Study of the Standards
using
Common Core
English Language Arts
Expectations
Participants will gain a common understanding of the
Common Core State Standards and develop a strong working
knowledge of the standards effect on teaching and learning.
Session participants will learn……
• How to use a set of structured tools to promote
conversations and collaboration around a common core
State standards
• How to use the common core State standards to guide
decision-making about teaching, learning and assessment
“To begin with the end in mind means to start with a clear
understanding of your destination. It means to know where you
are going, so that you better understand where you are now
and so that the steps you take are always in the right
direction.”
Stephen R. Covey
The Seven Habits of Highly Effective People
The Common Core State Standards do not provide…….
• A complete scope and sequence
• A course outline
• All the essential skills and knowledge students could have
The Common Core State Standards do …….
• Outline the most important and essential skills and knowledge every student
needs to master to succeed in college and careers.
Common Core State Standards Development
The Common Core State Standards initiative state-led effort
coordinated by the National Governors Association Center
for Best Practices (NGA Center) and the Council of Chief
State School Officers (CCSSO)
The standards were developed in collaboration teachers,
school administrators, and experts to provide a clear
and consistent framework to prepare our children
for college and the workforce.
Common Core State Standards Development
• Aligned with college work expectations
• In rigorous content occasion of knowledge through high order skills
• Build upon strengths and lessons of current State Standards
• Informed the top three countries so that all students to succeed
in a global economy and society
• Evidence and/or research-based
As new research is conducted and implementation of the Common
Core State Standards is evaluated, the standards will be revised on a
set review cycle.
http://www.coventryschools.net/Common_Core_Instructional_Materials/ELA_Video.htm
Study of the Standards
using
Common Core
English Language Arts
Part 1B
Structure
The Common Core State Standards for English Language Arts are compromised of
a set of anchor standards and corresponding grade-specific standards that are
organized around 4 strands:
• Reading
• Literature K -12
• Informational Text K -12
• Foundational Skills K -5
• Speaking and Listening
• Language
• Writing
The Common Core State Standards for Literacy in History/Social Studies, Science,
and Technical Subjects are comprised of a set of anchor standards and
Corresponding grade-specific standards that are organized around 2 strands:
• Reading
• Writing
Structure
Standards for ELA and Literacy
Anchor Standards
These are college and Career Readiness Standards that “anchor” the Common Core
State Standards. They define general expectations that must be met to ensure students
enter college and workforce training programs ready to succeed.
Strand
A broad idea that describes the area of focus for an English Language Arts
standard.
Organizing Elements
Categorize ideas and standards within the strand
Grade-Specific Standards
Define end-of-the year expectations and cumulative progressions designed to enable
students to meet college and career readiness expectations no later than the end of
high school.
Common Core State Standards: English Language Arts K-12
Strands and organizing elements
Reading
Writing (W) K -12
Literature (RL) K -12
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text
complexity
Test types and purposes
Production and distribution of writing
Research to build and present knowledge
Range of writing
Informational Text (RI) K-12
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text
complexity
Speaking and Listening (SL) K- 12
Foundational Skills (RF) K – 5 only
Language (L) K - 12
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Print Concepts
Phonological awareness
Phonics and word recognition
Fluency
Comprehension and collaboration
Presentation of knowledge and ideas
Common Core State Standards: Literacy in History/Social
Studies, Science and Technical Studies
Strands and organizing elements
Writing
Reading
History/Social Studies (RH) 6 -12
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text
complexity
Science and Technical Subjects (RST) 6 -12
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text
complexity
History/Social Studies, Science and
Technical Subjects (WHST) 6 -12
Test types and purposes
Production and distribution of writing
Research to build and present knowledge
Range of writing
English Language Arts Appendices
Appendix A: Research supporting key elements of the standards
Glossary of key terms
Appendix B: Text exemplars and sample performance tasks
Appendix C:
Samples of student writing
Reading Standards: Foundational Skills (K – 5)
Kindergarteners:
Phonics and Word Recognition
Grade 1 Students
Strand
RF
Grade 2 Students
Organizing Element
3. Know and apply grade-level phonics and
3. Know and apply grade-level phonics and
3. Know and apply grade-level phonics and
word analysis skills in decoding words
word analysis skills in decoding words.
word analysis skills in decoding words.
a. Demonstrate basic knowledge of onea. Know the spelling sound
a. distinguish long and short vowels when
to-one letter-sound correspondences by
correspondences for consonant digraphs
reading regularly spelled one-syllable words
producing the primary or many of the most
b. decode regularly spelled one syllable
b. Know spelling sound correspondences
frequent sound for each consonant.
words.
for additional common vowel terms.
b. Associate the long and short sounds
c. Know final –e and common vowel term
c. Decode regularly spelled two-syllable
with common spellings (graphemes) for the conventions for representing long vowel
words with long vowels.
five major vowels.
sounds.
d. Decode words with common prefixes
c. Read common high-frequency words by
d. Use knowledge that every syllable must and suffixes
sight (e.g., the, of, to, you, she, my, is, are, do) have a vowel sound determine the number of e. identify words with inconsistent but
d. Distinguish between similarly spelled syllables per word.
common spelling-sound correspondences
words by identifying the sounds of the letters
e. decode two syllable words following
that differ.
basic patterns by breaking words into syllables
Grade-Level Columns
Fluency
Standard
4. Read emergent-reader texts with purpose 4. Read with sufficient accuracy and fluency to
and understanding
support comprehension.
a. Read on-level text with purpose and
understanding
b. Read on-level text orally with accuracy,
appropriate rate and expression on successive
readings.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
4. Read with sufficient accuracy and
Reading Standards: Foundational Skills (K – Strand
5) Abbreviation
Kindergarteners:
Grade 1 Students
Phonics and Word Recognition
RF
Grade 2 Students
1st Grade
3. Know and apply grade-level phonics and
3. Know and apply grade-level phonics and
3. Know and apply grade-level phonics and
word analysis skills in decoding words
word analysis skills in decoding words.
word analysis skills in decoding words.
a. Demonstrate basic knowledge of onea. Know the spelling sound
a. distinguish long and short vowels when
to-one letter-sound correspondences by
correspondences for consonant digraphs
reading regularly spelled one-syllable words
producing the primary or many of the most
b. Decode regularly spelled one syllable
b. Know spelling sound correspondences
frequent sound for each consonant.
words.
for additional common vowel terms.
b. Associate the long and short sounds
c. Know final –e and common vowel term
c. Decode regularly spelled two-syllable
with common spellings (graphemes) for the conventions for representing long vowel
words with long vowels.
five major vowels.
sounds.
d. Decode words with common prefixes
c. Read common high-frequency words by
d. Use knowledge that every syllable must and suffixes
sight (e.g., the, of, to, you, she, my, is, are, do) have a vowel sound determine the number of e. identify words with inconsistent but
d. Distinguish between similarly spelled syllables per word.
common spelling-sound correspondences
words by identifying the sounds of the letters
e. decode two syllable words following
that differ.
basic patterns by breaking words into syllables
Fluency
4. Read emergent-reader texts with purpose 4. Read with sufficient accuracy and fluency to
and understanding
support comprehension.
a. Read on-level text with purpose and
understanding
b. Read on-level text orally with accuracy,
appropriate rate and expression on successive
readings.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
4. Read with sufficient accuracy and
End of Part 1
Study of the Standards
using
Common Core
English Language Arts
Part 2
Curriculum Alignment : Basic Principle
Written
Taught
Assessed
Alignment Means Every Educator:
• Understands what is expected of students
• Understands these expectations in the context of the
K-12 program
• Accepts responsibility for these expectations
Vertical Alignment – Investigation Activity
• It is not about developing content knowledge. It is about
learning a process to understand alignment and its
implications for teaching and learning
• It is not about demonstrating our content knowledge. It is
about engaging in a collaborative process and constructing
meaning using that process
• It is not about specific grade-level content. It is about
developing a K-12 perspective on alignment
• It is not about “the product. “ It is about collegial
conversations focused on the standards.
Vertical Alignment Chart
Writing Informative/Explanatory Text
Concept (or Big Idea):_______________________________________
Grade
Specific Standard
6
W.6.2
5
W.5.2
4
W.3.2
1
W.1.2
K
W.K.2
Understanding Vertical Alignment: Reflection
• How can the learning from this investigation affect the classroom teacher?
• How can the learning from this investigation affect the conversations at the
grade or department level?
• How can the learning from this investigation affect the conversations
at the school and district level?
• How can the learning from this investigation guide our work toward our goals?
• How will this impact the learning of all students? (at, above and below grade level)
End of Part 2
Study of the Standards
using
Common Core
English Language Arts
Part 3
Writing Writing
Grade 5
W.5.1 Write opinion pieces on topics or
texts, supporting a point of view with reasons
and information.
a. Introduce a topic or text clearly, state an
opinion, and create an organizational
structure in which ideas are…
•
•
•
•
•
Grade 6
Grade 7
W.6.1 Write arguments to support claims
with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the
reasons and evidence clearly.
Added distinguish between relevant and irrelevant
information to make an argument
Moved from opinion to argument
Adding identifying credible sources of information
Moving from less formal to formal writing style
Concluding statement follows………..
W.7.1 Write arguments to support claims
with clear reasons and relevant evidence .
a. Introduce claim(s) and organize the reasons
and….
•
•
Adding knowledge alternate or opposing claims
Adding reasoning and organizing evidence to
support claims logically.
• Added support claims with logical reasoning using
accurate sources……………
Most content should be approached from a developmental level of instruction since it is unique to the grade level. The instruction should then move
through reinforcement with drill and practice as appropriate.
Use what students know about:
• Opinions as a basis to compare/contrast arguments
• Building logical arguments and reason so that they can support claims
• Logically ordering reasons so they can move to supporting claims
The ELA standards are designed in an integrated way; therefore considered RI.8
Reflection:
1. What is the purpose of the Instructional Alignment Chart?
2. What is the difference between the Vertical Alignment Chart
and the Instructional Alignment Chart?
3. Why are conversations with your colleagues an important
part of this process?