2010 ARIZONA ENGLISH
LANGUAGE ARTS
STANDARDS
Welcome
1
WELCOME
Introductions
Ice Breaker
Norms
Logistics
2
CONTENT OVERVIEW: THE “NOTEBOOK”
Module 1: Overview and Introduction
Module 2: Making Sense of the Appendices and the
Alignment Document
Module 3: The Quest for Rigor
Module 4: Deconstructing the Standards
Module 5: Assessment and Content Frameworks
3
OVERVIEW AND INTRODUCTION
Goal
Participants will connect and apply background experience with
standards to expand their understanding of the history, purpose,
process, design, and content of the 2010 Arizona ELA
Standards.
Essential Questions
Why Common Core Standards?
What are the Instructional Shifts called for in the Common Core
Standards?
Why is the design of the document important?
What is not covered by the AZ 2010 ELA Standards?
What are characteristics of students who are college and/or career
ready?
4
How do I read this document?
THE COMMON CORE STATE STANDARDS
INITIATIVE
Beginning in the spring of 2009, Governors and state
commissioners of education from 48 states, 2
territories and the District of Columbia committed to
developing a common core of state K-12 Englishlanguage arts (ELA) and mathematics standards.
The Common Core State Standards Initiative
(CCSSI) is a state-led effort coordinated by the
National Governors Association (NGA) and the
Council of Chief State School Officers (CCSSO).
5
www.corestandards.org
6
WHY COMMON CORE STATE STANDARDS?
Preparation: The standards are college- and career-ready. They will help
prepare students with the knowledge and skills they need to succeed in
education and training after high school.
Competition: The standards are internationally benchmarked. Common
standards will help ensure our students are globally competitive.
Equity: Expectations are consistent for all – and not dependent on a
student’s zip code.
Clarity: The standards are focused, coherent, and clear. Clearer standards
help students (and parents and teachers) understand what is expected of
them.
Collaboration: The standards create a foundation to work collaboratively
across states and districts, pooling resources7 and expertise, to create curricular
tools, professional development, common assessments and other materials.
WHAT IS NAEP?
The National Assessment of Educational Progress (NAEP) is the
largest nationally representative and continuing assessment of what
America's students know and can do in various subject areas.
Assessments are conducted periodically in mathematics, reading,
science, writing, the arts, civics, economics, geography, and U.S. history.
Since NAEP assessments are administered uniformly using the same
sets of test booklets across the nation, NAEP results serve as a
common metric for all states and selected urban districts. The
assessment stays essentially the same from year to year, with only
carefully documented changes. This permits NAEP to provide a clear
picture of student academic progress over time.
2011 National Assessment for Educational Progress
29% of Arizona 8th graders below basic
AZ State Test – 71% Proficient
NAEP – 28%
Proficient
FEEDBACK AND REVIEW
External and State Feedback teams included:
K-12 teachers
Postsecondary faculty
State curriculum and assessments experts
Researchers
National organizations (including, but not limited, to):

American Council on Education (ACE)

American Federation of Teachers (AFT)

Campaign for High School Equity
(CHSE)


Conference Board of the Mathematical
Sciences (CBMS)


Modern Language Association (MLA)

National Council of Teachers of English
(NCTE)
National Council of Teachers of
Mathematics (NCTM)
National Education Association (NEA)
11
COMMON CORE STATE STANDARDS
EVIDENCE BASE
Evidence was used to guide critical decisions in the
following areas:
• Inclusion of particular content
• Timing of when content should be introduced and the progression of that
content
• Ensuring focus and coherence
• Organizing and formatting the standards
• Determining emphasis on particular topics in standards
Evidence includes:
• Standards from high-performing countries, leading states, and nationally-regarded
frameworks
• Research on adolescent literacy, text complexity, mathematics instruction,
quantitative literacy
12
• Lists of works consulted and research base included in standards’ appendices
COMMON CORE STATE STANDARDS
EVIDENCE BASE
For example: Standards from individual high-performing countries and provinces
were used to inform content, structure, and language. Writing teams looked for
examples of rigor, coherence, and progression.
Mathematics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
English language arts
Belgium (Flemish)
Canada (Alberta)
China
Chinese Taipei
England
Finland
Hong Kong
India
Ireland
Japan
Korea
Singapore
1.
2.
3.
4.
5.
6.
7.
13
Australia
•
New South Wales
• Victoria
Canada
• Alberta
• British Columbia
• Ontario
England
Finland
Hong Kong
Ireland
Singapore
WHY IS THIS IMPORTANT?
•Currently, every state has its own set of
academic standards, meaning public education
students in each state are learning to different
levels
•All students must be prepared to compete with
not only their American peers in the next state,
but with students from around the world
14
KEY ADVANCES
Reading
• Balance of literature and informational texts
• Text complexity
Writing
• Emphasis on argument and informative/explanatory writing
• Writing about sources
Speaking and Listening
• Inclusion of formal and informal talk
Language
• Stress on general academic and domain-specific vocabulary
15
KEY ADVANCES
Standards for reading and writing in
history/social studies, science, and technical
subjects
• Complement rather than replace content standards
in those subjects
• Responsibility of teachers in those subjects
Alignment with college and career readiness
expectations
16
DAVID COLEMAN:
INSTRUCTIONAL SHIFTS
English Language Arts Lead
Common Core State Standards Development
David Coleman Video
http://neric.welearntube.org/?q=node/146
17
Balancing Informational and Literary Texts (PK-5)
Shift 1
INSTRUCTIONAL SHIFTS TO SUPPORT
STUDENTS IN LITERACY ACQUISITION
• Balance of informational and literacy
texts
• Students access science, social studies,
the arts and literature through text
• At least 50% of what students read is
informational
18
Building Knowledge in the Disciplines (6-12)
Shift 2
INSTRUCTIONAL SHIFTS TO SUPPORT
STUDENTS IN LITERACY ACQUISITION
• Content area teachers emphasize
literacy experiences in their planning
and instruction
• Students learn through domain –
specific texts in science, social studies
and technical subject classrooms.
• Students are expected to learn from
what they read
19
Staircase of Text Complexity
Shift 3
INSTRUCTIONAL SHIFTS TO SUPPORT
STUDENTS IN LITERACY ACQUISITION
• Students read the central, grade appropriate
text around which instruction is centered
• Teachers create more time and space in the
curriculum for close careful reading of text
• Teachers provide necessary scaffolding
• Text Complexity Matters
20
Text-Based Answers
Shift 4
INSTRUCTIONAL SHIFTS TO SUPPORT
STUDENTS IN LITERACY ACQUISITION
•Students have rich and rigorous conversations
dependent on a common text
•Teachers insist that classroom experiences stay
deeply connected to the text on the page
•Students develop habits for making evidentiary
arguments both in conversation and writing to
assess comprehension
21
Writing from Sources
Shift 5
INSTRUCTIONAL SHIFTS TO SUPPORT
STUDENTS IN LITERACY ACQUISITION
• Writing emphasizes the use of
evidence to inform or make an
argument
• Students develop skills through written
arguments that respond to the ideas,
events, facts, and arguments presented
in the texts they read
22
Academic Vocabulary
Shift 6
INSTRUCTIONAL SHIFTS TO SUPPORT
STUDENTS IN LITERACY ACQUISITION
• Students build needed vocabulary to
access grade level complex texts
• Focus strategically on the
comprehension of words such as
discourse, generation and theory, and
less time on literary terms (onomatopoeia)
• Teachers insist students use academic
words in speaking and writing
23
INTRODUCTION
2010 Arizona English Language Arts
Standards
Key Design Considerations
24
KEY DESIGN CONSIDERATIONS
College and Career
Readiness Anchor
Standards
K-5
Comprehensive
English Language
Arts (includes Social
Studies, Science and
Technical Text)
25
6, 7, 8, 9-10, 1112
ELA
Content
6-8, 9-10, 11-12
Literacy in
History/Social
Studies, Science,
and Technical
Subjects
Appendices A, B, and C
KEY DESIGN
CONSIDERATIONS
• Focus on results rather than means
• Integrated model of literacy
• Research and media skills blended into the
Standards
• Shared responsibility for students’ literacy
development
• Focus & coherence in instruction and
assessment
26
THE INTRODUCTION
Introduction
Introduction
Key Design Considerations
What is Not Covered by the Standards
Page 3
Page 4
Page 6
Students Who are College and Career Ready
In Reading, Writing, Speaking, Listening, and
Language
How to Read this Document
Page 7
Page 8
27
Tab: Common Core Introduction
What is NOT Covered
by the
2010 Arizona English Language
Arts Standards
28
ACTIVITY 1: HANDOUT
WHAT IS NOT COVERED BY THE
STANDARDS?
1.The Standards define what all students are expected to know and be able to do, not
how teachers should teach.
2.Standards focus on what is most essential, they do not describe all that can or
should be taught.
3.The Standards do not define the nature of advanced work for students.
4.The Standards set grade-specific standards but do not define the intervention
methods or materials.
5.Standards do not define the full range of supports appropriate for English
language learners and for students with special needs.
6.While the ELA and content area literacy components described are critical to
college and career readiness, they do not define the whole of such readiness.
29
WHAT ARE THE
CHARACTERISTICS
OF STUDENTS
WHO ARE
COLLEGE AND
CAREER READY?
30
ACTIVITY 2: HANDOUT
WHAT ARE CHARACTERISTICS OF STUDENTS
WHO ARE COLLEGE AND/OR CAREER READY?
•List on your handout the characteristics of students
who are college and career ready.
•Share at your table. Look for commonalities.
•Be ready to share with the entire group.
31
CHARACTERISTICS OF COLLEGE
AND CAREER READY STUDENTS
•
Demonstrate independence and the ability to work
collaboratively.
•
Possess strong content knowledge.
•
Respond to the varying demands of audience, task and purpose.
•
Comprehend as well as critique.
•
Use evidence effectively to support ideas.
•
Evaluate sources for credibility.
•
Identify and understand bias.
•
Utilize technology and digital media strategically and capably.
•
Understand other perspectives and cultures.
32
How to Read This Document
33
College and Career
Readiness Anchor Standards
K-5
Comprehensive
English Language
Arts (includes Social
Studies, Science and
Technical Text)
6, 7, 8, 9-10,
11-12
ELA
Content
6-8, 9-10, 11-12
Literacy in
History/Social
Studies, Science,
and Technical
Subjects
Appendices A, B, and C
34
APPENDICES
Appendix A:
• Articulates the research that supports the need for
increased text complexity K-12.
Appendix B:
• Applies understanding of text complexity to identify
grade level text samples and corresponding
performance tasks.
Appendix C:
• Identifies exemplars of student writing.
35
ENGLISH LANGUAGE ARTS
Reading
RL - Reading Standards for Literature
RI - Reading Standards for Informational Text
RF - Reading Standards: Foundational Skills (K-5)
RH - Reading Standards for Literacy in History/Social Studies (6-12)
RST- Reading Standards for Literacy in Science and Technical Subjects (6-12)
Writing
W - Writing Standards
WHST - Writing Standards for Literacy in History/Social Studies, Science,
and Technical Subjects (6-12)
Speaking and Listening
SL- Speaking and Listening Standards
Language
L - Language Standards
STANDARDS “FORMULA” = strand, grade, standard; EXAMPLES: SL.2.4 W.7.1
36
LABELS OF THE ELA STANDARDS
Reading Standards for Literature
Strand
RL
Kindergarten:
Key Ideas and Details
1. With prompting and support, ask and answerCluster
questions about key
details in a text.
2. With prompting and support, retell familiar stories, including key
details.
3. With prompting and support, identify characters, settings, and
major events in a story.
Craft and Structure
4.
5.
6.
Ask and answer questions about unknown words in a text.
Standards
Recognize common types of texts (e.g., storybooks, poems).
With prompting and support, name the author and illustrator of a
37
story and define the role of each
in telling a story.
CODING
Grade Level
Reading Literature
RL.1.3
1.RL.3
38
Standard
39
ACTIVITY 3: HANDOUT
BUILDING THE FOUNDATION
Materials: Ringed Standards
• Select a Cluster and Standard from the College and Career Ready
Anchor Standards (CCR).
• Find the Cluster and Standard match in the Standards.
1. How do the grade level standards build the necessary
foundation to help students meet the College and Career
Readiness Anchors?
2. What are the implications for instructional decisions and grade
level expectations?
40
WHO IS RESPONSIBLE?
College and Career Ready Standards
K-5
6-8
9-10
CCR mostly taught
by one teacher
11-12
CCR
CCR taught
taught by
by multiple
multiple
teachers
teachers
41
Reading:
Text Complexity and the
Growth of Comprehension
•Equal emphasis is on the sophistication of what
students read and the skill with which they read.
•Whatever they are reading, students must also show
a steadily growing ability to discern more from and
make fuller use of text.
•Standard 10 defines a grade-by grade
“staircase” of increasing text complexity.
42
OVERVIEW OF THE
READING STRAND
Progressive development of reading comprehension; students
gain more from what they read
Emphasize the importance of grade-level texts that are of
appropriate difficulty and are increasingly sophisticated
 Standards for Reading Foundational Skills (K-5)
 Reading Standards for Literature (K-12)
 Reading Standards for Informational Text (K-12)
 Reading Standards for Literacy in History/Social Studies
(6-12)
 Reading Standards for Literacy in Science and
43
Technical Subjects (6-12)
GRADE-LEVEL
PROGRESSION IN READING
CCR Reading Standard 3: Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Reading Standards for Literature
Reading Standards for Informational Text
K: With prompting and support,
identify characters, settings, and major
events in a story.
K: With prompting and support,
describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
Grade 3: Describe characters in a
story (e.g., their traits, motivations, or
feelings) and explain how their
actions contribute to the sequence of
events.
Grade 3: Describe the relationships
between a series of historical events, scientific
ideas of concepts, or steps in technical
procedures in a text, using language that
pertains to time, sequence, and cause/effect.
Grade 6: Describe how a particular story’s or
drama’s plot unfolds in a series of episodes as
well as how the characters respond or change as
the plot moves toward a resolution.
Grade 6: Analyze in detail how a key
individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
44
GRADE-LEVEL PROGRESSION IN READING
CCR Reading Standard 3: Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Reading Standards for Literature
Reading Standards for Informational Text
Grade 8: Analyze how particular lines of
dialogue or incidents in a story or drama
propel the action, reveal aspects of a
character, or provoke a decision.
Grade 8: Analyze how a text makes
connections among and distinctions between
individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
Grades 9-10: 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.
Grades 9-10: Analyze how the author unfolds
an analysis or series of ideas or events,
including the order in which the points are
made, how they are introduced and
developed, and the connections that are drawn
between them.
Grades 11-12: Evaluate various
explanations for characters’ actions or for
events and determine which explanation
best accords with textual evidence,
acknowledging where the text leaves
matters uncertain.
Grades 11-12: Analyze a complex set of ideas
or sequence of events and explain how specific
individuals, ideas, or events interact and
develop over the course of the text.
45
OVERVIEW:
SPEAKING & LISTENING AND LANGUAGE STRANDS
Speaking and Listening
• Focus on speaking and listening in a range of settings, both formal and
informal – academic, small-group, whole-class discussions
• Emphasize effective communication practices.
• Require interpretation and analysis of message as presented through oral,
visual, or multimodal formats.
Language
• Include conventions for writing and speaking.
• Highlight the importance of vocabulary acquisition through a mix of
conversation, direct instruction, and reading.
• Address language in the context of reading, writing, speaking and listening.
46
Media and Technology are integrated
throughout the standards.
SPEAKING AND
LISTENING
Note on range and content of student speaking and listening.
• Do provide ample opportunities for rich,
structured conversation as part of a whole class,
in small groups and with a partner.
• Ensure that students contribute accurate,
relevant information and respond to what others
have said.
• Provide opportunities to analyze and synthesize
ideas in various domains.
47
EXAMPLE OF GRADE-LEVEL PROGRESSION FOR SPEAKING
AND LISTENING
CCR S&L Standard 6: Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
S & L: Presentation of Knowledge and Ideas
S & L: Presentation of Knowledge and Ideas
K: Speak audibly and express thoughts, feelings,
and ideas clearly.
Grade 3: Speak in complete sentences when
appropriate to task and situation in order to provide
requested detail or clarification. (See grade 3
Language standards 1 and 3 on pages 28 and 29 for
specific expectations.)
Grade 6: Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate. (See
grade 6 Language standards 1 and 3 on page 52
for specific expectations.)
Grades 9-10: Adapt speech to a variety of
contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
(See grades 9-10 Language standards 1 and 3 on
page 54 for specific expectations.)
Grade 8: Adapt speech to a variety of contexts and
tasks, demonstrating command of formal English
when indicated or appropriate. (See grade 8
Language standards 1 and 3 on page 52 for specific
expectations.)
48
Grades 11-12: Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate. (See grades
11-12 Language standards 1 and 3 on page 54 for
specific expectations.)
LANGUAGE STANDARDS: EMBEDDED
WITHIN THE STRANDS
Elements of the Language Standards in the Reading,
Writing, and Speaking and Listening Strands
Strand
Standard
Reading
R.CCR .4. Interpret words and phrases as they are used in a
text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices
shape meaning or tone.
Writing
W.CCR .5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
Speaking and Listening
SL.CCR .6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of formal
English when indicated or appropriate.
49
OVERVIEW OF THE WRITING
STRAND
•
•
•
•
•
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).
50
EXAMPLE OF GRADE-LEVEL
PROGRESSION IN WRITING
CCR Writing Standard 7: Conduct short as well as more sustained research
projects based on focused questions, demonstrating understanding of the
subject under investigation.
Writing: Research to Build and Present Knowledge
Writing: Research to Build and Present Knowledge
K: Participate in shared research and writing
projects (e.g., explore a number of books by
a favorite author and express opinions about
them).
Grade 5: Conduct short research projects that use
several sources to build knowledge through investigation
of different aspects of a topic.
Grade 6: Conduct short research projects to answer a
question, drawing on several sources and refocusing
the inquiry when appropriate.
Grade 8: Conduct short research projects to answer a
question (including a self-generated question), drawing
on several sources and generating additional related,
focused questions that allow for multiple avenues of
exploration.
Grades 9-10: Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Grades 11-12: Conduct short as well as more sustained
research projects to answer a question
(including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
51
OVERVIEW OF STANDARDS FOR
HISTORY/SOCIAL STUDIES, SCIENCE,
AND TECHNICAL SUBJECTS
Reading Standards for History/Social Studies, Science,
and Technical Subjects
•
Ensure knowledge of domain-specific vocabulary.
•
Analyze, evaluate, and differentiate primary and secondary sources.
•
Synthesize quantitative and technical information, including facts presented in
maps, timelines, flowcharts, or diagrams
Writing Standards for History/Social Studies, Science, and
Technical Subjects
•
Write arguments on discipline-specific content and informative/explanatory
texts.
•
Use data, evidence, and reason to support arguments and claims.
•
Use domain-specific vocabulary.
52
ESSENTIAL
QUESTIONS
Why Common Core Standards?
What are the Instructional Shifts called for in the
Common Core Standards?
Why is the design of the document important?
What is not covered by the AZ 2010 ELA
Standards?
What are characteristics of students who are
college and/or career ready?
How do I read this document?
53
ACTIVITY 4: HANDOUT
STOP AND GO
Using the document as a foundation for building teacher understanding about the
2010 Arizona ELA Standards, think about what you have learned and what you
will take back to your site or classroom?
Got it Covered
First Steps
Next Steps
Down the Road
54
RESOURCES
Common Core State Standards:
www.ade.az.gov/standards/commoncorestandards/default.asp
Center for K-12 Assessment & Performance Management at ETS
Assessment Article
www.k12center.org
Achieve-Information about PARCC
www.achieve.org/
Arizona Department of Education (Common Core)
http://www.azed.gov/standards-practices/common-core-state-standards/
55