The ELA Common
Core Journey. . .
Claire Wick
Yvonne Harness
CESA 7, Green Bay
April 12, 2013
Welcome/Introductions
• Introductions
Copyright 2012 CESA 7, Green Bay,
WI
• Claire Wick and Yvonne Harness, CESA 7
• Team introductions
• Share one hope for today’s session for the team!
2
AGENDA
• Welcome/Introductions
• Grounding: What do you know or wonder. . .
• “Big Picture” of Common Core Standards in English Language Arts/Literacy
• Standards-referenced vs. Standards-based
• Shifts in the discipline
• Reading the ELA/Literacy Common Core document
• What does the document say and what does it mean for us?
• Shifts in the ELA discipline reflected in the Common Core
• Understanding the Common Core standards
• College and Career anchor standards
• Specific grade level standards
• Assessing the Common Core standards
• Formative Assessment
• Summative Assessment
• Closure/debrief
Purposes for Today
• Understand the role of ELA Common Core Standards in a K-12
curriculum (Curriculum Companion)
• Be more aware of the Gradual Release of Responsibility
framework for instruction
• Understand how the ELA Common Core Standards are
unpacked
Grounding: What do you know or
wonder . . .
know
List 5-8 things you
about
ELA Common Core standards.
List 3-5 questions you have
about ELA Common Core standards.
Copyright 2012 CESA 7, Green Bay,
WI
“Big Picture. . .”
6
DPI, p.11, 2011
Aligning for Student
Success
The Journey Questions. . .
• What is it we want students to learn?*
• LA Common Core Standards
• Essential, Guaranteed and Viable Curriculum
• How will we know if each student has learned it?*
• Frequent, team developed, common formative assessments
• How will we respond when some students don’t learn it?*
• Timely, directive, systematic intervention
• How can we extend and enrich the learning for students
who have demonstrated proficiency?*
• Timely enriched content, extended activities
• What is the process for facilitating the learning?
• Instructional framework – Gradual Release of Responsibility (Workshop model)
• *DuFour et al. 2010. Learning by doing, 2nd Ed., p. 119. Solution Tree.
Copyright 2012 CESA 7, Green 8
Bay, WI
Copyright 2012 CESA 7, Green Bay,
WI
“Big Picture”. . .
9
“Common Core Standards define the knowledge and
skills students should have within their K-12 education
careers so that they will graduate high school able to
succeed in entry-level, credit-bearing academic college
courses and in workforce training programs.”
(NGA & CCSSO, 2010)
http://www.corestandards.org/
Copyright 2011 CESA 7, Green Bay,
WI
What are the Common Core
Standards?
10
Grounding: ELA Common Core
Standards
• Video: Teaching Channel
• Reflect on Common Core Standards.
• Turn and Talk:
with another person!
Share one new learning and one question
What is Good about the CCSS
• Investigating Calkins perspectives on the positive aspects
• Task: Break up into groups to jigsaw the document:
What is Good About the Common Core Standards?
• Each group will read their item and have a conversation about the
opportunities and challenges with each aspect. Use chart paper
to document your thinking.
• Be ready to share in whole group.
Challenges for Student
Learning
Opportunities for Student
Learning
The Journey. . .
Standards-referenced
Standards-based
ELA Curriculum
13
Underpinnings of LA Common
Core Standards
• Teacher leadership and persistence: In what ways do we
persist in bringing ALL students to proficiency in the LA
standards?
Copyright 2012 CESA 7, Green Bay,
WI
• Portrait of a Literate Individual, p. 33
14
1. They demonstrate independence.
2. They build strong content
knowledge.
3. They respond to the varying
4.
5.
6.
7.
demands of audience, task,
purpose, and discipline.
They comprehend as well as
critique.
They value evidence.
They use technology and digital
media strategically and capably.
They come to understand other
perspectives and cultures.
Portrait of a
Literate Individual,
15
Copyright 2012 CESA 7, Green Bay, WI
Underpinnings of LA Common
Core Standards
• Teacher leadership and persistence: In what ways do we
persist in bringing ALL students to proficiency in the LA
standards?
Copyright 2012 CESA 7, Green Bay,
WI
• College and Career Readiness, p. 29
16
What is College and Career
Readiness?
• “ACT defines college readiness as acquisition of the
knowledge and skills a student needs to enroll and
succeed in credit-bearing, first-year courses at a
postsecondary institution, such as a two- or four-year
college, trade school, or technical school. Simply stated,
readiness for college means not needing to take remedial
courses in postsecondary education or training
programs.” (Washington Post, 4/29/2010)
The Foundations for ELA
• P. 23
• English Language is integrated discipline
• English language arts instruction builds an understanding of the
human experience
• Literacy is an evolving concept, and becoming literate is a lifelong
process
• Critical thinking and problem solving, communication,
collaboration, and creativity are aspects of effective English
language arts instruction and attributes of Wisconsin graduates
• Literacy, language and meaning are socially constructed and
enhanced by multiple perspectives
• Guiding Question: How does your current practice reflect
these foundations for ELA?
Reading the CCSS Document
Reading the document. . .
pp. 36, DPI
doc.
20
ELA Standards Elements
Language Standards
•Conventions of Standard
English
•Knowledge of Language
•Vocabulary Acquisition & Use
Language
Progressive Skills
Language CCR
Standards
Language
ELA
Speaking & Listening
CCR Standards
Writing CCR
Standards
Writing Standards
Listening & Speaking
Standards
•Comprehension &
Collaboration
•Presentation of Knowledge
& Ideas
Writing
Copyright 2011 CESA 7, Green Bay,
WI
Reading Foundational Skills
Reading CCR Anchor
Standards
Literary Text
Standards
Reading
Informational Text
Standards
Standard 10
Range & Text Complexity
Speaking
& Listening
•Text Types & Purposes
•Production & Distribution
of Writing
•Research to Build and
21
Present Knowledge
•Range of Writing
Copyright 2012 CESA 7, Green Bay,
WI
Shifts in ELA Discipline. . .
22
Critical Conversations About
“The 5 Big Shifts”. . .
pp. 25, DPI
doc.
READING
1. Informational text must be studied in addition to literature.
2. Foundational reading skills are more specifically defined K-5.
3. Text complexity and range of text types is more specifically defined
to ensure consistency and rigor.
4. Close reading is required for acquiring knowledge from text and
deepening comprehension.
5. Technology is viewed as more than a tool; it changes reading and
reading instruction.
23
Copyright 2012 CESA 7, Green Bay, WI
Literary Text
Literary text is a narrative form of text and can be viewed
as fiction, nonfiction, or poetry.
• 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.
• 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.
24
Informational Text
Literary Nonfiction and Historical, Scientific, and
•
•
•
•
•
Biographies, autobiographies, essays, speeches
books about history, social studies, science, and the arts
digital sources on a range of topics
technical texts, including directions, forms
information displayed in graphs, charts, or maps
Copyright 2012 CESA 7, Green Bay,
WI
Technical Texts which includes:
25
1. Circle text types that are
currently used at your
grade level.
2. Star those text types
that could be used in
the future at your grade
level.
Copyright 2012 CESA 7, Green Bay,
WI
“Big Picture”. . .
28
Task: Investigating Reading
Standards (StandardsInsight℠)
Task:
• Half of your grade level team should choose “Reading
Literature text” standards and the other half of your team
should choose “Reading Informational text” standards.
• Refer to the standards document. Choose one of the
following standards categories for your investigation:
-Key Ideas and Details (3 standards)
-Craft and Structure (3 standards)
-Integration of Knowledge and Ideas (3 standards)
• Read the 3 standards in the CCR category. Note those
standards on the organizer. Discuss the unpacked standards
using the StandardsInsight too. Use the organizer columns to
document your thinking about those standards after reflecting
on the unpacking.
EXAMPLE
RL 1
Unpacked standards:
RI 1
ela.standardsinsight.org
RL 2
User: elauser
Pass: elauser
RI 2
RL 3
RI 3
Thinking vertically. . .
• Reflect on the following standards using the CCSS K-12 Vertical
Articulation of Skills Charts:
• RL 1,2,3 (Key Ideas and Details)
• RI 1,2,3 (Key Ideas and Details)
• Look at the vertical chart (Reading Literature and Reading
Informational Text) to see how the standards change (before grade
level and after grade level).
• Highlight/underline key words and phrases before grade level.
• Highlight/underline key words and phrases after grade level.
Guiding Questions for Grade Level Teams:
• What are any differences in skills before and after your grade level?
• How does that standard change over time and what implications
does that have for student learning?
Reading Foundational Skill
Standards
Quote from CCSS doc about. . .
p. 41
Task:
• Review grade level Foundational Skill Standards.
• What are the implications for instruction?
• What evidence do you have for student learning of these
standards?
Critical Conversations About
“The 4 Big Shifts”
pp. 25, DPI
doc.
2. Writing in response to reading is emphasized.
Copyright 2012 CESA 7, Green Bay,
WI
WRITING
1. Narrative, informative/explanatory, and
opinion/argument writing are emphasized.
3. Research and inquiry are emphasized as processes
rather than a text type.
4. Technology is viewed as more than a tool; it changes
writing and writing instruction.
33
Task: Investigating Writing
Standards
Task:
• Refer to the standards document. Choose one of the
following standards categories for your investigation:
-Text Types and Purposes (3 standards)
-Production and Distribution of Writing (3 standards)
-Research to Build and Present Knowledge (3 standards)
• Read the 3 standards in the CCR category. Note those
standards on the organizer. Discuss the unpacked
standards using the StandardsInsight too. Use the
organizer columns to document your thinking about those
standards after reflecting on the unpacking.
EXAMPLE
W.1.4
Unpacked standards:
ela.standardsinsight.org
W.1.5
W.1.6
User: elauser
Pass: elauser
Critical Conversations About
“The 3 Big Shifts”. . .
SPEAKING and LISTENING
pp. 25, DPI
doc.
and shared knowledge.
2. Speaking and listening are viewed as embedded
aspects of every Literacy classroom.
3. Technology is viewed as more than a tool; it changes the
way speaking and listening occurs.
Copyright 2012 CESA 7, Green Bay,
WI
1. Discussion is viewed as a key component of learning
36
Critical Conversations About
“The 2 Big Shifts”. . .
1. Punctuation and grammar instruction must
occur in embedded and authentic contexts.
2. Vocabulary instruction must be intentional and
occur in authentic contexts.
Copyright 2012 CESA 7, Green Bay,
WI
LANGUAGE
pp. 25, DPI
doc.
37
Embedded in CCSS (the what)
Are
Inferences
About
TEACHING
And
LEARNING (the how)
Copyright 2011 CESA 7, Green Bay,
WI
So What?
38
So What?
1.
2.
3.
4.
5.
6.
Every student has a right to learn.
Learning is a collaborative responsibility.
Students bring strengths and experiences to learning.
Responsive environments engage learners.
Instruction must be relevant and rigorous.
Purposeful assessment drives instruction and impacts
learning.
(Wisconsin’s Guiding Principles for Teaching and
Learning, June 2011) p. 167-Summary
Copyright 2011 CESA 7, Green Bay,
WI
Guiding Principles for Teaching and Learning
39
Gradual Release of
Responsibility (GRR)
Instructional Practices Demanded
by the Common Core Standards
• Reading
•
•
•
•
Texts of increasing complexity
Balancing Informational and Literary Text
Focus on evidence
Build knowledge through comprehending text in the content
areas
• Writing
•
•
•
•
Writing in response to reading
Process writing (composing. Revising, editing)
Opinion writing (basic form of argument) down to earliest grades
Research – both short-focused projects and longer term
Instructional Practices Demanded
by the Common Core Standards
• Speaking and Listening
• Present increasingly complex information, ideas, and evidence
through listening, speaking, media
• Academic discussions in 1:1, small group, whole class
• Formal presentations
• Informal collaborative conversations/discussions
• Language
• Grow vocabularies through conversation, direct instruction, and
reading
• Skills in conventions and vocabulary must be integrated in
reading, writing, speaking and listening
Instructional Practices Demanded
by the Common Core Standards
• Media and Technology
• Critical analysis of media
• Production of media
Turn and Talk
• Guiding Question:
• Is your current instructional framework consistent across all grade
levels and every classroom?
Not at all
Somewhat
Mostly
Totally
Consistent
The Journey. . .
K-12 ELA Curriculum
Companion
WHAT?
LA Common Core
Standards-based
Lessons
HOW?
GRR Instructional
Model
Copyright 2012 CESA 7, Green Bay,
WI
“Big Picture”. . .
46
Assessing the ELA Common
Core Standards
• State accountability: Smarter Balanced Assessment
• How will Smarter Balanced be used for accountability?
• District accountability: District decisions
• How can district assessments be used to predict how students are
learning the CCSS?
• Classroom accountability: Formative and Summative
• In what ways can teachers use formative and summative
assessments, based on the CCSS?
Smarter Balanced Website
http://www.smarterbalanced.org/
48
CLAIM #1
read closely and analytically to
comprehend a range of increasingly complex
• Students can
literary and informational text.
• Selected response items
• Highlight or identify evidence that supports answers
CLAIM #2
produce effective and well-grounded
writing for a range of purposes and audience.
• Students can
Claim #3
speaking and
listening skills for a range of purposes and
audiences.
• Students can employ effective
• Student performance
Claim #4
research/inquiry to
investigate topics and to analyze, integrate, and
present information.
• Students can engage in
Smarter Balanced Assessment
Sample Items
• Walk through Gr. 4 sample
• Guiding Questions:
• What kinds of experience/instruction needs to
take place in order for students to demonstrate
proficiency on this kind of task?
• What are the opportunities and challenges in
this task for students?
Exit Ticket
• Create a Tweet message regarding ELA/Literacy Common Core
standards using the template provided.
• Be ready to share in whole group as your Exit Ticket.
“A mind
that is stretched by new experience can
never go back to old dimensions”
Oliver Wendell Holmes