common core state standards for ela/literacy

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The PARCC Model Content Frameworks English Language Arts/Literacy Grades 3-11 Version 2.0—August 2012. Common Core State Standards for ELA/Literacy. Introduction College and Career Readiness Anchor Standards Reading Writing Speaking and Listening Language Grade-Specific Standards - PowerPoint PPT Presentation

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  • The PARCC Model Content FrameworksEnglish Language Arts/LiteracyGrades 3-11

    Version 2.0August 2012

  • Common Core State Standards for ELA/LiteracyIntroductionCollege and Career Readiness Anchor StandardsReadingWritingSpeaking and ListeningLanguageGrade-Specific StandardsK-5 ELA/Literacy 6-12 ELA6-12 History/Social Studies, Science, & Technical Subjects Appendices

  • Key Shifts in ELA/LiteracyComplexityRegular practice with complex text and its academic vocabulary

    EvidenceReading and Writing grounded in evidence from text

    KnowledgeBuilding knowledge from content-rich nonfiction and informational texts

  • CCSS Goal: All Students College and Career Ready

    What capacities should literate college- and career-ready students exhibit by the time they graduate from high school?

  • CCSS Goal: All Students College and Career ReadyDemonstrate independenceBuild strong content knowledgeAdjust communication for audience, task, purpose, and disciplineComprehend as well as critiqueValue evidenceEmploy technology and digital media strategically and capablyUnderstand other perspectives and cultures

    CCSS, Introduction, p. 7

  • Changes in Classroom PracticeTeacher-centered

    Discrete lessons

    Teach isolated texts

    Test over the text

    Student-centered

    Connected lessons for deep learning on a topicUse texts to gain deep understanding Communicate understanding about topics orally and in writing

  • Purposes for the PARCC Model Content Frameworks To serve as a bridge between the Common Core State Standards and the PARCC Assessment System bySupporting implementation of the Common Core State Standards Reflects integrated and iterative nature of the CCSS Reflects key shifts of the CCSS Supports shared responsibility for literacy developmentInforming development of item specifications and blueprints for the PARCC assessments

  • Purposes for the PARCC Model Content Frameworks To serve as one model for teachers, curriculum directors, and administrators

    Grades 3-5 ELA/Literacy across all content areas

    Grades 6-11 ELA with foundational ideas for literacy instruction in History/Social Studies, Science, and Technical Subjects

  • A Model for Curriculum Developers and TeachersIllustrates one way of organizing the content of the standards over the course of the school yearReflects the key shifts in the standardsProvides insight into the development of the PARCC Assessment SystemPresents standards in an integrated and iterative fashionWeaves standards into modules that progressively develop student understandingFocuses on essential knowledge, skills, and understandings that students must develop for college and career readinessNote: The Frameworks are NOT a complete guide for curriculum.

  • A Bridge to the PARCC Assessment System CCSS Key ShiftsRegular practice with complex texts and its academic vocabularyReading and writing grounded in evidence from textBuilding knowledge from content-rich nonfiction and informational textsPARCC Major ClaimsRead and comprehend a range of sufficiently complex texts independentlyWrite effectively when using and/or analyzing sourcesBuild and present knowledge through research and the integration, comparison, and synthesis of ideas

  • An Aligned SystemCommon Core State Standards

    Model Content Frameworks

    Model Instructional Lessons/Units

    PARCC Assessment System

  • Overview of the PARCC Model Content FrameworksConsists of two major sectionsIntroduction

    Grade-specific frameworks, Grades 3-11

    Available as PDF or searchable electronic version at http://www.parcconline.org/

    Definition of terms available on the electronic version

  • PARCC Model Content Frameworks

    Introduction

  • Connections to the PARCC Assessment SystemSupports PARCC Assessment System throughReading complex textsWriting effectively when using and/or analyzing sourcesConducting and reporting on researchSpeaking and listeningLanguage use for reading, writing, and speaking

    Places emphasis on regular opportunities toGrapple with close, analytic reading of grade-level complex textsConstruct increasingly sophisticated responses in writing

  • Structure of Grade-Level FrameworksGrade-Level Frameworks divided into four sections

    Narrative Summary of the ELA StandardsThe Model Content Framework ChartKey Terms and Concepts for the Model Content Framework ChartWriting and Speaking and Listening Standards Progressions Charts

  • Model Content Framework Chart Provides educators flexibility to order the modules and content within modules to suit purposes and needsKnowledge and skills embedded across 4 modules address ALL the standards for each grade level; therefore, order of the 4 modules is not criticalWhat changes throughout the modulesFocus and Emphasis on types of texts read and written What remains constant throughout the modules Cultivation of students literacy skills in preparation for college and career readiness and PARCC assessments

  • Key Terms and Concepts for the Model Content Frameworks ChartProvides explanation of elements within Framework ChartElements play a key role within CCSSElements reflect critical emphasis within PARCC Assessment System

    NOT intended to limit the types of texts educators may use

  • Key Terms and Concepts for the Model Content Framework ChartReading complex textsWriting to textsResearch projectFor reading and writing in each moduleCite evidence and analyze contentUnderstand and apply grammarUnderstand and apply vocabularyConduct discussions and report findingsFoundational reading skills (grades 3-5)

  • Reading Complex TextModel Content Frameworks highlight close, sustained analysis of complex textIncludes all students, struggling reader to advancedLinked to significant gains in reading proficiency

    A key component in college and career readiness

    Overlapping in complexity while spiraling to more complex text, with appropriate scaffolding

    Builds content knowledge through comparison and synthesis of ideas across multiple texts

    * Apply a text complexity tool to determine complexity

  • Three Measures of Text Complexity

  • Websites with Text Complexity ResourcesCommon Core State StandardsAppendix ASupplemental Information for Appendix A

    Student Achievement PartnersText Complexity Collections(qualitative and grade-band quantitative tools)

    Association for Supervision and Curriculum DevelopmentText Complexity: Qualitative Measures Rubric

    PARCC Text Complexity Tools Literary Complexity Analysis WorksheetInformational Text Analysis Worksheet

  • Close Reading of Complex TextsA thorough and methodical examination of meaning through deliberate reading and rereading

    Close reading and gathering knowledge from specific texts must be at the heart of classroom activities, reflecting on meanings of individual words and sentences the order in which sentences unfoldthe development of ideas over the course of the text

  • Close Reading of Complex TextsAligned curriculum should explicitly direct students to re-read challenging portions of the text

    Multiple readings allow students to glean information, gather evidence, and build knowledge

    Full comprehension of individual texts aids in comparison and synthesis of multiple sources

  • Text-Dependent QuestionsHigh-quality sequences of text-dependent questionsCultivate mastery of the specifics of what a text says explicitlyDraw inferences based on evidence in a text and make valid claimsMake comparisons with other texts and synthesize information across texts to build knowledge about a topic

    Cite specific evidence when offering an oral or written interpretation of a text (arguments, explanations, analyses)

    Do not require information or evidence from outside the text or texts; focus is on the text or comparisons between texts

  • Writing to TextsGenerates a deeper understanding of a text or topic

    Reflects the emphasis to write effectively and proficiently

    Focuses shifts from narratives in lower grades to analytical writing (arguments, informational)

    Includes a variety of writingroutine writing for comprehension and building writing skillsanalytical writing to advance an argument or explain an ideanarrative stories and descriptions

  • Narrative WritingNarrative StoryReal or imagined situationsUses time as its structureIncludes creative fiction, memoirs, anecdotes, biographies, and autobiographiesNarrative DescriptionCreates a vivid impression of a person, phenomenon, event, or procedureIn history/social studies, might include descriptions about individuals and eventsIn sciences, might include descriptions of step-by-step procedures of investigations so others can replicate and test results

  • Research ProjectBuild, integrate, and deepen knowledge on a topicConnect to texts selected for close readingRead, compare, and synthesize ideas across multiple textsGather additional informationPresent findings in formal and informal contexts

  • For Reading and Writing in Each ModuleKnowledge and SkillsCite evidence and analyze contentUnderstand and apply grammarUnderstand and apply vocabularyConduct discussions and report findingsFor grades 3-5, acquire and develop foundational reading skills Connections to StandardsExplanation of the knowledge and skills that connect and support the standards related to reading, writing, and research Critical to building content knowledge

  • Writing and Speaking and Listening Progressions Charts

  • PARCC Mo

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