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2010 English Language Arts
Standards Exploration
Summer 2012
Outcomes1. To explore the vertical alignment of the
grade-level standards
2. To learn a process that can be used to further explore the standards
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Parameters for Exploration
Attentive listeningOpen mindset to
receive new ideas and information
Note-taking
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Information-Giving
Group Work & Recording
Open mindsetProfessional conversationsCareful note-taking (for
continued study)Deep thinking
Recording of questions – to be addressed later
Things to Remember
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1. This is an extended process toward full implementation.2. The process should not be rushed – it’s a marathon, not
a race.3. This is one of many sessions on the ELA standards.4. Our focus today is to learn HOW to explore the ELA
standards.5. We are not exploring all standards today. We will share
a process that may be duplicated in your school.
Phase 1 (PD Topics) Components of the Course of Study Strands (Comparison, New Emphases) Vertical Alignment Content Movement Literacy Standards, Grades 6-12 Implications for Special Education
Phase 2 Analyzing the Standards Sample Units of Study Sample Lessons/Curriculum Development Differentiated Instruction for RtI Assessment Resources
Phase 3 Continuous Support, based on LEA needs and requests
Professional Development Plan
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Timeline for Preparation for theELA Course of Study
2011-2012 Phase 1Administrators and Teachers
Mega 2011 Administrators General Overview
2011 Webinars:
Jan 10 K-12 Session Administrators and Teachers
General Overview of ELA COS
Recording availableJan 17
K-5 Session OneAdministrators and Teachers
OrganizationVertical Alignment Content Movement
K-5 Session TwoAdministrators and Teachers
Standards and Appendices for Reading and Writing
2011-2012 Phase 1Administrators and Teachers
2011 Webinars:
Recording AvailableJan. 24
6-12 Session One Administrators and Teachers
Vertical Alignment Content Movement
Recording available Jan.27
6-12 Session TwoAdministrators and Teachers
Standards and Appendices for Reading and Writing
Recording available April 9
6-12 Session Administrators and Content teachers
Literacy Standards grades 6-12
2012 Summer Sessions
Regional Sessions
K-5 Session and6-12 SessionAdministrators and Teachers
Preparing for Implementation of 2010 ELA COS*Note: 2011 Webinar Sessions are a Prerequisite for Summer Sessions
Mega 2012 K-5 Session and6-12 SessionAdministrators and Teachers
Preparing for Implementation of 2010 ELA COS*Note: 2011 Webinar Sessions are a Prerequisite for Summer Sessions
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A Vision for Implementation
Important Local Decisions
Important local decisions include:
How students will accomplish these standards?
In what sequence teachers will address the standards?
How much time will be allotted for instruction of the standards?
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Prepared Graduate DefinedKnowledge and Skills Ability to Apply Learning
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two or four year college, trade school, technical school, without the need for remediation.
Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Portrait of a Literate Individual• Think about each characteristic of a
literate individual.• Jot down what each characteristic might
look like.• Discuss your ideas with a partner.• Turn to page 7 in the Common Core
State Standards (CCSS) document.• Read the description of each
characteristic. As you read, think of your students.
Activity 1
• Discuss with your partner how the descriptions compare to your ideas.
Where We Want To Be
Students who are college and career ready …Demonstrate independence Build strong content knowledgeRespond to varying demands of audience, task, purpose,
and disciplineComprehend as well as critiqueUse technology and digital media strategically and
capablyUnderstand other perspectives and culturesValue Evidence
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According to ACT, Inc.
According to ACT, Inc.Demands of college, careers, and citizenship on readers
have increased over the last 50 years .
K-12 reading texts have actually trended downward in difficulty in this same period.
Standards, curriculum, and instructional practice have not done enough to foster independent comprehension of complex texts.
Anchor Standards Were Developed For…
Reading WritingSpeaking and ListeningLanguage
Grade Level StandardsGrade level standards define what students should
understand and be able to do by the end of each grade.
Grade level standards complement the anchor standards.
Together they define the skills and understandings that all students must demonstrate in order to be college- and career-ready.
Anchor Standards for Reading
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Tracing the Standards
Number off 1-9 at your tables.Your number represents the
standard you will trace.
Tracing the Standards (K-5)
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Tracing the Standards (6-12)
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Tracing the Standards
• Underline key words that show how these standards are related.
• Read each grade level standard for your assigned number.
• Circle key words that show how the expectation becomes more rigorous at each grade level.
• Have some table discussion about your overall impressions.
Explore a Little More! • Reading Literature • Reading Foundations• Writing• Speaking and Listening • Language
Be prepared to share one major finding and the
implication for classroom practice.
Determining Implications and Next Steps
We have been exploring the standards … Now, what comes next?
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FeedbackThe Exit Slip
What do you consider the greatest benefits of implementing the new standards?
What would you like us to consider as we move into Phase 2 of the professional development plan?
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Visit the Website
http://alex.state.al.us/ccrs
For additional information you may contactPam Higgins – [email protected] McAliley – [email protected]
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Wrapping Up…1. Please complete the evaluation provided by
the Inservice Center.2. Remember to share your questions with us.3. Thanks so much for your participation!
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