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Investigating the Standards: Kindergarten English Language Arts

Investigating the Standards: Kindergarten English Language Arts. Statewide roll-out: CESA Statewide School Improvement Services In collaboration with Wisconsin Department of Public Instruction. Standards-Based Assessments. Standards-Based Leadership. Curriculum.

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Investigating the Standards: Kindergarten English Language Arts

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  1. Investigating the Standards: KindergartenEnglish Language Arts Statewide roll-out: CESA Statewide School Improvement Services In collaboration with Wisconsin Department of Public Instruction

  2. Standards-Based Assessments Standards-Based Leadership Curriculum Common Core State Standards Standards-Based Reporting & Recording Curriculum Standards-Based Instruction Standards-Based Professional Development

  3. See theActivity Map Today’s Agenda • Introduction to ELA Common Core State Standards • Investigating the Portrait of a Literate Individual • Investigating the Standards for Reading Literature • Investigating the Standards for Reading Informational Text • Investigating the Standards for Writing • Investigating the Standards for Speaking and Listening • Investigating the Standards for Language • Determining Implications and Action Steps

  4. Purpose • To understand the underpinnings of the CCSS • To investigate the Kindergarten ELA CCSS • To learn a process that can be used to investigate the ELA CCSS • To plan local investigations of the ELA CCSS • To reflect about implications to your practice for ELA

  5. Statewide Roll-Out

  6. The Message The Roll-Out is an extended process toward full adoption. The process cannot/should not be rushed – it’s a marathon, not a race. This is one of many collaborative sessions on the CCSS. School/district teacher leaders are needed to lead the process locally. Our focus today is to learn HOW to investigate the ELA standards. We aren’t investigating all standards today. You will be given a process that can be duplicated in your school. We won’t be aligning today because alignment cannot be done effectively without careful investigation.

  7. To investigate, you will need … • Print out of: • the English Language Arts Common Core State Standards, K-12 • ELA Appendix A • ELA Appendix B • ELA Appendix C • The Investigations Guide • WI Model Early Learning Standards (WMELS), pp. 41-66. • WMELS Alginment with WI CCSS Doc. (green handout) • Highlighters • Pen or pencil • Tables for group work • Timer/timekeeper

  8. Ground Rules for Today Information-Giving Group Work & Recording • Attentive listening • Open mindset to receive new ideas and information • Note-taking • Open mindset • Professional conversations • Careful note-taking (for taking back) • Deep thinking • Recording of questions – to be addressed later

  9. Impetus for the Common Core State Standards • Currently, every state has its own set of academic standards, meaning public educated students are learning different content at different rates. • All students must be prepared to compete with not only their American peers in the next state, but with students around the world. This initiative will potentially affect 43.5 million students which is about 87% of the student population.

  10. CCSS Evidence Base • Standards from individual high-performing countries and provinces were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence, and progression. Mathematics Belgium (Flemish) Canada (Alberta) China Chinese Taipei England Finland Hong Kong India Ireland Japan Korea Singapore • English language arts • Australia • New South Wales • Victoria • Canada • Alberta • British Columbia • Ontario • England • Finland • Hong Kong • Ireland • Singapore

  11. Development of Common Core Standards • Joint initiative of: • Supported by: • Achieve • ACT • College Board

  12. The promise of standards These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. Foundations for the Investigation Guide

  13. What’s the Big Deal? • The CCSS initiative is a “sea change” in education for teaching and learning! • The CCSS mandates the student learning outcomes for every grade level/grade band. • The CCSS force a common language. Your staff will begin using this language. • Students will be tested and instructional effectiveness will be measured based on CCSS. • Federal funding is tied to CCSS adoption, implementation, and accountability. • English Language Arts and Mathematics CCSS are just the beginning. . .more subject area standards are being developed.

  14. What are the Common Core Standards? “Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.” (NGA & CCSSO, 2010) http://www.corestandards.org/

  15. Why are common core state standards good for: students? • College & Career Focus. It will help prepare students with the knowledge and skills they need to succeed in college and careers • Consistent. Expectations will be consistent for all kids and not dependent on a student’s zip code • Mobility. It will help students with transitions between states • Student Ownership. Clearer standards will help students understand what is expected of them and allow for more self-directed learning by students Foundations for the Investigation Guide

  16. A Vision for Implementation

  17. Investigating the Standards: CCSS KindergartenEnglish Language Arts

  18. WI Model Early Learning Standards Walk-Through (handout) • Developmental Domain: • Language Development and Communication A. Listening and Understanding B. Speaking and Communicating C. Early Literacy • Performance Standard under each Sub-domains (aligned to CCSS) • A. Listening and Understanding (3 performance standards), pp. 44-46 • B. Speaking and Communicating (2 performance standards), pp. 47-53 • C. Early Literacy (5 performance standards), pp. 54-65

  19. Overall ELA Structure K-5 6-12 ELA 6-12 Literacy in History/Social Studies, Science & Technical Subjects Appendix A Appendix B Appendix C

  20. Kindergarten ELA Standards Elements Reading CCR Anchor Standards Reading Foundational Skills Literary Text Standards • Language Standards • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition & Use Informational Text Standards Standard10 Range & Text Complexity Language Progressive Skills Writing CCR Standards Language CCR Standards • Writing Standards • Text Types & Purposes • Production & Distribution of Writing • Research to Build and Present Knowledge • Range of Writing • Listening & Speaking Standards • Comprehension & Collaboration • Presentation of Knowledge & Ideas Speaking & Listening CCR Standards

  21. CCSS Documents Walk-Through Sticky note divider Use sticky notes to mark important sections • Introduction: pp. 3-8 • Standards for English Language Arts, K-5, pp. 9-33 • Standards for English Language Arts, 6-12, pp. 34-58 • Standards for Literacy in History/Social Studies, Science, and Technical Subjects, 6-12, pp. 59-66 • Appendix A (Research Supporting Key Elements of the Standards and Glossary of Key Terms), 43 pages • Appendix B (Text Exemplars and Sample Performance Tasks) -183 pages • Appendix C (Samples of Student Writing)- 107 pages INTRO K-5 ELA 6-12 ELA LIT - CONTENT APPEN. A & APPEN. B APPEN. C

  22. Key Design Features • CCR (College and Career Readiness) & Grade specific standards • Grade Levels and Grade Bands • Focus on Results • Integrated Model of Literacy • Research and Media Blended • Shared Responsibility p. 4 in the standards

  23. College and Career Readiness Anchor Standards • Flowing throughout all strands of standards • Anchoring the document • Defining general, cross-disciplinary literacy expectations • Defining expectations that must be met for entry into college and workforce training programs • Expressing cumulative progressions through the grades to meet CCR by end of high school

  24. Activity # 1 Portrait of a Literate Individual Students who are college and career ready inEnglish Language Arts … • Demonstrate independence • Build strong content knowledge • Respond to varying demands of audience, task, purpose and discipline • Comprehend as well as critique • Value evidence • Use technology and digital media strategically and capably • Understand other perspectives and cultures p. 7 in the standards

  25. Activity # 1 Activity #1: Portrait of a Literate Individual • Read the descriptions of characteristics of a literate individual. • Discuss each student characteristic. What might this look like for Kindergarten and Pre-Kindergarten students? •  Take notes on the organizer. p. 7 in the standards

  26. K-5 Structure (Birds-Eye View) Progress with increasing levels of sophistication • Section • K-5 ELA Standards • by grade K through 5 • Strands: • READING & CCR Reading Anchor Standards • Reading Literature • Reading Informational Text • Foundational Skills (K-5) • WRITING & CCR Writing Anchor Standards • SPEAKING& LISTENING & CCR Speaking &Listening Anchor Standards • LANGUAGE & CCR Language Anchor Standards Across the Curriculum Standard 10 Range, Quality and Complexity of Student Reading K-5 & Range of Writing

  27. Progress with increasing levels of sophistication 6-12 Structure(Birds-Eye View) • Section • 6-12 ELA Standards • By grade & grade bands (6, 7, 8, 9-10, 11-12) • Strands: • READING & CCR Reading Anchor Standards • Reading Literature • Reading Informational Text • WRITING & CCR Writing Anchor Standards • SPEAKING& LISTENING & CCR Speaking &Listening Anchor Standards • LANGUAGE & CCR Language Anchor Standards Standard 10 Range, Quality and Complexity of Student Reading 6-12 & Range of Writing

  28. 6-12 Structure, continued Literacy in History/Social Studies,Science and Technical Subjects By grade bands (6-8, 9-10, 11-12) • READING & CCR Reading Anchor Standards • History/Social Studies • Science & Technical Subjects • WRITING & CCR Writing Anchor Standards • History/Social Studies, Science & Technical Subjects

  29. Activity # 2 READING & CCR Reading Anchor Standards • Reading Literature • Reading Informational Text • Foundational Skills (K-5)

  30. Activity # 2 College & Career Readiness (CCR) Anchor Standards for Reading Page10 CCR Categories • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity Major Organizing Structure Throughout the Reading Standards Specific Standards are Provided in Each Category by Grade Level/Band

  31. Activity # 2

  32. Activity # 2 Activity # 2: Investigating College & Career Readiness Anchor Standards for Reading Task: • PART A. Read the CCR Reading standards for grades K-5 on page 10. Discuss the major concepts in each CCR category. • Complete the chart provided with your thinking. -------------------------------------------------------------------------------- • PART B. Read the paragraph in italics on the right of page 10 (K-5). • Highlight key words and phrases. • Discuss your thinking about range and content of text with your table partners, and make notes below the chart.

  33. Activity # 3 Literary Text New from CCSS website!! Literary text is a narrative form of text and can be viewed as stories, dramas, or poetry. • Stories: Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth. • Dramas: Includes staged dialogue and brief familiar scenes. • Poetry: Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem.

  34. Activity # 3 Reading Standards for Literature • Page 11: Kindergarten • Note the grade levels • Note CCR Categories • Each category provides specific reading (literature) standards by grade

  35. Activity # 3 P. 11, CCSS P. 54-55, WMELS Activity # 3: Levels of Sophistication in Reading Literature Task: • Note the reading literature standards beginning with Kindergarten (p. 11 CCSS). • Divide these CCR categories among your table partners: • Key Ideas & Details • Craft & Structure • Integration of Knowledge & Ideas • Read the specific standards in the CCR category from grades Kindergarten through 1. Pre-K teachers: read the related standards listed in column from WMELS documents. Find the related standards that connect to the CCSS Kindergarten standards. • Highlight and note “key words” that show progressions of sophistication in CCSS and note on the chart provided. Look for those key words/ideas in WMELS and note in chart. • Share your findings and thinking with your table partners.

  36. Activity # 4 New from CCSS website!! Informational Text Informational textis defined as Literary Nonfiction and Historical, Scientific, and Technical Texts which includes: • biographies and autobiographies • books about history, social studies, science, and the arts • technical texts, including directions, forms • information displayed in graphs, charts, or maps • digital sources on a range of topics

  37. Activity # 4 Reading Standards for Informational Text • “There is also evidence that current standards, curriculum, and instructional practice have not done enough to foster the independent reading of complex text so crucial for college and career readiness, particularly in the case of informational text.” CCSS ELA Appendix A, p. 3 • “…expository text makes up the vast majority of the required reading in college and the workplace.” CCSS ELA Appendix A, p. 3

  38. Activity # 4 Reading Standards for Informational Text, continued • “Worse still, what little expository reading students are asked to do is too often of the superficial variety that involves skimming and scanning for particular discrete pieces of information; such reading is unlikely to prepare students for the cognitive demand of true understanding of complex text.” CCSS ELA Appendix A, p. 3

  39. Activity # 4 Reading Standards for Informational Text, continued • “Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration and stamina to read such texts—they will read less in general.” • “In particular, if students cannot read complex expository text to gain information, they will likely turn to text-free or text-light sources, such as video, podcasts and tweets. These sources, while not without value, cannot capture the nuance, subtlety, depth or breadth of ideas developed through complex text.”CCSS ELA Appendix A, p. 4

  40. What’s the BIG DEAL? • Strategic use of informational text directly linked to curriculum standards • Broad definition of type of texts • Big books • Text sets for Guided Reading • Other print materials (ex. magazines, charts, graphs) • Web-based text • Moving beyond “apples and leprechauns”!!!!!

  41. Activity # 4 Activity # 4: The Importance of Informational Text Task: • Work in table groups. Use the chart provided to have conversations about current curriculum and integration of informational text. • Record topics in each curriculum area. • Link topics to informational text examples that you will use when implementing the CCSS. Do you have the resources needed to teach the reading standards for informational text? If not, what will you use to provide opportunities for students to use a broad array of complex informational texts?

  42. Activity # 5 Investigating Reading Standards for Informational Text • Go to Page 13 (Kindergarten) in the ELA standards. • Note that informational text standards are by grade level. • Note the same CCR Categories, but with specific informational text standards per category. • Pre-K: Go to Pages 54-55 in WMELS standards. What do you see????

  43. Activity # 5 Activity #5: ReadingInformational Text Standards Task: • Kindergarten:Place page 11 (Literature) & page 13 (Informational Text) side-by-side in front of you. • Choose a standard from Key Ideas, Craft and Structure, and Integration of Knowledge and Ideas, and the corresponding standards to investigate (Kindergarten). • Highlight the major concepts in standards. Compare and contrast the major concepts of the literature text standards and informational text standards for the selected category. • Note and discuss major concepts that are different.

  44. Activity # 6 CCR Standard 10 Range of Reading and Text Complexity Appendix A, Chart, p. 10 10. Read and comprehend complex literary and informational texts independently and proficiently.

  45. Activity # 6 • Appendix A, pp. 4-10 • 3-part model of text complexity • Equally important considerations of text complexity • To be used with the 9 reading standards Standard 10The Standards’ Approach to Text Complexity Qualitative Quantitative Reader and Task

  46. Activity # 6 Standard 10 Qualitative evaluation of the text (p. 5 & 6, Appendix A) Levels of meaning, structure,language conventionality andclarity, and knowledge demands Quantitative evaluation of the text (p. 7 & 8) Readability measures and other scores of text complexity Matching reader to text and task (p. 9) Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) Progression of Standard 10 Note K-12 progressions in text complexity(p. 10, Appendix A) • Note reference in the CCSS to the Lexile Framework in pages 7-8, Appendix A. • Page 8 in Appendix A provides a chart with new Lexile ranges (ex. 1080L-1305L for gr. 9-10) aligned to CCR expectations. • More information is included from http://lexile.com/.

  47. Activity # 6 Activity #6: Investigating Text Complexity Dimensions Task: • Go to Appendix A, pages 4-10. • Assign each of the three dimensions to your table partners (qualitative, quantitative, reader & task). • Read the descriptions of each dimension and note key concepts in the graphic organizer provided. • Share your readings and thoughts. • Discuss the importance of each and how to balance all three when selecting texts for students. • Watch the time.

  48. Activity # 7 Analyzing Texts That Have Appropriate Challenges for Students Guiding Questions: • How do you make informed decisions about choosing appropriate texts for students to read? • How do you insure that all students are exposed to texts that are appropriate for them to read as well as exposing them to increasing text complexity?

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