Welcome and announcements – 5 minutes Presentations—30 minutes Introduction to ELA CCSS (Julie Anderson, English Language Arts Specialist, ODE) Introduction

Welcome and announcements – 5 minutes Presentations—30 minutes

Introduction to ELA CCSS (Julie Anderson, English Language Arts Specialist, ODE)

Introduction to ELA CCSS Assessment (Ken Hermens, English Language Arts Assessment Specialist, ODE)

District Questions and Discussion – 25 minutes

The WebEx and power point will be available online later this week.

Common Core State Standards for English Language Arts and Literacy in

History/Social Studies, Science, and Technical Subjects

Introduction to ELA Common Core State Standards (CCSS) & Assessment March 20111

Please use the chat function at the bottom right side of the page to e-mail your questions during the WebEx.

Thank you for putting your phone on “mute.”




CCSS Context: For Common Core State Standards (CCSS) context, see the March 2011 issue of the

Superintendent’s Pipeline, pp. 3-5, http://www.ode.state.or.us/pipeline/march-2011.pdf.

ODE Common Core State Standards (CCSS) web page: ODE CCSS Link: http://www.ode.state.or.us/search/page/?id=2860

(or type “CCSS” in search box on ODE home page) This site is being updated regularly as resources become available.




http://www.ode.state.or.us/pipeline/march-2011.pdf

http://www.ode.state.or.us/search/page/?id=2860

Common Core State Standards for English Language Arts

&Literacy in

History/Social Studies, Science, and

Technical Subjects


Three main sections of the CCSS: A comprehensive K-5 section that embeds literacy standards for other subjects A 6-12 ELA section A 6-12 section for Literacy in History/Social Studies, Science, and Technical Subjects


History/ Social Studies, Science, and Technical Subjects


Architecture of the CCSS ~ CCR is the Backbone of the CCSS Designed using end-of-grade 12 College and Career Readiness Standards (CCR) Designed backward from grade 12 CCR standards down to kindergarten CCR Anchor Standards:

10 for Reading, customized as follows:• Literature (10)• Informational Text in English Language Arts (10)• Informational Text in History/Social Sciences Science, and Technical Subjects

(10) 10 for Writing in ELA & History/Social Sciences, Science, and Technical Subjects (10) 6 for Speaking and Listening 6 for Language

• 1-3 for Conventions for Standard English—grammar, punctuation. usage• 4-6 for Vocabulary Acquisition and Use




College and Career Readiness (CCR) Standards Overarching end-of-high school standards Embedded in the CCSS from kindergarten through grade 12 to prepare all students

to be college &career-ready -Each CCR standard translated into grade-appropriate end-of-year

standards Grade-Level Standards in English Language Arts

K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Four strands: Reading, Writing, Speaking and Listening, and Language

Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards are embedded at grades K-5 Content-specific literacy standards for Reading and Writing are provided for grades

6-8, 9-10, and 11-12




Reading Learning to read:

Standards for Reading Foundational Skills (K-5) Phonemic Awareness, Phonics, Fluency, Vocabulary for Comprehension

Using complex, quality texts to get the “gist” and to analyze what is read Developing the ability to read and comprehend progressively more complex text each

year across all classes: Reading Standards for Literature (K-12): Comprehension Reading Standards for Informational Text (K-12): Comprehension Reading Standards for Literacy in History/Social Studies, Science ,and Technical

Subjects (6-12): Comprehension

Appendix B: Text Exemplars and Sample Performance Tasks in ELA and Literacy in History/ Social Studies, Science, and Technical Subjects.




Standard 10: Range, Quality, and Complexity of Student Reading Reading Standards include exemplar texts (stories and literature, poetry, and

informational texts) that illustrate appropriate level of complexity by grade. Text complexity is defined by:

1. Qualitative measures –levels of meaning, structure, language conventionality and clarity, and knowledge demands 2. Quantitative measures –readability and other scores of text complexity3. Reader and Task –background knowledge of reader, motivation, interests, and

complexity generated by tasks assigned -Independent, Instructional, Frustrational

See Appendix B for range of text types & exemplar texts & Appendix A for Text Complexity.






Reading Standards for LiteratureGrade 3: Describe characters in a story (e.g., their

traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)

Grades 11-12: Evaluate various explanations for characters’ actions or for events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of the text.

Reading Standards for Informational TextGrade 3: Describe the relationships between a

series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Grade 7: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Grades 11-12: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.




Reading Standards for Informational Text:Literary Nonfiction and Historical, Scientific, and Technical TextsThe following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. (Comparison of Grade 6 and Grade 8 Reading Standards 1-3)Grade 6 students:1. Cite textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text.

2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Grade 8 students:

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).


Writing Write using three text types: arguments and opinions, informative/explanatory

pieces, and narrative texts Use reason and evidence to substantiate an argument or claim Conduct research –short projects and sustained inquiry Incorporate technology to create, refine, and collaborate on writing Write routinely over extended periods (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Write in all classes using the CCSS for Literacy in History/Social Studies, Science, and Technical Subjects (6-12)

Appendix C: Samples of Student Writing by grade bands illustrating meeting and exceeding the CCSS in ELA and Literacy in History/ Social Studies, Science, and Technical Subjects.




Speaking and Listening Focus on speaking and listening in a range of settings, both formal and informal –

academic, small-group, whole-class discussions Emphasize effective communication practices Require interpretation and analysis of message as presented through oral, visual, or

multimodal formats

Language Address Conventions and Vocabulary in the context of reading, writing, speaking and

listening (vocabulary is also addressed in Reading Standard 4) Teach Conventions and knowledge of language and language variety to enable students

to make appropriate grammar and usage choices in Writing and Speaking Focus on the importance of academic vocabulary acquisition through a mix of

conversation, direct instruction, reading, and the use of reference materials Appendix A: Resources on Speaking and Listening and Language.




Reading Standards for History/Social Studies, Science, and Technical Subjects Acquire knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented in maps,

timelines, flowcharts, or diagrams

Writing Standards for History/Social Studies, Science, and Technical Subjects Write arguments on discipline-specific content and informative/explanatory texts Use data, evidence, and reason to support arguments and claims Use domain-specific vocabulary

21st Century Skills, Media, and Technology are integrated throughout the CCSS for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects




Part of the CCSS: Appendix A—Research Supporting Key Elements of the Standards

-Reading: Why Text Complexity Matters-Reading Foundational Skills-Writing: Definition of the Three Text Types-Speaking and Listening-Language: Progressive Language (Grammar and Usage) Skills in the

Standards -Language: Acquiring Academic Vocabulary

Appendix B—Text Exemplars and Sample Performance Tasks (across all subjects) Appendix C—Samples of Student Writing (across all subjects)




Oregon’s Resources: ELA Crosswalk (end of April) Transition resources prepared through the collaboration of Higher ed, ESDs, and

districts (end of May)

Shared CCSS Resources across the states: *Draft ELA Publisher’s Criteria (ODE will post) *Exemplar text passages with key questions (late June or July) **Maps of the standards’ content / scope and sequence (July/August) *Multiple short passages of complex, quality text at each grade level (CCSSO will

secure copyright and then distribute ). *Text Complexity: Rubrics for determining text complexity (summer)

*CCSSO—Council of Chief State School Officers**Achieve—Non-profit organized in 1996 to help states raise academic standards




Focus Areas of the CCSS Grade-level Text Complexity Academic vocabulary

-Reading Standard 4 -Language Standards 4-6

Reading Informational text in ELA and Literacy in History/ Social Studies, Science, and Technical Subjects and writing argument and informative/explanatory pieces

“Teach students to read text closely andwrite about it clearly.”Lead Writer, ELA CCSS, David Coleman




What do we know now about how the Common Core State Standards (CCSS) will be assessed?




New tests tied to the Common Core State Standards are projected to be in place for 2014-2015 school year

– New assessments will be computer-based and given several times during the school year

– More than just multiple choice and more focus on application of knowledge

– Two different consortia are developing assessments, so two testing programs used throughout the nation




Federal Assessment Requirements– Assess acquisition of and progress toward “college and career

readiness”– Have common, comparable scores across member states– Provide achievement and growth information for teacher and

principal evaluation and professional development– Assess all students, except for those with “significant cognitive

disabilities”– Administer online, with timely results– Use multiple measures




Assessment System Components

Assessment system that balances– Summative assessment (Computer Adaptive)– Interim assessment– Formative Processes and Tools




Summative Assessment– Mandatory comprehensive assessment 3-8 and 11 (testing

window within the last 12 weeks of the instructional year) that supports accountability and measures growth

– Provides state-to-state comparability, with standards set against research-based benchmarks

– Summative tests can be given twice a year– Selected response, short constructed response, extended

constructed response, technology enhanced, and performance tasks


Interim Assessment– Optional comprehensive and content cluster assessment– Available for administration throughout the year– Selective response, short constructed response, extended

constructed response, technology enhanced, and performance tasks

– Aligned to and reported on the same scale as the summative assessments

– Involves significant teacher participation in design and scoring




Formative Processes and Tools• Instructionally-sensitive, on-demand tools and strategies aimed at

improving teaching, increasing student learning, and enabling differentiation of instruction

• Processes and tools are research-based• Clearinghouse of professional development materials available to

educators includes model units of instruction, released assessment items, formative strategies, and materials for professional development




Item TypesThe summative assessment will include the

following item types:• Selected response• Extended constructed response• Technology enhanced and technology enhanced constructed

response• Performance tasks (two at grades 3–8, up to six by grade 11)


Selected response• Multiple Choice• May include 3, 4, or 5 options• Items can be used to measure knowledge and

skills from more than one standard


Extended Constructed ResponseUsed to measure complex thinking skills such as • formulating comparisons or contrasts; • proposing cause and effects; • identifying patterns or conflicting points of view; • categorizing, summarizing, or interpreting information; • developing generalizations, explanations, justifications,

or evidence-based conclusions .Approximately 60% of the score points will be constructed

response.Introduction to ELA Common Core State Standards (CCSS) & Assessment March 201127

Technology enhanced and technology enhanced constructed response

Takes advantage of such technological features as• Drag and drop• Hot spot• Simulation technologies• Video presentations (Speaking and Listening)


Performance Tasks• Measure the student’s ability to integrate knowledge and skills

across multiple standards• At grades 3–8, students will engage in two rigorous performance

events for ELA and mathematics• At the high school level, students will engage in up to six

performance events by grade 11 for both ELA and mathematics. • These events will be computer-delivered and typically will require

one to two class periods to complete.• One type of performance task is an on-demand writing prompt,

which will be administered depending on grade


We will address your questions. If you haven’t already done so, please send questions using the chat box

feature. The webinar power point and recording will be posted on the ODE ELA CCSS webpage.

Thank you for joining us!E-mail additional questions to

[email protected]

[email protected]




mailto:[email protected]

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Documents

Welcome and announcements – 5 minutes Presentations—30 minutes Introduction to ELA CCSS (Julie Anderson, English Language Arts Specialist, ODE) Introduction