DIGGING INTO THE COMMON CORE
STATE STANDARDS FOR ENGLISH
LANGUAGE ARTS
KINDERGARTEN
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GOALS FOR THE DAY
1.
What do the standards really say?
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2.
3.
4.
What are students expected to know?
What are students expected to be able to do?
What are the Big Take Aways?
What are the implications for instruction?
How do we know when our students have met
the standards?
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BEEN THERE, DONE THAT…
Groundhog Trailer
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UNKOWN…
What we learn
today doesn’t
make yesterday
wrong, it makes
tomorrow better.
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Statewide Roll-Out
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RANDOM ACTS OF EDUCATION
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PROFESSIONAL LEARNING COMMUNITIES
PLCs
Curriculum
•Common Core State Standards
•Instruction
Differentiation
Classroom Interventions
Balanced Assessment
•Formative
•Benchmark
•Summative
Response to Intervention System
•Academics: Intensive
Interventions
•Behavior: PBIS
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CESA 10
Formative Assessments
Benchmark Assessments
Summative Assessments
PLC
•Lesson Study
•Grade Level Meetings
•Content Meetings
Common Core State Standards
Leadership Teams for
Building or District
•Differentiation
•Classroom Interventions
RtI System/Plan
•Intensive Interventions
•PBIS
Professional
Development Plan
COMMON CORE STATE STANDARDS
CCSS Directly Connect to RtI and PLCs
What do ALL students need to know and be able to do?
CURRICULUM
 How do we teach so that all students will learn?
INSTRUCTION
 How will we know if they have learned it? ASSESSMENT
 What will we do if they don’t know or they come to us
already knowing? DIFFERENTIATION and
ENRICHMENT
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JUST A NOTE…
The WI Model Early Learning Standards and the
Common Core State Standards BOTH address
kindergarten.
 Download info at http://www.dpi.wi.gov/ec/
 The DPI encourages districts to use both documents to
guide curriculum, instruction, and assessment
decisions.
 A letter on the DPI website provides more information
about details of the alignment.
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(1) COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS & LITERACY IN
HISTORY/SOCIAL STUDIES, SCIENCE, AND
TECHNICAL SUBJECTS
(2) Intro, ELA K-5, ELA 6-12, Literacy …..6-12
(3) 4 Domains: Reading, Writing, Speaking & Listening, and Language
(4) CCR document and define general, cross-disciplinary expectations
for students to be college or workforce ready
(5) College and Career Readiness Anchor Standard Categories for
Reading
(6) 3 Reading Strands: Literature, Informational, and Foundational (K5)
(7) Standard 10: Range, Quality, and Complexity of Student Reading K5
(8) Appendix A: Research Supporting Key Elements of the Standards
and a Glossary of Key Terms
Appendix B: Text Exemplars and Sample Performance Tasks
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Appendix C: Samples of Student Writing
THE PROGRESSION OF A STANDARD
“The K-12 standards define end-of-the-year
expectations and a cumulative progression
designed to enable students to meet college and
career readiness expectations no later than the
end of high school.” (Introduction, pg.4)
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Read through Writing Standard #1 from kindergarten
through grade 12
Pay attention to the verbs and the progression of
expectations
Discuss with your tablemates and summarize what a
graduating senior should know and be able to do
Why is this important for kindergarten teachers?
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HAYES MIZELL
(FORMER DIRECTOR FOR STUDENTS ACHIEVEMENT AT EDNA MCCONNELL
CLARK FOUNDATION)
The CCSS are simply statements that describe
what students should know and be able to do as a
result of their public education. The standards
are a challenging vision, but that is all they are.
Without more effective curricula,
professional development, and instruction,
students will not develop the knowledge
and skills necessary to perform at standard.
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THE STANDARDS ARE NOT A
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“While the Standards delineate specific expectations in
reading, writing, speaking, listening, and language,
each standard need not be a separate focus for
instruction and assessment” (Introduction, pg. 5)
Today we will investigate the standards individually, but
the real question is How will you organize the
standards for instruction?
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TODAY’S PROCESS
If you have well-defined curriculum maps, the
process we are using today, will help as you begin
to align your curriculum to the new standards.
 If you do not have well-defined curriculum maps,
the process we are using today, will provide a
foundation for future curriculum mapping.
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WRITING
Emphasis on nonfiction writing. 65% of elementary
writing should be explanatory or persuasive as
opposed to fiction, fantasy, poetry, and personal
narrative.
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WRITING: BIG TAKE AWAY,
KNOWLEDGE AND SKILLS
Read the standards under 1)Text Type and Purposes
on pg. 19
 Circle the nouns/concepts and underline the
verbs/skills
 Identify what students need to know (nouns/concepts)
and be able to do (verbs/skills). Complete 2 & 3
 Discuss and identify the “Big Take Away” for the CCR
category of Text Types and Purposes
 Repeat the above steps with Production and
Distribution of Writing, and 3)Research to Build and
Present Knowledge on page 19.
 Be prepared to share your “Big Take Aways”
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SPEAKING & LISTENING STANDARDS:
FLEXIBLE COMMUNICATION &
COLLABORATION
Including but not limited to skills necessary for formal presentations, the Speaking
and Listening Standards require students to develop a range of broadly useful
oral communication and interpersonal skills.
Students must …
• learn to work together,
• express and listen carefully to ideas,
• integrate information from oral, visual, quantitative, and
media sources,
• evaluate what they hear,
• use media and visual displays strategically to help achieve
communicative purposes, and
• adapt speech to context and task.
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SPEAKING AND LISTENING:
BIG TAKE AWAY, KNOWLEDGE AND
SKILLS
 Read
the standards under 1)Comprehension
and Collaboration and 2)Presentation of
Knowledge and Ideas on page 23.
 Circle the nouns/concepts and underline the
verbs/skills
 Identify what students need to know
(nouns/concepts) and be able to do
(verbs/skills)
 Discuss and identify the “Big Take Away” for
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each of the 2 CCR categories.
READING FOUNDATIONAL SKILLS:
BIG TAKE AWAY, KNOWLEDGE AND SKILLS
The Foundational Skills are necessary and important
components of an effective comprehensive reading
program which is designed to develop proficient readers
with the capacity to comprehend a wide variety of text
materials.
Foundational skills foster understanding and knowledge
of:
 Concepts of print
 Alphabetic principle
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 Other basic conventions of English writing system
READING FOUNDATIONAL SKILLS:
BIG TAKE AWAY, KNOWLEDGE AND
SKILLS
 Read
the standards under 1)Concepts of
Print, 2) Phonological Awareness,
3)Phonics and Word Recognition, and 4)
Fluency on pages 15- 16.
 Circle the nouns/concepts and underline
the verbs/skills
 Identify what students need to know
(nouns/concepts) and be able to do
(verbs/skills)
 Discuss and identify the “Big Take Away”
for each of the 4 CCR categories.
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BALANCED ASSESSMENT SYSTEM
BY TYPE
Formative
Benchmark
Daily Ongoing Evaluation
Strategies
Periodic Diagnostic/
Progress Assessments
Large-Scale
Standardized Assessments
Immediate Feedback
Multiple Data Points
Across Time
Annual Snapshot
Classroom/
School-Centered
School/District/
State-Centered
Student-Centered
To Quickly Inform Instruction
To Benchmark and
Monitor Progress
Summative
To Evaluate Cumulative
Learning
dpi.wi.gov/oea/pdf/balsystem.pdf
SAMPLE:
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BENCHMARK ASSESSMENT
Writing Rubric
- Writing standards on page 19.
Appendix C, page 6. Apply rubric to writing sample
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APPENDIX C: SAMPLES OF STUDENT
WRITING
“The range of accomplishment within each grade
level reflects differences in individual
development as well as the conditions under
which the student writers were expected to work.
Some of the samples were written in class or as
homework; others were written for on-demand
assessments; still others were the result of
sustained research projects.” (Appendix C, pg.2)
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DOCUMENT COMPLETION FOR WRITING
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Options for Formative Assessment
-Formative examples?
Teaching Strategies
-Why assessment before strategies
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Universal High Quality Curriculum
Additional
Interventions
•Tied to Universal
•Aligned to CCSS
•Evidence-Based
•Strategic
•Culturally Responsive
•Differentiated
Effective Universal
Instruction
•Identified Essential
Outcomes
•Aligned to Common Core
Standards
•Evidence-Based
•Culturally Responsive
•Differentiated
Additional Challenges
•Tied to Universal
•Aligned to CCSS
•Evidence-Based
•Strategic
•Culturally Responsive
•Differentiated
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APPENDIX B: TEXT EXEMPLARS & SAMPLE
PERFORMANCE TASKS
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Text Exemplars page 14
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How do these exemplars compare to the text types in your
classrooms?
Performance Task page 28
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Do you think these performance tasks are appropriate for
your practices/strategies for teaching? Discuss with your
tablemates.
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READING LITERATURE:
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How do you define literary text?
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READING LITERATURE:
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.
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READING INFORMATIONAL TEXT:
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What is informational text?
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READING INFORMATIONAL TEXT:
Informational text is a kind of nonfiction text
that includes exposition; argumentation
and persuasive text; and procedural text
and documents.
 Expository
text: (e.g., textbooks, reports,
workplace documents, essays)
 Argumentation and persuasive text:
(e.g., writing to persuade, appeal to
emotions, or sway an audience)
 Procedural text: (e.g., “how-to” text,
directions)
 Documents: (e.g., primary and secondary
sources)
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CCSS: EMPHASISINFORMATIONAL TEXT
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
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CCSS: EMPHASISCOMPLEX TEXT
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
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WORK TIME
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Because schools and districts are in different places
when is comes to curriculum, this is a process that:
Provides a deeper level of understanding for each standard
 Can be used to begin the alignment process for districts
with well-developed curricula in place
 Can be used to begin the curriculum development/revision
process
 Paves the way for RtI planning
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QUESTIONS TO CONSIDER…
How will the implementation of these standards
impact your district?
 How do these standards fit into your school’s RtI
planning?
 How might PLCs be used to address these standards?
 What are the next steps for your building?
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BIG MESSAGES
Education
is changing…….
The Common Core State
Standards are at the center of
this change……
Every district needs a plan to
support the investigation and
implementation of these new
standards……
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FOLLOW-UP
PowerPoint and Handouts at
http://www.cesa10.k12.wi.us/index.php?Prog=SDoc
ument&Task=Init&ID=337
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Kindergarten Book Study: Second Semester
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FEEDBACK
Please complete the evaluation form.
Thanks so much for your participation!
Thersea Burzynski- tburzynski@cesa10.k12.wi.us
Nancy Forseth- forseth@cesa10.k12.wi.us
Paula Harms- pharms@cesa10.k12.wi.us
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