AUGUST 2012

Elementary Literacy Standards

New Standards for Literacy

Key Intended Learnings–

Teachers will…• Examine capacities of college and career students for connections to the DPS framework for effective teaching

• Examine the Instructional Shifts for Literacy in Common Core and the English Language Development Standards

• Experience a “close reading” of text to better understand Shifts 1 and 2 and implication for access for our ELLs

• Investigate learning trajectories K-12 in Literacy

Essential Questions

• How will we need to adjust instruction in our classrooms to meet the expectations of the Common Core State Standards?

• What is the interplay between Standards, the Framework and English Language Development?

Activate Background Knowledge

• Table Group Discussion— • KW Chart

What do you already know about the CCSS for Language Arts/Literacy

What do you already know about ELD standards? What questions do you have?

• Whole Group “Whip Around”• Share one from each column; please don’t share

repeats

Video Spotlight: Overview of Language Arts Standards

• As you view the video, Common Core State Standards for ELA and Literacy, look for confirmation of what you already know about the CCSS, as well as new information.

Overview of the Standards

• Read “What is good about the CCSS?” (Pathways p.7-13)

• Discuss with a partner:

Based on the video and what I read, a positive outcome that I predict will occur after using these new standards is …

Capacities of Literate Individuals

•Read Students Who are College and Career Ready (CCSS p.7) and underline key terms or characteristics that illustrate capacities of a college and career-ready student.

Table Work: 1) write key terms or characteristics that illustrate

capacities of college and career-ready students

2) write the characteristics and phrases on the chart paper at your table

Table Discussion: using your Framework for Effective Teaching, find connections between the characteristics or key terms that you listed and the Framework

Instructional Shifts for Literacy

• Build knowledge through content-rich nonfiction and informational texts (throughout the day!)

• Read, write, and speak grounded in evidence from texts.

• Practice regularly with increasingly complex texts and academic vocabulary.

I

• Unpack and discuss the shifts with your table group• What does this shift mean to you?• What impact will these shifts have

for teaching our English learners?

Instructional Shifts for Literacy

English Language Development Standards

Related to Language Arts

ELD Standards Abbreviation

1-English language learners communicate for Social and Instructional purposes within the school setting

Social and Instructional language

2-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts

The language of Language Arts

Ensuring Access for ELLs through Content/ Language Objectives

Content

What standards-based content and skills will be addressed?

Targeted DomainWhat domain (speaking, listening, reading, writing)

will be targeted this lesson?

Language Function

How will students use language in the lesson?

Language FormWhat grammatical structures of the language, syntax,

and academic vocabulary will be used?

Differentiated Supports

What supports will my students need to understand the content?

Functions and Forms

Functions Possible Forms

1) Describe, Explain, Classify is, includes, could be, illustrates

2) Compare and Contrast but, however, as opposed to, just like

3) Sequence first, second, prior to, soon thereafter

4) Cause & Effect when…then, resulted in, due to

5) Defend/Propose/Justify believe, claim, as stated by, because

Shift 2 of the CCSS Requires Students to…

Read like a detective; write like a reporter.

Close Reading –Summative Experience

Close Reading –Elementary Example

Reflective Questions…

Table Discussion:

How is it different from current practice?

Why is this important?

How might we begin to shift our questioning and student discussions in this direction?

What are some ways we might scaffold this type of lesson for English learners and/or struggling readers, without taking away their right to “grapple?”

How might a CONTENT/LANGUAGE Objective support students with access to this close reading on the Rain Forest?

Content/Language Objectives

• Content/Language Objectives will be included in the following documents:

• Interdisciplinary Units • Instructional Tasks • Literacy Design Collaborative Units

Investigating Learning Trajectories

Read the learning trajectory for Reading Standard 1 from Kindergarten to Grade 12.

o How does this “literal comprehension standard” build in complexity from grade to grade?

Work with a partner or in triads, to analyze the changes that take place from grade to grade.

• Think about how “close reading” of text might change from grade to grade, as well.

Investigating Learning Trajectories

• Table Discussion• What do students need to know and be able to

do at each level?• What changes occur from grade to grade?• How might “close reading” be addressed over

time?

Alignment K-12

• Whole Group Discussion

Why is it important for teachers to understand the learning trajectories and how the standards align?

Implications

• Whole Group Discussion

How might we use vertical conversations to deepen our understanding of learning trajectories?

Essential Questions

• How will we need to adjust instruction in our classrooms to meet the expectations of the Common Core State Standards?

• What is the interplay between Standards, the Framework and English Language Development?