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Study of the Standards using Common Core. English Language Arts. Expectations. Participants will gain a common understanding of the Common Core State Standards and develop a strong working knowledge of the standards effect on teaching and learning. Session participants will learn……

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slide1

Study of the Standards

using

Common Core

English Language Arts

slide2

Expectations

  • Participants will gain a common understanding of the Common Core State Standards and develop a strong working knowledge of the standards effect on teaching and learning.
  • Session participants will learn……
  • How to use a set of structured tools to promote conversations and collaboration around a common core State standards
  • How to use the common core State standards to guide decision-making about teaching, learning and assessment
slide3

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going, so that you better understand where you are now and so that the steps you take are always in the right direction.”

Stephen R. Covey

The Seven Habits of Highly Effective People

slide4

The Common Core State Standards do not provide…….

  • A complete scope and sequence
  • A course outline
  • Allthe essential skills and knowledge students could have

The Common Core State Standards do …….

  • Outline the most important and essential skills and knowledge every student
  • needs to master to succeed in college and careers.
slide5

Common Core State Standards Development

The Common Core State Standards initiative state-led effort

coordinated by the National Governors Association Center

for Best Practices (NGA Center) and the Council of Chief

State School Officers (CCSSO)

The standards were developed in collaboration teachers,

school administrators, and experts to provide a clear

and consistent framework to prepare our children

for college and the workforce.

slide6

Common Core State Standards Development

  • Aligned with college work expectations
  • In rigorous content occasion of knowledge through high order skills
  • Build upon strengths and lessons of current State Standards
  • Informed the top three countries so that all students to succeed
  • in a global economy and society
  • Evidence and/or research-based

As new research is conducted and implementation of the Common Core State Standards is evaluated, the standards will be revised on a set review cycle.

slide7

http://www.coventryschools.net/Common_Core_Instructional_Materials/ELA_Video.htmhttp://www.coventryschools.net/Common_Core_Instructional_Materials/ELA_Video.htm

slide8

Study of the Standards

using

Common Core

English Language Arts

Part 1B

slide9

Reading

    • Literature K -12
    • Informational Text K -12
    • Foundational Skills K -5
  • Speaking and Listening
  • Language
  • Writing

Structure

The Common Core State Standards for English Language Arts are compromised of a set of anchor standards and corresponding grade-specific standards that are organized around 4 strands:

The Common Core State Standards for Literacy in History/Social Studies, Science,

and Technical Subjects are comprised of a set of anchor standards and

Corresponding grade-specific standards that are organized around 2 strands:

  • Reading
  • Writing
slide10

Strand

A broad idea that describes the area of focus for an English Language Arts standard.

OrganizingElements

Categorize ideas and standards within the strand

Structure

Standards for ELA and Literacy

Anchor Standards

These are college and Career Readiness Standards that “anchor” the Common Core

State Standards. They define general expectations that must be met to ensure students

enter college and workforce training programs ready to succeed.

Grade-Specific Standards

Define end-of-the year expectations and cumulative progressions designed to enable students to meet college and career readiness expectations no later than the end of high school.

common core state standards english language arts k 12

Strands and organizing elements

Reading

Literature (RL) K -12

Key ideas and details

Craft and structure

Integration of knowledge and ideas

Range of reading and level of text

complexity

Writing (W) K -12

Test types and purposes

Production and distribution of writing

Research to build and present knowledge

Range of writing

Common Core State Standards: English Language Arts K-12

Informational Text (RI) K-12

Key ideas and details

Craft and structure

Integration of knowledge and ideas

Range of reading and level of text

complexity

Speaking and Listening (SL) K- 12

Comprehension and collaboration

Presentation of knowledge and ideas

Foundational Skills (RF) K – 5 only

Print Concepts

Phonological awareness

Phonics and word recognition

Fluency

Language (L) K - 12

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition and Use

common core state standards literacy in history social studies science and technical studies

Strands and organizing elements

Writing

History/Social Studies, Science and

Technical Subjects (WHST) 6 -12

Test types and purposes

Production and distribution of writing

Research to build and present knowledge

Range of writing

Reading

History/Social Studies (RH) 6 -12

Key ideas and details

Craft and structure

Integration of knowledge and ideas

Range of reading and level of text

complexity

Common Core State Standards: Literacy in History/Social Studies, Science and Technical Studies

Science and Technical Subjects (RST) 6 -12

Key ideas and details

Craft and structure

Integration of knowledge and ideas

Range of reading and level of text

complexity

english language arts appendices

Appendix A: Research supporting key elements of the standards

Glossary of key terms

English Language Arts Appendices

Appendix B: Text exemplars and sample performance tasks

Appendix C: Samples of student writing

slide14

Reading Standards: Foundational Skills (K – 5)

RF

Strand

Kindergarteners: Grade 1 Students Grade 2 Students

Organizing Element

Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do)

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Know the spelling sound correspondences for consonant digraphs

b. decode regularly spelled one syllable words.

c. Know final –e and common vowel term conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound determine the number of syllables per word.

e. decode two syllable words following basic patterns by breaking words into syllables

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. distinguish long and short vowels when reading regularly spelled one-syllable words

b. Know spelling sound correspondences for additional common vowel terms.

c. Decode regularly spelled two-syllable words with long vowels.

d. Decode words with common prefixes and suffixes

e. identify words with inconsistent but common spelling-sound correspondences

Grade-Level Columns

Standard

Fluency

4. Read emergent-reader texts with purpose and understanding

4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding

b. Read on-level text orally with accuracy, appropriate rate and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4. Read with sufficient accuracy and

slide15

Reading Standards: Foundational Skills (K – 5)

RF

Strand Abbreviation

Kindergarteners: Grade 1 Students Grade 2 Students

Phonics and Word Recognition

1st Grade

3. Know and apply grade-level phonics and word analysis skills in decoding words

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do)

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Know the spelling sound correspondences for consonant digraphs

b. Decode regularly spelled one syllable words.

c. Know final –e and common vowel term conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound determine the number of syllables per word.

e. decode two syllable words following basic patterns by breaking words into syllables

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. distinguish long and short vowels when reading regularly spelled one-syllable words

b. Know spelling sound correspondences for additional common vowel terms.

c. Decode regularly spelled two-syllable words with long vowels.

d. Decode words with common prefixes and suffixes

e. identify words with inconsistent but common spelling-sound correspondences

Fluency

4. Read emergent-reader texts with purpose and understanding

4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding

b. Read on-level text orally with accuracy, appropriate rate and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4. Read with sufficient accuracy and

slide17

Study of the Standards

using

Common Core

English Language Arts

Part 2

slide19

Alignment Means Every Educator:

  • Understands what is expected of students
  • Understands these expectations in the context of the K-12 program
  • Accepts responsibility for these expectations
slide20

Vertical Alignment – Investigation Activity

  • It is not about developing content knowledge. It is about learning a process to understand alignment and its implications for teaching and learning
  • It is not about demonstrating our content knowledge. It is about engaging in a collaborative process and constructing meaning using that process
  • It is not about specific grade-level content. It is about developing a K-12 perspective on alignment
  • It is not about “the product. “ It is about collegial conversations focused on the standards.
slide21

Writing Informative/Explanatory Text

Vertical Alignment Chart

Concept (or Big Idea):_______________________________________

6

W.6.2

W.5.2

5

W.4.2

4

3

W.3.2

W.2.2

2

1

W.1.2

K

W.K.2

understanding vertical alignment reflection
Understanding Vertical Alignment: Reflection
  • How can the learning from this investigation affect the classroom teacher?
  • How can the learning from this investigation affect the conversations at the
  • grade or department level?
  • How can the learning from this investigation affect the conversations
  • at the school and district level?
  • How can the learning from this investigation guide our work toward our goals?
  • How will this impact the learning of all students? (at, above and below grade level)

End of Part 2

slide23

Study of the Standards

using

Common Core

English Language Arts

Part 3

slide24

Writing

Writing

Grade 5

Grade 6

Grade 7

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are…

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly.

W.7.1 Write arguments to support claims

with clear reasons and relevant evidence .

a. Introduce claim(s) and organize the reasons and….

  • Added distinguish between relevant and irrelevant information to make an argument
  • Moved from opinion to argument
  • Adding identifying credible sources of information
  • Moving from less formal to formal writing style
  • Concluding statement follows………..
  • Adding knowledge alternate or opposing claims
  • Adding reasoning and organizing evidence to
  • support claims logically.
  • Added support claims with logical reasoning using
  • accurate sources……………

Most content should be approached from a developmental level of instruction since it is unique to the grade level. The instruction should then move

through reinforcement with drill and practice as appropriate.

  • Use what students know about:
  • Opinions as a basis to compare/contrast arguments
  • Building logical arguments and reason so that they can support claims
  • Logically ordering reasons so they can move to supporting claims
  • The ELA standards are designed in an integrated way; therefore considered RI.8
slide27

Reflection:

  • What is the purpose of the Instructional Alignment Chart?
  • What is the difference between the Vertical Alignment Chart and the Instructional Alignment Chart?
  • Why are conversations with your colleagues an important part of this process?