Denise Wright, BCPS Elementary Instructional Coach
OVERVIEW OF THE
ELA COMMON CORE
STATE STANDARDS
Participants will gain an understanding of the
design and organization of the CCSS document.
Design
There are four strands:
• Reading
+ Reading Foundational Skills K-5
• Writing
• Speaking and Listening
• Language
The ELA Common Core supports an integrated
model of literacy.
There are media requirements blended
throughout.
4/13/2015 • page 4
Reading Foundational Skills
Grades K-5
• Print concepts (K−1)
• Phonological awareness
(K−1)
• Phonics and word
recognition (K−5)
• Fluency (K−5)
College and Career Readiness (CCR)
Anchor Standards
The CCR Anchor
Standards:
• Have broad expectations
consistent across grades and
content areas.
• Are based on evidence
about college and workforce
training expectations.
• Expect instruction to cover
a broad range of increasingly
challenging text.
CCR Anchor Standards
The CCR Anchor Standards “anchor” the document and
define general, cross-disciplinary literacy expectations
that must be met for students to be prepared to enter
college and workforce training programs ready to
succeed.
Each CCR Anchor Standard has an accompanying
grade-specific standard that translates the broader CCR
statement into grade-appropriate end-of-year
expectations.
Grade Specific Standards
K−12 Standards:
• Are grade-specific end-ofyear expectations.
• Are developmentally
appropriate. There is a
cumulative progression of
skills and understandings.
• Have a one-to-one
correspondence with CCR
Anchor Standards.
4/13/2015 • page 8
GRADE 3
CCR ANCHOR STANDARD
CCSS GRADE SPECIFIC STANDARD
College and Career Readiness
Anchor Standards for Reading
Reading Literature
Key Ideas and Details
1. Read closely to determine what the text says
explicitly and to make logical inferences from
it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
2. Determine central ideas or themes of a text
and analyze their development; summarize the
key supporting details and ideas.
3. Analyze how and why individuals, events,
and ideas develop and interact over the course
of a text.
1. Ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
2. Recount stories, including fables, folktales,
and myths from diverse cultures; determine the
central message, lesson, or moral and explain
how it is conveyed through key details in the
text.
3. Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how
their actions contribute to the sequence of
events.
4/13/2015 • page 9
Annotating the Anchors
1. Circle every strand in the CCR Anchor Standards.
2. Underline the clusters.
3. Place a star next to the most challenging Anchor
Standard in each strand.
Intentional Design Limitations
The Standards do NOT define:
•
•
•
•
•
•
How teachers should teach.
All that can or should be taught.
The nature of advanced work beyond the core.
The interventions needed for students well below
grade level.
The full range of support for English Language
Learners and students with special needs.
Everything needed to be college and career ready.
Balanced Literacy
CCSS
Reading
CCSS
Language
Balanced
Literacy
CCSS
Writing
CCSS
Speaking
and
Listening
4/13/2015 • page 12
CROSSWALKING
WITH THE
STANDARDS
Participants will recognize the
rigor and specificity in the new CCSS.
Crosswalk Document Activity
• Using the rubric provided and the Crosswalk
handout, identify the level of alignment
between the NC ELA Standard Course of
Study and the ELA Common Core State
Standards.
• Place the alignment score in the “Comments”
section of the Crosswalk - selected pages are
provided for K-5, 6-12 grade spans.
4/13/2015 • page 14
Crosswalk Activity Rubric
3
The concepts and skills of the NC ELA Standard
Course of Study are strongly aligned to the concepts
and skills in the English Language Arts Common Core
State Standards.
2
The concepts and skills of the NC ELA SCOS are
reasonably aligned to the concepts and skills in the
ELA CCSS.
1
The concepts and skills of the NC ELA SCOS are
minimally aligned to the concepts and skills in the
ELA CCSS.
NE
The standard is a new expectation found in the CCSS.
4/13/2015 • page 15
VERTICAL
ALIGNMENT
Participants will recognize the K-12 progression of
grade level expectations for the Standards and their
connection to the Anchor Standards.
They will determine and compare the skill
requirements between two grade levels.
4/13/2015 • page 16
Grow a Standard
4/13/2015 • page 17
Grow a Standard
• Begin with the CCR
Anchor Standard (in
bold).
• Put the puzzle pieces
in order from basic to
more sophisticated
expectations.
4/13/2015 • page 18
Answers: Speaking and Listening
(SL.3)
K-5
Kindergarten
Ask and answer
questions in order
to seek help, get
information, or
clarify something
that is not
understood.
Grade 1
Ask and answer
questions about
what a speaker
says in order to
gather additional
information or
clarify something
that is not
understood.
Grade 2
Ask and answer
questions about
what a speaker
says in order to
clarify
comprehension ,
gather additional
information, or
deepen
understanding of
a topic or issue.
4/13/2015 • page 19
Answers: Speaking and Listening
(SL.3)
K-5
Third Grade
Ask and
answer
questions
about
information
from a speaker,
offering
appropriate
elaboration and
detail.
Fourth
Grade
Identify the
reasons and
evidence a
speaker
provides to
support
particular
points.
Fifth Grade
Summarize the
points a
speaker makes
and explain
how each claim
is supported by
reasons and
evidence.
4/13/2015 • page 20
Looking Deeper at Vertical Alignment
How do the anchor standards
translate through the grades?
Directions:
•For each standard, mark the changes
at each grade level. (What’s
different?)
•Revisit two grade-level standards that
are side-by-side and focus on the
differences between the two. What are
the different expectations for students?
4/13/2015 • page 21
1. How does vertical
alignment speak to
classroom instruction?
2. What other ways can you
use vertical alignment?
3. How does vertical
alignment help teachers
understand where
scaffolding might be
needed as they assist
all students in accessing
the content?
Reflection
4/13/2015 • page 22