers will understand the organization and key vocabulary of the ELA Common Core State Standards

  • Teachers will understand the Common Core Shifts

  • Language Objectives:

  • Teachers will read and write to identify key ideas and vocabulary of the ELA CCSS


Pre assessment

Pre-assessment

What do you already know about the organization and key vocabulary of the ELA CCSS?

  • 1 – I know nothing about them

  • 2 – I have heard of them

  • 3 – I have read part or all of them

  • 4 – I can talk knowledgeably with others about them

  • 5 – I can teach them to others

    Place a yellow dot on the appropriate poster. We will end the session with a post assessment.


Common core shifts

Common Core Shifts

Read and highlight

key ideas and

vocabulary. .


Shifts and implications for k 3

Shifts and Implications for K-3

Shift 1: Increase Reading of Informational Text

SF meets criteria for balance between literature and informational texts.

Shift 2:

Text Complexity for Grade 2-3

Grade 3 - SF meets criteria

Grade 2 – SF complexity range

falls slightly below CCSS expectations.


Shifts and implications for k 31

Shifts and Implications for K-3

Shift 3: Academic Vocabulary

Scott Foresman includes explicit and systematic academic vocabulary instruction.

Shift 4: Text-based Answers

Questions at end of anthology

selections need be revised to

meet criteria of ELA CCSS.


Shifts and implications for k 32

Shifts and Implications for K-3

Shift 5: Increase Writing from Sources

Teachers need to emphasize using evidence

from texts when teaching informational, persuasive

and research writing units. Additional

units for opinion writing need to be

included.

Shift 6: Literacy Instruction in All Content

Areas

Intended for middle and high-school


Common core state standards

Common Core State Standards

  • Adopted by 45 states

  • CCSS Adopted by Oregon in October 2010

  • Developed by

    -State Departments of Education

    -Researchers

    -Professional Education

    Organizations

    -Teachers

    -Parents and Students


Design organization key vocabulary

Design, Organization & Key Vocabulary

Four Strands

Reading

Reading Literature (RL)

Reading Informational Text (RI) Reading Foundational Skills (RF)

Writing (W)

Speaking and Listening (SL)

Language (L)


Design organization and key vocabulary

Design, Organization and Key Vocabulary

College and Career Readiness (CCR)

Anchor Standards

Broad expectations consistent across grades and content areas

Based on evidence

about college and

workforce training

expectations


Design organization key vocabulary1

Design, Organization & Key Vocabulary

K−3Standards

Grade-specific end-of-year expectations

Cumulative progression of skills and understandings

One-to-one correspondence with CCR standards


Ccss treasure hunt

CCSS Treasure Hunt

  • Work with a partner.

  • Skim and scan the K-3 Oregon ELA Common Core State Standards to complete the CCSS Treasure Hunt.

    (20 minutes)

  • Check for Understanding. Using the Answer Key provided, work with your table to check your answers. (5 minutes)


Post assessment

Post-assessment

  • After today’s session, how would you rate your knowledge of key vocabulary and organization of the CCSS document?

    • 1 – I know nothing about them

    • 2 – I have heard of them

    • 3 – I have read part or all of them

    • 4 – I can talk knowledgeably with someone about them

    • 5 – I can teach them to others

      Place a blue dot on the appropriate poster.


Thanks for coming

Thanks for Coming

Next Session - Bring:

SF Teacher Edition Unit #2

ELA Common Core State Standards


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