Expectations for the High School
English Classroom : Standards and
Frameworks
Shelby County Schools
Cordova High School
District Learning Day
August 5, 2015
Norms
• Be present and engaged.
• Be respectful of differences in perspective
while challenging each other productively and
respectively.
• Monitor “air time.”
• Make the most of the time we have.
• Stay focused on students.
Objectives
Know
• The CCR expectations for student learning across grade levels
• Student reading readiness is supported through appropriate
grade-level instruction and curricular documents
Understand
• The knowledge, skills, and habits students need to meet college
and career readiness expectations
Do
• Utilize District curriculum guides, pacing charts, and textbook
resources to plan instruction effectively
• Utilize instructional tools that will enhance students’
instructional practices
How do the SCS ELA Curriculum Maps ensure that teachers will be
planning instruction around the CCR standards?
A CLOSER LOOK INTO THE STANDARDS AND
SCS CURRICULUM MAPS
Instructional Shifts
1. Building knowledge through content-rich
nonfiction and informational texts.
2. Reading and writing grounded in evidence from
the text, both literary and informational.
3. Regular practice with complex text and its
academic vocabulary.
TNDOE Curriculum Standards
Based on the Common Core State Standards
http://www.state.tn.us/education/standards/index.shtml
ELA Standards and Strands
The standards for ELA are divided into five strands for
high school ELA:
• Reading: Literature (RL)
• Reading: Informational Text (RI)
• Reading: Foundational Skills (K-5) (RF)
• Writing (W)
• Speaking and Listening (SL)
• Language (L)
• - See more at:
http://www.tn.gov/education/article/english-languagearts-standards#sthash.Jf9RJSoz.dpuf
ELA Standards and Strands
The standards for ELA are divided into five strands:
• Reading: Literature (RL)
• Reading: Informational Text (RI)
• Reading: Foundational Skills (K-5) (RF)
• Writing (W)
• Speaking and Listening (SL)
• Language (L)
• - See more at:
http://www.tn.gov/education/article/englishlanguage-arts-standards#sthash.Jf9RJSoz.dpuf
Reading Standards for Literature
Key Ideas and Details 9-10
Key Ideas and Details 11-12
1. Cite strong and
thorough textual evidence
to support analysis of
what the text says explicitly as well as inferences
drawn from the text
1. Cite strong and
thorough textual evidence
to support analysis of
what the text says explicitly as well as inferences
drawn from the text,
including determining
where the text leaves
matters uncertain
Reading Standards for Literature
Be sure to inform
participants
of the
Key Ideas and
Details
9-10
commonalities between
the RL
and RI standards.
2. Determine
a theme
or
For example, Rl.9.1 states
central ideatoof
text and
citeastrong
textual
evidence
analyze in detail
itsto support
analysis
….This
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of the text,between
including
how (slide
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the RL.9.1
10) is
and
RI.9.1 (slide
emerges and
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and15)
under key details;
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provide an many
objective
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Key Ideas and Details 11-12
2. Determine two or more
themes or central ideas of a
text and analyze their
development over the course
of the text, including how they
interact and build on one
another to produce a complex
account; provide an objective
summary of the text.
Reading Standards for Literature
Key Ideas and Details 9-10
Key Ideas and Details 11-12
3. Analyze how complex
characters (e.g., those with
multiple or conflicting
motivations) develop over the
course of a text, interact with
other characters, and advance
the plot or develop the theme.
3. Analyze the impact of the
author’s choices regarding
how to develop and relate
elements of a story or drama
(e.g., where a story is set, how
the action is ordered, how the
characters are introduced and
developed).
Activity:
Standards – Vertical Alignment
Handouts using TNCore.org CCR Standards
1. You have seen the alignment between the
Literature Standards for Key Ideas and Details for 910 and 11-12.
2. See the handout showing the comparison between
the Literature Standards for Craft and Structure.
3. With a partner, highlight the likenesses and the
differences between these two grade levels of
standards.
Briefly share out some of the responses.
Let’s look at the same process for -
READING INFORMATIONAL TEXT
Reading Informational Text
English Standards 9-10
English Standards 11-12
Key Ideas and Details
1. Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
2. Determine a theme or central idea of
a text and analyze in detail its
development over the course of the
text, including how it emerges and is
shaped and refined by specific details;
provide an objective summary of the
text.
3.
Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course
of a text, interact with other
characters, and advance the plot or
develop the theme.
Key Ideas and Details
1.
2.
3.
Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text, including
determining where the text leaves
matters uncertain.
Determine two or more themes or
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to produce a complex
account; provide an objective summary
of the text.
Analyze the impact of the author’s
choices regarding how to develop and
relate elements of a story or drama (e.g.,
where a story is set, how the action is
ordered, how the characters are
introduced and developed).
Reading Standards - Informational Text
Key Ideas and Details 9-10
Key Ideas and Details 11-12
1. Cite strong and
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
inferences drawn from the
text.
1. Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text,
including determining
where the text leaves
matters uncertain.
Reading Standards for Literature
Key Ideas and Details 9-10
Key Ideas and Details 11-12
2. Determine a theme or
central idea of a text and
analyze in detail its
development over the course
of the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
2. Determine two or more
themes or central ideas of a
text and analyze their
development over the course
of the text, including how they
interact and build on one
another to produce a complex
account; provide an objective
summary of the text.
Reading Standards for Literature
Key Ideas and Details 9-10
Key Ideas and Details 11-12
3. Analyze how complex
characters (e.g., those with
multiple or conflicting
motivations) develop over the
course of a text, interact with
other characters, and advance
the plot or develop the theme.
3. Analyze the impact of the
author’s choices regarding
how to develop and relate
elements of a story or drama
(e.g., where a story is set, how
the action is ordered, how the
characters are introduced and
developed).
Activity:
Standards – Vertical Alignment
Handouts using TNCore.org CCR Standards
1. You have seen the alignment between the
Literature Standards for Key Ideas and Details for 910 and 11-12 / RL and RI.
2. See the handout showing the comparison between
the Literature Standards for Craft and Structure.
3. With a partner, highlight the likenesses and the
differences between these two grade levels of
standards.
Briefly share out some of the responses.
Reading Standards for Literature
Craft and Structure 9-10
Craft and Structure 11-12
4. Determine the meaning of words and
phrases as they are used in the text,
including figurative and connotative
meanings; analyze the cumulative impact of
specific word choices on meaning and tone
(e.g., how the language evokes a sense of
time and place; how it sets a formal or
informal tone).
5. Analyze how an author’s choices
concerning how to structure a text, order
events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or
surprise.
6. Analyze a particular point of view or
cultural experience reflected in a work of
literature from outside the United States,
drawing on a wide reading of world
literature.
4. Determine the meaning of words and phrases
as they are used in the text, including figurative
and connotative meanings; analyze the impact of
specific word choices on meaning and tone,
including words with multiple meanings or
language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other
authors.)
5. Analyze how an author’s choices concerning
how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as
well as its aesthetic impact.
6. Analyze a case in which grasping point of view
requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
How do the SCS ELA Curriculum Maps ensure that teachers will be
planning instruction around the CCR standards?
WHERE TO FIND THE SCS CURRICULUM
DOCUMENTS: PACING GUIDES AND
CURRICULUM MAPS
English Language Arts
Pacing Guide for High School English I – Quarter 1
Weekly
Tracker
Classroom Text and Tasks:
Weeks 1-3
Texts:
 Grade 9-10 | Steve Jobs (2013-14, Phase 3) Task | Text 1 | Text 2 | Text 3 | Scoring Guide
(TNCore.org)
Week 1 – Formative Assessment
Week 2 – Close Reading Strategy
Central Idea in Nonfiction, p. 7
Reading/annotating Steve Jobs texts from www.tncore.org
Summarize “Jobs” texts
Week 3 –
 “Ain’t I a Woman”
 Close Read – “Ain’t I a Woman” www.tncore.org
Elements of Fiction and Nonfiction, p. 4
Comparing Point of View, p.80
Literary Analysis, p.84
Routine Writing, p.93
Routine Writing
 Text-dependent questions
 Whole group/small group discussions
 Accountable Talk
Week 4
Writing
Workshop
Performance Tasks:
1. Steve Jobs. Analytic Summary. www.tncore.org
You have read “Tim Cook’s Speech at Steve Jobs Memorial.” Now determine
Cook’s purpose. Write an essay that summarizes and analyzes how he uses
rhetoric to advance his purpose. Be sure to cite strong and thorough evidence
from the text to support your analysis. Follow the conventions of standard
written English.
2. To enforce the Organization/Focus component of the TN Ready Rubric, have
students write a Memoir.
Weeks 5-7
Week 5 –
 “Checkouts”, p. 83
Elements of Fiction and Nonfiction, p. 4
Theme in Fiction, p. 8
Comparing Point of View, p.80
Literary Analysis, p.84
Routine Writing, p.93
Week 6 –
 “The Girl Who Can”, p. 86
Elements of Fiction and Nonfiction, p. 4
ENGLISH I – Quarter 1
Curriculum Guide, 2015-2016
Weeks 1-3; Module 1
Texts: “Tim Cook’s Speech at Steve Jobs Memorial”
“The Genius of Jobs”
“The Steve Jobs Way”
Big Idea: How do the tasks of reading and writing help us connect to the real world?
Building
knowledge
through
contentrich
nonfiction
and
Reading
Complex
Texts
CC Literature and
Informational Text(s)
RI.10.1 Cite strong and
thorough textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text, including
determining where the text
leaves matters uncertain.
CC Literature and Informational
Model the “how to” of an Analytic
Summary
Pearson CCRS Literature, Informational Text(s), and
other selections.
TNCore.org at www.tncore.org
The analytic summary is intended to Text
give the student the opportunity to
identify the speaker’s purpose for the 
Text 1: “Tim Cook’s Speech at Steve Jobs
given speech and how that purpose is
Memorial” by Chloe Albanesius www.tncore.org
conveyed through the use of rhetoric.
• Text 2: “The Genius of Jobs” by Walter
Isaacson www.tncore.org
Literary Analysis
• Text 3: “The Steve Jobs Way” by Jon
Katzenbach www.tncore.org
Central
Idea
RI.10.2 Determine a theme
A student’s ability to identify both a The Analytic Summary :
or central idea of a text and
viable central idea from the given text To incorporate TN Ready into the lesson, the concept of
analyze in detail its
and key evidence from the text that
an analytical summary comes from the Anchor
development over the
supports that idea.
Standardscourse of the text, including
Theme
how it emerges and is
A student’s ability to identify a theme Reading #2
shaped and refined by
specific details; provide an or concept shared by the subject of
associated texts in order to analyze
Central Idea
objective summary of the
how the texts address that related
text
theme or concept.
Theme
Literacy Strategy
The Writing Organizer – POW/POWTIDE
Reading Skill
Close Reading
Close Reading
Author’s Purpose
Activity
Think about:
1. Your favorite text for your grade level
2. What draws you to this text?
3. What standards can be taught with this text?
Briefly share out responses
Where can I find resources to support me in developing close reading
lessons?
RESOURCES AVAILABLE TO YOU
Our Primary Resource
http://www.pearsonschool.com/index.cfm?locator=PS1364&PMDBSOLUTIONID
How are the standards, the curriculum documents, and the resources
connected?
THE CONNECTION
Literature
Text Selection
Literature
“The Necklace” – by Guy de Maupassant
Literature
“The Necklace” – by Guy de Maupassant
Literary Analysis-
Literature
“The Necklace” – by Guy de Maupassant
Literary Analysis- Characterization
Literature
“The Necklace” – by Guy de Maupassant
Literary Analysis- Characterization
9-10 Standard - Key Ideas and Details
Literature
“The Necklace” – by Guy de Maupassant
Literary Analysis- Characterization
9-10 Standard - Key Ideas and Details
RL. 9-10. 3. Analyze how complex characters (e.g.,
those with multiple or conflicting motivations) develop
over the course of a text, interact with other
characters, and advance the plot or develop the theme.
Literature
“The Necklace” – by Guy de Maupassant
Literary Analysis- Cause and Effect
9-10 Standard - Key Ideas and Details
RL. 9-10. 3. Analyze how complex characters (e.g.,
those with multiple or conflicting motivations) develop
over the course of a text, interact with other
characters, and advance the plot or develop the theme.
ACTIVITY
What other skills can be assessed though
this standard? Turn and Talk
RL. 9-10. 3. Analyze how complex characters (e.g.,
those with multiple or conflicting motivations) develop
over the course of a text, interact with other
characters, and advance the plot or develop the theme.
Literature
“The Necklace” – by Guy de Maupassant
Literary Analysis- Characterization
Cause and Effect
9-10 Standard - Key Ideas and Details
RL. 9-10. 3. Analyze how complex characters (e.g., those
with multiple or conflicting motivations) develop over
the course of a text, interact with other characters, and
advance the plot or develop the theme.
Reflection
• What resonated with you?
• What is similar to your current practice?
• What is different than your current practice?
• What are you going to change as a result?
What instructional tools will I utilize to enhance students’
instructional practices
THE CLASS-TIME PLANNER
Class “TIME” Planner – _________________
Knowledge and Skills –
Reading Literature –
Writing –
Speaking and ListeningLanguage-
Whole Group-”I Do”
Graphic Organizers / Handouts /
Materials
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner –
Knowledge and Skills –
Reading Literature –
Writing –
Speaking and ListeningLanguage-
Whole Group-”I Do”
Graphic Organizers / Handouts /
Materials
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills –
Reading Literature –
Writing –
Speaking and Listening –
Language-
Whole Group-”I Do”
Flexible Group –
“They Do”
Graphic Organizers / Handouts /
Materials
Whole Group –
“You do
independently”
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature –
Writing Speaking and ListeningLanguage-
Whole Group-”I Do”
Flexible Group –
“They Do”
Graphic Organizers / Handouts /
Materials
Whole Group –
“You do
independently”
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature –
RI 9-10. 2. Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Writing –
Speaking and ListeningLanguage-
Whole Group-”I Do”
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Graphic Organizers / Handouts /
Materials
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature –
Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
Writing – Objective Summary
Speaking and ListeningLanguage-
Whole Group-”I Do”
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Graphic Organizers / Handouts /
Materials
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature –
Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language-
Whole Group-”I Do”
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Graphic Organizers / Handouts /
Materials
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a
text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated
Graphic Organizers / Handouts /
Materials
command of precise language, domain-specific vocabulary, and literary
techniques appropriate to the task, that illustrates sophisticated command of
syntactic variety for meaning and reader interest while utilizing utilizing
sophisticated and varied transitional words and phrases that effectively
establishes and maintains a formal style and an objective tone.
Whole Group-”I Do”
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a
text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated
Graphic Organizers – web for main
idea/theme and supporting detail(s)
Handouts
Materials
command of precise language, domain-specific vocabulary, and literary
techniques appropriate to the task, that illustrates sophisticated command of
syntactic variety for meaning and reader interest while utilizing utilizing
sophisticated and varied transitional words and phrases that effectively
establishes and maintains a formal style and an objective tone.
Whole Group-”I Do”
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a
text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated
Graphic Organizers – web for main
idea/theme and supporting detail(s)
Handouts – Ain’t I a Woman text
Materials
command of precise language, domain-specific vocabulary, and literary
techniques appropriate to the task, that illustrates sophisticated command of
syntactic variety for meaning and reader interest while utilizing utilizing
sophisticated and varied transitional words and phrases that effectively
establishes and maintains a formal style and an objective tone.
Whole Group-”I Do”
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a
text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated
Graphic Organizers – web for main
idea/theme and supporting detail(s)
Handouts – Ain’t I a Woman text;
What is Objective
Summary?
Materials
command of precise language, domain-specific vocabulary, and literary
techniques appropriate to the task, that illustrates sophisticated command of
syntactic variety for meaning and reader interest while utilizing utilizing
sophisticated and varied transitional words and phrases that effectively
establishes and maintains a formal style and an objective tone.
Whole Group-”I Do”
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a
text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated
Graphic Organizers – web for main
idea/theme and supporting detail(s)
Handouts – Ain’t I a Woman text;
What is Objective
Summary?
Materials – highlighters, Post-it notes,
command of precise language, domain-specific vocabulary, and literary
techniques appropriate to the task, that illustrates sophisticated command of
syntactic variety for meaning and reader interest while utilizing utilizing
sophisticated and varied transitional words and phrases that effectively
establishes and maintains a formal style and an objective tone.
Whole Group-”I Do”
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Assessment
Closure
Small Group”We Do”
Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a
text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated
Graphic Organizers – web for main
idea/theme and supporting detail(s)
Handouts – Ain’t I a Woman text;
What is Objective
Summary?
Materials – highlighters, Post-it notes,
command of precise language, domain-specific vocabulary, and literary
techniques appropriate to the task, that illustrates sophisticated command of
syntactic variety for meaning and reader interest while utilizing utilizing
sophisticated and varied transitional words and phrases that effectively
establishes and maintains a formal style and an objective tone.
Whole Group-”I Do”
Flexible Group –
“They Do”
Whole Group –
“You do
independently”
Assessment
Closure
Small Group”We Do”
www.scsliteracy.weebly.com
Password: readandwrite
Resources from the TDOE
• The TNCore website
http://www.tncore.org/english_language_arts.a
spx
– Instructional resources –units, tasks, close reading
lessons
– Assessment resources—writing prompts, scored
papers, scoring rubrics
– Username: tneducation
– Password: fastestimproving
Additional Resources
• www.achievethecore.org (close reading
lessons, lesson plans on hundreds of stories)
• www.readworks.org (short text selections on a
variety of topics and at a variety of complexity
levels)
• http://tntel.tnsos.org/ (searchable database
with thousands of articles at all complexity
levels)
Closing
• Turn to a partner and explain how you will
know the student has made the connection
between the standards and the text?
Revisit Objectives
How did we do? Do you now…
Know
• The CCR expectations for student learning across grade levels
• How to support student reading readiness through appropriate gradelevel instruction and curricular documents
Understand
• The knowledge, skills, and habits students need to be successful with
grade level tasks
Do
• Utilize District curriculum guides, pacing charts, and textbook
resources to plan instruction effectively
• Utilize specific instructional strategies that will enhance students’
instructional practices
Next steps and activities for follow up
• With your school’s instructional team, plan
out a module of instruction using the
standards, curriculum documents, and
available resources.
• Collect student work from the lesson and be
prepared to share with colleagues in PLC
meetings and future PD sessions.
Reflection:
One minute paper on post-it
• Jot down your “Take-Aways”
• Consider what you need to know and be able to
do to successfully implement what you have
learned in this session.
– What is still unclear?
– What professional development or additional
resources do you need?
Contact
Fonda Booker – bookerfb@scsk12.org
Visit us on our weebly:
www.scsliteracy.weebly.com
Password: readandwrite