Common Core State Standards Overview August 2011| 2Common Core State Standards Overview August 2011| 2

Common Core State Standards• Define the knowledge

and skills students need for college and career

• Developed voluntarily and cooperatively by states; more than 40 states have adopted

• Provide clear, consistent standards in English language arts/Literacy and mathematics Source: www.corestandards.org

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Common Core State Standards Overview August 2011| 3Common Core State Standards Overview August 2011| 3

Washington State’s Implementation Timeline

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: Awareness and Understanding, Alignment, and Adoption

Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials

Phase 3: Classroom Transitions

Phase 4: Statewide Implementation through the Assessment System

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Common Core State Standards Overview August 2011| 4Common Core State Standards Overview August 2011| 4

A Balanced Assessment System

Common Core State Standards

specify K-12

expectations for college and career readiness

Common Core State Standards

specify K-12

expectations for college and career readiness

All students leave

high school college

and career ready

All students leave

high school college

and career ready

Teachers and schools have

information and tools they need

to improve teaching and

learningInterim assessments

Flexible, open, used for actionable

feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for formative

assessment practices

to improve instruction

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Common Core State Standards Overview August 2011| 5Common Core State Standards Overview August 2011| 5

A National Consortium of States

29 states representing 48% of K-12 students

21 governing, 8 advisory states

Washington state is fiscal agent

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An Overview of ELA Common Core State Standards

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Participants will…

• Navigate the document

• Learn about the 6 major shifts within the ELA CCSS standards and available resources

• Consider implementation implications to your work

• Prepare to present to your staff

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ELA / Literacy: The 6 Major Shifts

Balance of Literary and Informational Texts

Literacy in the Content Areas

Increased Complexity of Text

Text-based Questions and Answers

Writing Using Evidence

Academic Vocabulary

October 2011

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Common Core State Standards Overview August 2011| 9Common Core State Standards Overview August 2011| 9

Current WA Standards (GLEs) – Grades K-10

Common Core ELA Standards – Grades K-12

Reading Writing

Communication

(includes Speaking and

Listening)

Language

Media & Tech

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ELA / Literacy

Read the What is Not Covered by the Standards section and record both an AHA! and an OH NO! thought. (page 6)

AHA! ____________________________________________________________________________________

OH NO!____________________________________________________________________________________

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Common Core State Standards Overview August 2011| 11Common Core State Standards Overview August 2011| 11

The ELA Document Structure

• K-5 page 11

– Reading

• Foundational Skills

– Writing

– Speaking and

Listening

– Language

6-12 page 35

Reading

Writing

Speaking and Listening

Language

Literacy in History/Social

Studies, Science, and

Technical SubjectsAppendices A, B, C

Introduction page 10

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Common Core State Standards Overview August 2011| 12Common Core State Standards Overview August 2011| 12

College and Career Readiness Anchor Standards for ELA

College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards

• Reading - 10• Writing - 10• Speaking and

Listening - 6• Language - 6

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Reading Strand • Reading Anchor Standards K-5 page 10

• Reading Literature Standards page 11

• Reading Informational Standards page 13

• Foundational Skills Standards page 15

• Reading Anchor Standards 6-12 page 35

• Reading Literature Standards page 36

• Reading Informational Standards page 39

Appendix A – page 2 and 17

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Reading

Grade LevelsStrand

StrandAbbreviation

Sub-heading

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Reading Sub-headings• Reading

– Key Ideas and Details– Craft and Structure– Integration of Knowledge and Ideas– Range of Reading and Level of Text Complexity

Foundational Skills (K-5 only)– Understanding concepts of print– Phonological awareness– Phonics and word recognition – Fluency

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Writing Strand• Writing Anchor Standards K-5 (page 18) • Writing K-5 Standards (page19)• Writing Anchor Standards 6-12 (page 41)• Writing 6-12 Standards (page 42)

• Appendix A (page 23)

• Introduction– Definition of writing

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Writing• Writing Sub-Headings

– Text types and Purposes– Production and Distribution of Writing– Research to Build and Present Knowledge– Range of Writing (starts at 3rd Grade)

– Types of text– Argument– Informative/explanatory– Narrative

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Speaking and Listening Strand Speaking and Listening Anchor Standards K-5

(page 22) Speaking and Listening K-5 Standards (page 23) Speaking and Listening Anchor Standards 6-12

(page 48) Speaking and Listening 6-12 Standards (page 49)

Appendix A – (page 26)

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Speaking and Listening Sub-headings Speaking and Listening

Comprehension and Collaboration Presentation of Knowledge and Ideas

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Language• Language Anchor Standards K-5 (page 25)• Language K-5 Standards (page 26)• Language Anchor Standards 6-12 (page

51)• Language 6-12 Standards (page 52)

• Appendix A – page 28

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Language Sub-headings Language

Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

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Literacy Standards for History/Social Studies, Science, and Technical Subjects

• Reading Anchor Standards (page 60)• Reading Standards for Literacy in History/Social

Studies 6-12 (page 61)• Reading Standards for Literacy in Science and

Technical Subjects 6-12 (page 62)• Writing Anchor Standards (page 63)• Writing Standards for Literacy in History/Social

Studies, Science and Technical Subjects 6-12 (page 64)

(Appendix is the same for reading and writing)

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History / Social StudiesScience, and Technical Subjects

“It is important to note that these reading standards are meant to complement the specific content demands of the disciplines, not replace them.”

page 60

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Appendices A, B, C Include Valuable Information

Find and tab each appendix

What stands out regarding content and/or organization?

Share out

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Appendix A Research and evidence Glossary of key terms Overview of each strand Text complexity Conventions grade-level chart

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Appendix B:Reading Text Exemplars with Sample Performance Tasks

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Appendix C : Annotated Student Writing Samples

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Appendix C : Annotated Student Writing Samples

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What instructional shifts do you see? Talk with those at your table. Share out.

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BREAK

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ELA / Literacy: The 6 Major Shifts

Balance of Literary and Informational Texts

Literacy in the Content Areas

Increased Complexity of Text

Text-based Questions and Answers

Writing Using Evidence

Academic Vocabulary

October 2011

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Balance of Literary and Informational Texts

Literature includes•Stories•Drama•Poetry

Informational Text includes•Literary Nonfiction

• Personal essays• Speeches• Opinion pieces• Biographies• Memoirs

Grade Level Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

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Literacy in the Content Areas

•At K-5• Emphasis on literary experiences in content specific domains

• Instruction in science and history/social studies

•Grades 6-12• Teaching content specific literacy• Reading is critical in building knowledge in content areas

October 201136

An example of CCSS Integrated Literacy

Writing standard 9 – Grade 49. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

W.4.9aW.4.9b

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An example of CCSS Integrated Technology

Reading Standard 7– Grade 87. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

technologyspeaking OR writing

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Increased Complexity of Texts

Staircase of complexity

Each grade level, step of growth

More time for close and careful reading Appropriate and necessary scaffolding and

supports for students reading below grade level

October 201139

Example of Grade-Level Progression in Reading

CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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Text complexity is defined byw of Text Complexity

Qua

litat

ive2. Qualitative measures – levels of meaning,

structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task

3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

October 201141

Text-based Questions and Answers

Rich discussions dependent on common text

Focus on connection to text Develop habits for making evidence based

arguments in discussion and writing

October 2011

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Writing Using Evidence 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

Require students to incorporate technology as they create, refine, and collaborate on writing

Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)

October 201143

Balance of Writing Text Types

Grade Level To Persuade (Argumentative)

To Explain (Informative)

To Convey Experience (Narrative)

4 30% 35% 35% 8 35% 35% 30%

12 40% 40% 20%

• In grades K-5, the term opinion refers to persuasive writing

• Argumentative is a form of persuasion but brings in evidence from both sides of the issue.

• Narrative strategies are important component to developing both argumentative and explanatory writing

• Technology will be used to create, refine and collaborate writing October 2011

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Academic Vocabulary

Vocabulary to access grade-level, complex

texts

Vocabulary that crosses content Focus on pivotal, commonly found words, such

as consequently, generation

October 201145

What does this all mean?

Using the notes you took in the “What?”

column, begin to add ideas to the “Now

What?” and “So What?” columns.

October 201146

A Focus on “The Big Ideas”

Strongest Messages• Shift to higher-level thinking skills• Increased focus on Informational text in all subject areas

• Rigor regarding depth and focus, quality over quantity

• Writing using texts and evidence

The move toward “career and college readiness”…• CCSS add grades 11 and 12• Greater focus on increasing text complexity, argumentative writing, research skills from early grades

October 201147

A Quote From The Author:

“Read like a detective and write like a conscientious investigative reporter.”

David Coleman

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Reflection With your team or individually

• What are the implications for your current ELA initiatives or other responsibilities?

October 2011

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Resources

What is available for implementation?

Office of Superintendent of Public InstructionRandy I. Dorn, State Superintendent

October 2011

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See the Resource page for the link to these documents.

Grade Level One-Pagers created by teachers in

Washington State

October 201151

Resources for Implementation

ELA overview documents (one-pagers) as connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel

Publisher’s Criteria in ELA and Literacy: http://k12.wa.us/CoreStandards/Resources.aspx

Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses

Parent Resource Guides: http://www.pta.org/4446.htm

October 2011

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Supports for Implementation

• Parent Resource Guides: http://www.pta.org/4446.htm

• Hunt Institute Videos• http://www.youtube.com/

• T&L monthly “newsflashes” and list-serve http://k12.wa.us/CoreStandards/default.aspx

• Conference presentations throughout the year

October 2011

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Thank you.Common Core Questions:

Email: corestandards@k12.wa.us OR Greta Bornemann, OSPI CCSS Project Lead, E-mail: Greta.Bornemann@k12.wa.us