2 Common Core State Standards for English Language Arts The Big Picture June, 2012

Common Core State Standards for English Language Arts

The Big PictureJune, 2012

2011-12 CCSS Timeline and Foci…

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: CCSS Exploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

CCSS Webinar Series Part 4:3 May 2012

August/Sept. 2011

January 2012

OSPI Quarterly Webinar Series

March and May 2012

Implementing the Common Core State Standards in Washington State

May 29, 2012

Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all English language arts and mathematics teachers are prepared and receive the support they need to implement the standards in their classrooms every day.

Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS.

This includes building system-wide capacity for sustained professional learning that can support CCSS implementation now and be applied to

other initiatives in the future.

Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

Implementation Partnerships

May 29, 2012

PLUS…Large School DistrictsHigher EducationStatewide Education and Content Associations

Washington

Common Core State Standards

for English Language Arts:

CCSS English Language Arts

K 1 2 3 4 5 6 7 8 9-10 11-12

Foundational Skills

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read.

*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance grades K-5 = 50%* literature; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Writing StandardsFocus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science

Balance of writing types, including writing in the content areasBy grade 4—opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areasGrade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%

Speaking & Listening StandardsFocus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of view.

Language StandardsFocus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

English Language Arts Common Core Standards for Washington: Map of Skills and Concepts

ELA Structure

Reading

Foundational Skills

Writing

Speaking and

Listening

Language

Reading

Writing

Speaking and

Listening

Literacy in

History/Social Studies,

Science, and

Technical Subjects

Appendices A, B, C

Introduction

College and Career Readiness (CCR) Anchor Standards are divided into four interrelated literacy strands.

CCR ELA/Literacy strands

Students who are college and career ready…

… demonstrate independence … build strong content knowledge … comprehend as well as critique … value evidence … respond to the varying demands of

audience, task, purpose, and discipline … use technology and media strategically and

capably … come to understand other perspectives and

cultures

ELA / Literacy: Major Shifts

Increased Complexity of Text

Writing Using Evidence

Text-based Questions and Answers

Academic Vocabulary

Literacy in the Content Areas

Balance of Literary and Informational Texts

Literature includes•Stories•Drama•Poetry

Informational Text includes

• Personal essays• Literary nonfiction• Speeches• Opinion pieces• Biographies• Memoirs

Grade Level Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

13 Sue Pimental talks about the balance of texts

A balance of informational text 6-12

Dave Pimental talks cross-content

Balance of Writing Text TypesGrade Level To Persuade

(Argumentative) To Explain

(Informative) To Convey Experience

(Narrative) 4 30% 35% 35% 8 35% 35% 30%

12 40% 40% 20%

• In grades K-5, the term opinion refers to persuasive writing

• Argumentative is a form of persuasion but brings in evidence from both sides of the issue.

• Narrative strategies are important component to developing both argumentative and explanatory writing

Literacy in the Content Areas

At K-5 Emphasis on literary experiences in content

specific domains Instruction in science and history/social studies

Grades 6-12 Teaching content specific literacy Reading is critical in building knowledge in content

Increased Complexity of Texts

Staircase of complexity

Each grade level, step of growth

More time for close and careful reading Appropriate and necessary scaffolding and

supports for students reading below grade level

Text complexity is defined by:w of Text Complexity

Qualita

2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

titati

1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task

3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

Emphasis on Text-based Questions

and Answers

Rich discussions dependent on common text

Focus on connection to text Develop habits for making evidence based

arguments in discussion and writing

Writing using evidence Expect students to compose arguments and

opinions, informative/explanatory pieces, and narrative texts

Focus on the use of reason and evidence to substantiate an argument or claim

Emphasize ability to conduct research – short projects and sustained inquiry

Require students to incorporate technology as they create, refine, and collaborate on writing

Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)

Academic Vocabulary

Vocabulary to access grade-level, complex

Vocabulary that crosses content Focus on pivotal, commonly found words, such

as consequently, generation

Structural Comparison: WA Standards vs. CCSSEnglish Language Arts (for full comparison informational handout go to: http://k12.wa.us/Corestandards/default.aspx)

WA Reading, Writing, and Communication Standards

Common Core State Standards for English Language Arts (ELA)

Grades Covered K-10 K-12

Documents Three separate standards documents for reading, writing, and communication

One document with four strands: reading, writing, speaking and

listening, and language.

Integration

A few standards embedded within the GLEs that address reading and writing in

the content areas.

Includes standards for Literacy in History/Social Studies, Science, and

Technical Subjects.

WA has separate state educational technology standards for gradesK-12.

Media and Technology are integrated throughout the standards.

The move toward “career and college readiness”…•CCSS add grades 11 and 12•Greater focus on increasing text complexity, argumentative writing, research skills from early grades•WA strength at K-3 / student goal setting

6-12 ELA/Literacy Strands

Three Appendices Include Valuable Information

Appendix A: Research and evidence, glossary of key terms, overview of each strand, text complexity, conventions grade-level chart

Appendix B: Reading text exemplars; sample performance tasks

Appendix C: Annotated student writing samples, K-12

Resources

Transition to the ELA CCSS in Washington

May 2012

Three-year transition plan focuses on shift areas each year, with an increasing level of rigor as we progress.

OSPI will provide the “big picture” support and resources, while ESD partners will provide “deeper dives”

Resources, references, and supports will be available to all districts, schools, teachers, and communities