ELA Common Core State Standards
A mind that is stretched by new
experience can never go back to its old
dimensions”.
-Oliver Wendell Holmes
 You may access the morning
presentation by going to
http://tburzynski.weebly.com/
-Go to Title I and CCSS Jan. 17
 Please participate in an ongoing
conversation by sharing at
http://todaysmeet.com/CC
Morning:
Why these Standards? Why now?
Overview of the Standards LAYOUT
Shifts in these standards
Break
Progressions
Hess’s Depth Of Knowledge (DOK) SMARTER Balanced
Assessment
LUNCH
Afternoon:
Math CCSS
 The CCSS mandates outcomes for every
grade level/grade band.
 The CCSS force a common language.
 Students will be tested and instructional
effectiveness will be measured based on
CCSS.
 Federal funding is tied to CCSS adoption,
implementation, and accountability.
 More subject area standards are being
developed.
Four Domains:
Reading (3 parts)
2. Writing
3. Speaking & Listening
4. Language
1.
Each Domain:
Reading
Language
ELA
Writing
Speaking
&
Listening
College & Career Readiness (CCR) Anchor
Standards
2. Content Standards
1.
Reading is broken into 3 parts:
1) Literature
2) Informational
3) Foundational
 Focus on results, rather than means-
teachers determine the how
 Integrated model of literacy
 Research and media skills are blended in
 Shared responsibility and interdisciplinary
approach
 Define what students should know and be
able to do, not how teachers should teach
 Focus on what is most essential, they do not
describe all that can or should be taught
 Do not define the nature of interventions or
advanced work
 Do not define the “whole of college and
career readiness”
What does it mean to be
a literate individual?
 Demonstrate independence
 Build strong content knowledge
 Respond to varying demands of audience, task,
purpose, and discipline
 Comprehend as well as critique
 Value evidence
 Use technology and digital media strategically and
capably
 Come to understand other perspectives and
cultures
-CCSS Introduction
 The same skill set is in the 10 standards for literary and
informational reading
 The first 9 require deep comprehension and high-level
thinking
 1-3 Reading for meaning
 4-6 Reading for craft
 7-9 Thinking across texts
•Standard #10 – TEXT COMPLEXITY
 6 Anchor Standards Divided into 2 groupings

Comprehension and Collaboration
(Standards 1-3)

Presentation of Knowledge and Ideas
(Standards 4-6)
 The language standards are written to suggest
that language work should be interwoven
across the day so that conventions , vocabulary,
and craft become a seamless part of your
reading writing speaking and listening already
underway in your classroom. (Pathways p. 170)
 6 Anchor Standards Divided into 3 Categories

6 Anchor Standards Divided into 3
Categories
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
 CESA 10 (CESA 10)
 Progression Guide H.O.

Reading Standards for Literacy Text
Task: Getting Acquainted with Progressions in
Understanding Literacy Text
1) Select a CCR Anchor Standard category (ie. Key Ideas, Craft
and Structure)
2) Select a grade level standard in that CCR category to trace
the progressions.
3) Look at each grade level standard and note the major
concepts for each in the organizer.
4)Discuss a prompt/question for each grade level that a
teacher might ask students to demonstrate understanding
 Literacy is a ‘shared’ educational responsibility
 The teaching of more informational texts
 Technology is more than a tool
 The role of argument
 Attention to the purposes and range of writing
 Use of more complex texts (g. 2-12) w/explicit teaching
and scaffolding to independence.
 Attention to vocabulary instruction across all
disciplines
Text Complexity in
Grade Band
Standards
Old Lexile Ranges
Lexile Ranges
Aligned to CCSS
K-1
NA
NA
2-3
450-725
450-790
4-5
645-845
770-980
6-8
860-1010
955-1155
9-10
960-1115
1080-1305
11-CCR
1070-1220
1215-1355
Remember: Lexile is only piece of information related to text complexity
19
Reader and Task
 Link that displays links to grade-level standards
with connections to pertinent parts of the Continuum
of Literacy Learning (white edition).
http://www.heinemann.com/fountasandpinnell/ccssA
ndStateSpecificResources.aspx
http://sampleitems.smarterbalanced.org
 Bloom Meets Webb
Handout
 Identify what students should know
and be able to do to demonstrate
readiness for college and career:
Four Claims
Students can read closely and analytically to
comprehend a range of increasingly complex literacy
and informational texts
2. Students can produce effective and well-grounded
writing for a range of purposes and audiences
3. Students can employ effective speaking and listening
skills for a range of purposes and audiences
4. Students can engage in research/inquiry to
investigate topics, and to analyze, integrate, and
present information
1.
 Please read page 12
The ‘How do we implement RtI section.’
Discuss at your table 
“ Learning specific academic standards
and passing state tests are meaningless
if the student does not become an
intelligent, responsible adult who
possesses the knowledge and quality of
character to live a happy rewarding
adult life.”
Pg. 14 - The Why Behind RtI
Achieve. 2010. “English Language Arts Common Core State Standards: History/Social
Studies, Science and Technical Subjects. Achieve.
Allington,Rrichard, 2002. “You Can’t Learn Much from Books Yu Can’t Read.” 2005.
What Really Matters for Struggling Readers: Designing Research Based Programs.
2d ed. Boston: Allyn and Bacon.
Buffum, Mattos, & Weber. “The Why Behind RtI.” Educational Leadership. Oct. 2010.
Battelle for Kids. 2011. “Verticle Progression Guide for the Common Core.”
Calkins, Lucy, Ehrenworth, Mary, Lehman, Christopher. 2012. “Pathways to the
Common Core: Accelerating Achievement.” Heinemann.
Dobbertin, Cheryl, Dina Strasser. July 10, 2012. “ Four Myths About the ELA Common
Core.” Education Week: Teacher.