OSSE CSSS Educator Leader Institute
Secondary English Language Arts
July 31st to Aug 3rd, 2012
Day 1
Facilitated by
Heidi Beeman
Objectives and Goal
Objectives
By the end of this institute, participants will:
• Review the CCSS, its appendices, skills and
understandings
• Examine and promote instructional shifts
• Evaluate, create, practice and provide constructive
feedback on lessons aligned to the CCSS
• Share and discuss assessments of the CCSS
• Hone and discuss leadership strategies to support
others in the implantation of the CCSS
• Establish next steps for ongoing support of the CCSS
Goal
To build capacity, promote and hone
implementation of the Common Core State
Standards to prepare all District of
Columbia students for college and career
readiness.
Day One - Agenda
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Welcome and Greetings from OSSE
Why “College and Career” ready?
Key Instructional Shifts
The Common Core for ELA – Overview
Sharing previous work with the CCSS
What have we learned?
Appendices A, B, C Overview
Performance Task deconstruction/standards alignment
Close Reading/Video/Feedback
Selection of Performance Tasks
Lesson/Practice sign-up and disucssion
Closure and Feedback
Group Norms
• Understand that those who work, learn.
• Phrase questions for the benefit of all.
• Recognize that everyone has expertise.
• Challenge ideas, not people.
• Share talk time.
• Be kind.
College and Career Ready
In Reading, Writing, Speaking, Listening, and
Language, students…
• demonstrate independence
• build strong content knowledge
• respond to the varying demands of audience, task,
purpose, and discipline
• comprehend as well as critique
• value evidence
• use technology and digital media strategically and
capably
• understand other perspectives and cultures
Six Key ELA Instructional Shifts
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Increased emphasis on informational text
Building knowledge in the disciplines
Increase complex text
Evidence/text based answers
Writing from primary and secondary sources
Academic vocabulary (tiers 2 and 3)
What do these shifts mean for you and your
students?
How the ELA CCSS are Organized…
10 Anchor Standards
These are College and Career Readiness standards
that “Anchor” the Common Core State Standards.
They define general expectations that must be met
to ensure students are ready to succeed.
How the ELA CCSS are Organized…
4 Strands and 3 Sub-Strands in Reading
Strand – A broad idea that describes the areas of focus
for an English Language Arts Standard.(Reading,
Writing, Listening and Speaking, and Language).
Sub-strand – Literature (RL), Informational Text (RI),
Foundational Stills (RF)
How the ELA CCSS are Organized…
4 Types of Organizing Elements
These categorize the ideas and standards within
a strand; e.g. Key Ideas and Details, Craft and
Structure, Integration of Knowledge and Ideas,
Range of Reading and Level of Text Complexity
How the ELA CCSS are Organized?
Turn and Talk:
How does the organization of these standards
compare to other standards?
Grades 6 – 12 CCSS Skills and
Understandings
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.
Grades 6 – 12 CCSS Skills and
Understandings
Craft and Structure
4. Interpret words and phrases as they are used in a
text, including determining technical, connotative,
and figurative meanings, and analyze how specific
word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.
6. Assess how point of view or purpose shapes the
content and style of a text.
Grades 6 – 12 CCSS Skills and
Understandings
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse
formats and media, including visually and
quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific
claims in a text, including the validity of the reasoning
as well as the relevance and sufficiency of the
evidence.
9. Analyze how two or more texts address similar themes
or topics in order to build knowledge or to compare
the approaches the authors take.
Grades 6 – 12 CCSS Skills and
Understandings
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and
informational texts independently and proficiently.
Our Work with the CCSS
• What have we done with the CCSS?
• What have we learned after a year of
implementing the CCSS?
Appendix A
Measuring Text Complexity – Three Factors
• Qualitative evaluation of the text
• Quantitative evaluation of the text
• Matching reader to text and task
Appendix B
• Grade Level Text Exemplars
• Performance Tasks
Appendix C
• Student Writing Prompts
• Examples
• Scoring Rational
What is a Performance Task?
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How do we use Performance Tasks?
What standards are addressed?
What do they measure?
Can they be extended?
Sample Performance Task
Performance Task (Grade(s) 11/12
Students provide an objective summary of
Henry David Thoreau’s Walden wherein they
analyze how he articulates the central ideas of
living simply and being self-reliant and how
those ideas interact and build on one another
(e.g., “According to Thoreau, how specifically
does moving toward complexity in one’s life
undermine self-reliance?”) [RI.11–12.2]
Constructive Feedback
Share an example of constructive feedback with
your neighbor.
Ask your neighbor what they think made the
feedback positive?
Capturing Feedback
CCSS demo/practice feedback sheet…
David Coleman and Close Reading
David Coleman in action…
Constructive Feedback
Feedback for David Coleman!
Performance Task Selection
• Choose a task within your grade-level
• You will practice and demo an aspect (or all)
of the task for the group
• We will give you constructive feedback
• Sign-up on the chart!
Closure
• Please complete the day one exit ticket and
give me your valuable perspective/feedback
• See you tomorrow.