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Arizona’s Common Core StandardsEnglish Language Arts
Southern Arizona Summer Institute 2012Pima County Regional Support Center
Claudia Gaxiola
NORMS – RESPECT
•Respect time - Begin & End on Time•Electronic Devices – Silenced •Set Aside Preconceived Notions•Practice Active Listening - refrain from side-conversation •Equity of voice, allow for different perspectives and expertise•Courtesy and cooperation guide our work and negotiations•Think globally, seek site or self specific answers- separately – Parking Lot
Introduce yourself (your name, district, school, grade level taught)
Fill our a Group Resumeo 1 per table
Icebreaker –Group Resume
Overview and Introduction of Arizona’s Common Core ELA Standards
Making Sense of the Appendices and Alignment Document
Outcomes
Historical Overview
2 Consortia of states Partnership for Assessment of Readiness for
College and Careers (PARCC) SMARTER Balanced Assessment Consortium
PARCC is an alliance of 25 states AZ is one of 15 Governing Board States
Why Common Core Standards?
Preparation: They will help prepare students with the knowledge and skills they need to succeed in education and training after high school (CCR)
Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.
Equity: Expectations are consistent for all – and not dependent on a student’s zip code.
Why Common Core Standards?
Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.
Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.
Common Core State Standards Evidence Base
12
For example: Standards from individual high-performing countries and provinces were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence, and progression.
Mathematics1. Belgium (Flemish)2. Canada (Alberta)3. China4. Chinese Taipei5. England6. Finland7. Hong Kong8. India9. Ireland10. Japan11. Korea12. Singapore
English Language Arts1.Australia
• New South Wales• Victoria
2.Canada• Alberta• British Columbia• Ontario
3.England4.Finland5.Hong Kong6.Ireland7.Singapore
Why is this important?
• Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels
• All students must be prepared to compete with not only their American peers in the next state, but with students from around the world
13
Key Advances Four Strands
Reading◦Balance of literature and informational texts◦Text complexity
Writing◦Emphasis on argument and informative/explanatory writing◦Writing about sources
Speaking and Listening◦Inclusion of formal and informal talk
Language◦Stress on general academic and domain-specific vocabulary
14
Key Advances
Standards for Reading and Writing in History/Social Studies, Science, and
Technical Subjects
◦Complement rather than replace content standards in those subjects
◦Responsibility of teachers in those subjects (embedded within K-5)
◦Alignment with college and career readiness expectations
15
English Language Arts Lead
Common Core State Standards Development
Video
http://neric.welearntube.org/?q=node/146
http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life-download.html
DAVID COLEMAN: INSTRUCTIONAL SHIFTS
04/20/23 16
04/20/23 17
Instructional Shifts to Support Students in Literacy Acquisition
Sh
ift
1
Bal
anci
ng In
form
atio
nal a
nd L
itera
ry T
exts
(P
K-5
)
Balance of informational and literacy texts
Students access science, social studies, the arts and literature through text
At least 50% of what students read is informational
New York Dept. of Ed/Teacher Domain/Science Foundation
04/20/23 18
Sh
ift
2
B
uild
ing
Kno
wle
dge
in th
e D
isci
plin
es (
6-12
) Content area teachers emphasize literacy experiences in their planning and instruction
Students learn through domain –specific texts in science, social studies and technical subject classrooms.
Students are expected to learn from what they read
New York Dept. of Ed/Teacher Domain/Science Foundation
Instructional Shifts to Support Students in Literacy Acquisition
04/20/23 19
Sh
ift
3
S
tairc
ase
of T
ext
Com
plex
ity
Students read the central, grade appropriate text around which instruction is centered
Teachers create more time and space in the curriculum for close careful reading of text
Teachers provide necessary scaffolding
Text Complexity Matters
New York Dept. of Ed/Teacher Domain/Science Foundation
Instructional Shifts to Support Students in Literacy Acquisition
04/20/23 20
Sh
ift
4
Tex
t-B
ased
Ans
wer
s
Students have rich and rigorous conversations dependent on a common text
Teachers insist that classroom experiences stay deeply connected to the text on the page
Students develop habits for making evidentiary arguments both in conversation and writing to assess comprehension
David Coleman April 28, 2011
Instructional Shifts to Support Students in Literacy Acquisition
04/20/23 21
Sh
ift
5
Writ
ing
from
Sou
rces
Writing emphasizes the use of evidence to inform or make an argument
Students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read
New York Dept. of Ed/Teacher Domain/Science Foundation
Instructional Shifts to Support Students in Literacy Acquisition
04/20/23 22
Sh
ift
6
Aca
dem
ic V
ocab
ular
y
Students build needed vocabulary to access grade level complex texts
Focus strategically on the comprehension of words such as discourse, generation and theory, and less time on literary terms (onomatopoeia)
Teachers insist students use academic words in speaking and writing
New York Dept. of Ed/Teacher Domain/Science Foundation
Instructional Shifts to Support Students in Literacy Acquisition
Organization of the ELA Common Core State Standards
Grade Levels for K-5 and Grade Bands for 6-8, 9-10 & 11-12
Strands
Reading Writing
Listening and
SpeakingLanguage
Organization of the ELA Common Core State Standards
Grades 6-12:Literacy in History/ Social Studies. Science, and Technical Subjects Sections
StrandsGrade Bands
6-89-1011-12
Reading Writing
Strands in the ELA Common Core State Standards
1. Reading Standards for Literature (RL)2. Reading Standards for Informational Text (RI)3. Reading Standards: Foundational Skills
K-5 Only (RF)4. Writing Standards (W)
History/Social Studies, Science, Technical Subjects (WHST)
5. Speaking and Listening Standards (SL)6. Language Standards (L)
Dr. Reid Lyon
Reading Foundations Video Clip and Group Discussion
http://www.youtube.com/watch?v=VZmNpSYjMi4
Organization of the ELA Common Core State Standards
Cluster
A group of related
Standards CCR – Anchor
Key Ideas and Details
1. Read closely to determine what the text saysexplicitly and to make logical inferences from it;cite specific textual evidence when writing orspeaking to support conclusions drawn from thetext.
2. Determine central ideas or themes of a text andanalyze their development; summarize the keysupporting details and ideas.
3. Analyze how and why individuals, events,and ideas develop and interact over the course of a text.
Organization of the ELA Common Core State Standards
Career and College Readiness (CCR) Standards for Reading
Key Ideas and Details
(1-3)
Craft andStructure
(4-6)
Integration Of
Knowledge and Ideas
(7-8)
Range of ReadingAnd Level of
Text Complexity(10)
Clustersfor
Reading
Organization of the ELA Common Core State StandardsKey Ideas and Details
Anchor Standard*Across Grade
Levels, K-12
The Grade Specific
Standard
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions from the text.
Kindergarten:
• With prompting and support, ask and answer questions about key details in a text.
Reading Standards for Literature Kindergarten:
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text.
2. With prompting and support, retell familiar stories, including details.
3. With prompting and support, identify characters, settings, and major events in story.
StrandRL
Cluster
Anchor Standard
Grade Specific
Standard
Terms for the English Language Arts CCSS
Coding for the English Language Arts Standards
Grade: K Standard: 3
or
*3a
Strand: Reading Standards for Literature
K.RL.3
*Some strands have letters designatingstandards under a detail standard.
Organization of the ELA Common Core State Standards
Career and College Readiness (CCR) Standards for Writing
Clusters
Writing Types and
Purposes(1-3)
Production andDistribution of
Writing (4-6)
Research(7-9)
Range Of
Writing (10)
Organization of the ELACommon Core State Standards
Career and College Readiness (CCR) Standards for Speaking and Listening
ClustersComprehension
and Collaboration
(1-3)
Presentation ofKnowledge and
Ideas(4-6)
Organization of the ELA Common Core State Standards
Career and College Readiness (CCR) Standards for Language
Clusters
Conventions ofStandardEnglish
(1-2)
KnowledgeOf
Language (3)
Vocabulary Acquisition
And Use (4-6)
Let’s Practice!Materials: Standards
40
• Select a Cluster and Standard from the College and Career Ready Anchor Standards (CCR).
• Find the Cluster and Standard match in the Standards.
How do the grade level standards build the necessary foundation to help students meet the College and Career Readiness Anchors?
What are the implications for instructional decisions and grade level expectations?
Who is Responsible?
College and Career Ready Standards
K-5 6-8 9-10 11-12
41
CCR mostly taught by one teacher CCR taught by multiple
teachers
CCR taught by multipleteachers
CCR taught by multipleteachers
42
Reading: Text Complexity and the Growth of Comprehension
•Equal emphasis is on the sophistication of what students read and the skill with which they read.
• Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text.
• Standard 10 defines a grade-by grade“staircase” of increasing text complexity.
43
Grade-Level Progression in ReadingCCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Reading Standards for Literature
Reading Standards for Informational Text
K: With prompting and support, identify characters, settings, and major events in a story.
K: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Grade 6: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Grade 6: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
44
Overview of Standards for History/Social Studies, Science,
and Technical Subjects
Reading
• Ensure knowledge of domain-specific vocabulary.
• Analyze, evaluate, and differentiate primary and secondary sources.
• Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams
45
Overview of Standards for History/Social Studies, Science,
and Technical Subjects
Writing
• Write arguments on discipline-specific content and informative/explanatory texts.
• Use data, evidence, and reason to support arguments and claims.
• Use domain-specific vocabulary.
Key Design Considerations
• Focus on results rather than means
• Integrated model of literacy
• Research and media skills blended into the Standards
47
Key Design Considerations
• Shared responsibility for students’ literacy development
• Focus & coherence in instruction and assessment
48
49
Key Design Considerations
Standards for Literacy in History/ Social Studies, Science, and Technical Subjects• Standards are embedded at grades K-5
• Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12
50
Key Design Considerations
College and Career Readiness (CCR) Standards • Overarching standards for each strand that
are further defined by grade-specific standards
Grade-Level Standards in English Language Arts • K-8, grade-by-grade• 9-10 and 11-12 grade bands for high school • Four strands: Reading, Writing, Speaking and
Listening, and Language
51
The Introduction
IntroductionIntroduction Page 3
Key Design Considerations Page 4
What is Not Covered by the Standards Page 6
Students Who are College and Career Ready In Reading, Writing, Speaking, Listening, and Language
Page 7
How to Read this Document Page 8
Tab: Common Core Introduction
Treasure Hunt Activity
Using the Arizona ELA Standards, search through the document and find the answers to the questions in the handout.
Activity What is not covered by the
standards?
54
1. The Standards define what all students are expected to know and be able to do, not how teachers should teach.
2. Standards focus on what is most essential, they do not describe all that can or should be taught.
3. The Standards do not define the nature of advanced work for students.
4. The Standards set grade-specific standards but do not define the intervention methods or materials.
5. Standards do not define the full range of supports appropriate for English language learners and for students with special needs.
6. While the ELA and content area literacy components described are critical to college and career readiness, they do not define the whole of such readiness.
56
Characteristics of College and Career Ready Students
• Demonstrate independence and the ability to work collaboratively.
• Possess strong content knowledge. • Respond to the varying demands of audience, task
and purpose.• Comprehend as well as critique.• Use evidence effectively to support ideas.• Evaluate sources for credibility.• Identify and understand bias.• Utilize technology and digital media strategically and
capably.• Understand other perspectives and cultures.
Why Common Core Standards?
What are the Instructional Shifts called for in the Common Core Standards?
Why is the design of the document important?
What is not covered by the AZ CC ELA Standards?
What are characteristics of students who are college and/or career ready?
How do I read this document?
Essential Questions
57