Session 2 - PowerPoint

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1
Investigating the Standards:
K-12 English Language Arts
Bruce Bufe, Ann Craig, Kathy Learn,
Leigh McEwen, Nicole Peterson,
Pat Upchurch, Martha Yerington
In Partnership with
Iowa Department of Education
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
Agenda
• Introduction to ELA Core Standards
• Investigating the Standards:
o Reading- Foundational Skills (K-5)
o Reading -- Literature
o Reading- Informational Text
o Writing
o Speaking and Listening
o Language
o Literacy - ELA Standards for History/SS,
Science and Technical Subjects
• Determining Implications and Action Steps
2
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
3
Reading
Language
ELA
Writing
Speaking
&
Listening
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
4
Reading Standards
College and Career Readiness Anchor Standards
K-5
6-12
Literacy in History/Social Studies, Science, and
Technical Subjects
6-12
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
5
College & Career Readiness Anchor
Standards for Reading
CCR Categories
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge
and Ideas
• Range of Reading and
Level of Text Complexity
Major Organizing
Structure Throughout
the Reading Standards
Specific Standards are
Provided in Each
Category by Grade
Level/Band
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa
region.
6
Investigation# 2:
What information is found on the College
& Career Readiness Reading Anchor
Standards pages?
Discussion Question to follow Parts A & B:
Comprehension is a multifaceted process. How do
the categories as well as the range and content of
student reading help you understand this?
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa
region.
8
College and Career Readiness Anchor
Standards in Reading
Reading Foundational Skills
Reading Literature
Reading Informational Text
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
9
Reading Standards:
Foundational Skills (K-5)
The Foundational Skills are necessary and
important components of an effective
comprehensive reading program which is
designed to develop proficient readers with the
capacity to comprehend a wide variety of text
materials.
Foundational skills foster understanding and
knowledge of:
• Print Concepts
• Phonological Awareness
• Phonics & Word Recognition
• Fluency
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
Investigation # 3
What is the purpose of the Foundational Skills?
Discussion Questions for Part A:
• What are the most important ideas in this section?
• What do these mean for classroom teacher?
Part B: Table Discussion
Reading Standards:
Foundational Skills (K-5)
“Instruction
should be differentiated: good
readers will need much less practice with these
concepts than struggling will. The point is to
teach students what they need to learn and not
what they already know – to discern when
particular children or activities warrant more or
less attention.”
(Iowa Core, K-5 Reading Foundational Skills, p. 19)
Note: Appendix A, pages 17-22.
Implications for K-5 Teachers:
• My classroom
• ALL student (General Education, Special Education, ELL,
At-Risk, Struggling Readers, etc.)
• School/District/AEA partnerships
• Record your thoughts on the Investigation Implications
page.
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Distribution of Literary and Informational
Passages
Grade
4
8
10
Literary
50%
45%
30%
Informational
50%
55%
70%
In order to match the NAEP Assessment
Framework instructionally, a great deal of
informational reading must take place outside of
ELA in grades 6-12.
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Investigation # 4:
What are the progressions of sophistication
in reading literature?
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
15
Reflection
• What are the benefits of looking at this
progression?
• What are the implications for
• teaching?
• learning?
• professional development?
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Reading Literature Spiral
With prompting and support, ask and answer questions
about key details in a text. (RL.K.1)
Refer to details and examples in a text when explaining
what the text says explicitly and when drawing
inferences from the text. (RL.4.1)
Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as
inferences drawn from the text. (RL.8.1.)
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text, including determining
where the text leaves matters uncertain. (RL.11-12.1.)
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
17
Your Turn
• On your own, pick one Literature anchor standard
and follow it through the grade levels (k-12).
Gr. K-5: pp. 11-14
Gr. 6-12: pp. 46-49
• What do you notice about the sophistication and
complexity across grade levels?
• How will these progressions impact your planning
and your instruction?
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Literature and Informational Text
19
Investigating Reading Standards
for Informational Text
Locate these standards in your document:
• p. 15 (K-5)
• p. 50 (Grades 6-12)
Notice these organizational features:
o Recurrent College and Career Readiness
Categories
o Specific grade-level standards
o Iowa's added standards (IA.1, IA.2) in "Key
Ideas & Details"
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
20
Investigation #5:
How do the literature and informational
text standards compare?
Choose one standard from each Reading
Standard Category for this investigation.
Find someone at another table at your
same grade level- discuss what you
found.
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
21
Reading Informational Text Spiral
With prompting and support, describe the connection
between two individuals, events, ideas, or pieces of
information in a text. (RI.K.3)
Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what
happened and why based on specific information in the
text. (RI.4.3)
Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories). (RI.8.3)
Analyze a complex set of ideas or a sequence of events
and explain how specific individuals, ideas, events
interact and develop over the course of the text. (RI.1112.3)
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators.
Additional Resources to the Iowa Core
• Appendix A – Research Supporting the Core;
Foundational Skills details, Writing Types defined,
Language Overview, Glossary (43 pp.)
• Supplement to Appendix A (recently released): New research on
Text Complexity (10 pp.)
• Appendix B –Text Exemplars and Sample Performance
Tasks. These text exemplars can be used without
breaking copyright. (183 pp.)
• Appendix C – Samples of Student Writing. (107 pp.)
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