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ENGLISH LANGUAGE ARTS
CORE ACADEMIC STANDARDS
Missouri Department of Elementaryand Secondary EducationOctober, 2012
An alignment analysis was conducted in February of 2011.
All Show-Me Standards for Communication Arts were represented in the CCSS.
Alignment Between Show-Me Standards and the CCSS
Reading: Text Complexity Rationale
“…while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K-12 texts have actually declined in sophistication…” (CCSS Appendix A, p.2 )
Reading Study Summary
600
800
1000
1400
1600
1200
Text
Lex
ile
Mea
sure
(L
)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Reading Shift
Text Complexity Grade
Bands in the Standards
Old Lexile Ranges Lexile Ranges AlignedTo CCR
Expectations
K-1 N/A N/A2-3 450-725 420-8204-5 645-845 740-10106-8 860-1010 925-1185
9-10 960-1115 1050-133511-12 1070-1220 1185-1385
Reading: Text Complexity(CCSS 6-12, p. 57; Appendix A, p. 5-7) Levels of meaning
StructureLanguage conventions and
clarityKnowledge demands
Readability measuresOther scores of
complexity
Variations: motivation, knowledge, experienceVariables: purpose/complexity of task; questions posed
(Figure 2, Appendix A, p.6)
Lexiles, Accelerated Reader, Coh-Matrix
(Figure 4, Appendix A, p. 10-12)
Reading: Text Complexity Rationale
Elementary and secondary students are not required to read enough informational text independently even though expository text makes up the vast majority of the required reading in college and the workplace.(CCSS Appendix A, p.2)
Writing Shifts 15
Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts
Focus on the use of reason and evidence to substantiate an argument or claim
Emphasize ability to conduct research – short projects and sustained inquiry
Incorporate process with writing types (Standards 1-3)
Grade Level Progression - WritingWRITING
Grade 1: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Grade 4: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Grade 7: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Grades 11-12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
Speaking and Listening Shifts22
Focus on collaborative discussions formal and informal academic, small-group, whole-class
discussions
Emphasize effective communication practices
Require interpretation and analysis of message Oral Visual Multimodal formats
Language Shifts 24
Include conventions for writing and speaking Highlight vocabulary acquisition
conversation direct instruction reading
Are integrated in context of reading writing speaking listening
1
2
3General
academic words found more in
text than speech
Everyday speech
Domain-specific3 Tiers of Words
I walked slowly to my friend’s house. I slowly walked to my friend’s house.
H20≠02Ha + b = b + a
Sentence Structure
History/Social Studies - GRAPHICS
• Include photographs and artwork superfluous to text – may not be referenced in text
• Often require students to integrate new information – graphs, charts, timelines, et.al.
• Requires reader to determine if information is descriptive sequential relational/hierarchical causal
Science Reading - GRAPHICS
Represent alternate forms of the same information
Read recursively – from diagram to text, and back
Beg reader to transform information from one form to another* (ability to do this is evidence of full understanding)
Presents close connections among prose, graphs, charts, formulas
What Can Districts Do Right Now? http://www.dese.mo.gov/divimprove/
curriculum/documents/ccr-ccss-ela-implementation-plan-2011.pdf
Examine the text complexity of currently used materials against the text exemplars provided in Appendix B of the Common Core State Standards (CCSS) document.
Begin discussions concerning how to increase students’ ability to read text of increasing complexity at all levels.
Teach “close” reading. “Close” reading means reading for the purpose of uncovering layers of meaning and allowing for deep comprehension.
Emphasize writing instruction, particularly argumentative/opinion and information/explanatory writing at all levels.
Examine the writing samples provided in Appendix C to become familiar with the expected proficiency levels at each grade level.
Intentionally teach vocabulary in context, particularly general academic and domain-specific vocabulary.
Begin discussion among teachers of all content areas to determine how to help students meet the particular challenges of reading, writing, listening, speaking, and language in their respective fields.
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