English Language ArtsCourse of Study Overview Steve McAliley, Judy Stone, Reeda Betts, Gay Finn Mega Conference July 18 – 22, 2011
Outcomes for the Day Participants will gain an awareness of: • Timeline for Professional Development and Implementation • Components of the New ELA Course of Study • New Strands and Emphases in ELA • Vertical Alignment/Learning Progressions including Content Movement • Literacy Standards for Grades 6-12
Timeline for Preparation for theELA Course of Study 2011-2012 Phase 1 for Administrators Phase 1 for Teachers 2012-2013 Phase 2 for Teachers 2013-2014 Implementation Phase 3
Professional Development Plan Phase 1 (PD Topics) • Components of the Course of Study • Strands (Comparison, New Emphases) • Vertical Alignment / Learning Progressions • Content Movement • Literacy Standards, Grades 6-12 • Assessment • Implications for Special Education Phase 2 • Analyzing the Standards • Sample Units of Study • Sample Lessons/Curriculum Development • Differentiated Instruction for RtI • Resources Phase 3 • Continuous Support, based on LEA needs and requests
…from Dr. Morton Student success depends on local system leadership, school leadership, and effective classroom instruction. Important local decisions include how students will accomplish these standards, in what sequence teachers will address them, and how much time will be allotted for instruction of the standards. These decisions are as significant as the identification of what students need to know and be able to do.
What do I need to know/do RIGHT NOW? • Understand that implementation decisions lie with my LEA. • Begin developing a plan to prepare teachers for instructional changes based on the new COS (with emphasis on text complexity and informational text across the curriculum). • Begin developing a plan for professional development and on-going support.
College- and Career-Ready (CCR) Standards • Research and evidence based, • Aligned with college and work expectations, • Rigorous, and • Internationally benchmarked. Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA)
How do the CCR standards compare to the 2007 standards? The new standards raise expectations of student learning in several respects including more attention to: • Reading and comprehending informational text. • Requiring an increased complexity in literary texts.
2010 English Language Arts Course of Study • The 2010 ELA Task Force included all CCSS and added content from the 2007 Alabama Course of Study: English Language Arts. • Some standards from the CCSS were altered or moved from one grade band to another in the senior high grades to align with the history being studied in Alabama social studies courses.
College- and Career-Ready Anchor Standards • Reading • Writing • Speaking and Listening • Language
CCR Anchor Standards for Reading There are 10 CCR Standards for Reading arranged into the following subcategories. • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity
CCR Anchor Standards for Writing There are 10 CCR Standards for Writing arranged into the following subcategories. • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing
CCR Anchor Standards for Speaking and Listening There are 6 CCR Standards for Speaking and Listening arranged into the following subcategories. • Comprehension and Collaboration • Presentation of Knowledge and Ideas
CCR Anchor Standards for Language There are 6 CCR Standards for Language arranged into the following subcategories. • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use
Interpreting the Minimum Required Content • Grade Clusters (K-2, 3-5, 6-8, and 9-12) • Strands • Subcategories • Content Standards • Content Standard Identifiers
KINDERGARTEN Students will: Reading Standards for Literature Strand Subcategory Content Standards Content Standard Identifiers
Strands Strands- groups of related content standards • Reading Foundations • Reading Literature • Reading Informational Text • Writing • Speaking and Listening • Language
Reading Literature Strand Reading Literature Standards address a wide range of abilities across grades. Examples: • Early Grades: Retell stories with key details and describe characters and settings. • Senior High: Support analysis of how a theme develops over the course of a text
Reading Informational Text Strand Reading Informational Text Standards: • Are of equal importance to those in the Reading Literature strand. • Are essential to developing skills students use throughout their years in school and careers. • Are often identical to literature standards but must be applied to informational text.
Writing Strand Writing Standards: • Are demanding even in the early grades. • Present clear and specific expectations for opinion pieces, informative or explanatory text, and narrative text. • Emphasize shared research projects and use of digital tools. • Are important elements in this strand throughout the grades.
Language Strand Language Standards: • Require early understanding and application of the conventions of Standard English. • Require knowledge of language and its conventions be applied to writing, speaking, reading, and listening. • Emphasize vocabulary development.
Speaking and Listening Strand Speaking and Listening Standards: • Require students to collaborate for both comprehension and presentation. • Require students to adapt speech to a variety of contexts and tasks which they apply in all subject areas and life endeavors.
Subcategories Subcategories - specific purpose of a group of standards within a strand Reading Standards for Literature
Content Standards Content Standards - define what students should know and be able to do at the conclusion of a grade (Complete the phrase “Students will”) Reading Standards for Literature
Content Standard Identifiers Content Standard Identifiers - indicate the Common Core State Standards strand, grade, and number Reading Standards for Literature
Alignment There are two alignment considerations: • Alignment between the 2007 COS and the 2010 COS documents • Vertical Alignment/Learning Progression/Learning Trajectories
Alignment Between 2007 and 2010 COS Documents • A comparison of the current Alabama COS for English Language Arts (2007) and the New English Language Arts COS (2010) shows some movement of content between grade levels.
Movement to a Later Grade Moved from kindergarten to first grade: • Blending moved to 1st grade • Predictions moved to 1st grade • Text features of informational text moved to 1st grade
Movement to an Earlier Grade Moved from fifth grade to third grade: • Mechanics in writing • Capitalize appropriate words in titles • Use commas in addresses • Use commas and quotation marks in dialogue • Form and use possessives
Movement to an Earlier Grade Writing Composition (2007 COS) • Grades 1-3 Narrative texts • Grade 4 Descriptive texts • Grade 5 Expository texts • Grade 6 Persuasive texts Writing Composition (2010 COS) • Kindergarten Narrative, Descriptive, Expository, and Persuasive (opinion pieces) texts
Content Correlation • A complete Content Correlation Document will be available during Stage 2 professional development sessions.
Vertical Alignment • Sometimes called: • Learning progression • Learning trajectory • Refers to how core knowledge and skills are developed over time through grade-level standards that are related but with gradually increasing complexity • Complexity of the performance task • Complexity of the text
Activity Anchor Standard #1 (p. 14 in handout) • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Activity Anchor Standard #1 (p 14 in handout) • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Turn and Talk • How does this vertical alignment serve as a learning progression? • How does the learning progression support the RtI plan?
Increased Complexity in Text • In some cases, the expectation for what the student will know or be able to do is very similar across a grade span. • The difference is in the complexity of the texts required for mastery at each grade level.
www.corestandards.org/assets/Appendix_B.pdf Appendix B
Activity Exploring text complexity
www.corestandards.org/assets/Appendix_C.pdf Appendix C
Implications for Special Education • Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards. • In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services.