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English Language
ArtsCourse of
Study Overview
K-5
Session One of Two
Participants will gain an awareness of:
Content Organization Content Movement Vertical Alignment
Outcomes for the Session
2010 2011 2012 2013
Nov Dec Jan Feb Mar Ap May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Ap May Jun Jul Aug Jan Feb
ELA Develop Phase I
Phase I ELA Deliver Phase I
ELA Develop Phase II ELA Deliver Phase II
ELA Develop Phase III and Deliver PD on Additional Topics—Building Capacity, Content Analysis, Local
Curriculum Guides, etc.
2013 2014
Mar ap May Jun Jul Aug Sep Oc Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct
ELA Develop Phase II
Implementationof 2010 ELA Standards
ELA Development Phase IIIand Deliver PD on
Additional Topics-Building Capacity
Content Analysis, LocalCurriculum Guides, etc.
Timeline for Preparation for the
ELA Course of Study
Phase 1 (PD Topics) Components of the Course of Study Strands (Comparison, New Emphases) Vertical Alignment Content Movement Appendices B and C Implications for Special Education
Phase 2 Analyzing the Standards Sample Units of Study Sample Lessons/Curriculum Development Differentiated Instruction for RtI Assessment Resources
Phase 3 Continuous Support, based on LEA needs and requests
Professional Development Plan
Grade Clusters (K-2, 3-5, 6-8, and 9-12) Strands Subcategories Content Standards Content Standard Identifiers
Interpreting the Minimum Required Content
KINDERGARTEN
Students will:
Reading Standards for Literature
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text. [RL.K.1]
a. Make prediction to determine main idea and anticipate an ending.
2. With prompting and support, retell familiar stories, including key details. [RL.K.2]
3. With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]
Content Standards
Content Standard Identifiers
Subcategory
Strand
Strands
Subcategories - specific purpose of a group of standards within a strand
Reading Standards for Literature
Subcategories
Key Ideas and Details1. With prompting and support, ask and answer questions
about key details in a text. [RL.K.1]a. Make predictions to determine main idea and
anticipate an ending. 2. With prompting and support, retell familiar stories,
including key details. [RL.K.2]3. With prompting and support, identify characters,
settings, and major events in a story. [RL.K.3]
Content Standards - define what students should know and be able to do at the conclusion of a grade (They complete the phrase “Students will…”)
Reading Standards for Literature
Content Standards
Key Ideas and Details1. With prompting and support, ask and answer questions
about key details in a text. [RL.K.1]a. Make predictions to determine main idea and
anticipate an ending. 2. With prompting and support, retell familiar stories,
including key details. [RL.K.2]3. With prompting and support, identify characters, settings,
and major events in a story. [RL.K.3]
Demonstrate reading vocabulary knowledge of compound words.
∙ Using structural analysis to develop meaning
∙ Drawing semantic maps∙ Recognizing new synonyms and antonyms∙ Spelling correctly compound words,
phonetically regular words, contractions, and possessives, including using a dictionary to check spelling
2007 Third Grade Standard 2
Conventions of Standard English
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2]
a. Capitalize holidays, product names, and geographic names. [L.2.2a]
b. Use commas in greetings and closings of letters. [L.2.2b]
c. Use an apostrophe to form contractions and frequently occurring possessives. [L.2.2c]
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [L.2.2d]
e. Form uppercase and lowercase letters in cursive.
f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.2.2e]
Language Standards (Grade 2)
2010 ELA COS
Content Standard Identifiers - indicate the Common Core State Standards (CCSS) strand, grade, and standard number
Reading Standards for Literature
Content Standard Identifiers
Key Ideas and Details1. With prompting and support, ask and answer questions
about key details in a text. [RL.K.1] a. Make predictions to determine main idea and
anticipate an ending. 2. With prompting and support, retell familiar stories,
including key details. [RL.K.2]3. With prompting and support, identify characters,
settings, and major events in a story. [RL.K.3]
Reading Literature RLReading Informational Text RIReading Foundations RFWriting WSpeaking and Listening SLLanguage L
Content Standard Identifiers Abbreviations
There are two alignment considerations:
1. Alignment between the 2007 COS standards and the Common Core State Standards (CCSS)
2. Vertical Alignment/Learning Trajectories
Alignment
A comparison of the 2007 Alabama COS standards and the CCS standards shows some movement of content from one grade level to another.
www.alsde.edu/Special Links/Courses of Study/Drafts and Period for Public Review/Correlation of Alabama English Language Arts Standards and CCSS
Alignment Between 2007 COS Standards and the CCSS
Moved from kindergarten to first grade:
Blending moved to 1st grade Predictions moved to 1st grade Text features of informational text moved to 1st grade
Movement to a Later Grade
Moved from fifth grade to third grade:
Mechanics in writing◦Capitalize appropriate words in titles◦Use commas in addresses◦Use commas and quotation marks in dialogue
◦Form and use possessives
Movement to an Earlier Grade
Sometimes called learning trajectory
Refers to how core knowledge and skills are developed over time through grade-level standards that are related but with gradually increasing complexity◦Complexity of the performance task ◦Complexity of the text
Vertical Alignment
Anchor Standard #1 (p. 9 in 2010 COS)
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Activity
Kindergartners: Grade 1 students: Grade 2 students:
Key Ideas and DetailsWith prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
Reading Standards for Informational Text
Kindergartners: Grade 1 students:
Grade 2 students:
Key Ideas and DetailsWith prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
Reading Standards for Informational Text
Kindergartners: Grade 1 students:
Grade 2 students:
Key Ideas and Details With prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
Reading Standards for Informational Text
Grade 3 students Grade 4 students:
Grade 5 students:
Key Ideas and DetailsAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading Standards for Informational Text
Grade 3 students Grade 4 students:
Grade 5 students:
Key Ideas and DetailsAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading Standards for Informational Text
Grade 3 students Grade 4 students:
Grade 5 students:
Key Ideas and DetailsAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading Standards for Informational Text
Anchor Standard #1 (p 9 in 2010 COS)
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Language Anchor Standard #2
(p 12 in 2010 COS)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Conventions of Standard EnglishDemonstrate command of the conventions
of standard English capitalization, punctuation, and spelling when writing.
Kindergarten Grade 1 Grade 2a. Capitalize the first
word in a sentence and the pronoun I.
a. Capitalize dates and names of people.
a. Capitalize holidays, product names, and geographic names.
Grade 3 Grade 4 Grade 5a. Capitalize
appropriate words in titles.
a. Use correct capitalization.
Reading Standards for Language
Conventions of Standard EnglishDemonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
Kindergarten Grade 1 Grade 2b. Recognize and name
end punctuation.b. Use end punctuation
for sentences.c. Use commas in dates
and to separate single words in a series.
b. Use commas in greetings and closings of letters.
Grade 3 Grade 4 Grade 5b. Use commas in
addresses.c. Use commas and
quotation marks in dialogue.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
b. Use a comma to separate an introductory element from the rest of the sentence.
Reading Standards for Language
2010 Alabama COS Grade 3
38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
b. Use comma in addresses. [L.3.2b]
Grade 4
38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
b. Use commas and quotation marks to mark direct speech
and quotations from a text. [L.4.2b]
Grade 5
39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
b. Use a comma to separate an introductory element from
the rest of the sentence. [L.5.2b]
How this vertical alignment serves as a learning trajectory
Think about…
The importance of text selection in building literacy proficiency.
The importance of writing in building literacy proficiency.
In our next Webinar, we will consider:
Become familiar with the documents that are referenced in
Appendix B (p.100) Text Exemplars and Sample Performance Tasks
Appendix C (p. 101) Samples of Student Writing
Links to both documents are included on pages 100 and 101.
Graphic Organizer from website
Preparation for second K-5 Webinar
http://alex.state.al.us/ccrs
The Navigation links connect you to many different informational options.
Send questions to:
Pam Higgins at [email protected] or
Steve McAliley at [email protected]
Questions and answers will be posted to the website www.alex.state.al.us/ccrs .
