Copyright (c) 2011 by Erie 1 BOCES -- Permission to use and reproduce granted to Erie 1 BOCES RTTT...

Why Common Core State Standards?

• Preparation: The standards 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

• Equity: Expectations are consistent for all

• Clarity: The standards are focused, coherent, and clear

• Collaboration: Will create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, assessments and other materials

• http://www.corestandards.org/• http://www.commoncore.org• http://nysed.gov/

39 Core Performance Indicators

61 Literacy Competencies

116 Grade Specific Performance Indicators

Grade 4

The College and Career Ready Student in ELA

• Independent, collaborative, self-directed

• Strong Content Knowledge

• Adapt and Adjust Communication

• Comprehend and Critique

• Value Evidence

• Tech & Media Literate

• Cultural Understanding

21st Century Skills

College and Career

Readiness Standards

(CCR)or

AnchorStandards

ANCHOR STANDARDS

11-12th Grade

8th Grade

5th Grade

1st Grade

Design

• CCR and Grade-Specific Standards

• Grade levels K-8, Bands 9-10 & 11-12

• Focus on Results rather than Means

• Integrated Model of Literacy

• Research & Media Skills woven through

• One document: Literacy for SS/History and Science/Technology

Reading Writing

Speaking & Listening Language

4 Strands

Reading11 CCR Standards

Writing11 CCR Standards

Speaking & Listening6 CCR Standards

Language6 CCR Standards

4 Strands, 34 Standards

New York Additions

• Approved January 10, 2011• Added less that 15%, and only for serious

deficiencies• Two additional CCR Standards

– Reading (P-12): Responding to Literature– Writing (5-12): Responding to Literature

• Additional grade-level expectations– Inquiry– Culture & Diversity

Activity

Foundational Skills (4)

Reading (11) Writing (11)

Speaking & Listening (6)

Language (6)

Extension Activity

• After sorting the standards into the 4 Strands + Foundational Skills…

• Identify the word(s) in the standards that helped you sort them. Look at both nouns and verbs. Make a list/graphic organizer of those words.

• Discuss with your group the importance of these words

Tabs…

• Prekindergarten addition p 8

Reading

• Progressive development of comprehension

• Texts of appropriate complexity & increasing sophistication

• Appendices A & B

Reading Strand11 Standards

Reading Strand

Key Ideas & Details

Craft & Structure

Integration of Knowledge & Ideas

Range of Reading & Level of Text Complexity

1. _________________________________2. _________________________________3. _________________________________

4. _________________________________5. _________________________________6. _________________________________

7. _________________________________8. __________________(Information Only)9. _________________________________

Responding to Literature (Literature Only)

11. _________________________________

10. _________________________________

Key Ideas & Details

Craft & Structure

1. Deep Comprehension, quote specifically, inference2. Main idea/detail, summarize3. Individuals, events, setting, procedure

4. Word/phrase meaning, figurative language5. Text Structure6. Author’s purpose, point of view

7. Non-prose representation8. Evaluate reasons & support (INFORMATION ONLY)

9. Compare/contrast themes, settings, plots, topics

10. Independently reading increasingly complex texts

11. Connecting and responding to a wide variety of text

Reading Strand

11 Standards

Key Ideas & Details

Craft & Structure

1. Deep Comprehension, quote specifically, inference2. Main idea/detail, summarize3. Individuals, events, setting, procedure

4. Word/phrase meaning, figurative language5. Text Structure6. Author’s purpose, point of view

7. Non-prose representation8. Evaluate reasons & support (INFORMATION ONLY)

9. Compare/contrast themes, settings, plots, topics

10. Independently reading increasingly complex texts

Literature

(P-12)

Informational Texts (P-12)

Reading Strand

CCR Reading Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence

when writing or speaking to support conclusions drawn from the text.

RL.K: With prompting and support, ask and answer questions about key details in a text.

RL.3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.11-12: 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.

Text Types - K-5

Text Types - 6-12

8th Grade Literary vs. Informational

• Greater attention to Informational Text• Informational reading in courses other

than ELA must take place

Informational Text

2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Readability of Text

Importance of Matching Reader to Text

Appendix A

• Text Complexity– 3-Part Measurement– Sample Texts– Foundational Skills

• Writing Text Types• Speaking & Listening• Language

– Vocabulary

• Glossary

Appendix B

• Text Exemplars K-12– Complexity, Quality,

• Sample Performance Tasks– Language of standard

& standard code

• Grade Bands

• Print Concepts (P-1 only)

• Phonological Awareness (P-1 only)

• Phonics & Word Recognition (P-5)

• Fluency (P-5)

Foundational Skills

Observations on Reading

• Very High Expectations

• Highly Rigorous

• Independence with complex literacy tasks

• Only required texts: Mythology, Shakespeare and seminal/foundational U.S. works of the 17th – 20th Centuries

Writing

• 3 types: arguments/ opinion, information/ explanatory, narrative

• Support with reason and evidence

• Research: short and sustained

• Technology• Appendix C (Samples)

Writing Strand

Writing11 Standards

Writing Strand

Text Types & Purposes

Writing11 StandardsProduction & Distribution of Writing

Research to Build & Present Knowledge

Range of Writing

1. Argument – reason, point of view2. Informational - facts3. Narrative – literary devices

4. 6 Traits, match to task5. Writing Process inc. graphic organizers6. Technology -Publish & Collaborate

7. Research Projects8. Gather & evaluate info from multiple sources

inc. note-taking9. Text evidence to support analysis, reflection,

critique

10. Writing routinely for extended & shorter times

Responding to Literature

11. Respond to literature in a variety of formats with connections

Writing Strand

Technology

• Appears in Pre-Kindergarten standards

• W.3.6 - Keyboarding Skills

• W.4.6 - Internet to produce & publish, interact & collaborate AND type a min. of 1 page in one sitting

• W.5.6 Type a minimum of 2 pages in one sitting

Writing Types

NarrativeInformational/Explanatory

Opinion/Argument

Personal narrative All about… Persuasive Essay

Historical Fiction How To Persuasive Research

Memoir Essay Literature Response

Fiction Article Argument in SS & Science

Drama, Poetry Descriptive text

Appendix C

• Student samples (K-12)

• 3 types of writing

• Annotation with evidence

Observations on Writing

• Decreased emphasis on many different genres (concentrate on three text types)

• Starting in 3rd Grade, Standards 1-3 include increased expectations (a-d/e/f)

• Writing Workshop would address all standards

• Increased emphasis on technology other than word-processing

Speaking & Listening

• Wide range of settings and formats

• Effective Communication

• Interpretation & Analysis

Speaking & Listening6 Standards

Speaking and Listening

Comprehension & Collaboration

Presentation of Knowledge & Ideas

1. Active participation in Speaking & Listening

2. Recall fact/detail from presentations inc.oral readings

3. Evaluate speaker – points/info, reasons, evidence

4. Clear, effective presentation

5. Digital media and visual display

6. Adapt speech to occasion (formal/informal)

Speaking and Listening

Observations on Listening and Speaking

• Emphasis on diverse media, situations, audiences

• Literature Circles

• 21st Century Skills: Communication and Collaboration

• New York Additions emphasize communication with individuals from different cultural backgrounds

• Technology: audio (2nd grade), multimedia (5th), interactive (9th)

Language

• Conventions (writing and speaking)

• Vocabulary

• Integrated into reading, writing, speaking, and listening

Language6 Standards

Language

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition & Use

1. Grammar and usage 2. Capitalization, punctuation, spelling

3. Use conventions fluently & for effect

4. Meaning / multiple-meaning – context clues, morphology, using dictionary/thesaurus/glossary

5. Meaning nuances and word relationships, inc. figurative language, idioms, synonym/antonym

6. Acquire and use general academic and domain-specific vocabulary

Language6 Standards

Language

Grammar & Mechanics

Parts of Speech

1.a. Nouns, pronouns, verbs, adjectives, adverbs1.b. Regular/irregular plural nouns1.c. Abstract nouns1.d. Regular and irregular verbs1.g. Comparative and superlative adjectives and adverbs

1.a. Relative pronouns1.a. Relative adverbs1.c. Modal auxiliaries 1.d. Order Adjectives

Verb Tenses 1.e. Simple verb tenses 1.b. Progressive verb tenses

1.b. Perfect verb tenses1.c. Use verb tense to convey time, sequences, conditions1.d. Recognize and correct inappropriate shifts in verb tense*

Sentence Construction

1.i. Simple, compound, complex sentences1.h. Coordinating and subordinating conjunctions

1.e. Prepositional Phases1.f. Avoiding run-ons, fragments*2.c. Comma before coordinating conjunction

1.e. Use correlative conjunctions1.a. Explain conjunctions, prepositions, interjections2.b. Comma to separate introductory element from rest of sentence

Punctuation

2.a. Capitalize titles2.b. Commas in addresses2.c. Commas and quotes in dialogue2.d. Possessives

2.a. Correct Capitalization2.b. Commas and quotes in quotations

2.a. Punctuating items in a series2.c. Commas to set words/ phrases apart2.d. Punctuating titles

Other Common Mistakes

1.f. Subject-verb agreement*1.f. Pronoun-antecedent agreement*

1.g. Frequently confused words*

Observations on Language

• Specific grammar skills at each grade

• Beyond definitions: Multiple meanings, connotation, figures of speech, word relationships

• “General academic vocab AND domain-specific words and phrases”

• Mentor texts as models of high quality language

Reading11 Standards

Writing11 Standards

Language6 Standards

Writing11 Standards

Reading Strand

11 Standards

Foundational Skills (P-5)

Literature(P-5)

R-History/SS10 Standards W-History/SS,

Science, &Tech10 StandardsR-Science/Tech

10 Standards

• 6-12 only

• Grade bands: 6-8, 9-10, 11-12

• No Speaking and Listening or Language Strands

• Anchor Standards the SAME as ELA

History/SS (6-12)

Science/Technology (6-12)

Literature (P-12)

Key Ideas & Details

Craft & Structure

1. Deep Comprehension2. Determine Importance3. Summarizing Analysis

4. Analysis of language and vocabulary 5. Text Structure6. Point of View

7. Integrate and evaluate content from various sources

8. Evaluate validity of text claims9. Analyzing and comparing texts

10. Independently reading increasingly complex text

Reading Strand

8th Grade CCR Standard 9: Analyze how two or more texts address similar themes or topics in order to build

knowledge or to compare the approaches the authors take.

Literature: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Informational Text: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

History/Social Studies: Analyze the relationship between a primary andsecondary source on the same topic.

Science/Technology: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

RI.5.4

strandgradestandard

RF RL RI

RH RST

RF: Reading Foundational Skills

RL: Reading Literature

RI: Reading Informational Texts

RH: Reading in History/Social Studies

RST: Reading in Science/Technology

W: Writing

WHST: Writing in SS/History and Sci/Tech

SL: Speaking and Listening

SL.3.5

RL.2.1

W.9-10.2c

RF.5.3a

Questions?

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