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ELA Common Core Curriculum
Let’s get started!
21st Century Skills
2013-14 .
Implement
English
Social Studies
Train/Pilot
Math
Science
2012-13 .
Train/Pilot
English
Social Studies
2014-15 .
Implement
Math
Science
.
Curriculum Transition Plan2011-12 Principal Primers: Regional meetings to instruct Principals on new standards.
Science
Math
Social Studies ELA
How Do You Eat An Elephant?One Bite At A Time!
• Overview of the English Language Arts Common Core Standards
• Description of the English Language Arts Model Curriculum
• Update on the future of Ohio’s assessment system
Session Objectives
Revised Academic Content
Standards: June 2010
Model Curricula:
March 2011
Aligned Systemof Assessments:
2014
First Step: Revised Standards
Out With The Old
Ohio: “mile-wide and inch deep”
Need improved articulation from grade to grade.
Too many standards
Not easily managed
No time to teach in depth
In With The New
Fewer Standards Go DeeperCollege and Career ReadinessCreativity and innovationCritical thinking and problem solvingCommunication and collaborationTechnology literacy
Plus
Personal managementProductivity and accountability Leadership and responsibility Interdisciplinary and project-based learning
StrandsStrands
TopicsTopics
Standard Statements
by Grade Level
Standard Statements
by Grade Level
Standards Statements
by Grade Level
Standards Statements
by Grade Level
Standards Statements
by Grade Level
Standards Statements
by Grade Level
“What” students should know and be
able to do at each grade level and
band.
The main focus of the content within each
strand.
The major areas or disciplines of study within
each content area.
ELA Common Core Standards Framework
Writing Strand 10 Standard Statements
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Speaking and
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6 Standard Statements
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Language Strand
6 Standard Statements
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Reading Strand 24 Standard Statements
Literature(10)
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Informational Text(10)
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Founda-tional Skills
(4) K- 5 only
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English Language Arts Common Core Standards
Reading Strand
Writing Strand
Speaking and
Listening Strand
Language Strand
English Language Arts Common Core Standards
Reading Strand
Topics (4)
Writing Strand
Topics (4)
Speaking and
Listening
Topics (2)
Language Strand
Topics (3)
English Language Arts Common Core Standards
Reading Strand
Key
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Inte
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Rang
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Writing StrandTe
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Prod
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Rese
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Rang
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Writi
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Speaking and
Listening Strand
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Colla
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Pres
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of K
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Language Strand
Conv
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f St
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nglis
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Know
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Lan
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Voca
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Reading Strand
Reading: Literature
Key
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Rang
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Reading: Informational Text
Key
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Inte
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f Kno
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and
Idea
s
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Rang
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f Tex
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t 10
Reading: Foundationa
l Skills
Prin
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Phon
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Flue
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Sub Strands
Topics
Standards
Writing Strand
Text Types and
Purposes
Standard Statement
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Standard Statement
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Standard Statement
3
Production and Distribution of
Writing
Standard Statement
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Standard Statement
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Standard Statement
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Research and Presentation of
Knowledge
Standard Statement
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Standard Statement
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Standard Statement
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Range of
Writing
Standard Statement
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Topics
Standards
Speaking and Listening Strand
Comprehension and Collaboration
Standard Statement
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Standard Statement
2
Standard Statement
3
Presentation of Knowledge and Ideas
Standard Statement
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Standard Statement
5
Standard Statement
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Topics
Standards
Language Strand
Conventions of Standard English
Standard Statement
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Standard Statement
2
Knowledge of
Language
Standard Statement
3
Vocabulary Acquisition and Use
Standard Statement
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Standard Statement
5
Standard Statement
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Standards
Topics
Writing Strand 10 Standard Statements
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Topi
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Speaking and
Listening Strand
6 Standard Statements
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tem
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Topi
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Language Strand
6 Standard Statements
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Topi
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Reading Strand 24 Standard Statements
Literature(10)
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Informational Text(10)
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Founda-tional Skills
(4) K- 5 only
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Strands
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Standard Statement
ELA Common Core Format
Common Core Coding
• RL = Reading for Literature• RI = Reading for Information • RF = Reading Foundations• W = Writing• SL = Speaking and Listening• L = Language
Sample Code
RL.1.1
Reading Literature Standard 1
Grade 1
CCSS Coding Quiz
W.4.3Writing, Grade 4, Standard 3
RF.2.4Reading Foundations, Grade 2, Standard 4
L.10.3aLanguage, Grade 10, Standard 3a
Complete questions 1-9 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.
Practice #1
Additional Components of the Common Core State Standards
• Broad, foundational standards that define skills that students must demonstrate in order to be college and career ready.– Example: CCR.R.6• Assess how point of view or purpose shapes the
content and style of a text.
Anchor Standards
• Each strand has a set of College and Career Readiness Anchor Standards (CCR)– Reading – 10 Anchor Standards– Writing – 10 Anchor Standards– Speaking and Listening – 6 Anchor Standards– Language – 6 Anchor Standards
Anchor Standards
Writing Standard 8Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Grade 3: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Grade 6: Gather relevant information from multiple print and digital sources; assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Grade 9: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Anchor Standards
Complete questions 10-12 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.
Practice #2
• Standards for reading and writing in:– Science– Social Studies– History– Other Technical Subjects*
*A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music. (CCSS Glossary)
Literacy in History/Social Studies, Science, and Technical Subjects
• Grades 6 – 12
• Why not K – 5?– The Literacy Standards are predicated on the
assumption that K-5 teachers teach reading and writing across content areas.
To What Grade Levels Do They Apply?
• The Introduction – pp. 1 – 8
• K – 5 Standards – pp. 9-33
• 6-12 Standards – pp.34 – 58
• Literacy Standards – pp.59 - 66
Where Are They Located?
“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.”
Introduction to the CCSS, p. 4
Who is Responsible for Teaching the Literacy Standards?
Appendices
• Appendix A– Explains the topic and standard statements that
focus on text complexity– Research supporting key elements of the
standards– Glossary of Key Terms
• Appendix B– Focuses on texts that can be used to meet the
standards• Text Exemplars• Sample Performance Tasks
Appendices
• Appendix C– Offers writing exemplars that highlight the
standard statements• Student writing exemplars
Appendices
Revised Academic Content
Standards: June 2010
Model Curricula:
March 2011
Aligned Systemof Assessments:
2014
Next Step: Model Curricula
What is the Model Curriculum?
A Web-based tool, aligned to the standards, that:
• Presents information specific to the content area by grade level, grade band, and course
• Provides curricular and instructional guidance
• Includes instructional strategies and resources
• Informs assessment development
MODEL CURRICULUMProgressions – these statements provide educators with a general description of the content students had prior to that grade band and the content students are expected to master in the next grade band.
Enduring Understanding – Jay McTighe (Understanding by Design, 1998) developed this definition, enduring understandings provide a larger purpose for learning the targeted content, and they implicitly answer the question, “Why is this topic worth studying?”
Content Elaborations – Information for the teacher designed to clarify and extend understanding of the content standards. Content elaborations are specific to topics and grade/grade bands.
Standard Statements
MODEL CURRICULUM
Instructional Strategies – Suggestions of research based instructional methods that can be used to address the content standards and topics.Instructional Resources – Materials (print and nonprint) designed for use in instruction or to provide professional development/ enrichment that address the content standards. Technology – ideas for authentic and ethical use of technology and multimedia tools to increase content understanding as well as enhance productivity and communication for both students and classroom teachers.
Diverse Learners--ideas for adapting instruction and content to meet the needs of all students.
Practice #3
Complete questions 13-16 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.
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Strand, topic, sub-topic, standard statements): What must students know (knowledge – concepts, vocabulary, processes)?
What must students be able to do (performance and skills)?
What are the best way(s) for students to demonstrate what they know and can do?
What are the significant understandings students should develop?
Square 1
Square 3
Square 2
Square 4
4-Square Activity
4-Square Activity
Activity
We will go through the squares one at a time to
explain them, providing you with guided practice.
Then, you will use the blank analysis sheet in small
groups, for practice.
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Strand Topic Content
Statement
Alignment tool
Strand, topic, content statements):
4-Square Activity
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What must students know (knowledge – concepts, vocabulary, processes)?
Knowledge Factual Conceptual Procedural Metacognitive
4-Square Activity
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What must students be able to do (performance and skills)?
What are the best way(s) for students to demonstrate what they know and can do? Demonstration
Thinking skills
4-Square Activity
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What are the significant understandings students should develop?
Enduring
Inferential
Significant
Relevant
4-Square Activity
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4-Square Activity
Directions1. Select group members to serve as
recorder, timekeeper and reporter.2. With your group, select a strand, topic
and content statement that might link to the content in a unit that you brought.
3. Complete Square 14. Complete the remaining squares.5. Share responses.
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4-Square Activity
Think – Pair - Share
How can the 4-Square Activity assist in curriculum development?
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Part II
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Session Objectives
• To promote a deeper understanding of the English Language Arts Common Core State Standards by examining the instructional shifts in– Reading– Writing Curriculum
Revision– Language
• To provide an update on assessment
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READING: KEY SHIFTS IN ENGLISH LANGUAGE ARTS
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Reading Strand
Reading: Literature
Key
Idea
s an
d D
etai
ls
Stan
dard
Sta
tem
ent
1
Stan
dard
Sta
tem
ent 2
Stan
dard
Sta
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ent 3
Craft
and
Str
uctu
re
Stan
dard
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tem
ent 4
Stan
dard
Sta
tem
ent 5
Stan
dard
Sta
tem
ent 6
Inte
grati
on o
f Kno
wle
dge
and
Idea
s
Stan
dard
Sta
tem
ent 7
Stan
dard
Sta
tem
ent 8
Stan
dard
Sta
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ent 9
Rang
e of
Rea
ding
and
Le
vel o
f Tex
t Com
plex
itySt
anda
rd S
tate
men
t 10
Reading: Informational Text
Key
Idea
s an
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Stan
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Stan
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Stan
dard
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Craft
and
Str
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Stan
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Stan
dard
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tem
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Stan
dard
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Inte
grati
on o
f Kno
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dge
and
Idea
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Stan
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Sta
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ent 7
Stan
dard
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ent 8
Stan
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ent 9
Rang
e of
Rea
ding
and
Le
vel o
f Tex
t Com
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itySt
anda
rd S
tate
men
t 10
Reading: Foundationa
l Skills
Prin
t Con
cept
sSt
anda
rd S
tate
men
t 1
Phon
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Aw
aren
ess
Stan
dard
Sta
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Phon
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ecog
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Flue
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Stan
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Reading Shifts
• A new understanding of close reading
• A focus on considerations of text complexity
• The inclusion of literary nonfiction at grades 6-12
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Close Reading: What is it?
Teach students to “Read like Detectives.”
interrogating what texts tell us about the way things are and why
Discussion Question: What does a detective do that can be compared to a reader
engaging with a text?
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Close Reading: Why?
By engaging students effectively with rich texts that challenge them to do increasingly more
complex cognitive work, we help students become more skilled at getting more out of texts.
Close reading helps students learn to analyze the world around them and look to texts for
information that they can question and interpret on their own.
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Close Reading: How?
1. Don’t summarize what the text is about; allow students the luxury of discovering this for themselves. (Make them think!)
2. Allow the text to reveal itself to them as readers/detectives.
3. Lavish time and attention on text that deserves it.
• Remember: the teacher is not the expert; the text is.
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Close Reading: How?
1. Allow them to read text to themselves.
2. Read text aloud to them so they can hear the language as it is meant to be heard.
3. Analyze text by using text-dependent discussion questions.
4. Discuss author’s use of academic vocabulary.
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Close Reading: Resource
Bringing Common Core to Life video:• http://vimeo.com/27056255• one hour demonstration by David Coleman
(one of the key authors of CCSS)• video and handouts available on ODE Web site• highly recommended as PD for ELA
departments
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Text Complexity: What?
Strand: Reading
Topic: Range of Reading and Level of Text Complexity
Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
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Text Complexity: Why?
• Research shows a steady decline in the level of text complexity in classroom instruction over the last half century. (Appendix A, p.2)
• Research indicates that the demands college, careers, and citizenship place on readers have either held steady or increased over the last half century. (Appendix A, p. 1)
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Quantitative Features of Text Complexity
Dimensions such as
• Word Frequency
• Sentence Length
• Word Length
• Text Length
• Text Cohesion
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Qualitative Features of Text Complexity
Dimensions such as:• Levels of meaning• Levels of purpose• Structure/Organization• Language
conventionality• Language clarity• Prior knowledge
demands
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Reader and Task Consideration
Considerations such as:• Motivation• Knowledge and
experience• Purpose for reading• Complexity of task
assigned regarding text• Complexity of
questions asked regarding text
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making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level
engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals
modeling how to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument
engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible
immersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge
introducing background knowledge Sc
affolding f
or
Text
Complex
ity
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Literary Nonfiction: Why?
Reading Informational TextStandard 10Grade 6 & 7 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Literary Nonfiction: What?
“…creative nonfiction” describes what the form is all about. The word creative simply refers to the use of literary craft in presenting nonfiction - that is, factually accurate prose about real people and events – in a compelling and vivid manner. To put it another way, creative nonfiction writers do not make things up; they make ideas and information that already exist more interesting and often more accessible.”
Lee Guskind
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Literary Nonfiction: NAEP’S Definition
• May include elements of narration and exposition and is often referred to as mixed text
• Includes essays; speeches; opinion pieces, biographies; journalism; and historical scientific or other documents written for a broad audience
• It uses literary techniques usually associated with fiction or poetry and also presents information or factual material
Lexile Scores
Scantron can produce lexile scores that can link to the specific text complexity of the student.
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WRITING: KEY SHIFTS IN ENGLISH LANGUAGE ARTS
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Writing Strand
Text Types and
Purposes
Standard Statement
1
Standard Statement
2
Standard Statement
3
Production and Distribution of
Writing
Standard Statement
4
Standard Statement
5
Standard Statement
6
Research and Presentation of
Knowledge
Standard Statement
7
Standard Statement
8
Standard Statement
9
Range of
Writing
Standard Statement
10
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Writing Shifts
• An increase in writing to sources
• Emphasis on writing that marshals arguments (using evidence, evidence, evidence)
• A significant increase in the amount of research writing (short and frequent projects)
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• CCR.W.9– draw evidence from literary or informational text to
support analysis, reflection, and research• Teachers must be able to:– Create text-dependent writing prompts that require
students to rely primarily on the text to support their arguments/responses
• Students must be able to: – Analyze and synthesize text – Present careful analysis, well-defended claims, and clear
information through their writing
Writing to Sources: What?
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What does it look like in grade 3? Text Dependent Non-Text Dependent
Ask and answer questions regarding the plot of Patricia MacLachlan’s Sarah, Plain and Tall, explicitly referring to the book to form the basis for their answers. [RL.3.1]
One of the themes in the book, Sarah, Plain and Tall, is loss. Write about a time when you or someone you know experienced the loss of a loved one.
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What does it look like in grade 6? Text Dependent Non-Text Dependent
Analyze in detail how the early years of Harriet Tubman (as related by author Ann Petry) contributed to her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life. [RI.6.3]
Create a story in which the main character is on the underground railroad. What would life be like for this character?
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What does it look like in grades 9-10?
Text Dependent Non-Text Dependent
Analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for specific details that show how the theme emerges and how it is shaped and refined over the course of the novel. [RL.9–10.2]
Explore the ways that both Chinese and American superstitions drive thoughts and choices. Does superstition help generations connect, or does it separate them?
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Three practices for strengthening reading through writing:
1. Have students write about the text they read (taking notes, answering questions, learning logs, summaries, or extended response)
2. Teach students the writing skills and processes that go into creating text
3. Increase the amount of time students write.
Writing to Sources: How?
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Marshaling Arguments: What?
• CCR.W.1– Write arguments to support claims in an analysis
of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence
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Persuasion Argument Appeals to the credibility,
character, or authority of the writer (speaker)
Appeals to the audience’s self-interest and sense of identity
Relies on emotional appeals Evokes emotions
Convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than evoking emotions.
Requires evidence
Argument vs. Persuasion in the Common Core
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Marshaling Arguments: Why?
When students consider two or moreperspectives on a topic or issue, something far
beyond surface knowledge is required . They must– Think critically and deeply– Assess the validity of their own thinking– Anticipate counterclaims in opposition to their
own assertions
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Marshaling Arguments: How?
• Students must be able to effectively arrange their thoughts to support their reasoning.
• Writing must reflect evidence of close analytic reading of complex text.
• Writing must show evidence of either advancing an argument or explaining an idea.
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Research: What?
• CCR.W.7 Conduct short as well as more sustained research
projects based on focused questions, demonstrating understanding of the subject under investigation
• Should have a meaningful, focused connection to the text (where possible)
• Should encourage students to read closely to compare concepts and synthesize ideas across multiple texts
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Research as the Vehicle
Research projects allow for and promote:• Close reading• Text complexity increase• Increase in literary nonfiction• Writing to sources• Exposure to academic
vocabulary• Presentation skills (Speaking
and Listening)
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Research: Why?
The new assessments will assess the research standards.
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Research: How?
• Students should have multiple opportunities for research (short, as well as sustained projects).
• Students should utilize multiple forms of technology to produce, publish, and collaborate with others.
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Writing Practice
Answer Question 22Trace the progressions of CCR.W.6-9 from K-CCR. Pay particular attention to your grade level. Consider the following:– What specific skills are needed to meet these standard
statements?– What other strands should be incorporated to help support
this shift?– What do these standard statements look like in your
classroom?– In the standard statements that remain the same from grade
to grade, how do you plan to increase the complexity?
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Writing Reflection Takeaway
After examining the vertical articulation document for standard statements 6-9, assess your current research practices/projects. Based on what was reviewed in the vertical articulation document, consider the following:– Where do your projects land on the grade continuum? – Which skills require an increase in complexity?– What specific strategies adequately prepare students
for the skills needed in the next grade level/band?
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Take away: Research InventoryTo determine how well you integrate research into your instruction, take an inventory of your classroom planning and instruction.
• What is your approach to teaching research?
• Examine your lesson plans. Over the course of two weeks, how many opportunities are given to allow for research?
• Take a look at your lessons. How often do you incorporate writing to sources into your literary or informational text selections?
• How often are students given the opportunity to share their research with others?
• What are the various forms of technology integrated into your research project?
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LANGUAGE: KEY SHIFTS IN ENGLISH LANGUAGE ARTS
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Language Strand
Conventions of Standard English
Standard Statement
1
Standard Statement
2
Knowledge of
Language
Standard Statement
3
Vocabulary Acquisition and Use
Standard Statement
4
Standard Statement
5
Standard Statement
6
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Vocabulary Shift
• Increased emphasis on academic vocabulary as a critical component of college and career readiness.
• Information in the following slides has been taken from Isabel Beck’s book, Bringing Words to Life.
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Vocabulary – What to teach?
• Not all words have equal importance in language instruction.
• The CCSS considers three types of vocabulary words or three tiers of vocabulary – for teaching and assessing word knowledge.
• A word’s frequency of use, complexity, and meaning determines into which tier it will fall.
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Tier 1 –Basic Vocabulary
• The words of everyday speech, usually learned in the early grades.
• These words are not considered a challenge to the average native speaker.
• Words in this tier rarely require direct instruction and typically do not have multiple meanings.
• Examples: clock, baby, happy, walk
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Tier 2 – Academic Vocabulary
• Tier 2 words, or academic vocabulary, pervade complex text of all types.
• They are an underlying language of complexity that pervades everything complex that students read.
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The following is a list of characteristics for Tier Two words:– Important for reading comprehension– Contain multiple meanings – Increased descriptive vocabulary (words that
allow students to describe concepts in a detailed manner)
– Used across a variety of domains, occurs more frequently in literature
Tier 2- Academic Vocabulary
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Tier 3- Low-Frequency, Content-Specific Vocabulary
• Specific to a domain or field of study
• Far more common in informational texts than in literature.
• Explicitly defined by the author of a text
• Repeatedly used• Heavily scaffolded (e.g.,
made part of a glossary)
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How will the Literacy Standards be assessed?
• The expectation is that all content area teachers make use of the Literacy in History/Social Studies, Science, and Technical Subjects standards for instruction.
• However, the ELA assessment may include texts based on the Literacy Standards.
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Informational Text
Grades 6 - 12If you are using a selection which is
Literary Nonfiction
Informational Text
History, Social Studies, Science, Technical Subjects Text
Use these standards
Reading Informational TextStandards #1-10
ReadingInformational TextStandards # 1- 9
Literacy Standards
• Answer question 23.
What can teachers do now?• Focus on content depth • Integrate the concepts and skills from reading,
writing, speaking and listening, and language into instructional units. Avoid teaching skills in isolation.
• Use formative instructional strategies and assessments K-12.
• Develop the students’ ability to view themselves as effective readers and writers – as effective communicators.
• Use resources that connect the English Language Arts concepts and skills in the classroom to the outside world, which adds relevance to what is being taught.
• Become familiar with the Content Elaborations and Enduring Understandings found in the Model Curriculum which is posted online.
• Promote performance-based assessment. • Plan and implement appropriate professional
development for both teachers and administrators, building both content and pedagogical knowledge for students as well as educators.
What can teachers do now?
QuizName the four strands found in the
Common Core State Standards for ELA
• Reading (Literature and Informational Text)
• Writing
• Speaking and Listening
• Language
• Key Ideas and Details• Craft and Structure• Integration of Knowledge and Ideas• Range and Level of Complex Texts
Name the topics found in the Reading Literature Strand
Appendix A
Where can you find more information about calculating text complexity?
Appendix C
Where can you find exemplars of student writing?
Model Curriculum: Content Elaborations
Where can you find deeper explanations about what the standards expect students to
know and be able to do?
Resources and strategies for diverse learners including English Language Learners, students with disabilities and gifted students
What type of support can you find at www.cast.org?