Common Core English Language Arts East Carolina University September 2012

Common Core English Language Arts

East Carolina UniversitySeptember 2012

Before We Begin…

Visit: http://region1rttt.ncdpi.wikispaces.net/ Add the Region 1 wikispace to your favorites. Click “Region 1 Events” in the left menu. Click “Common Core ELA Overview” to access

the interactive agenda for today. Click “Agenda”.

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Housekeeping

• Parking Lot (Section C)• Session Plus/Delta/Reflection

(Section H)Your input is essential and valued!

FreeDigitalPhotos.net

Can We Agree?To be actively involvedValue differencesAgree to disagreeListenDon’t take it personallyBe honestStay focused on established purpose and goalsRefrain from conducting side bar conversations

Outcomes• Participants will gain an understanding of the differences

between Common Core State Standards and the NC Essential Standards.

• Participants will develop a basic understanding of the composition of the ELA and Literacy Standards.

• Participants will engage with the instructional shifts in the Common Core State Standards in English Language Arts and describe how the shifts guide in lesson planning.

• Participants will determine how to select tier two academic vocabulary words that are appropriate for instruction.

Common Core Overview

Clearer and Higher: Why Students Need the Common Core

Click for video

(Adopted by 48 states and the District of Columbia)

•English Language Arts•Mathematics

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NOTE: English Language Development and Information & Technology Essential Standards must be delivered by

classroom teachers through ALL content areas, in appropriate grade levels– in collaboration with AIG, EC,

ESL, media coordinators and tech facilitators.

Our Focus

Common Core State Standards

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NC Essential Standards• Science• Social Studies• World Languages• Arts Education• Healthful Living

NOTE: English Language Development and Information & Technology Essential Standards must be delivered by

classroom teachers through ALL content areas, in appropriate grade levels– in collaboration with AIG, EC,

ESL, media coordinators and tech facilitators.

• Career & Tech Ed• Exceptional Children• English as Second Language• English Language Development • Information & Technology

Common Core State Standards (CCSS)

North Carolina Essential Standards (NCES)

Applies to 43 States + DC and USVI Applies ONLY to NCNot aligned to Revised Blooms Taxonomy

Uses the RBT terms in the objectives

Math and ELA Standards Only

Science, Social Studies, Information & Technology Skills, the Arts, Healthful Living, World Languages, and the Occupational Course of Study

Developed by people across the country

Developed by people in NC

Comprehensive K-12 Standards Comprehensive K-12 StandardsGrade Specific in K-8 and Subject Specific in 9-12

Grade Specific in K-8 and Subject Specific in 9-12

“Spiral” design where students learn the same basic standard each year but in greater depth/complexity

“Spiral” design where students learn the same basic standard each year but in greater depth/complexity

Focus on teaching skills & information (do & know)

Focus on teaching skills & information (do & know) 9

In Comparison

Implementing the English Language Arts

Common Core State Standardshttp://www.corestandards.org/

College and Career Readiness (CCR) Anchor Standards

04/20/23 • page 11

The CCR Anchor Standards:

• Have broad expectations consistent across grades and content areas.

• Are based on evidenceabout college and workforce training expectations.

• Expect instruction to cover a broad range of increasingly challenging text.

Grade Specific Standards

04/20/23 • page 12

K−12 standards:

• Are grade-specific end-of-year expectations.

• Are developmentally appropriate. There is a cumulative progression of skills and understandings.

• Have a one-to-one correspondence with CCR Anchor Standards.

http://www.corestandards.org/

Organization of the ELA Common Core State Standards

Strands Strands Strands Strands

ClustersClustersClustersClusters

StandardsStandardsStandardsStandards

Anchor Standard Example

R.CCR.6

Strand

Grade or College and Career Readiness

Standard

Grade Specific Example

RL.1.1

Strand

Grade

Standard

CCSS Coding Review

W.1.3 Writing, Grade 1, Standard 3

SL.1.2 Speaking and Listening, Grade 1, Standard 2

Visit: http://www.ncpublicschools.org/acre/Locate the crosswalk for your assigned grade levelQuickly glance and compare the old and the newIdentify differences and similaritiesShare with the group

A Quick Comparison of the Old and the New NCSCoS

ELA Shifts

http://www.youtube.com/watch?v=JDzTOyxRGLI

3 Shifts in ELA

Implementing Shift 1• Much of our knowledge base comes from

informational text.• Example: National Geographic• Informational text makes up a vast majority of

required reading in college/workplace.• In K-5, a 50/50 balance between narrative and

informational texts.• In 6-8, a 45/55 split• In high school, a 30/70 split, with increased emphasis

on reading in content classes

Implementing Shift 2• Ability to cite evidence differentiates student

performance on NAEP.

• Most college and workplace writing is evidence-based and expository in nature (not narrative).

• Argumentative and explanatory/informational writing in all subject areas should be focused on evidence from the text.

Implementing Shift 3• The gap between complexity of college and high

school texts is much too large – about four years.

• What students can read in terms of complexity is the greatest predictor of success in college (ACT study).

• Students must learn to activate reading strategies in response to the challenges they encounter in complex texts.

A Focus on Academic Vocabulary

Three Tiers of Words Tier 1 – most basic words of oral language and rarely require instructional attention (80% of text)

Tier 2 – words that are more sophisticated and used often across disciplines

Tier 3 – words that are very rare or apply to specific domains

Choosing Words to Teach

Tier 2 WordsCriteria to determine which

words to teach:

InstructionNot address

TellWorthy

Students are likely to see the word often in other texts and across domains.

The word will be useful in students’ writing. The word relates to other words or ideas

that the students know or have been learning.

Word choice has significance in the text. The context does not provide enough

information for students to infer the meaning.

Academic Vocabulary

Let’s Practice Together

• Read: Birthday Soup• Using the rubric, identify 4

tier 2 words• Justify your choices

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More PracticeIndividually or with a peer Choose a current text you are using with your class Identify the academic vocabulary (Tier 2 words)

found in the text Chart words in the Google form found in section G

on the agenda or visit http://bit.ly/OwLVBT Be prepare to share and justify at least 2 words on

your list

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ELA Wikispace

• The ELA wiki contains all of our resources, handouts, and PowerPoints.

http://elaccss.ncdpi.wikispaces.net/ELA+Home

Post Assessment & Session Evaluation

• Visit: http://region1rttt.ncdpi.wikispaces.net/

(Complete Section G on your agenda.)

Your feedback is important to us!

Contact InformationAbbey Futrell, PD Consultant, Region 1 abbey.futrell@dpi.nc.gov (252) 227-0838

Beth Edwards, PD Consultant, Region 1elizabeth.edwards@dpi.nc.gov (252) 916-6842

Dianne Meiggs, PD Consultant, Region 1dianne.meiggs@dpi.nc.gov (252) 340-0113