The Party BEFORE the Party Using the materials on your table work
together with your school to create a visual representation of a student entering your school You may use text or illustrations to
express as much about the student as possible Make it FUN
We are expecting K-2 teachers to BLOW us away with their creativity
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Why am I here To become confident in your
understanding of the Common Core State Standards
To become equipped to train your schoolcolleagues in understanding the Common Core State Standards
To become the Common Core Leadership team for your school Common Core Leaders will replace
Literacy and Math Leaders in K-2 schools this year
What am I Supposed to do Learn EVERYTHING you possibly can Ask questions and make meaning out of
everything Stay engaged and monitor your own
comprehension Work as a Common Core Leadership
Team to develop your schoolrsquos implementation plan Present parts of the two-day training to
your colleagues
Todayrsquos Schedule 830 Common Core Common Core Common Core 1145ish Lunch Common Core Common Core Common Core 330 Dismissal
Monitoring YOUR ComprehensionhellipPlease ask questions
If you think of any questions or concerns during the next two days please write your questions on a post-it note and put it in the parking lot During breaks and transitions we address any questions that can be answered We will use the questions to update the FAQ document
Processing and Synthesizing the
Information ldquoTurn and Talkrdquo
Everyone find a partner at your table Determine who is partner 1 and who is partner 2 You will be prompted to ldquoturn and talkrdquo to your partners at a various points through-out the presentation
Taking Notes Two-Column NoteEach school will receive a copy of todayrsquos PowerPoint at the END OF THE DAY You are encouraged to utilize the ldquoTwo-Column Notesrdquo provided for you on your table
INTRODUCTIONCommon Core State Standards
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Party BEFORE the Party Using the materials on your table work
together with your school to create a visual representation of a student entering your school You may use text or illustrations to
express as much about the student as possible Make it FUN
We are expecting K-2 teachers to BLOW us away with their creativity
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Why am I here To become confident in your
understanding of the Common Core State Standards
To become equipped to train your schoolcolleagues in understanding the Common Core State Standards
To become the Common Core Leadership team for your school Common Core Leaders will replace
Literacy and Math Leaders in K-2 schools this year
What am I Supposed to do Learn EVERYTHING you possibly can Ask questions and make meaning out of
everything Stay engaged and monitor your own
comprehension Work as a Common Core Leadership
Team to develop your schoolrsquos implementation plan Present parts of the two-day training to
your colleagues
Todayrsquos Schedule 830 Common Core Common Core Common Core 1145ish Lunch Common Core Common Core Common Core 330 Dismissal
Monitoring YOUR ComprehensionhellipPlease ask questions
If you think of any questions or concerns during the next two days please write your questions on a post-it note and put it in the parking lot During breaks and transitions we address any questions that can be answered We will use the questions to update the FAQ document
Processing and Synthesizing the
Information ldquoTurn and Talkrdquo
Everyone find a partner at your table Determine who is partner 1 and who is partner 2 You will be prompted to ldquoturn and talkrdquo to your partners at a various points through-out the presentation
Taking Notes Two-Column NoteEach school will receive a copy of todayrsquos PowerPoint at the END OF THE DAY You are encouraged to utilize the ldquoTwo-Column Notesrdquo provided for you on your table
INTRODUCTIONCommon Core State Standards
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Why am I here To become confident in your
understanding of the Common Core State Standards
To become equipped to train your schoolcolleagues in understanding the Common Core State Standards
To become the Common Core Leadership team for your school Common Core Leaders will replace
Literacy and Math Leaders in K-2 schools this year
What am I Supposed to do Learn EVERYTHING you possibly can Ask questions and make meaning out of
everything Stay engaged and monitor your own
comprehension Work as a Common Core Leadership
Team to develop your schoolrsquos implementation plan Present parts of the two-day training to
your colleagues
Todayrsquos Schedule 830 Common Core Common Core Common Core 1145ish Lunch Common Core Common Core Common Core 330 Dismissal
Monitoring YOUR ComprehensionhellipPlease ask questions
If you think of any questions or concerns during the next two days please write your questions on a post-it note and put it in the parking lot During breaks and transitions we address any questions that can be answered We will use the questions to update the FAQ document
Processing and Synthesizing the
Information ldquoTurn and Talkrdquo
Everyone find a partner at your table Determine who is partner 1 and who is partner 2 You will be prompted to ldquoturn and talkrdquo to your partners at a various points through-out the presentation
Taking Notes Two-Column NoteEach school will receive a copy of todayrsquos PowerPoint at the END OF THE DAY You are encouraged to utilize the ldquoTwo-Column Notesrdquo provided for you on your table
INTRODUCTIONCommon Core State Standards
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Why am I here To become confident in your
understanding of the Common Core State Standards
To become equipped to train your schoolcolleagues in understanding the Common Core State Standards
To become the Common Core Leadership team for your school Common Core Leaders will replace
Literacy and Math Leaders in K-2 schools this year
What am I Supposed to do Learn EVERYTHING you possibly can Ask questions and make meaning out of
everything Stay engaged and monitor your own
comprehension Work as a Common Core Leadership
Team to develop your schoolrsquos implementation plan Present parts of the two-day training to
your colleagues
Todayrsquos Schedule 830 Common Core Common Core Common Core 1145ish Lunch Common Core Common Core Common Core 330 Dismissal
Monitoring YOUR ComprehensionhellipPlease ask questions
If you think of any questions or concerns during the next two days please write your questions on a post-it note and put it in the parking lot During breaks and transitions we address any questions that can be answered We will use the questions to update the FAQ document
Processing and Synthesizing the
Information ldquoTurn and Talkrdquo
Everyone find a partner at your table Determine who is partner 1 and who is partner 2 You will be prompted to ldquoturn and talkrdquo to your partners at a various points through-out the presentation
Taking Notes Two-Column NoteEach school will receive a copy of todayrsquos PowerPoint at the END OF THE DAY You are encouraged to utilize the ldquoTwo-Column Notesrdquo provided for you on your table
INTRODUCTIONCommon Core State Standards
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
What am I Supposed to do Learn EVERYTHING you possibly can Ask questions and make meaning out of
everything Stay engaged and monitor your own
comprehension Work as a Common Core Leadership
Team to develop your schoolrsquos implementation plan Present parts of the two-day training to
your colleagues
Todayrsquos Schedule 830 Common Core Common Core Common Core 1145ish Lunch Common Core Common Core Common Core 330 Dismissal
Monitoring YOUR ComprehensionhellipPlease ask questions
If you think of any questions or concerns during the next two days please write your questions on a post-it note and put it in the parking lot During breaks and transitions we address any questions that can be answered We will use the questions to update the FAQ document
Processing and Synthesizing the
Information ldquoTurn and Talkrdquo
Everyone find a partner at your table Determine who is partner 1 and who is partner 2 You will be prompted to ldquoturn and talkrdquo to your partners at a various points through-out the presentation
Taking Notes Two-Column NoteEach school will receive a copy of todayrsquos PowerPoint at the END OF THE DAY You are encouraged to utilize the ldquoTwo-Column Notesrdquo provided for you on your table
INTRODUCTIONCommon Core State Standards
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Todayrsquos Schedule 830 Common Core Common Core Common Core 1145ish Lunch Common Core Common Core Common Core 330 Dismissal
Monitoring YOUR ComprehensionhellipPlease ask questions
If you think of any questions or concerns during the next two days please write your questions on a post-it note and put it in the parking lot During breaks and transitions we address any questions that can be answered We will use the questions to update the FAQ document
Processing and Synthesizing the
Information ldquoTurn and Talkrdquo
Everyone find a partner at your table Determine who is partner 1 and who is partner 2 You will be prompted to ldquoturn and talkrdquo to your partners at a various points through-out the presentation
Taking Notes Two-Column NoteEach school will receive a copy of todayrsquos PowerPoint at the END OF THE DAY You are encouraged to utilize the ldquoTwo-Column Notesrdquo provided for you on your table
INTRODUCTIONCommon Core State Standards
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Monitoring YOUR ComprehensionhellipPlease ask questions
If you think of any questions or concerns during the next two days please write your questions on a post-it note and put it in the parking lot During breaks and transitions we address any questions that can be answered We will use the questions to update the FAQ document
Processing and Synthesizing the
Information ldquoTurn and Talkrdquo
Everyone find a partner at your table Determine who is partner 1 and who is partner 2 You will be prompted to ldquoturn and talkrdquo to your partners at a various points through-out the presentation
Taking Notes Two-Column NoteEach school will receive a copy of todayrsquos PowerPoint at the END OF THE DAY You are encouraged to utilize the ldquoTwo-Column Notesrdquo provided for you on your table
INTRODUCTIONCommon Core State Standards
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Processing and Synthesizing the
Information ldquoTurn and Talkrdquo
Everyone find a partner at your table Determine who is partner 1 and who is partner 2 You will be prompted to ldquoturn and talkrdquo to your partners at a various points through-out the presentation
Taking Notes Two-Column NoteEach school will receive a copy of todayrsquos PowerPoint at the END OF THE DAY You are encouraged to utilize the ldquoTwo-Column Notesrdquo provided for you on your table
INTRODUCTIONCommon Core State Standards
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Taking Notes Two-Column NoteEach school will receive a copy of todayrsquos PowerPoint at the END OF THE DAY You are encouraged to utilize the ldquoTwo-Column Notesrdquo provided for you on your table
INTRODUCTIONCommon Core State Standards
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
INTRODUCTIONCommon Core State Standards
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
WHY ldquonewrdquo standards The CCSS ELA standards ldquothe standardsrdquo
are the culmination of an extended and broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that ALL students are college and career ready in literacy not later than the end of high school
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Who Led the Development of the Standards CCSSO-Council of Chief State School
Officers NGA- National Governors Association
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
What makes the development of the CCSS standards different than our current standards 1 They were developed among the states and
not as a separate entity 2 They draw on the most important
INTERNATIONAL models as well as research and input from numerous sources including state departments scholars assessment developers professional organizations educators from college to kindergarten parents students and members of the public
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Standards are
1 Research and evidence based2 Aligned with college and work expectations3 Rigorous 4 Internally benchmarked
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
A standard was included in the document ONLY when the best available evidence indicated that mastery was essential for college and career readiness in a 21st century globally competitive society
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Standards are intended to be a living work as new and better evidence emerges the Standards will be revised accordingly
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Students who meet the Standards develop the skills
in reading writing speaking and listening that
are the foundation for creative and purposeful expression in language
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
CCR and CCSS The Standards are an extension of a
prior initiative lead by CCSSO and NGA to develop College and Career Readiness standards in reading writing speaking listening and language as well as in mathematics
The CCR Standards are the backbone for the present document
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
CCR and CCSS Grade-specific K-12 standards in
reading writing speaking and listening and language translate the broad (and for the earliest grades seemingly distant) aims of the CCR standards into age and attainment appropriate terms
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
In other wordshellip The CCR standards are broad and define
distant expectations The CCSS standards provide specificity
about what working toward CCR looks like in Kindergarten 1st and 2nd grade
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Working with It CCSS Introduction
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The standards layout a vision of what a literate person looks like in the 21st century
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Students who are College and Career Ready
1 Read page 6 in your binder 2 Then work with your Common Core
Leadership Team (your school) to create a portrait of the student described as college and career ready on page 6 from the introduction of the Standards Be sure to illustrate as many aspects of the text as possible
3 Be creative and make it fun
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Prepare to Sharehellip Describe the CCR attributes illustrated on
your portrait How does your CCR portrait compare to the
portrait of a student entering your school If we were to create a portrait of the average
high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Describe the CCR attributes illustrated on your portrait
How does your CCR portrait compare to the portrait of a student entering your school
If we were to create a portrait of the average high school graduate in Desoto County how would that portrait compare the the CCR portrait Why
What does CCR really have to do with Kindergarten 1st and 2nd graders
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Reallyhellipwhat does CCR have to do with us We teach Kindergarten 1st and 2nd grade
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
College and Career Readiness Standards
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Two Sets of Standards 1 The CCR (College and Career Readiness)
Anchor standards 2 Grade-specific standards
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
CCR Anchor Standards The CCR Anchor Standards are
developed around 4 strands 1 Reading 2 Writing3 Speaking and Listening4 Language
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
CCR Anchor Standards for Reading
There are 10 Reading Anchor Standards Those 10 standards ldquoanchorrdquo the grade-
specific Reading Standards which includes Reading Standards for Literature-
grade-specific standards Reading Standards for Informational Text ndash
grade-specific standards Please turn to the CCSS Standards tab and
insert the CCR Anchor Standards for Reading before Reading Standards for Literature
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
CCR Anchor Standards The CCR anchor standards are constant They
are the same for K-12 The grade-specific standards vary by grade-level
Each STRAND has a strand specific set
For example in Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
The Strand Specific Sets remain the same through out the entire strand and the entire document
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
CCR Anchor Standards for Writing
There are 10 Writing Anchor Standards Writing- 4 Strand Specific Sets
Text Types and PurposesProduction and Distribution of Writing Research to Build and Present KnowledgeRange of Writing
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Writing Correction Please find Reading Standards for
Foundational Skills ndash the Text Types amp Purposes set This is an error Please mark out the
heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W) You will need make the same correction the two pages that follow as well
Then insert the CCR Anchor Standards for Writing before the pages with your corrected headings
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
CCR Anchor Standards for Speaking and Listening
There are 6 Anchor Standards for Speaking and Listening
Speaking and Listening- 2 Strand Specific SetsComprehension and Collaboration Presentation of Knowledge and Ideas
Insert the CCR Anchor Standards for Speaking and Listening before the Speaking and Listening Standards
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
CCR Anchor Standards for Language
There are 6 Anchor Standards for Language
Language- 3 Strand Specific SetsConventions in Standard English Knowledge of LanguageVocabulary Acquisition and Use
Insert the CCR Anchor Standards for Language behind the Language standards
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Making Connections Choose an CCR anchor standard
Example SLCCR2 Find the grade-level specific standards to support that CCR
anchor standard Example SL K 2
Create a standards stair-step Show how the standard progresses in detail from K-5 but for 6-12 you may just use a numbered stair step
Where would the most appropriate place for the CCR anchor standard in your illustration
Where would be the most appropriate place for your entering student and your college and career ready student in the visual
When you are finished display all 3 pieces of your art work on the walls around the room to illustrate your understanding of the relationship between the student and the standards
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
SOhellipAre we teaching the CCR Anchor Standards
or the grade-specific
standards Why or Why not How or How not
Justify your answer by referencing
your knowledge of the relationship between the two
sets of standards
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Getting to Know YouCommon Core State Standards
>
Getting to Know You
Andrew Harper Beau Bruder Cailiegh Harper Christiane Noll Oscar Hammerstein II amp William Kidd
Various Artists
Rcihard Rodgers
The King and I (Original Animated Feature Soundtrack)
1999-03-16T080000Z
1985 1999 SONY BMG MUSIC ENTERTAINMENT
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Reading the Standards College and Career Readiness Standards
Identified by the strand CCR status and number Coded R CCR 6 Read As Reading College and Career
Readiness Standard 6
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Reading the Standards Grade-Specific Standards
Identified by strand grade and number (or letter)
Coded as RL11 Read as Reading Literature Grade 1
Standard 1
Coded as W23 Read as Writing Grade 2 Standard 3
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Grade-Specific ELA Strands1 Reading Literature -RL2 Reading Informational Text - RI3 Reading Foundational Skills - RF4 Writing -W5 Speaking and Listening - SL6 Language ndash L
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
One Last Reminderhellip
Strand Grade Standard
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Welcome to the
Newlywed
(to the Common Core Standards)
Game Where teachers and
principals compete to prove who really LOVES
the CCSS most
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
You are the next contestanthellip Find the number on the back of your table
card Principals when your number is called
choose a teacher and come down front
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Question Number 1
What is the overall goal of the CCSS
College and Career Readiness
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Question Number 2
Name at least 1 way that the CCSS standards were
developed differently from our current standards
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Question Number 3
Who is responsible for developing the CCSS
CCSSO amp NGACCSS is state led
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Question Number 4
List the 4 CCR Anchor Standards
1 Reading2 Writing3 Speaking and Listening4 Language
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Question Number 5
What three things are included in the CCSS
standard code List them in the correct order
Strand Grade Standard
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Question Number 6
Write the following standard code in word
form RL23Reading Literature
Second Grade Standard 3
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
What does RF represent
Reading Foundational Skills
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Congratulations to our Winner
The Newlywed (to the Common Core Standards)
Game
>
Newlywed Game
The Greatest Hit Machine
The Greatest Hit Machine
Ultimate Game Show Theme Music
2009-12-22T080000Z
2009 Ultimate Party Music
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Brain Break
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
What is NOT covered by the StandardsCCSS Introduction p 6 amp p 5 in DCS binder
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
What is NOT covered by the Standards
ldquoThe standards define what all students are expected to know and be able to do NOT HOW the teachers should teachrdquo ldquoFor example the use of play with young
children is not specified by the Standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this documentrdquo
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
What is NOT covered by the Standards The standards ldquodo NOT describe ALL
that can or should be taughtrdquo ldquoThe aim of the standards is to articulate
fundamentals not to set out an exhaustive list or a set or restrictions that limit what can be taught beyond what is specifiedrdquo
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
What is NOT covered by the Standards The standards ldquodo not define intervention
methods or materials to support students who are well below or well above grade-level expectationsrdquo ldquoHowever the Standards do provide clear
signposts along the way to the goal of college and career readiness for all studentsrdquo
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
What is NOT covered by the Standards The standards do not ldquodefine the full
range of supports appropriaterdquo for ELL or SPED students ldquoAt the the same time all students must
have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school livesrdquo
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
ELL Each grade will include students who
are acquiring English For those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
SPED The standards should be read as allowing for the
widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs For example for special needs students reading
should allow for the use of Braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech to text technology Similarly speaking and listening should be broadly interpreted to include sign language
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Readiness ldquoWhile the ELA and literacy components
described are critical to CCR they do not define the whole of such readinessrdquo ldquoStudents require a wide-ranging rigorous
academic preparation and particularly in early grades attention to such matters as social emotional and physical development and approached to learningrdquo
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Summarize what you know about the standards (based on our time together today thus far)
Share something that you have learned
Share something that you have processed and better understand
Share something that you like
Share something that you want to know
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Key Design Considerations CCSS Introduction p 4 and p 2 amp 3 in the DCS binder
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Teachers are free to provide students with the whatever tools and knowledge their professional judgment and experience identify as the most helpful for meeting the goals set out by the Standards
A focus on results rather than meansThe standards donrsquot mandate a particular writing process or full-range of metacognitive strategies
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
For example Writing standard 9 requires that a students be able to write about what they read
Likewise Speaking and Listening standards 4 requires students to share findings from their research
An integrated model of literacy Although for conceptual clarity Reading Writing Speaking and Listening and Language are divided the processes of communication are closely connected
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
In like fashion research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section
Research and media skills blended into the Standards as a wholeThe need to conduct research and to produce and consume media is embedded into every aspect of todayrsquos curriculum
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Standards insist that the instruction of reading writing speaking listening and language be a shared responsibility within a school
Shared Responsibility for Literacy DevelopmentThe K-5 standards are applicable to a range of subjects including but NOT limited to ELA
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Standards are not alone in calling for a special emphasis on informational text The 2009 NAEP required a high and increasing proportion of informational text on its assessment
Interdisciplinary Approach Extensive research exists in establishing the need for CCR students to be proficient in reading complex informational text independently in a variety of content areas
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Reflect on how the key designs considerations could effect implementation of the standards
Did you learn anything new about the design of the standards If so what How did that information impact you
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Brain Break
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Reading Strand
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Reading standards place equal emphasis on WHAT students read and the skill with which they read
Text Complexity and the growth of comprehension Standard 10 defines a grade-by-grade ldquostaircaserdquo of increasing text complexity that rises from beginning reading to CCR level
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Text Complexity and Growth of Comprehension Students must Have a steady growing ability to discern
more from and make fuller use of text Make an increasing number of
connections among ideas and text Consider a wide-range of contextual
evidence Become more sensitive to inconsistences
ambiguities and poor reasoning in text
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Why Text Complexity Matters CCR depends of on studentsrsquo abilities to
answer questions associated with complex text
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Why Text Complexity Matters Declining Complexity of Texts Lack of Reading of Complex Texts
Independently Too Many Students are Reading at Too
Low a Level Lack of Reading
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Standards Approach to Text Complexity A Three-Part Model for Text Complexity
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
A Three-Part Model for Measuring Text Complexity 1 Qualitative
Refers to meaning or purpose structure language conventions clarity and knowledge demands
best measured or only measurable by an attentive human reader
2 Quantitative Refers to word length or frequency sentence length
and text cohesion Typically measured by computer software
3 Reader and Task Considerations Refers to variables specific to particular readers
(motivation knowledge and experience) and particular tasks (purpose of task and questions posed)
Best made by teachers employing their professional judgment experience and knowledge
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
A Three-Part Model for Measuring Text Complexity
Drag picture to placeholder or click icon to add
1 Qualitative- Human Reader
2 Quantitative- Software3 Reader and Task-
Human FactorTeacher
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Key Considerations in Implementing Text Complexity
1 The tools for measuring text complexity are at once useful and imperfect
2 The standards recommend that multiple quantitative measures be used and confirmed or overruled by a qualitative analysis of the text in question
Use AR and Lexiles and any other measures Human reader (teacher judgment) trumps all
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Key Considerations in Implementing Text Complexity3 Current Quantitative (software) measures
(Lexiles) are less valid for certain types of text Text for early readers Poetry
4 Many current Quantitative (software) measures underestimate the challenge of complex fiction text
Example Grapes of Wrath (See Example 2 on page 13)
Flesch-Kincaid and Lexile rate this piece appropriate for 2 and 3 grade because of familiar words like grape and simple syntax
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Key Considerations in Implementing Text Complexity
5 Measure must be aligned to CCR expectations for all students
The end-point of the scale should be CCR MetaMetrics has realigned Lexile ranges
to match the Standards text complexity grade-bands and upped its trajectory through the grades See Figure 3
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Key Considerations in Implementing Text Complexity6 Studentsrsquo ability to read complex text does
not always develop in a linear fashion See Appendix A page 9
7 Students reading well above and well below the grade-band need additional support
8 Many students on course for CCR are likely to need scaffolding as they master higher levels of text complexity
The goal being to decrease scaffolding by increasing independence
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Text Exemplars They are samples primarily serve to exemplify
the level of text complexity and quality that the Standards require in a given grade band
They should serve as guideposts in helping you select text of similar complexity quality and range for your classroom
They do NOT represent a partial or complete reading list
Appropriate complexity requires students to work with whole texts rather than passages
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Text Exemplars The exemplars are divided into text
complexity bands K-1 2-3 4-5 6-8 9-10 11-CCR
They are separated into stories poetry informational texts (as well as read-aloud text in K-3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Selecting Text Exemplars1 Complexity
Three-part model
2 Quality Only texts of recognized value Classic or historically significant texts Contemporary works of comparable literary
merit cultural significance and rich content
3 Range Sufficiently complex high quality text Publication date authorship and subject
matter
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Sample Performance Tasks The Text Exemplars are supplemented by
brief performance tasks that further clarify the meaning of the Standards
They illustrate specifically the application of the Standards to text of sufficient complexity quality and range
Relevant Reading standards are noted in brackets following each task and the words in italics reflect the wording of the standard itself
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Based on what you know about text complexity and the text exemplars
what conclusions have you drawn
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Reading Grade-Specific Standards Remember the standards are written as
end-of-the year expectations Text complexity has a huge impact on
the interpretation of the standards There are standards for literature and
informational text
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Independently read through the Reading Standards for Literature and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RL anchor chart
Reading Literature Standards Reading Literature Standards
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Letrsquos look at a Standard RL16 Identify who is telling a story at various
points in a text Some standards are NEW You will be
required to teach things that you havenrsquot taught
First Grade Common Core Video
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Independently read through the Reading Standards for Informational Text and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our RI anchor chart
Reading Informational Standards Standards for Reading Informational Text
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Letrsquos look at a Standard RIK3 Describe the connection between two
individuals events ideas or pieces of information in a text
Some standards appear to closely resemble our current standards but the text complexity has a huge impact on the expectation
Play Kindergarten Video
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Writing Strand
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Standards acknowledge the fact that some writing skills (plan revise edit and publish) are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informativeexplanatory texts and narratives
Writing Text Types
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational text
Responding to Reading Writing Standard 9
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Research standards are prominently included in the writing strand though skills important to research are infused throughout the Standards
Research Writing is central to inquiry
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Definition of the Text Types Arguments are used for many purposesmdash to change the readerrsquos point of view to bring about some action on the readerrsquos part to ask the reader to accept the writerrsquos
explanation or evaluation of a concept issue or problem
An argument is a reasoned logical way of demonstrating that the writerrsquos position belief or conclusion is valid
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
ldquoOpinionrdquo in K-5 Although young children are not able to produce
fully developed logical arguments they develop a variety of methods to extend and elaborate their work by providing examples offering reasons for their assertions explaining cause and effect These kinds of expository structures are steps on
the road to argument In grades Kndash5 the term ldquoopinionrdquo is used to refer
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
matters such as Types -What are the different types of poetry Components -What are the parts of a motor Size - How big is the United States Function - What is an X-ray used for Behavior - How does the legislative branch of
government function Why things happen -Why do some authors
blend genres
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Arguments amp Explanations Although information is provided in both arguments and
explanations the two types of writing have different aims
Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior
Explanations on the other hand start with the assumption of truthfulness and answer questions about why or how Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view
In short arguments are used for persuasion and explanations for clarification
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
either real or imaginary uses time as its deep structure
It can be used for many purposes to inform instruct persuade or entertain
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Texts that Blend Types Skilled writers many times use a blend
of these three text types to accomplish their purposes
For example The Longitude Prize included above and in Appendix B embeds narrative elements within a largely expository structure
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Writing Samples The writing samples are annotated to
illustrate the criteria required to the the CCSS for particular types of writing ndashargument informativeexplanatory and narrative- in a given grade
Each sample exhibits at least the level of quality required to meet the writing standard for that grade
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Writing Samples At the lower grades giving reasons for
opinions and preferences is required by the Standards in opinion writing
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Independently read through the Writing Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Writing anchor chart
WritingStandards Standards for Writing
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Reflect on the research
behind the Writing
standards and or the Writing
standards
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Speaking and Listening Strand
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
ListenhellipSpeaking and Listening is Vital If literacy levels are to improve the
aims of the English language arts classroom especially in the earliest grades must include oral language in a purposeful systematic way in part because it helps students master the printed word
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills
Speaking and Listening Including but not limited to skills necessary for formal presentations
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Students must express and listen carefully to ideas integrate information from oral visual and media sources evaluate what they hear use visual displays to strategically achieve communication purposes by adapting speech to context and task
Flexible Communication and Collaboration Students must learn how to work together
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Oral Language amp Written Language See Appendix A page 26 Figure 14 For children in preschool and the early
grades receptive and expressive abilities do not develop simultaneously or at the same pace Receptive language generally precedes
expressive language Children need to be able to understand words before they can produce and use them
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Speaking and Listening The preschoolers who had heard more
words and subsequently had learned more words orally were better readers
In short early language advantage persists and manifests itself in higher levels of literacy
See Appendix A page 26 Figure 15
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The research strongly suggests that the English language arts
classroom should explicitly address the link between oral
and written language exploiting the influence of oral language on a childrsquos later ability to read by allocating instructional time to
building childrenrsquos listening skills as called for in the Standards
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
This focus on oral language is of greatest importance for the children most at riskmdashchildren for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson amp Smith 1994)
Ensuring that all children in the United States have access to an excellent education re- quires that issues of oral language come to the fore in elementary classrooms
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Read-Aloud Link Children in the early gradesmdashparticularly
kindergarten through grade 3mdashbenefit from participating in rich structured conversations with an adult in response to written texts that are read aloud orally comparing and contrasting as well as analyzing and synthesizing
The Standards acknowledge the importance of this aural dimension of early learning by including Kndash3 Speaking and Listening standards and Appendix B- an extensive number of read-aloud text exemplars appropriate for Kndash1 and for grades 2ndash3
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Because childrenrsquos listening comprehension likely outpaces reading comprehension until the middle school years it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading with the balance gradually shifting to reading independently
Most titles selected for kindergarten and grade 1 will need to be read aloud exclusively some titles selected for grades 2ndash5 may be appropriate for read-alouds as well as for reading independently
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
By reading a story or nonfiction selection aloud teachers allow children to experience written language without the burden of decoding granting them access to content that they may not be able to read and understand by themselves
Children are then free to focus their mental energy on the words and ideas presented in the text and they will eventually be better prepared to tackle rich written content on their own
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Letrsquos Look at a Standard Second Grade Speaking and Listening
Video
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Independently read through the Speaking and Listening standards and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our SL anchor chart
Speaking and Listening Standards Standards for Speaking and Listening
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Reflect on the research
behind the Speaking and
Listening standards and
or the standards
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Language Strand
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Standards take a hybrid approach to conventions knowledge of language and vocabulary
Language Elements of Language Standards
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Language The inclusion of Language standards in
their own strand should not be taken as an indication that skills related to conventions knowledge of language and vocabulary are unimportant to reading writing speaking and listening indeed they are inseparable from such contexts
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Development of Grammatical Knowledge Grammar and usage development in
children and in adults rarely follows a linear path
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The Language standards include the essential ldquorulesrdquo of standard written and spoken English but they approach language as a matter of craft and informed choice among alternatives
Language Conventions
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
The vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases
Vocabulary Vocabulary is included in the Language strand
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
New words and phrases are acquired not only through reading and being read to but also through direct vocabulary instruction (particularly in the earliest grades) through purposeful classroom discussions around rich content
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Three Tiers of Words1 Tier One Words
Words used in everyday speech
2 Tier Two Words- The standards refer to as general academic words They are far more likely to appear in written text than in
speech They appear in all sorts of texts They represent subtle or precise ways to say simple things
3 Tier Three Words- The standards refer to as domain-specific words They are key for understanding a new concept More common in informational text than in literature Recognized as new or ldquohardrdquo words for most readers
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Independently read through the Language Standards for and make any notes about what jumps out at you in the Standards
Then discuss your findings with your team
Using the post-it notes add at least 2 things that you discussed to our Language anchor chart
Language Standards Standards for Language
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Reflect on the research
behind the Language
standards and or the
standards
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Discuss your schoolrsquos plan for sharing todayrsquos information with the rest of your staff Prepare to share your implementation plan with the group
Common Core Leadership Team
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
321 3things that yoursquove learned 2 questions that you still have 1 thing that was beneficial to you today
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
Text Exemplars
Text Exemplars
Selecting Text Exemplars
Sample Performance Tasks
Slide 87
Reading Grade-Specific Standards
Reading Literature Standards
Letrsquos look at a Standard
Reading Informational Standards
Letrsquos look at a Standard (2)
Writing Strand
Writing Text Types
Responding to Reading
Research
Definition of the Text Types
ldquoOpinionrdquo in K-5
InformationalExpository
InformationalExpository (2)
Arguments amp Explanations
Narrative Writing
Texts that Blend Types
Writing Samples
Writing Samples
Writing Standards
Slide 107
Speaking and Listening Strand
Listenhellip Speaking and Listening is Vital
Speaking and Listening
Flexible Communication and Collaboration
Oral Language amp Written Language
Speaking and Listening (2)
Slide 114
Slide 115
The Read-Aloud Link
Slide 117
Slide 118
Letrsquos Look at a Standard
Speaking and Listening Standards
Slide 121
Language Strand
Language
Language (2)
Development of Grammatical Knowledge
Language (3)
Vocabulary
Slide 128
Three Tiers of Words
Language Standards
Slide 131
Common Core Leadership Team
321
Common Core - ldquoThe Whatrdquo (3)
Common Core - ldquoThe Whatrdquo
Desoto County Schools K-2 Symposium Day One
June 6 2011
Common Core - ldquoThe Whatrdquo
The Party BEFORE the Party
Common Core - ldquoThe Whatrdquo (2)
Why am I here
What am I Supposed to do
Todayrsquos Schedule
Monitoring YOUR ComprehensionhellipPlease ask questions
Processing and Synthesizing the Information ldquoTurn and Talkrdquo
Taking Notes Two-Column Note
INTRODUCTION
WHY ldquonewrdquo standards
Who Led the Development of the Standards
What makes the development of the CCSS standards different than
The Standards are
A standard was included in the document ONLY when the best avai
The Standards are intended to be a living work as new and bett
Slide 17
CCR and CCSS
CCR and CCSS
In other wordshellip
Working with It
The standards layout a vision of what a literate person looks l
Students who are College and Career Ready
Prepare to Sharehellip
Slide 25
Reallyhellipwhat does CCR have to do with us We teach Kindergarten
College and Career Readiness Standards
Two Sets of Standards
CCR Anchor Standards
CCR Anchor Standards for Reading
CCR Anchor Standards
CCR Anchor Standards for Writing
Writing Correction
CCR Anchor Standards for Speaking and Listening
CCR Anchor Standards for Language
Making Connections
Slide 37
Getting to Know You
Reading the Standards
Reading the Standards
Grade-Specific ELA Strands
One Last Reminderhellip
Welcome to the Newlywed (to the Common Core Standards) Game
You are the next contestanthellip
Question Number 1
Question Number 2
Question Number 3
Question Number 4
Question Number 5
Question Number 6
Slide 51
Congratulations to our Winner
Brain Break
What is NOT covered by the Standards
What is NOT covered by the Standards
What is NOT covered by the Standards (2)
What is NOT covered by the Standards (3)
What is NOT covered by the Standards (4)
ELL
SPED
Readiness
Slide 62
Key Design Considerations
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a whole
Shared Responsibility for Literacy Development
Interdisciplinary Approach
Slide 69
Brain Break (2)
Reading Strand
Text Complexity and the growth of comprehension
Text Complexity and Growth of Comprehension
Why Text Complexity Matters
Why Text Complexity Matters
The Standards Approach to Text Complexity
A Three-Part Model for Measuring Text Complexity
A Three-Part Model for Measuring Text Complexity (2)
Key Considerations in Implementing Text Complexity
Key Considerations in Implementing Text Complexity (2)
Key Considerations in Implementing Text Complexity (3)
Key Considerations in Implementing Text Complexity (4)
