Common Core State Standards
for English Language Arts
The Big Picture
2
June, 2012
2011-12 CCSS Timeline and Foci…
OSPI Quarterly Webinar Series
August/Sept. 2011
2010-11
2011-12
2012-13
Phase 1: CCSS Exploration
Phase 2: Build Awareness & Begin
Building Statewide Capacity
Phase 3: Build State & District
Capacity and Classroom Transitions
Phase 4: Statewide Application and
Assessment
January 2012
March and May
2012
Ongoing: Statewide Coordination
and Collaboration to Support
Implementation
3
CCSS Webinar Series Part 4:
May 2012
2013-14 2014-15
Implementing the Common Core State
Standards in Washington State
Our Vision: Every student will have access to the CCSS standards through
high quality instruction aligned with the standards every day; and that all
English language arts and mathematics teachers are prepared and receive the
support they need to implement the standards in their classrooms every day.
Our Purpose: To develop a statewide system with aligned resources that
supports all school districts in their preparation of educators and students to
implement the CCSS.
This includes building system-wide capacity for sustained professional learning
that can support CCSS implementation now and be applied to other initiatives
in the future.
Our Core Values: This vision can only occur
through core values of clarity, consistency,
collaboration, coordination, and commitment from
classrooms, schools, and communities to the state
level.
May 29, 2012
Implementation Partnerships
Washington
PLUS…
Large School Districts
Higher Education
Statewide Education and Content Associations
May 29, 2012
Common Core State Standards
for English Language Arts:
6
CCSS English Language Arts
English Language Arts Common Core Standards for Washington: Map of Skills and Concepts
K
1
2
3
4
5
6
7
8
9-10
11-12
Foundational Skills




Print concepts and alphabetic principle
Phonological awareness
Phonics and word recognition
Fluency
Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further
support.
Reading Literature and Informational Texts
Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read.
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text
Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects
Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.
Writing Standards
Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance of writing types, including writing in the content areas

By grade 4—opinion =30%; information = 35%; narrative =35%
Balance of writing types, including writing in the content areas

Grade 8 – argument = 35%; information = 35%; narrative = 30%

Grade 12 – argument = 40%; information = 40%; narrative = 20%
Speaking & Listening Standards
Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of vie w.
Language Standards
Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.
ELA Structure
Introduction

K-5


Reading

Foundational Skills
6-12

Reading

Writing

Writing

Speaking and Listening

Speaking and Listening

Literacy in History/Social

Language
Studies, Science, and
Technical Subjects
Appendices A, B, C
CCR ELA/Literacy strands

College and Career Readiness (CCR) Anchor Standards
are divided into four interrelated literacy strands.
College & Career Readiness
Anchor Standards
Reading
Writing
Speaking &
Listening
Language
10
Students who are college and career
ready…







… demonstrate independence
… build strong content knowledge
… comprehend as well as critique
… value evidence
… respond to the varying demands of audience, task,
purpose, and discipline
… use technology and media strategically and capably
… come to understand other perspectives and cultures
ELA / Literacy: Major Shifts
Balance of Literary and Informational Texts

Increased Complexity of Text

Writing Using Evidence

Text-based Questions and Answers

Academic Vocabulary

Literacy in the Content Areas
Balance of Literary
and Informational Texts
Grade Level
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Literature includes
•Stories
•Drama
•Poetry
Informational Text
includes
•
•
•
•
•
•
13
Personal essays
Literary nonfiction
Speeches
Opinion pieces
Biographies
Memoirs
Sue Pimental talks about the balance of texts
A balance of informational text 6-12
Increased quantity of materials and instructional
time devoted to informational text
English Language
Arts
Literature
fiction, drama,
poetry
14
Literary
Nonfiction
Social Studies, Science,
Technical Subjects
Other informational
Text
Dave Pimental talks cross-content
Balance of Writing Text Types
Grade Level
4
8
12
To Persuade
(Argumentative)
30%
35%
40%
To Explain
(Informative)
35%
35%
40%
To Convey Experience
(Narrative)
35%
30%
20%
• In grades K-5, the term opinion refers to persuasive writing
• Argumentative is a form of persuasion but brings in evidence from
both sides of the issue.
• Narrative strategies are important component to developing both
argumentative and explanatory writing
15
Literacy in the Content Areas

At K-5



Emphasis on literary experiences in content specific domains
Instruction in science and history/social studies
Grades 6-12


Teaching content specific literacy
Reading is critical in building knowledge in content areas
Increased Complexity of Texts

Staircase of complexity

Each grade level, step of growth

More time for close and careful reading

Appropriate and necessary scaffolding and supports for
students reading below grade level
Text complexity is defined by:
w of Text Complexity
1. Quantitative measures – readability and other
scores of text complexity often best measured by
computer software.
2. Qualitative measures – levels of meaning,
structure, language conventionality and clarity, and
knowledge demands often best measured by an
attentive human reader.
3. Reader and Task considerations – background
knowledge of reader, motivation, interests, and
complexity generated by tasks assigned often best
made by educators employing their professional
judgment.
Reader and Task
Emphasis on Text-based Questions
and Answers

Rich discussions dependent on common text

Focus on connection to text

Develop habits for making evidence based arguments in
discussion and writing
Writing using evidence





Expect students to compose arguments and opinions,
informative/explanatory pieces, and narrative texts
Focus on the use of reason and evidence to substantiate
an argument or claim
Emphasize ability to conduct research – short projects
and sustained inquiry
Require students to incorporate technology as they
create, refine, and collaborate on writing
Include student writing samples that illustrate the criteria
required to meet the standards (See standards’
appendices for writing samples)
Academic Vocabulary

Vocabulary to access grade-level, complex texts

Vocabulary that crosses content

Focus on pivotal, commonly found words, such as
consequently, generation
Structural Comparison: WA Standards vs. CCSS
English Language Arts (for full comparison informational handout go to:
http://k12.wa.us/Corestandards/default.aspx)
WA Reading, Writing, and
Communication Standards
Common Core State Standards for
English Language Arts (ELA)
Grades Covered
K-10
K-12
Documents
Three separate standards documents for
reading, writing, and communication
One document with four strands:
reading, writing, speaking and
listening, and language.
A few standards embedded within the
GLEs that address reading and writing in
the content areas.
Includes standards for Literacy in
History/Social Studies, Science, and
Technical Subjects.
WA has separate state educational
technology standards for gradesK-12.
Media and Technology are integrated
throughout the standards.
Integration
The move toward “career and college readiness”…
•CCSS add grades 11 and 12
•Greater focus on increasing text complexity, argumentative writing, research
skills from early grades
•WA strength at K-3 / student goal setting
6-12 ELA/Literacy Strands
English Language
Arts
Reading
Literacy in
Content Areas
Reading
Literature
Literary Nonfiction
Informational Text
Writing
Writing
Speaking & Listening
Language
23
Three Appendices Include Valuable
Information

Appendix A: Research and evidence, glossary of key terms,
overview of each strand, text complexity, conventions
grade-level chart

Appendix B: Reading text exemplars; sample performance
tasks

Appendix C: Annotated student writing samples, K-12
Resources
Transition to the ELA CCSS in Washington
 Three-year transition plan focuses on shift areas each
year, with an increasing level of rigor as we progress.
 OSPI will provide the “big picture” support and resources,
while ESD partners will provide “deeper dives”
 Resources, references, and supports will be available to all
districts, schools, teachers, and communities
May 2012
English Language Arts Common Core Standards for Washington: Map of Skills and Concepts
K
1
2
3
4
5
6
7
8
9-10
11-12
Foundational Skills




Print concepts and alphabetic principle
Phonological awareness
Phonics and word recognition
Fluency
Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further
support.
Reading Literature and Informational Texts
Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read.
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text
Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects
Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.
Writing Standards
Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance of writing types, including writing in the content areas

By grade 4—opinion =30%; information = 35%; narrative =35%
Balance of writing types, including writing in the content areas

Grade 8 – argument = 35%; information = 35%; narrative = 30%

Grade 12 – argument = 40%; information = 40%; narrative = 20%
Speaking & Listening Standards
Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of vie w.
Language Standards
Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.
K-12 English Language Arts
Introduction
Familiarize district/building leadership team with Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,
and Technical Subjects. Investigate and interpret the implications for instruction in reading, writing, speaking and listening, and language.
Identify and understand the design of skills and concepts in ELA


Year One
2011-2012
Develop an understanding of the vertical articulation of skills and concepts from Kindergarten through Career and College Readiness
Develop an understanding of overarching cross-content concepts (i.e., technology and media)
Understand the increasing text complexity, its role in preparing students to be career and college ready, and implications for instruction and materials.
Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)
Resources
Common Core State Standards Documents
Introduction and Year One Support Modules
ESD support
OSPI technical assistance
OSPI CCSS Webinar Series
K-12 English Language Arts
Year One focus and strategies, and:
Adjust curricular materials and adapt instruction to:

Build a shared responsibility for the development of reading and writing skills and knowledge across content areas through a balance of
nonfiction and literature texts

Focus on the role of argument in reading and writing and speaking and listening instruction, with particular emphasis incorporating text-based
questions and writing using evidence from sources.

Intentionally address academic vocabulary and its role in reading comprehension and written and oral language production.

Begin to develop, enhance, and integrate literacy skills across social studies/History, science, and other technical subjects.
Year Two
2012-2013
Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)
Resources
Common Core State Standards Documents
ESD support and technical assistance
OSPI technical assistance
OSPI CCSS ELA Webinar Series
K-12 English Language Arts
Years One and Two foci and strategies, and:
Adjust curricular materials and adapt instruction to:
Year Three
2013-2014
Emphasize speaking and listening skills as an avenue to evaluate, integrate and present information from many sources.
Expand and deepen the teaching of language skills, focusing on the relationship between grammar and usage and the comprehension and production of
effective written text.
Incorporate technology/multi-media to gather, research, develop, and publish information.
Engage in continued professional development, collaborative study, and action to address the depth of the curricular and instructional shifts (i.e. text
complexity, academic vocabulary, content literacy, and writing instruction).
Plan collaboratively to develop rigorous English language arts lessons and units using the CCSS.
Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)
Resources
Common Core State Standards Documents
ESD support and technical assistance
OSPI technical assistance
TBD
http://www.k12.wa.us/CoreStandards/ProfDev.aspx
30
CCSS Webinar Series Part 4: District and
Building Leaders
May 2012
Washington State Literacy Leadership Cadre
ESD
Location
Literacy Lead
Phone
Email
NEW ESD 101
Spokane
Debbie Lahue
(509)789-3547
dlahue@esd101.net
ESD 105
Yakima
Bethany Robinson
(509) 575-2885
bethany.robinson@esd105.org
ESD 112
Vancouver
Marilyn Melville- Irvine
(360) 750-7500
mmirvine@gmail.com
ESD 113
Olympia
Cheryl Vance
(360) 464-6706
cvance@esd113.k12.wa.us
Bremerton
Dan King
360-782-5067
dking@oesd.wednet.edu
Renton
Martha Teigen
Terese Emry
Michelle Lewis
(425) 917-7600
/ (800) 664-4549
(425) 917-7809
mteigen@psesd.org
temry@psesd.org
mlewis@psesd.org
Pasco
Georgia Boatman
(509) 544-5738
gboatman@esd123.org
Shanna Brooks
(509) 665-2645
shannab@ncesd.org
Beth Niemi
(360) 299-4717
bniemi@nwesd.org
Olympic ESD 114
Puget Sound ESD 121
ESD 123
North Central ESD 171 Wenatchee
Northwest ESD 189
Anacortes
Common Core Questions:
Email: corestandards@k12.wa.us OR
Greta Bornemann, OSPI CCSS Project
Lead, E-mail:
Greta.Bornemann@k12.wa.us
ELA Questions
Liisa Moilanen, ELA Director
Liisa.MoilanenPotts@k12.wa.us
32
CCSS Webinar Series Part 4: District and
Building Leaders
May 2012