Putting the Pieces Together
Resources for Implementing the Common
Core State Standards for English
Language Arts
Objectives
• Know the layout of state resources for building
Common Core-aligned curriculum and instruction
• Understand the ways these various resources can
interact in a classroom
• Experience sample resources as models of
instruction
• Begin a planning process for aligning district
curriculum to the Common Core
Today’s agenda
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Welcome and introduction
Overview of K-3 ELA resources
Overview of 4-12 ELA resources
(Break #1)
Walkthrough of sample K-3 resources
Walkthrough of sample 4-12 resources
(Break #2)
Collaborative planning around next steps
Three instructional shifts
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from text, both
literary and informational
3. Regular practice with complex text and its academic language
ELA/Literacy guidance documents
• Released in May 2013 and posted to tncore.org:
– K-12 ELA:
http://www.tncore.org/english_language_arts/curricular_resources.aspx
– 6-12 Literacy:
http://tncore.org/literacy_in_social_studies/standards_and_shifts/focus_standar
ds.aspx
• Optional guidance to help districts incorporate the instructional shifts and turn over
curriculum during this year’s transition to new standards
• Implementing the instructional shifts and focusing on the following three priorities
will provide students with the best preparation for PARCC assessments in 2014-15
and the TCAP Writing Assessment in 2013-14:
1. Stop teaching the dropped SPI’s
2. Prioritize readings of rich, complex text multiple times and for varying purposes
3. Give students sequenced, text-dependent questions and writing tasks that
require them to cite evidence, simultaneously developing students’ reading,
writing, speaking, listening, and thinking skills
Overview of K-3 resources
Grade 3 Sample Assessments:
http://tncore.org/english_language_arts/assessment/samp
le_assessments/2013-14sampleassessments.aspx
K-3 Curricular Resources:
http://www.tncore.org/english_language_arts/curricular_re
sources/k-3.aspx
– Reading units
– Close reading tasks
– On-line learning series
Overview of 4-12 resources
Grade 4-12 Sample Assessments:
http://tncore.org/english_language_arts/assessment/samp
le_assessments/2013-14sampleassessments.aspx
4-12 Curricular Resources:
http://www.tncore.org/english_language_arts/curricular_re
sources.aspx (click on appropriate grade band)
– ELA units
– Close reading tasks
Where we are headed
PARCC Model Content Frameworks
Curriculum (district decision)
*Textbook? District? Other?
*Short texts (literary or informational)
*Writing focus: opinion/argument or
informational/explanatory
Close read
Close read
Culminating
writing
assessment
Unit 2
Unit 3
Unit 4
PARCC EOY
*Extended text (literary or informational)
PARCC PBA
Module/unit 1
Where we are now
PARCC Model Content Frameworks
*Textbook? District? Other?
*Extended text (literary or informational)
TDOE
Units (with close reads and
*Short texts (literary or informational)
culminating assessments)
*Writing focus: opinion/argument or
informational/explanatory
Close
reading
Close
read
task
Close read
Writing
Culminating
tasks
writing
(instructional,
assessment
diagnostic, or
benchmark)
Unit 2
Unit 3
Unit 4
TCAP
PARCC
ACH/EOC
EOY
Module/unit 1
TCAP Writing
PARCC Assessment
PBA
Curriculum (district decision)
Grade 3: Putting the pieces together
(example)
Standards focus:
• CCSS.ELA-Literacy.RI.3.3 Describe the relationship
between a series of historical events, scientific
ideas or concepts, or steps in technical procedures
in a text, using language that pertains to time,
sequence, and cause/effect.
• CCSS.ELA-Literacy.W.3.2 Write
informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Grade 3 example: relevant resources
• TCAP ELA Phase 1 Writing Task: Grade 3:
http://tncore.org/english_language_arts/assessment
/sample_assessments/grade3.aspx
• Grades 2-3 Reading Unit: Storms:
http://tncore.org/english_language_arts/curricular_r
esources/k-3/readingunits.aspx
• Grade 2-3 “Me First” Close Reading Task:
http://tncore.org/english_language_arts/curricular_r
esources/k-3/tasksk3.aspx
Grade 3: Assessment of student learning
sequence
•Diagnostic: Close Reading Task
•Formative: Reading Unit
•Summative: TCAP Phase 1 Writing Task
Grade 3 Inf/Exp Rubric
Grade 3: Alignment with Model Content
Frameworks and PARCC
PARCC Grade 3 Sample Item
http://www.parcconline.org/samples/english-languageartsliteracy/grade-3-elaliteracy
• Main idea and details providing evidence from the
text
• Life cycle of a butterfly
Grade 9-10: Putting the pieces together
(example)
• Essential question: How do speakers build effective
arguments, and how can we make arguments about an
argument’s effectiveness? (meta-argumentation)
• Standards focus:
– CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the
argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning.
– CCSS.ELA-Literacy.W.9-10.1 Write arguments to support
claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
Grade 9-10 example: relevant resources
• 9-10 Phase I writing task (coral reefs):
http://tncore.org/english_language_arts/assessment
/sample_assessments/grades9-10.aspx
• 9-10 arguments and methods unit:
http://tncore.org/english_language_arts/curricular_r
esources/9-12/text_unit_9-12.aspx
• 9-10 Antigone task:
http://tncore.org/english_language_arts/curricular_r
esources/9-12/tasks912.aspx
Demonstration of 9-10 unit close reading
task
1. Read King excerpt as an individual, annotating for:
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In margin: P (for hints of purpose)
In margin: A (for hints of audience)
Underline his key argument(s)
Circle metaphors
2. Fill out graphic organizer as an individual (just first
row)
3. With a partner, discuss your responses and select
one to share out that you find the most compelling
4. Share out
9-10 unit task 1.4
9-10 Example: assessment of student
learning sequence
• Diagnostic: coral reefs task
• Formative: revised Antigone prompt:
– After reading and analyzing Ismene’s and Antigone’s argument in
the prologue, write an essay in which you evaluate which sister
makes the most compelling argument and why. Explain your
evaluation using details from the text, focusing on each
character’s rhetorical methods.
• Summative: culminating assessment in arguments and
methods unit
• Rubrics can be found at
http://tncore.org/english_language_arts/assessment/scoring_
resources/2013-14scoringresources.aspx
9-12 Argument Rubric
Grades 9-10: Alignment with Model Content
Frameworks and PARCC
PARCC sample item: grade 7 RST
http://www.parcconline.org/samples/english-languageartsliteracy/grade-7-elaliteracy
You have read three texts describing Amelia Earhart. All
three include the claim that Earhart was a brave,
courageous person.[…]
Consider the argument each author uses to demonstrate
Earhart’s bravery. Write an essay that analyzes the
strength of the arguments about Earhart’s bravery in at
least two of the texts. Remember to use textual
evidence to support your ideas.
Collaborative planning
1. How might you use this resource?
2. What results might you expect from using this
resource?
3. How will you communicate about this resource?
Conclusion
• Questions and answers
• Contact info:
– Mia Hyde
Coordinator of Reading Content and Resources
Tennessee Department of Education
Mia.Hyde@tn.gov
– Lior Klirs
Coordinator of English Language Arts Content and Resources
Tennessee Department of Education
Lior.Klirs@tn.gov
• Survey
Thank you!