ELA
Common Core State Standards
Parent Night
Marengo Elementary School
May 8, 2014
Benjamin Franklin once said . . . . .
Tell me and I forget.
Teach me and I remember.
Involve me and I learn.
Why do we need the CCSS?
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Establish a clear and consistent progression of K-12
standards
Prepare students for greater success in college and their
careers
Same expectations for all students, regardless of where
one lives
Collaboration with other states – work smarter
Reduce costs by pooling resources
International benchmarking – global competition
The National Initiative
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Establish standards in Mathematics and Language Arts, and
literacy in English Language Arts in History/Social Studies,
Science & Technical Subjects
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Developed by the Council of Chief State School Officers and the
National Governor’s Association Center for Best Practices.
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California was one of 48 participating states
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Parents, educators, content experts, researchers, national
organizations and community groups
Formally released on June 2, 2010
The California Initiative
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Senate Bill (SB) X5 1 signed January 2010
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Academic Content Standards Commission
Mathematics and Language Arts
85% required to be from CCSS; 15% from current
standards added by California to ensure rigor
Adopted by the State Board of Education on August 2, 2010
Joined the SMARTER Balanced Assessment Consortium
(SBAC), June 9, 2011
CCSS: Content Plus Practice
ELA Common Core State Standards
Four strands: Reading, Writing, Speaking and
Listening, and Language.
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Strand specific College and Career Readiness
(CCR) Anchor Standards that are identical across
all grade levels and content areas.
ELA: College & Career Ready
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“The CCR standards anchor the document and
define general, cross disciplinary literacy
expectations that must be met for students to be
prepared to enter college and workforce training
programs ready to succeed.
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The K-12 grade specific standards define end of year
expectations and a cumulative progression designed
to enable students to meet college and career
readiness expectations no later than the end of high
school.” (CCSS Introduction p. 4)
Vocabulary Acquisition and Use
Knowledge of Language
Speaking
and
Listening
Strand
Conventions of
Standard English
Presentation of Knowledge
and Ideas
Writing Strand
Comprehension and Collaboration
Range of Writing
Research to Build Knowledge
Production and Distribution
of Writing
Reading
Strand
Text Types and Purposes
Range of Reading and Level
of Text Complexity
Integration of Knowledge
and Ideas
Craft and Structure
Key Ideas and Details
English Language Arts
Common Core Standards
Language
Strand
Shift 1
Balancing Informational
and Literary Text
Students read (listen in K-2) a true balance of informational and
literary texts (50/50) in ELA, science, social studies, technical subjects
and the arts.
Shift 2
Knowledge in the
Disciplines
Students build knowledge about the world (domains/ content areas)
through TEXT rather than the teacher or activities.
Staircase of Complexity;
Read complex texts
independently)
Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time and
space and support in the curriculum for close reading. Teachers
provide the necessary scaffolding and support so that all students can
participate.
Text-based Questions and
Tasks
Students engage in rich and rigorous evidence based conversations.
The majority of questions and tasks require careful scrutiny of the
text in question (content, structure, and craft) and specific references
to evidence to support responses
Writing from Sources with
an Increasing Focus on
Argument and Informative
Writing
Writing emphasizes use of evidence from sources to inform or make
an argument. Students support their presentation of ideas,
information, or claims with specific and relevant evidence drawn
from reading and research.
Academic Vocabulary
Students constantly build the transferable vocabulary they need to
access grade level complex texts. This can be done effectively by
spiraling like content in increasingly complex texts.
Shift 3
Shift 4
Shift 5
Shift 6
Close reading is an ongoing
and recursive process where
students go back to the text
based on the questions they
are asked to look for
evidence and really grasp a
deep level of understanding
of that text.
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Short passage
Complex text
Limited frontloading
Repeated readings
Text-dependent questions
Creating a Close Reading
Progression of
Text-dependent Questions
Whole
Opinions, Arguments,
Intertextual Connections
Across
texts
Entire text
Inferences
Segments
Author’s Purpose
Paragraph
Vocab & Text Structure
Sentence
Key Details
Word
General Understandings
Part
General Understandings
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Overall view
Sequence of
information
Story arc
Main claim and
evidence
Gist of passage
General Understandings in Kindergarten
Retell the story in order using the words
beginning, middle, and end.
Key Details
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Search for nuances in
meaning
Determine importance of
ideas
Find supporting details that
support main ideas
Answers who, what, when,
where, why, how much, or
how many.
Key Details in Kindergarten
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How long did it take to go from a hatched egg
to a butterfly?
What is one food that gave him a
stomachache? What is one food that did not
give him a stomachache?
It took more than 3 weeks.
He ate for one week, and
then “he stayed inside [his
cocoon] for more than two
weeks.”
Foods that did not give
him a stomachache
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Apples
Pears
Plums
Strawberries
Oranges
Green leaf
Foods that gave him a
stomachache
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Chocolate cake
Ice cream
Pickle
Swiss cheese
Salami
Lollipop
Cherry pie
Sausage
Cupcake
watermelon
Vocabulary and Text Structure
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Bridges literal and
inferential meanings
Denotation
Connotation
Shades of meaning
Figurative language
How organization
contributes to
meaning
Vocabulary in Kindergarten
How does the author help us to understand
what cocoon means?
There is an illustration of the cocoon,
and a sentence that reads, “He built a
small house, called a cocoon, around
himself.”
Author’s Purpose
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Genre: Entertain? Explain? Inform?
Persuade?
Point of view: First-person, third-person
limited, omniscient, unreliable narrator
Critical Literacy: Whose story is not
represented?
Author’s Purpose in Kindergarten
Who tells the story—the narrator or the
caterpillar?
A narrator tells the story, because
he uses the words he and his. If it
was the caterpillar, he would say I
and my.
Inferences
Probe each argument in
persuasive text, each idea in
informational text, each key
detail in literary text, and observe
how these build to a whole.
Inferences in Kindergarten
The title of the book is The Very Hungry
Caterpillar. How do we know he is
hungry?
The caterpillar ate food every day “but he
was still hungry.” On Saturday he ate so
much food he got a stomachache! Then
he was “a big, fat caterpillar” so he could
build a cocoon and turn into a butterfly.
Opinions, Arguments, and Intertextual
Connections
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Author’s opinion and reasoning (K-5)
Claims
Evidence
Counterclaims
Ethos, Pathos, Logos
Rhetoric
Links to other texts throughout the grades
Opinions and Intertextual Connections
in Kindergarten
Narrative
Informational
Is this a happy story or a
sad one? How do you
know?
How are these two books
similar? How are they
different?
Analyzing Text
Grade 5/ELA/Nonfiction
CCSS
 Reading Standards for Informational Text
Key Ideas and Details
5.1 – Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
 Writing Standards
Text Types and Purpose
5.2b – Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
 Speaking and Listening
Comprehension and Collaboration
5.1 – Engage effectively in a range of collaborative discussions with
diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
 https://www.teachingchannel.org/videos/analyzing-text-lesson
CCSS Testing: SBAC/CAASPP
SBAC: Smarter Balanced Assessment Consortium
CAASPP: California Assessment of Student Performance and Progress
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Replaces the CST
Pilot Testing / Spring 2014
Implemented / Spring 2015
Taken in the Spring for students in grades 3, 4 and 5
for ELA and Math
Involves; selected response, constructed response,
and performance tasks
Computer Adaptive
IEP and 504 Adaptive
http://www.smarterbalanced.org/
How will the National Assessments
be different than the STAR?
Summative
assessments aligned to College and Career Readiness
Standards
Computer adaptive
Administered during last 12 weeks of school year
Results will show achievement and growth
Question types:
1. Selected Response
2. Constructed Response
3. Performance –Based Tasks
5. Technology-Enhanced
Distribution of Literacy and Informational Passages by
Grade
Grade
Literature
Information
4
50%
50%
8
45%
55%
12
30%
70%
Grade 4 ELA
Technology Enhanced Example Passage
Grade 4 ELA Technology Enhanced Example Student
Question
Grade 3 ELA Example
Constructed Response
Grade 3 ELA
Reading and
Writing
Performance-Based
Assessment
Part 1 includes reading an
article and watching a video
then providing a constructed
response to three questions
to demonstrate
comprehension
Part 2: Write an
Opinion Essay using
evidence from the video
and article to support
their opinion on the topic.
Rubric
for
proficient
Smarter Balanced Assessment Consortium
(SBAC)
http://www.smarterbalanced.org/practice-test/