Welcome Teachers, Specialists, and School Psychologists

ELA Common Core State Standards

A mind that is stretched by new experience can never go back to its old dimensions”.

-Oliver Wendell Holmes

You may access the morning presentation by going to http://tburzynski.weebly.com/

-Go to Title I and CCSS Jan. 17Please participate in an ongoing conversation by sharing at

http://todaysmeet.com/CC

Morning: Why these Standards? Why now? Overview of the Standards LAYOUTShifts in these standards

BreakProgressionsHess’s Depth Of Knowledge (DOK) SMARTER Balanced Assessment

LUNCH

Afternoon:Math CCSS

The CCSS mandates outcomes for every grade level/grade band.

The CCSS force a common language. Students will be tested and instructional

effectiveness will be measured based on CCSS.

Federal funding is tied to CCSS adoption, implementation, and accountability.

More subject area standards are being developed.

Four Domains:1.Reading (3 parts) 2.Writing 3.Speaking & Listening4.Language

Each Domain:1. College & Career Readiness (CCR)

Anchor Standards2. Content Standards

Reading is broken into 3 parts: 1) Literature

2) Informational 3) Foundational

Focus on results, rather than means-teachers determine the how

Integrated model of literacyResearch and media skills are

blended inShared responsibility and

interdisciplinary approach

Define what students should know and be able to do, not how teachers should teach

Focus on what is most essential, they do not describe all that can or should be taught

Do not define the nature of interventions or advanced work

Do not define the “whole of college and career readiness”

What does it mean to be a literate individual?

Demonstrate independence Build strong content knowledge Respond to varying demands of audience, task,

purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and

capably Come to understand other perspectives and

cultures -CCSS Introduction

The same skill set is in the 10 standards for literary and informational reading

The first 9 require deep comprehension and high-level thinking 1-3 Reading for meaning 4-6 Reading for craft 7-9 Thinking across texts

•Standard #10 – TEXT COMPLEXITY

6 Anchor Standards Divided into 2 groupings

Comprehension and Collaboration (Standards 1-3) Presentation of Knowledge and Ideas (Standards 4-6)

The language standards are written to suggest that language work should be interwoven across the day so that conventions , vocabulary, and craft become a seamless part of your reading writing speaking and listening already underway in your classroom. (Pathways p. 170)

6 Anchor Standards Divided into 3 Categories

6 Anchor Standards Divided into 3 Categories

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition and Use

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CESA 10 (CESA 10)

Progression Guide H.O.

Reading Standards for Literacy Text Task: Getting Acquainted with Progressions in

Understanding Literacy Text1)Select a CCR Anchor Standard category (ie. Key

Ideas, Craft and Structure)2)Select a grade level standard in that CCR

category to trace the progressions. 3)Look at each grade level standard and note the

major concepts for each in the organizer. 4)Discuss a prompt/question for each grade level

that a teacher might ask students to demonstrate understanding

Literacy is a ‘shared’ educational responsibility The teaching of more informational textsTechnology is more than a toolThe role of argumentAttention to the purposes and range of writingUse of more complex texts (g. 2-12) w/explicit

teaching and scaffolding to independence. Attention to vocabulary instruction across all

disciplines

Text Complexity in Grade Band Standards

Old Lexile Ranges Lexile Ranges Aligned to CCSS

K-1 NA NA2-3 450-725 450-7904-5 645-845 770-9806-8 860-1010 955-11559-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

19Remember: Lexile is only piece of information related to text complexity

QuantitativeQual

itativ

e

Reader and Task

Link that displays links to grade-level standards

with connections to pertinent parts of the Continuum of Literacy Learning (white edition). http://www.heinemann.com/fountasandpinnell/ccssAndStateSpecificResources.aspx

http://sampleitems.smarterbalanced.org

Bloom Meets WebbHandout

Identify what students should Identify what students should know and be able to do to know and be able to do to demonstrate readiness for demonstrate readiness for

college and career: college and career:

Four ClaimsFour Claims

1.1. Students can read closely and analytically to Students can read closely and analytically to comprehend a range of increasingly comprehend a range of increasingly complex literacy and informational textscomplex literacy and informational texts

2.2. Students can produce effective and well-Students can produce effective and well-grounded writing for a range of purposes grounded writing for a range of purposes and audiencesand audiences

3.3. Students can employ effective speaking and Students can employ effective speaking and listening skills for a range of purposes and listening skills for a range of purposes and audiencesaudiences

4.4. Students can engage in research/inquiry to Students can engage in research/inquiry to investigate topics, and to analyze, integrate, investigate topics, and to analyze, integrate, and present informationand present information

Please read page 12 The ‘How do we implement RtI section.’

Discuss at your table

“ Learning specific academic standards and passing state tests are meaningless if the student does not become an intelligent, responsible adult who possesses the knowledge and quality of character to live a happy rewarding adult life.” Pg. 14 - The Why Behind RtI

Achieve. 2010. “English Language Arts Common Core State Standards: History/Social Studies, Science and Technical Subjects. Achieve.

Allington,Rrichard, 2002. “You Can’t Learn Much from Books Yu Can’t Read.” 2005. What Really Matters for Struggling Readers: Designing Research Based Programs. 2d ed. Boston: Allyn and Bacon.

Buffum, Mattos, & Weber. “The Why Behind RtI.” Educational Leadership. Oct. 2010.

Battelle for Kids. 2011. “Verticle Progression Guide for the Common Core.”

Calkins, Lucy, Ehrenworth, Mary, Lehman, Christopher. 2012. “Pathways to the Common Core: Accelerating Achievement.” Heinemann.

Dobbertin, Cheryl, Dina Strasser. July 10, 2012. “ Four Myths About the ELA Common Core.” Education Week: Teacher.