Overview of Alaska’s ProposedEnglish/Language Arts Standards

Alaska Department of Education & Early Development

Goals For This Webinar

Navigate Structure of Standards Identify what is new Public comment process Contact and website information

Content

Strand1.2.3.Strand4.5.6.Strand7.8.9.Strand10.

Anchor Standards in clusters under strands

FocusGrade Level Grade Level Grade LevelStrand1. 1. 1.2. 2. 2.3. 3. 3.Strand4. 4. 4.5. 5. 5.6. 6. 6.Strand7. 7. 7.

Identify the anchor standards by the corresponding number on the reading standard Pg. 6

Identify the anchor standards by the corresponding number on the reading standard Pg. 6

Identify the anchor standards by the corresponding number on the reading standard Pg. 6

Strand

Identify the anchor standards by the corresponding number on the reading standard Pg. 6

FocusStrand

Identify the anchor standards by the corresponding number on the reading standard Pg. 6

Strand Focus

Identify the anchor standards by the corresponding number on the reading standard Pg. 6

Grade Level StandardStrand

Focus

New Reading Standards

Through reading a diverse array of classic, contemporary, and Alaskan-based literature as well as challenging informational texts, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.

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StrandsStrands

•Reading–Information and literature–Text complexity–Foundational Skills for K-5

What is New?

pg 8

pg 12

Example of Grade-Level Progression in Reading

Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Reading Standards for Literary Text

Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Grade 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.

Grade3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem).

Reading Standards for Informational Text

Grade 3: Describe the relationship or connection among a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Grade 7: Analyze the interactions between individuals, events, and ideas presented in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Grade 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.

Text complexity is defined byw of Text Complexity

Text complexity is defined byw of Text Complexity

Quantitative

1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Text complexity is defined byw of Text Complexity

Qual

itativ

e2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Text complexity is defined byw of Text Complexity

Qual

itativ

e2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task

3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

New Writing Standards

• Research and technology are integrated

• Text types and Purposes

• Production and Distribution of Writing

• Research to Build and Present Knowledge

• Range of Writing

•Write Using a Variety of FormsStructures and Conventions

•Revision•Cite Resources•Use Resources

Grade Level Expectations

K-10

New Standards

K-12

Research skills are predominantly in the writing strand since a written analysis and presentation of findings are so often critical to communicate information. Opinion writing, a basic form of argument, extends down into the earliest grades.

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StrandStrand Cluster

What is New in Writing? Writing

Research and technologyWriting and reading standards

are linkedOpinion writing in early grades

pg 18

Pg 22

pg 23

New Speaking and Listening Standards

An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings.

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Speaking and Listening

• Speaking and Listening–Supports collaboration–Incorporates technology

pg 24

Pg 25

pg 28

New Language Standards

The standards provide opportunities for students to develop their vocabularies through a mix of conversations, direct instruction, and reading. The standards emphasize word meanings, nuances of words, and steadily expand the repertoire of words and phrases.

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Language

• Language–Command of conventions–Expand vocabulary

pg.29

Pg 66

pg 36

Recap• Reading

– Information and literature– Text complexity

• Writing– Research and technology– Writing and reading linked– Opinion writing in early grades

• Speaking and Listening– Incorporates technology– Supports collaboration

• Language– Command of conventions– Expand vocabulary

Alaska’s Graduates Success Tools

1. Increased text complexity will bridge the gap between high school and college/work readiness.

2. Connections between writing and reading will strengthen research skills.

3. Speaking and listening standards promote collaboration and clear communication.

RelevancyThe new proposed standards align with the uniqueness of Alaska. Combined with the Cultural Standards and local educators, relevant learning experiences will continue.

– Same relevancy as the GLEs– Allow for relevancy at a greater level

The proposed standards establish a strong foundation of knowledge and skills all students need for success after graduation. It is up to schools and teachers to decide how to put the standards into practice and incorporate other state standards, including the cultural standards.

Support for Districts• EED Website provides information and updated weekly

http://www.eed.state.ak.us/tls/assessment/GLEHome.html• Publications for parents, teachers, and the community will be available.

http://www.eed.state.ak.us/tls/assessment/GLEHome.html• Frequently asked questions have been created for distribution

http://www.eed.state.ak.us/standfaqs.html• Webinars have been scheduled for an in-depth review of the proposed

standards (dates are posted on the website)• Curriculum and Alignment Institute will support districts with the

transition of curriculum.

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Timeline

January –May 2012 Public comment period

February– April 2012 Webinars and presentations about the new standards scheduled

June 2012 New standards potentially adopted

Fall 2012 – Spring 2015 Transition from GLEs to new standards

Spring 2016 New assessments potentially administered

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Thank You

• Your time is much appreciated!

• Public comment can be made at– http://eed.state.ak.us/regs

• Questions about the standards– Karen Melin, Literacy Content Specialist– Karen.melin@alaska.gov

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Public Comment

http://www.eed.state.ak.us/regs/