ELA NxG CSOs
Denise White
Coordinator
WVDE Office of Instruction
Important Fact!
ELA NxG CSOs = Common Core
• Used a different numbering system
ELA.6.R.C1.1
• Combined the Reading Strands
RL, RI, RF
• Created Separate Grades from Grade Bands
9-10 and 11-12
• Added Performance Descriptors
NxG ELA CSOs
Must be implemented at
all grade levels in the
2013-2014 school year.
ELA Shifts
• Building knowledge through contentrich nonfiction
• Reading, writing and speaking
grounded in evidence from text
• Regular practice with complex text
and its academic language
http://www.achievethecore.org/steal-these-tools
Informational/Literary Text
•
•
•
•
•
50/50 balance K-5 (for entire day)
55/45 in grades 6-8 (for entire day)
70/30 in grades 9-12 (for entire day)
25/75 in English Class
Reading aloud texts that are well-above
grade level should be done throughout K-5
and beyond.
5
How Can We Help?
• Provide a print-rich environment
• Include newspapers, magazines and
informational text
• Read aloud from a variety of
informational sources
• Form book clubs around topics of
interest (snakes, airplanes, crafts)
• Allow for time for students to actually
read and practice their skills
• Model by reading with them
• Promote discussions
Evidence from Text
Text Dependent Questions
• Take the students into the text to
locate the answer
• Require students to process the
information they have read
• Will be the format for the Smarter
Balanced Assessments beginning
in 2014
Sample ELA Item
Click on two phrases from the paragraph that help you
understand the meaning of scarred.
Sample ELA Item
Select three sentences that show that Naomi is worried
she has done something wrong.
How Can We Help?
• Conduct discussions where students
are required to return to the text to
provide evidence to back up their
opinion
• Model questioning with them and
have them practice formulating their
own questions based on evidence in
the text
When we do not instruct students
using appropriately complex text (grade
level), we limit their exposure to
complex vocabulary, intricate sentence
structure, and we create a knowledge
gap that will affect future
comprehension.
Vocabulary Research
• Vocabulary knowledge is one of the
best indicators of verbal ability.
• Vocabulary difficulty strongly
influences the readability of text.
• Teaching vocabulary of a selection can
improve students’ comprehension of
that selection.
Findings of the
National Reading Panel Report
• Children learned the meanings of most
words indirectly through everyday
experiences with oral and written
language.
• Some vocabulary, particularly technical
and very subject-specific words, was
learned through direct instruction.
How Can We Help?
•
•
•
•
•
•
•
Word Walls (Student-made)
Puzzles and word games
Intentional focus on vocabulary
Instruction in strategy use
Word of the Day
Word play
Teacher enthusiasm
Denise White
awhite@access.k12.wv.us