Wendy Whitmer- Regional Science Coordinator
NEWESD 101
Camille Huff- Science Coordinator
Central Valley School District
Learning Targets
 We are familiar with the Common Core State
Standards for English Language Arts.
 We can integrate informational text reading strategies
into our curriculum.
 We can integrate effective writing strategies into our
curriculum.
Agenda
 Introduction to CCSS-ELA
 Vertical Articulation of Reading
 Reading in Informational Text
 Smarter Balanced Assessment Consortium
 Writing in Content Areas
What do you know?
 Please answer the probe on your own.
 Talk to the people at your table.
 Share out with the whole group.
Common Core State Standards
•
•
•
Define the knowledge
and skills students
need for college and
career
Developed voluntarily
and cooperatively by
states; more than 40
states have adopted
Provide clear,
consistent standards in
English language
arts/Literacy and
mathematics
Source: www.corestandards.org
5
Washington State’s Implementation Timeline
2010-11
2011-12
2012-13
2013-14 2014-15
Phase 1: Awareness and
Understanding, Alignment, and
Adoption
Phase 2: Build Statewide Capacity,
Collaboratively Develop and Align
Resources and Materials
Phase 3: Classroom Transitions
Phase 4: Statewide Implementation
through the Assessment System
6
Teaching Channel Resource
 www.teachingchannel.org/videos/common-corestate-standards-for-ela-and-literacy
7
Current WA Standards (GLEs) – Grades K-10
Writing
Reading
Communication
(includes
Speaking and
Listening)
Common Core ELA Standards – Grades K-12
Reading
Writing
Speaking
and
Listening
Language
Media & Tech
ELA Common Core
Standards
8
The ELA Document Structure
Introduction page 10
• K-5 page 11

– Reading
•
Foundational Skills
– Writing
– Speaking and
Listening
– Language
9
6-12 page 35

Reading

Writing

Speaking and Listening

Language

Literacy in History/Social Studies,
Science, and Technical Subjects
Appendices A, B, C
Appendix A
 Research- Help implementers understand components of
CCSS-ELA
10
Appendix B:
Reading Text Exemplars with Sample Performance Tasks
11
Appendix C :
Annotated Student Writing Samples
12
A Balanced Assessment System
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need
to improve
teaching and
Teacher resources for
learning
Interim assessments
formative
assessment
practices
to improve instruction
All students
leave
high school
college
and career
ready
Flexible, open, used
for actionable
feedback
13
Reading Standards
 Vertical articulation
 Look at the reading standards for your content area
 Highlight the differences between the grade levels
 Note strategies that you already use
 Compare the 9-10 grade band standards for each
group.
 What do you notice- similarities, differences?
Roles
 What are the roles of the different “crew members” in
your building?
Diamonds in the Sky
Purpose: To become familiar with expectations for our
students and to share effective reading strategies.
Science Example: Understand how and why carbon
molecules can take different forms.
Reading Standard: Summarize the main ideas of the
passage.
Diamonds in the Sky
 Read the passage
 What reading strategies would help your students
extract information from this passage?
 Finish template for Diamonds in the Sky
Diamonds in the Sky
 Complete the assessment
 What standards are being assessed?
 What reading strategies might help your students be
successful on an assessment?
 Smarter Balanced: www.smarterbalanced.org
Your connections
 Look at your own text.
 Fill out the template for your text: Consider
 What is your purpose?
 How will you scaffold for your students?
Writing
 Complete a vertical articulation of Standard #1.
 Note any strategies you use in your classroom already.
 Find where you meet some of these standards in your
curriculum.
Writing
 Complete a vertical articulation of Standard #2.
 Note any strategies you use in your classroom already.
 Find where you meet some of these standards in your
curriculum.
 http://www.literacydesigncollaborative.org/wp-
content/uploads/2012/02/LDCTemplateTasks.pdf
Writing
 Read standards 4-10
 3-2-1: Cite evidence
 3 things that surprise you
 2 questions you have
 1 thing you already do
Nuclear Power
Purpose: Evaluate how reading
and writing strategies are used
in content courses.
 What do you know about
nuclear power?
 Rank the amount of energy we
get from each source.
 Rank as a group.
Nuclear Power
Ranks:
Biomass: 6
Coal: 1
Geothermal: 8
Hydropower: 4
Natural Gas: 2
Petroleum: 7
Propane: 10
Solar: 9
Uranium: 3
Wind: 5
Nuclear Power Performance Task
From: Smarter Balanced
Assessment Consortium
Released Items:
www.smaterbalanced.org
Tasks:
 Identify pros and cons of nuclear
power.
 Evaluate provided sources.
Nuclear Power Performance Task
In your courses:
 What argument can you have
your students make?
 Ex: Stem cell use
 Ex: Oil drilling in ANWR
 Ex: Should the U.S. defend
democracy?
Argument and Evidence
 How would you have students gather resources?
 How would you have students evaluate resources?
 How would you ensure students provide sufficient
evidence for their argument?
Exit Ticket
 What strategies or elements from today might you use
in your classroom?
 How do you envision implementing the strategy in
your classroom?