english language arts/literacy louisiana textbook adoption publisher’s orientation march 1, 2012

English Language Arts/LiteracyLouisiana Textbook Adoption

Publisher’s OrientationMarch 1, 2012

Louisiana Department of Education 2

Overview

• Understanding the Common Core State Standards for English Language Arts and Literacy (CCSS for ELA/Literacy)

• Evaluation Tools (Tools #1-#3) and Specific Considerations for ELA/Literacy

• Additional Resources


Understanding the CCSS for ELA/Literacy

• Structure• Design Considerations• Key “shifts”



Strand

(Focus Topic) College and Career Readiness Anchor

Standard

Grade-Specific

Standard


Standard

Grade-Specific

Standard


Standard

Grade-Specific

Standard

Structure



• Reading– Reading Standards for Literature K-5 (RL)– Reading Standards for Informational Text K-5 (RI)– Reading Standards: Foundational Skills (K-5) (RF)

• Writing (W)• Speaking and Listening (SL)• Language (L)

Strands


Tool #1CCSS Strand


Tool #1

Grade-Specific Standard

Grade Level



• Alignment– Progressions (vertical alignment)– Integration (horizontal alignment)

Design Considerations



Kindergarten

Grades 1-5

Grades 6-8

Grades 9-12College and Career Readiness Anchor Standard

Design Considerations:Progression (Vertical Alignment)



With prompting and support, identify the main topic and retell key details of a text. (Kindergarten)

Identify the main topic and retell key details of a text. (Grade 1)

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs with the text. (Grade 2)

Design Considerations:Vertical Progression Example


Tool #1

Vertical Progression Chapters and page #s

for Grade 4 only


Tool #1Grade 3 Grade 4

Vertical Progression



Design Considerations:Language Progressions (Page 30 of the

CCSS)


Tool #1

• At the end of each strand*:

“Describe how the materials reflect the vertical progression of the CCSS for (strand name) from grade __ to grade __.”

*Not applicable to kindergarten


Tool #1

• Expectations for publisher description/explanation:– Limit the response to approximately 2 paragraphs– Provide concrete examples including page numbers when

appropriate to show connection and progression between the grades (within a grade is acceptable as well, if appropriate)

• “In grade 3, we include excerpts (pages 25 and 56) from two different books featuring Ramona Quimby, and a task which asks students to compare and contrast the plot and theme of the excerpts. In grade 4 we include creation myths from different cultures (Chapter 5, pages 122-148), and include a task which asks students to look at how the different myths explain creation to develop different themes.”

– Do not include every example; only highlight a few exemplars

Progression of Strands



• Page 5 of the CCSS for ELA/Literacy:

“While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.”

Design Considerations:Integration (Horizontal Alignment)



• In editing writing, students address Writing standard 5 (“Develop and strengthen writing as needed by…”) as well as Language standards 1-3 (conventions of standard English and knowledge of language).

• Pair literary texts with informational texts

• Locate evidence from texts to support written answers in questions and tasks

• Present information researched in tasks

• Study language conventions in reading texts

• Include questions and tasks that address standards many times in varied ways with multiple texts

Design Considerations:Integration Examples


Tool #1

• At the end of Tool #1:

“Also describe how the materials reflect the integration of the Common Core State Standards for English Language Arts and Literacy across the various strands in grade ___.”


Tool #1

• Expectations for publisher description/explanation:– Limit the response to approximately 2 paragraphs– Provide concrete examples including page numbers when

appropriate to show connection between the strands• “We ask students to respond to every text in writing (page 10, 24,

33, 48, etc.) and present research findings conducted on topics taken from reading texts (page 89, 176)).”

– Do not include every example; only highlight a few exemplars

Integration


Tool #1

• Completed by publisher– Title of Textbook and Publisher– Date of Copyright– Column labeled “To be completed by publisher”– Questions after each strand and at the end

• Verified by the committee– Will complete the column labeled “Committee Standards

Alignment Evaluation” using the provided rubric at the top of the first page

• Specific considerations (next slides)


Tool #1

The lettered item must be interpreted within

the above context.

When standards have letters below the stem…


Tool #1

Standard sets expectations for student

performance

Is the content of the materials sufficient for students to

adequately meet the standard? Example:• Does student’s edition contain

tasks that promote discussions involving these skills?

• Does teacher’s edition provide strategies for better discussions, enabling teachers to provide opportunities for students to meet these standards?

When standards focus on student performance…



• Summarized from several additional documents that accompany the CCSS for ELA/Literacy:– Pages 30-33 within the CCSS document– Appendices A and B– Publishers’ Criteria for K-2 and 3-12– PARCC Model Content Frameworks

Key “Shifts”



Text complexityExpectations set for an increase in text complexity at each grade level; texts should be analyzed before being used (focus on text)

Reading foundations Essential for later ability to read complex text; focus on consolidation of skills

Academic vocabulary Tier II words are common to complex text and used across content areas; systematic instruction around Tier II words

Building knowledge Sequence texts and instruction so that as students gain knowledge from info. text they build a body of knowledge

Informational text Increase use of informational text in the classroom; goal is 50/50 balance (lit/info) across reading in K-5

Writing to sources Writing about text after close reading; responding to text-dependent questions

Using evidence Gather and use evidence to support writing (1-2 texts) and in research projects (short/extended; multiple sources)

Argumentative writing Move from narrative to argumentative writing; distinct from persuasive writing (more academic/analytical)

Key “Shifts”


Tool #2Category

Description of shift/criteria


Tool #2

How completed may vary based on choice above

Can complete for individual grade or grade cluster


Tool #2

• Completed by publisher (all but the last column)• Verified by the committee (will complete the last column)• Specific considerations:

– Limit responses as much as possible to the provided boxes (some expansion is acceptable, but be reasonable)

– Provide specific examples as appropriate, but focus only on exemplars; do not provide every available example

– It is acceptable to reference Additional Resources included in this presentation as necessary


Tool #2

Additional Resources may

need to be referenced


Tool #3

• Publisher completes title of textbook, publisher, and date of copyright

• Everything else is completed by the committee• Summary of Tool #1 and Tool #2 with additional

questions• Committee will make independent decision about

whether to Adopt or Reject a particular submission


Additional Resources• Publishers’ Criteria for K-2 and 3-12

– Basis of Tool #2 for grades K-5; web addresses on Tool #2

• PARCC Model Content Frameworks for ELA (gr. 3-11)– Basis of Tool #2 for grades 3-5; web address on Tool #2

• Appendices A and B– Appendix A gives research on all strands; referenced in Tool #2

for grades K-5; web address on Tool #2– Appendix B gives exemplar texts for text complexity; referenced

in Tool #2 for grades K-5; web address on Tool #2

• Additional pages in CCSS for ELA/Literacy – – Language progressions (grades 3-5 only)– Page 31 – Definitions for text types and text complexity– Page 32 – Text exemplars– Page 33 – Example of how to sequence texts around a topic


of the CCSS for ELA/Literacy


Questions?

english language arts/literacy louisiana textbook adoption publisher’s orientation march 1, 2012

Documents

literacy ccss

appropriatein grade

specific considerations

vertical progressionchapters

rireading standards

rlreading standards

language progressions

different myths