Download - Cumberland County Schools ELA Common Core
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Cumberland County SchoolsELA Common Core
Middle/High Cluster - November 2, 2011
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Where Are We Going? How are we getting there?
• Share the timeline for rolling out information
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Timeline for Introducing ELA CCSSApril 2011 Formed District CCSS
Grade-Level Teams
June- July 2011
CCSS Teams Trained and Developed Resources & Support Documents
August - Countywide
Teams Provided an Overview of & Access to Grade-Specific Documents
November Leadership Presentation of CCR and CCSS Docuemtns for Administrators
December Teams Develop Resources and Support Documents & Examine CCSS
January 2012 Teams Present CCSS PD
February Examining CCSS ELA Documents System-wide PD
March Teams Continue Developing Grade-Specific Documents
April Teams Continue Developing Grade-Specific Documents
Summer 2012 – School Year 2013
Grade Specific – Content Specific PD
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Where to Find Information
• http://ccscandi.wikispaces.com/
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Understanding the Common Core: There Are No Short Cuts
• The patterns and system that make up the common core are brilliantly designed.
• The document, however, is dense.• You must “dig-in” and spend time with the
document.
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AGENDANovember 2, 2011
• Design and Organization• Grade-Specific Standards and the Spiral Effect• Domains and Clusters• Unwrapping the Standards
Design
04/22/2023 • page 7
Three main sections• K−5 (cross-disciplinary)• 6−12 English Language Arts• 6−12 Literacy in History/Social Studies,
Science, and Technical Subjects
Shared responsibility for students’ literacy development
Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance tasks• C: Annotated student writing samples
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Expected Outcomes…
• Acquire a deeper understanding of the CCR Anchor Standards as it relates to CCSS.
• Explore strategies for introducing and discussing the New CCSS.
• Gain a clearer understanding of grade-appropriate relevance and rigor in the classroom.
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Design
Four strands• Reading • Writing• Speaking and Listening• Language
An integrated, balanced model of literacy
Media requirements blended throughout
Design – College and Career Readiness Anchor Standards
04/22/2023 • page 10
College and Career Readiness (CCR) anchor standards• Broad expectations
consistent across grades and content areas• Based on evidence
about college andworkforce trainingexpectations
• Range and content
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Design – Grade Specific Standards
K−12 standards• Grade-specific end-of-
year expectations• Developmentally
appropriate, cumulative progression of skills and understandings
• One-to-one correspondence with CCR standards
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Design – Domain
K−12 standards• Subheadings• Found in each of the
strands
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Design – Cluster
K−12 standards
• The group of standards located under each of the domains
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CCR Anchor Standards
Grade Specific Standards
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CCR Alignment with CCSS
Align Down Teach Up
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R.CCR.5
“A path or course to run in small steps.”
Curriculum Development
CCR Anchor Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Kindergarten Grade-Specific Standards
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The “Spiral Effect” metaphor relates to the ascending level of difficulty embedded in the content of each succeeding grade-specific standards as it approaches the CCR Anchor Standard.
As students move along the plane of a particular learning trajectory, they study the same expectation each year at ever increasing increments of complexity and sophistication.
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Example of the “Spiral Effect”
“PLUS”
College and Career Anchor Standard for Reading:
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Reading Standard for Informational Text RI.5
Kindergarten
Grade 1
Grade 2
Grade 3
Identify the front cover, back cover, and title page of a book.
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Grade 4
Grade 5
Grade 6
Grade 7
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ solution) of events, ideas, concepts, or information in two or more texts.
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Grade 8
Grade 9-10
Grade 11-12
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
The student will know: (Skills) The structure of non-fiction text and how that structure impacts the student’s understanding of the text.
“PLUS”
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Reading Informational Standards
Activity 1: Directions1. Examine the grade-specific standards for
Reading Informational Standard 42. Work in pairs, or with table groups, to
highlight or underline the new skills and concepts “added” to each grade level from the prior year.
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Activity 1: Thinking Point
What part of the anchor is emphasized in the grade-specific standard?
How might referring to the anchors help teachers plan instruction?
Why are these anchors important?
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Domain
Cluster
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Writing Domains
•Text Types and Purposes
• Production and Distribution of Writing
• Research to Build and Present Knowledge
• Range of Writing
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Activity 2: Domain Sort
Directions:1. Examine the anchor standards for Writing.
2. Work in pairs, or with table groups, sort the standards into their corresponding domains.
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Activity 2: Thinking Point
• How do the clustered standards support the domain title?
• How might referring to the domain help teachers plan instruction?
• Why are these domains important when thinking about integration and balanced literacy?
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Unwrapping the Standards
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Unwrapping the StandardsStep 1: Select a Standard
Step 2: Concepts
Step 3: Skills
Step 4: Create a Graphic Organizer
Reflection -
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Activity 3 : Unwrapping the Standards
Directions:1. Examine the Sixth Grade Reading
Information Text Standard 5 (RI.6.5)
2. Work in pairs, or with table groups, complete steps 1-4 to “unwrap” the standard.
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R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. STEP 1: select the standard for the “unwrapping” process: RI.6.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently.
STEP 2: Concepts – underline the key concepts, the important nouns or known phrases. What students need to know:
STEP 3: Skills – circle or use capital letters to identify verbs. What students must be able to do:
STEP 4: Create a Graphic Organizer REFLECTION: What strategies do you use to teach the skills and concepts identified in the grade specific standard in you classroom?
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Activity 3: Thinking Point
Reflection: What strategies do you use in your classroom to teach the skills and concepts identified in the grade specific standard?
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Where Are we going? How are we getting there? How will we know that we are
there?
How will you use the information shared today?