Eden Central School DistrictCCLS Training ResourcesMarch 6, 2012ccutler@e2ccb.org

The sad truth…• About 1/3 of first-year

students in 2007-08 take at least one remedial course (42% at two-year colleges).U.S. Department of Education

• People who cannot write and communicate clearly will not be hired and are not likely to be considered for promotion College Board Survey of 120 major American corporations employing nearly 8 million people

The College and Career Ready Student in ELA

• Independent, collaborative, self-directed

• Strong Content Knowledge

• Adapt and Adjust Communication

• Comprehend and Critique

• Value Evidence

• Tech & Media Literate

• Cultural Understanding

Design

• CCR and Grade-Specific Standards

• Grade levels K-5,6-12 Bands 9-10 & 11-12

• Focus on Results rather than Means

• Integrated Model of Literacy

• Research & Media Skills woven through

• One document: Literacy for SS/History and Science/Technology

College and Career

Readiness Standards

(CCR)or

AnchorStandards

4 Strands, 34 Standards

Reading11 Standards

Writing11Standards

Speaking & Listening6 Standards

Language6 Standards

Reading

• Progressive development of comprehension

• Texts of appropriate complexity & increasing sophistication

• Appendix A

Reading Strand

Text Types and Purposes

Production and Distribution of Writing

Research to Build and Present Knowledge

Range of Reading & Level of Text Complexity

1. 2.3.

4. 5.6.

7. 8.9.

10.

Range of Reading & Level of Text Complexity

11.

History/SS (6-12)

Science/Technology (6-12)

Literature (P-12)

Informational Texts (P-12)

Reading Strand

Reading Strand11 Standards

Key Ideas & Details

Craft & Structure

Integration of Knowledge & Ideas

Range of Reading & Level of Text Complexity

3 Standards-• Deep Comprehension• Determine Importance & Summarizing

Analysis

3 Standards• Analysis of language and vocabulary • Text Structure• Point of View

3 Standards: • Integrate and evaluate content from various

sources• Evaluate validity of text claims• Analyzing and comparing texts

• Independently reading increasingly complex text Responding to Literature

• Literary -American & World • Informational Cultures

Literature (P-12)

Informational Texts (P-12)

CCR Reading Standard 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.

K: With prompting and support, ask and answer questions about key details in a text.

3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

11-12: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Foundational Skills

• Print Concepts (P-1 only)

• Phonological Awareness (P-1 only)

• Phonics & Word Recognition (P-5)

• Fluency (P-5)

Observations on Reading

• Very High Literacy and Literary Expectations

• Highly Rigorous• Independence with complex literacy tasks• Writing Workshop would address all

standards• Seminal/foundational U.S. works

Text Types - K-5

 

Informational Text

• Greater attention to Informational Text• Informational reading in courses other

than ELA must take place

Writing

• 3 types: arguments/opinion, information/explanatory, narrative

• Support with reason and evidence• Research: short and sustained• Technology• Appendix A & B (Samples)

Writing StrandText Types & Purposes

Production & Distribution of Writing

Research to Build & Present Knowledge

Range of Writing

3 Standards- Text Types:1. Argument2. Informative/Explanatory3. Narrative

3 Standards:4. Produce Clear and Coherent Writing5. Quality writing through Writing Process6. Publish and Produce &Collaborate through

Technology

3 Standards:7. Short and Sustained Projects8. Gather and evaluate information from Multiple Sources9. Text Evidence to support Analysis, Reflection and Research

10. Writing Routinely for both extended and shorter time frames

Writing11 Standards

Responding to Literature

11. Respond to literature in a variety of formats with personal, cultural, thematic and textual connections

Writing Types

 Narrative Informational/

ExplanatoryOpinion/

Argument

•Personal narrative

•All about… •Personal Essay

•Realistic Fiction •How To •Persuasive Research

•Historical Fiction •Non-Fiction books

•Literature Response

•Memoir •Non-Fiction articles

•Argument in SS & Science

•Fiction •Descriptive text

Observations on Writing

• Starting in 3rd Grade, Standards 1-3 include increased expectations (a-d/e/f)

• Writing Workshop would address all standards

• Increased emphasis on technology other than word-processing

• NYS additions add creative writing (5-12)

Speaking & Listening

• Wide range of settings and formats

• Effective Communication

• Interpretation & Analysis

Comprehension & Collaboration

Presentation of Knowledge & Ideas

1. Prepare/participate in meaningful conversations

2. Integrate/evaluate information in diverse media & formats

3. Evaluate speaker’s language & argument

4. Clear, effective presentation 5. Digital media and visual display6. Adapt speech to occasion (formal/informal)

Speaking & Listening6 Standards

Observations on Listening and Speaking

• Emphasis on diverse media, situations, audiences

• Literature Circles, Socratic Seminar• 21st Century Skills: Communication and

Collaboration• New York Additions emphasize communication

with individuals from different cultural backgrounds

• Technology: audio (2nd grade), multimedia (5th), interactive (9th)

Language

• Conventions (writing and speaking)

• Vocabulary

• Integrated into reading, writing, speaking, and listening

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition & Use

1. Grammar and usage 2. Capitalization, punctuation, spelling

3. Use knowledge of language in different contexts and for meaning, style, & comprehension

4. Determine meaning of unknown and multiple-meaning words 5. Word relationships and meaning nuances6. Acquire general academic and domain-specific words and phrases

Language6 Standards

Observations on Language

• Specific grammar skills at each grade • Beyond definitions: Multiple meanings,

connotation, figures of speech, word relationships

• “General academic vocab AND domain-specific words and phrases”

• Mentor texts as models of high quality language

Speaking & Listening6 Standards

Language6 Standards

Writing11 Standards

Reading Strand

11 Standards

R-History/SS11 Standards W-History/SS,

Science, &Tech11 StandardsR-History/SS

11 Standards

Appendix A

• Text Complexity– 3-Part Measurement– Sample Texts– Foundational Skills

• Writing Text Types• Speaking & Listening• Language

– Vocabulary

• Glossary

Appendix B

• Text Exemplars K-12– Complexity, Quality,

Range

• Sample Performance Tasks– Language of standard

& standard code

• Grade Bands

Readability of Text

Importance of Matching Reader to

Text• Flesh-Kincaid• Fry• Guided Reading

(F&P)• ATOS (Grade Equiv.)• Lexile• Book Wizard…. Appendix B

Appendix C

• Student samples (K-12)

• 3 types of writing***

• Annotation with evidence

RF RL RI RSTRH

W WHST

SL

L The Strands

RI.5.4

strandgradestandard

SL.3.5

RL.2.1

WHST.9-10.2c

RF.5.3a

W.9-10.3a

R.CCR.4

ANCHOR STANDARDS

11-12th Grade

8th Grade

5th Grade

1st Grade

Anchor Standard- End GoalDelineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

With prompting and support, identify the reasons an author gives to support points in a text.

Kindergarten: