Ohio’s’New’Learning’Standards:’ K512’English’Language’Arts’’ · 2020-01-04 ·...
Transcript of Ohio’s’New’Learning’Standards:’ K512’English’Language’Arts’’ · 2020-01-04 ·...
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Ohio’s New Learning Standards: K-‐12 English Language Arts
Center for Curriculum and Assessment
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• Overview of Ohio’s New Learning Standards • DescripAon of English Language Arts Model Curriculum
• Update on future of Ohio’s assessment system
Session ObjecAves
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Revised Academic Content
Standards: June 2010
Model Curricula: March 2011
Aligned System of Assessments:
2014
First Step: Revised Standards
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Not later than June 30, 2010… the state board of educaDon shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathemaDcs, science, and social studies.
– ORC §3301.079(A)(1)
Standards Revision
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Strands
Topics
Standard Statements by Grade Level
Standards Statements by Grade Level
Standards Statements by Grade Level
“What” students should know and be able to do at each grade level and
band.
The main focus of the content within each
strand.
The major areas or disciplines of study within
each content area.
ELA Standards Framework
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Ohio’s New Learning Standards for English Language Arts
Reading Strand
WriAng Strand
Speaking and
Listening Strand
Language Strand
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Ohio’s New Learning Standards for English Language Arts
Reading Strand
Topic Topic
WriAng Strand
Topic Topic
Speaking and
Listening
Topic Topic
Language Strand
Topic Topic
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Reading Strand
Reading: Literature
Key Ideas a
nd Details
Standard Statemen
t 1
Standard Statemen
t 2
Standard Statemen
t 3
CraQ
and
Structure
Standard Statemen
t 4
Standard Statemen
t 5
Standard Statemen
t 6
IntegraA
on of K
nowledge
and
Ideas
Standard Statemen
t 7
Standard Statemen
t 8
Standard Statemen
t 9
Range of Reading and
Level of T
ext C
omplexity
Standard Statemen
t 10
Reading: InformaAonal Text
Key Ideas a
nd Details
Standard Statemen
t 1
Standard Statemen
t 2
Standard Statemen
t 3
CraQ
and
Structure
Standard Statemen
t 4
Standard Statemen
t 5
Standard Statemen
t 6
IntegraA
on of K
nowledge
and
Ideas
Standard Statemen
t 7
Standard Statemen
t 8
Standard Statemen
t 9
Range of Reading and
Level of T
ext C
omplexity
Standard Statemen
t 10
Reading: FoundaAona
l Skills
Print C
oncepts
Standard Statemen
t 1
Phon
ological Awaren
ess
Standard Statemen
t 2
Phon
ics a
nd W
ord
RecogniAo
n Standard Statemen
t 3
Flue
ncy
Standard Statemen
t 4
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WriAng Strand
Text Types and
Purposes
Standard Statement
1
Standard Statement
2
Standard Statement
3
ProducAon and DistribuAon of
WriAng
Standard Statement
4
Standard Statement
5
Standard Statement
6
Research and PresentaAon of Knowledge
Standard Statement
7
Standard Statement
8
Standard Statement
9
Range of
WriAng
Standard Statement
10
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Speaking and Listening Strand
Comprehension and CollaboraAon
Standard Statement
1
Standard Statement
2
Standard Statement
3
PresentaAon of Knowledge and Ideas
Standard Statement
4
Standard Statement
5
Standard Statement
6
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Language Strand
ConvenAons of Standard English
Standard Statement
1
Standard Statement
2
Knowledge of
Language
Standard Statement
3
Vocabulary AcquisiAon and Use
Standard Statement
4
Standard Statement
5
Standard Statement
6
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Ohio’s New Learning Standards for English Language Arts
Reading Strand
Key Ideas a
nd Details
CraQ
and
Structure
IntegraA
on of Kno
wledge
and Ideas
Range of Reading and
Level
of Text C
omplexity
WriAng Strand
Text Types and
Purpo
ses
Prod
ucAo
n and Distrib
uAon
of W
riAng
Research to
Build Kno
wledge
Range of W
riAng
Speaking and
Listening Strand
Compreh
ensio
n and
Collabo
raAo
n
Presen
taAo
n of Kno
wledge
and Ideas
Language Strand
Conven
Aons of
Standard English
Know
ledge of Language
Vocabu
lary AcquisiA
on and
Use
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WriAng Strand 10 Standard Statements
Topic
Standard Statemen
t
Standard Statemen
t
Topic
Standard Statemen
t
Standard Statemen
t
Topic
Standard Statemen
t
Standard Statemen
t
Speaking and
Listening Strand
6 Standard Statements
Topic
Standard Statemen
t
Standard Statemen
t
Topic
Standard Statemen
t
Standard Statemen
t
Language Strand 6 Standard Statements
Topic
Standard Statemen
t
Standard Statemen
t
Topic
Standard Statemen
t
Standard Statemen
t
Reading Strand 24 Standard Statements
Literature (10)
Topic
Standard Statemen
t
Standard Statemen
t
Topic
Standard Statemen
t
Standard Statemen
t InformaAonal
Text (10)
Topic
Standard Statemen
t
Standard Statemen
t
Topic
Standard Statemen
t
Standard Statemen
t
Founda-‐Aonal Skills (4) K-‐ 5 only
Topic
Standard Statemen
t To
pic
Standard Statemen
t To
pic
Standard Statemen
t
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Strands
Topics
Standard Statement
ELA Standards Format
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• RL = Reading for Literature • RI = Reading for InformaAon • RF = Reading FoundaAons • W = WriAng • SL = Speaking and Listening • L = Language
ELA Standards Coding
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RL.1.2
Sample Code
Reading Literature Standard 2
Grade 1
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W.4.3 WriAng, Grade 4, Standard 3
RF.2.4 Reading FoundaAons, Grade 2, Standard 4
L.10.3a Language, Grade 10, Standard 3a
ELA Standards Coding Quiz
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AddiAonal Components of the Learning Standards for ELA
• Anchor standards (K-‐12) • Literacy standards for History/Social Studies,
Science and other Technical Subjects (Grades 6-‐12) • Appendix A
– Text complexity • Appendix B
– IllustraAve texts • Appendix C
– Student wriAng exemplars • Language Progressive Skills (Grades 3-‐12)
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• Building knowledge through content-‐rich nonficDon
• Reading, wriAng and speaking grounded in evidence from text, both literary and informaAonal
• Regular pracAce with complex text and its academic language
Three Key ShiQs
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1. Make close reading of texts central to lesson
2. Structure majority of instrucAon so all students read grade-‐level complex texts
3. Emphasize informaAonal texts from early grades on
4. Provide scaffolding that does not preempt or replace text
5. Ask text-‐dependent quesAons
Ten Guiding Principles
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6. Provide extensive research and wriAng opportuniAes (claims and evidence)
7. Offer regular opportuniAes for students to share ideas, evidence and research
8. Offer systemaAc instrucAon in vocabulary 9. Provide explicit instrucAon in grammar
and convenAons 10. CulAvate students’ independence
Ten Guiding Principles
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TransiAoning to Ohio’s New Learning Standards
• Familiarize yourself with structure and content of new standards
• Understand commonaliAes and differences between current and revised standards
• Discuss implicaAons for instrucAon and assessment
• UAlize the resources and the tools created by ODE for alignment
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IntenAonal Design LimitaAons
What Standards do NOT define: • How teachers should teach • All that can or should be taught • Nature of advanced work beyond core • IntervenAons needed for students well below grade level
• Full range of support for English language learners and students with special needs
– Common Core Presenta9on 2010
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Q: Will the common core state standards keep local teachers from deciding what or how to teach?
A: No. • Common core standards are clear set of shared goals and
expectaAons for what knowledge and skills will help students succeed
• Local teachers, principals, superintendents and others will decide how standards are met
• Teachers conAnue to devise lesson plans and tailor instrucAon to individual needs of students in classrooms
• Local teachers, principals, superintendents and school boards conAnue to make decisions about curriculum and how school systems are operated
– Common Core Presenta9on 2010
Frequently Asked QuesAon
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TOOLS AND RESOURCES
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ELA Crosswalk
• Aligns Ohio Academic Content ELA Standards to Ohio’s New Learning Standards for ELA (in broad way)
• Available at educaAon.ohio.gov
• Updated February 2011 – please use new version
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Grade Common Core State Standards Ohio – 2001 Academic Content Standards Benchmarks Grad
e Five
Reading for Literature Key Ideas and Details 1. Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from the text.
5RPC-‐Make meaning through asking and responding to a variety of quesAons related to text.
2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5RPB-‐Apply effecAve reading comprehension strategies, including summarizing and making predicAons, and comparisons using informaAon in text, between text and across subject areas. 5LTE-‐Demonstrate comprehension by inferring themes, pakerns and symbols.
3. Compare and contrast two or more characters, selngs, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5RPB-‐Apply effecAve reading comprehension strategies, including summarizing and making predicAons, and comparisons using informaAon in text, between text and across subject areas.
Cra` and Structure 4. Determine the meaning of words and phrases as they
are used in a text, including figuraAve language such as metaphors and similes.
5AVA-‐Use context clues and text structures to determine the meaning of new vocabulary. 5AVB-‐Infer word meaning through idenAficaAon and analysis of analogies and other word relaAonships.
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a parAcular story, drama, or poem.
5RPA-‐Determine a purpose for reading and use a range of reading comprehension strategies to beker understand text.
6. Describe how a narrator’s or speaker’s point of view influences how events are described.
5LTD-‐DifferenAate between the points of view in narraAve text.
SAMPLE CROSSWALK
Not intended to be an exact match, rather to be used as a tool for orienting educators as they work on implementation.
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• A grade-‐level specific tool designed to help teachers understand the overall similariAes and changes between the Ohio Academic Content Standards and Ohio’s New Learning Standards.
• Will show: – What is the same – What is new – What is no longer present
ComparaAve Analysis
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Content that has been shi`ed or changed in grade band 9-‐10
Content that appears in both documents
Content new to content area/grade level
The concepts and skills found in the Reading Process Standard of the Ohio Academic Content Standards are embedded in larger ideas within Reading, WriAng, Speaking and Listening, and Language Strands of the Common Core State Standards
Reading for Literature • CiAng textual evidence • Drawing inferences • IdenAfying theme • Analyzing character
development • Determining tone • Analyzing point of view • Determining meanings of
words and phrases • Analyzing dicAon • Analyzing treatment, scope &
organizaAon of text.
Reading for Literature • Analyzing a subject or key
scene in different arAsAc mediums (RL.9-‐10.7)
• Analyzing how an author draws on and transforms source material (RL.9)
• Text complexity: the inherent difficulty of reading &comprehending a text combined with consideraAon of reader and text variables. (RL.9-‐10.10)
ComparaAve Analysis
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Helpful Websites
• www.corestandards.org • www.commoncore.org (Curriculum maps linked to Common Core Standards)
• www.educaAon.ohio.gov • www.achievethecore.org
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• James B. Hunt, Jr. InsDtute for EducaDonal Leadership and Policy – hep://www.hunt-‐insDtute.org/
• James B. Hunt, Jr. CCSS ArDcles
– hkp://www.hunt-‐insAtute.org/knowledge-‐library/arAcles/#arAcles-‐by-‐common-‐state-‐standards
• Kansas Department of EducaAon
– hkp://www.ksde.org/Default.aspx?tabid=4754
AddiAonal Resources
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Revised Academic Content
Standards: June 2010
Model Curricula: March 2011
Aligned System of Assessments:
2014
Next Step: Model Curricula
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Why a Model Curriculum?
…the state board shall adopt a model curriculum…The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate verAcal arAculaAon and emphasize coherence, focus, and rigor.
– ORC §3301.079(B)
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What is the Model Curriculum?
Web-‐based tool, aligned to standards, that:
• Presents informaAon specific to content area by grade level, grade band and course
• Provides curricular and instrucAonal guidance • Includes instrucAonal strategies and resources • Informs assessment development
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Progressions
Content ElaboraAons
Enduring Understanding
InstrucAonal Strategies and Resources
English Language Arts Grade 3
Standards
Model Curriculum Example
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• To be updated and expanded every year • Includes link to www.cast.org for plethora of resources and strategies for diverse learners
InstrucAonal Strategies and Resources
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Helpful Websites
• www.corestandards.org (Use link at top of page, The Standards)
• www.commoncore.org (Curriculum maps linked to Common Core Standards)
• www.educaAon.ohio.gov (Academic Content Standards>English Language Arts>Comparison of the K-‐12 Ohio Academic Content Standards and the Common Core Standards)
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• On ELA landing page, link to video clip enAtled Bringing Common Core to Life
• PresentaAon of model lesson by one of writers of Common Core, David Coleman
• Demonstrates how to teach close reading of text
Another Powerful Resource
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Revised Academic Content
Standards: June 2010
Model Curricula: March 2011
Aligned System of Assessments:
2014
Ohio’s Comprehensive EducaAonal System
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Ohio’s Decision
Ohio had been a parAcipaAng member of two consorAa.
On November 15, 2011 the Ohio State Board of EducaAon voted for Ohio to join PARCC as a governing
member.
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Ohio’s New Assessments PARCC Developed
Assessments " English language arts " grades 3 – 8 and high
school " MathemaAcs " grades 3 – 8 and high
school " Assess the Common Core
Standards " OperaAonal school year
2014-‐15
State Developed Assessments " Science " grades 5 and 8 and high
school " Social Studies " grades 4 and 6
" Assess the revised Ohio standards
" OperaAonal school year 2014-‐15
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Follow PARCC Development
• www.parcconline.org
• See ELA Content Frameworks hkp://www.parcconline.org/parcc-‐content-‐frameworks
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• Assessments suspended: – WriDng, Grade 4 and 7, OAA – Social Studies, Grade 5 and 8, OAA – 2009-‐2010 and 2010-‐2011 school years
• All five OGT tests will sAll be administered
Assessment Suspension
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New Assessments
Field tesDng: 2012-‐2013 Standard segng: 2013-‐2014 New tests begin: 2014-‐2015
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2010-‐2011
• Introduce new standards
• ParAcipate in creaAng model curricula
2011-‐2012
• Build awareness of new standards
• Introduce model curricula
• Conduct crosswalk acAviAes
• IniAate formaAve instrucAon PD
• Begin using CCSS for K-‐2 and 11-‐12.
2012-‐2013
• Introduce performance tasks and scoring rubrics
• ConAnue formaAve instrucAon PD
• PracAce online formaAve assessments
• Introduce instrucAonal improvement system
2013-‐2014
• Integrate standards and curricula into district curricula and teachers’ course planning
• Integrate performance tasks in course acAviAes
• Prepare for online tesAng
• Complete formaAve instrucAon PD
PreparaAon for New Standards Tasks for Districts
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Contact: Elizabeth Bridges English Language Arts & Assessment Development Ohio Department of EducaAon [email protected] Shantelle Hill English Language Arts & Professional Development and Stakeholder
Outreach Consultant Ohio Department of EducaAon [email protected]
Have QuesAons?