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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
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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
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
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
K-5
Reading
Foundational Skills
Writing
Speaking and
Listening
Language
6-12
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.
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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
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
14
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
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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
areas
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
tiv
e
2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Quan
titati
ve
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
texts
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
23
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
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
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
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
K-12 English Language Arts
Introduction
Familiarize district/building leadership team with Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Investigate and interpret the implications for instruction in reading, writing, speaking and listening, and language.
Year One2011-2012
Identify and understand the design of skills and concepts in ELA
Develop an understanding of the vertical articulation of skills and concepts from Kindergarten through Career and College Readiness Develop an understanding of overarching cross-content concepts (i.e., technology and media) Understand the increasing text complexity, its role in preparing students to be career and college ready, and implications for instruction and materials. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)
Resources Common Core State Standards Documents Introduction and Year One Support Modules ESD support OSPI technical assistance OSPI CCSS Webinar Series
K-12 English Language Arts
Year Three2013-2014
Years One and Two foci and strategies, and: Adjust curricular materials and adapt instruction to: Emphasize speaking and listening skills as an avenue to evaluate, integrate and present information from many sources. Expand and deepen the teaching of language skills, focusing on the relationship between grammar and usage and the comprehension and production of effective written text. Incorporate technology/multi-media to gather, research, develop, and publish information. Engage in continued professional development, collaborative study, and action to address the depth of the curricular and instructional shifts (i.e. text complexity, academic vocabulary, content literacy, and writing instruction). Plan collaboratively to develop rigorous English language arts lessons and units using the CCSS. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)
Resources Common Core State Standards Documents ESD support and technical assistance OSPI technical assistance TBD
May 2012CCSS Webinar Series Part 4: District and Building Leaders
30
http://www.k12.wa.us/CoreStandards/ProfDev.aspx
ESD Location Literacy Lead Phone Email
NEW ESD 101
Spokane
Debbie Lahue
(509)789-3547
ESD 105
Yakima
Bethany Robinson
(509) 575-2885 [email protected]
ESD 112
Vancouver
Marilyn Melville- Irvine
(360) 750-7500
ESD 113
Olympia
Cheryl Vance
(360) 464-6706
Olympic ESD 114
Bremerton
Dan King
360-782-5067
Puget Sound ESD 121
Renton
Martha TeigenTerese EmryMichelle Lewis
(425) 917-7600/ (800) 664-4549(425) 917-7809
[email protected]@[email protected]
ESD 123
Pasco
Georgia Boatman
(509) 544-5738
North Central ESD 171
Wenatchee
Shanna Brooks
(509) 665-2645
Northwest ESD 189
Anacortes
Beth Niemi
(360) 299-4717
Washington State Literacy Leadership Cadre
May 2012CCSS Webinar Series Part 4: District and Building Leaders
32
Common Core Questions:Email: [email protected] OR Greta Bornemann, OSPI CCSS Project Lead, E-mail: [email protected]
ELA Questions Liisa Moilanen, ELA Director [email protected]
