Kentucky Academic Academic
Core Standards
2011-2012 School Year
Group Norms
• Be present and engaged in the
work.
• Keep cell phones on silent.
• Keep sidebar conversations to a
minimum.
• Keep laptops closed until told to use
them.
Genres in English / Language Arts
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•
•
•
•
•
•
•
•
Adventure Stories
Historical Fiction
Mysteries
Myths and Legends
Science Fiction
Realistic Fiction
Fantasy
Epic Poem
Step By Step
•
•
•
•
•
•
•
•
•
Autobiographies
Biographies
Memoirs
Opinions
Do It Yourself
Non-Fiction
Thriller
Folktale
Short Stories
ICE BREAKER
“B”
BOOK
“G”
GENRE
“C”
CONNECTION OF
BOOK TO ELA
COMMON CORE
Kentucky Academic Core Standards
To enable participants to be
able to model and lead others
in their schools and districts to
work collaboratively to learn
about and implement the
Kentucky Core Academic
Standards.
Tom Shelton
Vicki Riley
Kristin Atwell
April Benningfield
Jennifer Higdon
Jennifer Humphrey
Julie Clark
Dane Ferguson
Amy Shutt
Tony Sparks
Bring Knowledge Back to District
Staff Developer and 1 Teacher from Each Building
for Math and ELA
Scheduled meetings throughout the year for
district training
KLA Integrated During Administrators’ Meeting
District Leadership Team Scales Up Work in Every School/Classroom
FOV Planning Team + Administrators PLC s+ Leadership Network Core Team
Vicki Riley, Julie Clark, Jana Beth Francis, Matthew Constant, Robin Bush
Jana Beth Francis
Kyle Brown
Laura Cecil
Robin Nalley
Kentucky Content Leadership
Networks
• Deconstruct standards into learning targets.
• Design high-quality formative and summative
assessments.
• Plan/identify rigorous and congruent learning
experiences for instruction.
• Select evidence-based strategies and resources to
enhance instruction.
• Support other teacher leaders in the district
through PLC process.
Learning Targets
KY Academic Core Standards for
English/Language Arts
• I can explain the organization and structure
of the standards.
• I can explain the deconstruction process of
the standards.
• I can design a curriculum map based on the
KY Academic Core Standards.
• I can develop a KY Academic Core Standards
Pacing Guide Calendar.
How are the Standards Organized?
Common Core State Standards for
English/Language Arts
Standards for English
Language Arts
Standards for Literacy in
History/Social Studies,
Science, and Technical
Subjects
College and Career Readiness Standards (CCR)
English Language Arts
Literacy in History/Social Studies,
Science, and Technical Subjects
Reading (20 total)
Informational (10)
Reading (10)
Literary (10)
Writing (10)
Speaking & Listening
(6)
Language (6)
Writing (10)
Foundational Skills
Print Concepts
• Phonological Awareness
• Phonics and Word Recognition
• Fluency
•
Language Standards K-5
• Language standards for grades K-5
offer a focus for instruction each year
to help ensure that students gain
adequate mastery of a range of skills
and applications.
RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
P
RL.K.3:
With prompting and support, identify characters, settings, and major events in a story.
r
RL.2.3:
Describe how characters in a story respond to major events and challenges.
o
g
With no support
r
e
RL.4.3:
Describe in depth a character, setting, or event in a story or drama, drawing on specific
s
details in the text (e.g. a character’s thoughts, words, or actions).
s
i as
RL.6.3:
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well
o
how the characters respond or change as the plot moves toward a resolution.
n
RL.8.3:
Analyze how particular lines of dialogue or incidents in a story or drama propel the o
action, revel aspects of a character, or provoke a decision.
f
Shift in verb
RL.9-10.3:
RL.11-12.3:
Analyze how complex characters (e.g. those with multiple o r conflicting motivations)R
develop over the course of a text, interact with other characters and advance the ploti or
develop the theme.
g
o
Analyze the impact of the author’s choices regarding how to develop and relate elements
r
of a story or drama (e.g. where a story is set, how the action is ordered, how the
characters are introduced and developed).
Example: W.CCR.6: Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others.
W.K.6
With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including collaboration with peers.
W.2.6
With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
W.4.6
With some guidance and support from adults, use technology, including the Internet,
to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of one
page in a single sitting.
W.6.6
Use technology, including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient command of keyboarding
skills to type a minimum of three pages in a single sitting.
With no
support
W.8.6
Use technology, including the Internet, to produce and publish writing and present
the relationships between information and ideas efficiently as well as to interact and
collaborate with others.
W.9-10.6
Use technology, including the internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments
or information.
Appendix A
Contains
SupplementaryMaterials
and Glossary
Text Complexity
• At the end of the sharing, each group should
answer the following questions.
– Identify 3 things that you learned today about text
complexity.
– How does text complexity affect you and your
classroom?
– How does text complexity affect students?
Lexile Changes
Text Complexity Grade
Band Standards
Old Lexile Ranges
Lexile Ranges Aligned To
CCR Expectations
K-1
N/A
BR-449
2-3
450-725
450-790
4-5
645-845
770-980
6-8
860-1010
955-1155
9-10
960-1115
1080-1305
11-CCR
1070-1220
1215-1355
Appendix B
• Appendix B contains:
Text samples to exemplify the
level of text complexity,
quality, and range the
Standards require. (The list
offers examples; it is not
exhaustive.)
Sample performance tasks that
illustrate the application of
the Standards to texts of
sufficient complexity,
quality, and range.
Document available at: http://www.ksde.org/Default.aspx?tabid=4605
Appendix C
Appendix C contains:
Annotated student writing
samples that illustrate the
criteria required to meet
the Standards for
particular types of
writing—argument,
informative/explanatory
text, and narrative—in a
given grade.
Treasure Hunt
•Each person has a stapled
sheet with questions.
•Use your CCRS booklet and
the three appendices to
answer the questions.
•After finishing your sheet,
find a partner and share
out.
Writing Plan / Program / Diagram
• Writing is changing with the new assessment
• Teachers will be working on argumentative,
expository, and narrative writing
• Teachers will be writing across the content
areas
Why Unpack or Deconstruct
Standards?
• Although the KY Academic Core Standards have been
written to be precise and clear, they are still open to
multiple interpretations
• Standards are not meant to be mastered in one learning
opportunity and help to guide daily instruction
• Educators and students require common, clear learning
targets
• The rigor of the curriculum is identified in the skills
students are learning-not the standards
• Enable students to show mastery of standards on
formative and summative assessments
Classifying Targets
Knowledge
Mastery of substantive subject content where mastery includes both
knowing and understanding it.
Reasoning
The ability to use knowledge and understanding to figure things out and
solve problems.
Performance
The development of proficiency in doing something where it is the process
that is important such as playing a musical instrument, reading aloud,
speaking in a second language or using psychomotor skills.
Products
The ability to create tangible products, such as term papers, science fair
projects, and art sculptures that meet certain standards of quality and
present concrete evidence of academic proficiency.
From Standard to Learning Targets:
Our Goals for Today
• Write clear, concise, and student-friendly
learning targets
• Understand the effective use of learning
targets for instructional planning
• Apply learning targets to the design of a
balanced assessment system
Achievement Targets
•
•
•
•
Knowledge / Understanding
Reasoning
Skills / Performance
Products
From Standard to Learning Target:
An ELA Example
• Standard to blank goldenrod template
• Reach consensus about what the standard
asks—mark words for discussion
• Identify the kinds of learning targets that can
be developed based on information provided
in the standard
• Reference the learning target template—use
learning target columns, work from left to
right on the goldenrod template
Curriculum Map
• When developing units, the teacher must determine
the key standard for the unit. Other standards will be
integrated into the unit as well.
• There may be gaps at the 3rd, 4th, and 5th grade due to
the increasing level of rigor.
• Use the goldenrod template to begin looking at one
standard and weaving it into your curriculum map.
• You will determine the number of days needed to
teach the skill when you begin work on your pacing
guide.
Pacing Guides
• Each pair will be assigned a cluster and
determine how much time will be needed to
for a student to master that skill
• Remember that in reading, the skills are
repeated over and over only more in-depth
as the student moves from grade level to
grade level
• The depth of the standard will vary
depending on the standard
What should I be doing right now
with the standards?