DIGGING INTO THE COMMON CORE STATE
STANDARDS FOR ENGLISH LANGUAGE ARTS
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G OALS FOR THE D AY
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3.
4.
1.
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What do the standards really say?
What are students expected to know?
What are students expected to be able to do?
What are the Big Take Aways?
What are the implications for instruction?
How do we know when our students have met the standards?
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BEEN THERE, DONE THAT…
Groundhog Trailer
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UNKNOWN…
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ELA STANDARDS: KEY CHANGES
AND THEIR EVIDENCE http://www.youtube.com/user/TheHuntInstitute#p/ u/4/JDzTOyxRGLI
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T HE DIFFERENCE ……..
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R ANDOM A CTS OF E DUCATION
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P ROFESSIONAL L EARNING C OMMUNITIES
PLCs
Curriculum
•Common Core State Standards
•Instruction
Differentiation
Classroom Interventions
Balanced Assessment
•Formative
•Benchmark
•Summative
Response to Intervention System
•Academics: Intensive
Interventions
•Behavior: PBIS
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CESA 10
PLC
•Lesson Study
•Grade Level Meetings
•Content Meetings
Leadership Teams for
Building or District
Common Core State Standards
•Differentiation
•Classroom Interventions
RtI System/Plan
•Intensive Interventions
•PBIS
Formative Assessments
Benchmark Assessments
Summative Assessments
Professional
Development Plan

C OMMON C ORE S TATE S TANDARDS
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CCSS Directly Connect to RtI and PLCs
What do ALL students need to know and be able to do?
CURRICULUM
How do we teach so that all students will learn?
INSTRUCTION
How will we know if they have learned it? ASSESSMENT
What will we do if they don’t know or they come to us already knowing? DIFFERENTIATION and
ENRICHMENT
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OMMON
ORE
TATE
TANDARDS FOR
NGLISH
ANGUAGE
RTS
ITERACY IN
ISTORY
OCIAL
TUDIES
CIENCE
AND
ECHNICAL
UBJECTS
(2) Intro, ELA K-5, ELA 6-12, Literacy …..6-12
(3) 4 Domains: Reading, Writing, Speaking & Listening, and Language
(4) CCR document and define general, cross-disciplinary expectations for students to be college or workforce ready
(5) College and Career Readiness Anchor Standard Categories for
Reading
(6) 3 Reading Strands: Literature, Informational, and Foundational (K-
5)
(7) Standard 10: Range, Quality, and Complexity of Student Reading K-
5
(8) Appendix A: Research Supporting Key Elements of the Standards and a Glossary of Key Terms
Appendix B: Text Exemplars and Sample Performance Tasks
Appendix C: Samples of Student Writing
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T HE P ROGRESSION OF A S TANDARD
“The K-12 standards define end-of-the-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.” (Introduction, pg.4)
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Read through Writing Standard #1 from kindergarten through grade 12
Pay attention to the verbs and the progression of expectations
Discuss with your tablemates and summarize what a graduating senior should know and be able to do
Why is this important for first grade teachers?
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HAYES MIZELL
( FORMER DIRECTOR FOR STUDENTS ACHIEVEMENT AT EDNA MCCONNELL
CLARK FOUNDATION)
The CCSS are simply statements that describe what students should know and be able to do as a result of their public education. The standards are a challenging vision, but that is all they are.
Without more effective curricula, professional development, and instruction, students will not develop the knowledge and skills necessary to perform at standard.
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T HE S TANDARDS ARE NOT A CHECKLIST !
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“While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment” (Introduction, pg. 5)
Today we will investigate the standards individually, but the real question is How will you organize the standards for instruction?
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TODAY’S PROCESS
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If you have well-defined curriculum maps, the process we are using today, will help as you begin to align your curriculum to the new standards.
If you do not have well-defined curriculum maps, the process we are using today, will provide a foundation for future curriculum mapping.
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W RITING
Emphasis on nonfiction writing. 65% of elementary writing should be explanatory or persuasive as opposed to fiction, fantasy, poetry, and personal narrative.
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W
: B
T
A
,
K
S
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Read the standards under 1)Text Type and Purposes on pg. 19
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Circle the nouns/concepts and underline the verbs/skills
Identify what students need to know (nouns/concepts) and be able to do (verbs/skills). Complete 2 & 3
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Discuss and identify the “Big Take Away” for the CCR category of Text Types and Purposes
Repeat the above steps with 4) Production and
Distribution of Writing, and 7) Research to Build and
Present Knowledge (still on pg. 19).
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Be prepared to share your “Big Take Aways”
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SPEAKING & LISTENING STANDARDS:
Including but not limited to skills necessary for formal presentations, the Speaking and Listening Standards require students to develop a range of broadly useful oral communication and interpersonal skills .
Students must …
• learn to work together,
• express and listen carefully to ideas,
• integrate information from oral, visual, quantitative, and media sources,
• evaluate what they hear,
• use media and visual displays strategically to help achieve communicative purposes, and
• adapt speech to context and task. http://www.youtube.com/watch?v=FZXwEaHrdbo&feature=related
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S PEAKING AND L ISTENING :
B
T
A
, K
S
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Read the standards under 1)Comprehension and Collaboration and 2)Presentation of
Knowledge and Ideas on page 23.
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Circle the nouns/concepts and underline the verbs/skills
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Identify what students need to know
(nouns / concepts) and be able to do
(verbs/skills)
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Discuss and identify the “Big Take Away” for each of the 2 CCR categories. 21

READING FOUNDATIONAL SKILLS:
BIG TAKE AWAY, KNOWLEDGE AND SKILLS
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:
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Concepts of print
Alphabetic principle
Other basic conventions of English writing system
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READING FOUNDATIONAL SKILLS:
BIG TAKE AWAY, KNOWLEDGE AND SKILLS
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Read the standards under 1) Print
Concepts, 2) Phonological Awareness,
3)Phonics and Word Recognition, and 4)
Fluency on page 15 & 16.
Circle the nouns/concepts and underline the verbs/skills
Identify what students need to know
(nouns/concepts) and be able to do
(verbs/skills)
Discuss and identify the “Big Take Away” for the 4 CCR categories.
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TO FIND OUT MORE…
…the SMARTER Balanced Assessment
Consortium can be found online at www.k12.wa.us/SMARTER
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
How do you define literary text?
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Literary text is a narrative form of text and can be viewed as fiction, nonfiction, or poetry.
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Fiction: Text that is imagined more than real and its main purpose is to entertain and engage readers.
Examples include traditional literature, fantasy, science fiction, realistic fiction, and historical fiction.
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Nonfiction: Text that contains ideas, facts, and principles related to the natural and social world.
Broad enough to include nature writing, travel writing, biographies, memoirs, essays.
Poetry: Text that is more compact writing as well as imaginative and artistic.
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What is informational text?
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Informational text is a kind of nonfiction text that includes exposition; argumentation and persuasive text; and procedural text and documents.
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Expository text: (e.g., textbooks, reports, workplace documents, essays)
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Argumentation and persuasive text:
(e.g., writing to persuade, appeal to emotions, or sway an audience)
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Procedural text: (e.g., “how-to” text, directions)
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Documents: (e.g., primary and secondary sources)
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BY TYPE
Formative Benchmark
Daily Ongoing Evaluation
Strategies
Immediate Feedback
Student-Centered
To Quickly Inform Instruction
Summative
Periodic Diagnostic/
Progress Assessments
Large-Scale
Standardized Assessments
Annual Snapshot Multiple Data Points
Across Time
Classroom/
School-Centered
School/District/
State-Centered
To Benchmark and
Monitor Progress
To Evaluate Cumulative
Learning dpi.wi.gov/oea/pdf/balsystem.pdf

SAMPLE: B ENCHMARK A SSESSMENT
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Writing Rubric
- Writing standards on page 19.
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Appendix C, pages 11-12 (informational/explanatory examples). Apply rubric to writing sample.
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D OCUMENT C OMPLETION FOR W RITING
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Options for Formative Assessment
-Formative examples?
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Teaching Strategies
-Why assessment before strategies
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A
C: S
S
W
“The range of accomplishment within each grade level reflects differences in individual development as well as the conditions under which the student writers were expected to work.
Some of the samples were written in class or as homework; others were written for on-demand assessments; still others were the result of sustained research projects.” (Appendix C, pg.2)
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Universal High Quality Curriculum
Additional
Interventions
•Tied to Universal
•Aligned to CCSS
•Evidence-Based
•Strategic
•Culturally Responsive
•Differentiated
Effective Universal
Instruction
•Identified Essential
Outcomes
•Aligned to Common Core
Standards
•Evidence-Based
•Culturally Responsive
•Differentiated
Additional Challenges
•Tied to Universal
•Aligned to CCSS
•Evidence-Based
•Strategic
•Culturally Responsive
•Differentiated
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A PPENDIX B: T EXT E XEMPLARS & S AMPLE
P ERFORMANCE T ASKS
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Text Exemplars pages 14-36
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How do these exemplars compare to the text types in your classrooms? (Informational Exemplars pgs. 28-31)
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Performance Task (Informational) page 36
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Do you think these performance tasks are appropriate for your practices/strategies for teaching? Discuss with your tablemates.
CCSS CCBC Book List
 https://www.education.wisc.edu/ccbc/books/detailListB ooks.asp?idBookLists=549 34

CONTINUUM CONNECTION
***The Common Core Standards for Language and
Literacy and The continuum of Literacy
Learning, Grades PreK-8:A Guide to Teaching
Find at:
 http://www.heinemann.com/fountasandpinnell/su pportingMaterials.aspx#ccs
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MPHASIS
NFORMATIONAL
EXT
Grade
4
8
12
Literary
50%
45%
30%
Informational
50%
55%
70% http://www.youtube.com/watch?v=k7yQk6a501s&feature=related
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Text Complexity in
Grade Band
Standards
K-1
2-3
4-5
6-8
9-10
11-CCR
Old Lexile Ranges
NA
450-725
645-845
860-1010
960-1115
1070-1220
Lexile Ranges
Aligned to CCSS
NA
450-790
770-980
955-1155
1080-1305
1215-1355
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W ORK T IME
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Because schools and districts are in different places when is comes to curriculum, this is a process that:
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Provides a deeper level of understanding for each standard
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Can be used to begin the alignment process for districts with well-developed curricula in place
Can be used to begin the curriculum development/revision process
Paves the way for RtI planning
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How will the implementation of these standards impact your district?
How do these standards fit into your school’s RtI planning?
How might PLCs be used to address these standards?
What are the next steps for your building?

B IG M ESSAGES
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Education is changing…….
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The Common Core State
Standards are at the center of this change……
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Every district needs a plan to support the investigation and implementation of these new standards……
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FOLLOW-UP
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PowerPoint and Handouts at http://www.cesa10.k12.wi.us/index.php?Prog=SDoc ument&Task=Init&ID=337
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F EEDBACK
Please complete the evaluation form.
Thanks so much for your participation!
Thersea Burzynski- tburzynski@cesa10.k12.wi.us
Nancy Forseth- forseth@cesa10.k12.wi.us
Paula Harms- pharms@cesa10.k12.wi.us
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