The ELA Common Core Journey. . .Claire WickYvonne HarnessCESA 7, Green Bay

April 12, 2013

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• Introductions• Claire Wick and Yvonne Harness, CESA 7• Team introductions• Share one hope for today’s session for the team!

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Welcome/Introductions

AGENDA• Welcome/Introductions• Grounding: What do you know or wonder. . .• “Big Picture” of Common Core Standards in English Language Arts/Literacy• Standards-referenced vs. Standards-based• Shifts in the discipline

• Reading the ELA/Literacy Common Core document• What does the document say and what does it mean for us?

• Shifts in the ELA discipline reflected in the Common Core • Understanding the Common Core standards• College and Career anchor standards• Specific grade level standards

• Assessing the Common Core standards• Formative Assessment• Summative Assessment

• Closure/debrief

Purposes for Today• Understand the role of ELA Common Core Standards in a K-12

curriculum (Curriculum Companion)• Be more aware of the Gradual Release of Responsibility

framework for instruction• Understand how the ELA Common Core Standards are

unpacked

Grounding: What do you know or wonder . . .

List 5-8 things you know about ELA Common Core standards.

List 3-5 questions you have about ELA Common Core standards.

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“Big Picture. . .”

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DPI, p.11, 2011 Aligning for Student Success

• What is it we want students to learn?*• LA Common Core Standards• Essential, Guaranteed and Viable Curriculum

• How will we know if each student has learned it?*• Frequent, team developed, common formative assessments

• How will we respond when some students don’t learn it?*• Timely, directive, systematic intervention

• How can we extend and enrich the learning for students who have demonstrated proficiency?*• Timely enriched content, extended activities

• What is the process for facilitating the learning?• Instructional framework – Gradual Release of Responsibility (Workshop model)

• *DuFour et al. 2010. Learning by doing, 2nd Ed., p. 119. Solution Tree.Copyright 2012 CESA 7, Green Bay, WI8

The Journey Questions. . .

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“Big Picture”. . .

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What are the Common Core Standards?

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“Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.”

(NGA & CCSSO, 2010)

http://www.corestandards.org/

Grounding: ELA Common Core Standards

• Video: Teaching Channel

• Reflect on Common Core Standards.

• Turn and Talk: Share one new learning and one question with another person!

What is Good about the CCSS• Investigating Calkins perspectives on the positive aspects• Task: Break up into groups to jigsaw the document: What is Good About the Common Core Standards?• Each group will read their item and have a conversation about the

opportunities and challenges with each aspect. Use chart paper to document your thinking.

• Be ready to share in whole group.Challenges for Student

LearningOpportunities for Student

Learning

Standards-basedStandards-referenced

The Journey. . .

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ELA Curriculum

Underpinnings of LA Common Core Standards• Portrait of a Literate Individual, p. 33

• Teacher leadership and persistence: In what ways do we persist in bringing ALL students to proficiency in the LA standards?

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Portrait of aLiterate Individual,

1. They demonstrate independence.2. They build strong content

knowledge.3. They respond to the varying

demands of audience, task, purpose, and discipline.

4. They comprehend as well as critique.

5. They value evidence.6. They use technology and digital

media strategically and capably.7. They come to understand other

perspectives and cultures.

Copyright 2012 CESA 7, Green Bay, WI

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Underpinnings of LA Common Core Standards• College and Career Readiness, p. 29

• Teacher leadership and persistence: In what ways do we persist in bringing ALL students to proficiency in the LA standards?

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What is College and Career Readiness?• “ACT defines college readiness as acquisition of the

knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution, such as a two- or four-year college, trade school, or technical school. Simply stated, readiness for college means not needing to take remedial courses in postsecondary education or training programs.” (Washington Post, 4/29/2010)

The Foundations for ELA• P. 23• English Language is integrated discipline• English language arts instruction builds an understanding of the

human experience• Literacy is an evolving concept, and becoming literate is a lifelong

process• Critical thinking and problem solving, communication,

collaboration, and creativity are aspects of effective English language arts instruction and attributes of Wisconsin graduates

• Literacy, language and meaning are socially constructed and enhanced by multiple perspectives

• Guiding Question: How does your current practice reflect these foundations for ELA?

Reading the CCSS Document

20pp. 36, DPI

doc.

Reading the document. . .

ELA Standards Elements

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ELA

Reading

Writing

Speaking & Listening

Language

Reading CCR Anchor Standards

Literary Text StandardsInformational Text

StandardsStandard 10

Range & Text Complexity

Reading Foundational Skills

Writing CCR Standards

Writing Standards•Text Types & Purposes•Production & Distribution of Writing•Research to Build and Present Knowledge•Range of Writing

Speaking & Listening CCR Standards

Listening & Speaking Standards

•Comprehension & Collaboration•Presentation of Knowledge & Ideas

Language CCR Standards

Language Standards•Conventions of Standard English•Knowledge of Language•Vocabulary Acquisition & Use

Language Progressive Skills

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Shifts in ELA Discipline. . .

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Critical Conversations About “The 5 Big Shifts”. . .

READING 1. Informational text must be studied in addition to literature.

2. Foundational reading skills are more specifically defined K-5.

3. Text complexity and range of text types is more specifically defined to ensure consistency and rigor.

4. Close reading is required for acquiring knowledge from text and deepening comprehension.

5. Technology is viewed as more than a tool; it changes reading and reading instruction. 23

Copyright 2012 CESA 7, Green Bay, WI

pp. 25, DPI doc.

Literary Text

Literary text is a narrative form of text and can be viewed as fiction, nonfiction, or poetry.

• Fiction: Text that is imagined more than real and its main purpose is to entertain and engage readers. Examples include traditional literature, fantasy, science fiction, realistic fiction, and historical fiction.

• Nonfiction: Text that contains ideas, facts, and principles related to the natural and social world. Broad enough to include nature writing, travel writing, biographies, memoirs, essays.

• Poetry: Text that is more compact writing as well as imaginative and artistic. 24

Informational Text Literary Nonfiction and Historical, Scientific, and

Technical Texts which includes:

• Biographies, autobiographies, essays, speeches• books about history, social studies, science, and the arts • digital sources on a range of topics• technical texts, including directions, forms• information displayed in graphs, charts, or maps

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1. Circle text types that are currently used at your grade level.

2. Star those text types that could be used in the future at your grade level.

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“Big Picture”. . .

Task: Investigating Reading Standards (StandardsInsight℠)Task:• Half of your grade level team should choose “Reading Literature

text” standards and the other half of your team should choose “Reading Informational text” standards.

• Refer to the standards document. Choose one of the following standards categories for your investigation:

-Key Ideas and Details (3 standards)

-Craft and Structure (3 standards)

-Integration of Knowledge and Ideas (3 standards)

• Read the 3 standards in the CCR category. Note those standards on the organizer. Discuss the unpacked standards using the StandardsInsight too. Use the organizer columns to document your thinking about those standards after reflecting on the unpacking.

EXAMPLE

RL 1

RI 1Unpacked standards:

ela.standardsinsight.org

User: elauserPass: elauserRL 2

RI 2

RL 3

RI 3

Thinking vertically. . .• Reflect on the following standards using the CCSS K-12 Vertical

Articulation of Skills Charts:• RL 1,2,3 (Key Ideas and Details) • RI 1,2,3 (Key Ideas and Details)

• Look at the vertical chart (Reading Literature and Reading Informational Text) to see how the standards change (before grade level and after grade level). • Highlight/underline key words and phrases before grade level.• Highlight/underline key words and phrases after grade level.

Guiding Questions for Grade Level Teams:• What are any differences in skills before and after your grade level? • How does that standard change over time and what implications does

that have for student learning?

Reading Foundational Skill StandardsQuote from CCSS doc about. . .p. 41

Task:• Review grade level Foundational Skill Standards.• What are the implications for instruction?• What evidence do you have for student learning of these

standards?

Critical Conversations About “The 4 Big Shifts”

WRITING1. Narrative, informative/explanatory, and

opinion/argument writing are emphasized.

2. Writing in response to reading is emphasized.

3. Research and inquiry are emphasized as processes rather than a text type.

4. Technology is viewed as more than a tool; it changes writing and writing instruction.

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pp. 25, DPI doc.

Task: Investigating Writing StandardsTask:• Refer to the standards document. Choose one of the

following standards categories for your investigation:

-Text Types and Purposes (3 standards)

-Production and Distribution of Writing (3 standards)

-Research to Build and Present Knowledge (3 standards)

• Read the 3 standards in the CCR category. Note those standards on the organizer. Discuss the unpacked standards using the StandardsInsight too. Use the organizer columns to document your thinking about those standards after reflecting on the unpacking.

EXAMPLE

W.1.4

W.1.5

W.1.6

Unpacked standards:

ela.standardsinsight.org

User: elauserPass: elauser

Critical Conversations About “The 3 Big Shifts”. . .

SPEAKING and LISTENING

1. Discussion is viewed as a key component of learning and shared knowledge.

2. Speaking and listening are viewed as embedded aspects of every Literacy classroom.

3. Technology is viewed as more than a tool; it changes the way speaking and listening occurs.

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pp. 25, DPI doc.

Critical Conversations About “The 2 Big Shifts”. . .

LANGUAGE

1. Punctuation and grammar instruction must occur in embedded and authentic contexts.

2. Vocabulary instruction must be intentional and occur in authentic contexts.

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pp. 25, DPI doc.

So What?

Embedded in CCSS (the what)Are

InferencesAbout

TEACHINGAnd

LEARNING (the how) 38

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So What?Guiding Principles for Teaching and Learning

1. Every student has a right to learn.2. Learning is a collaborative responsibility.3. Students bring strengths and experiences to learning.4. Responsive environments engage learners.5. Instruction must be relevant and rigorous.6. Purposeful assessment drives instruction and impacts

learning.

(Wisconsin’s Guiding Principles for Teaching and Learning, June 2011) p. 167-Summary

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Gradual Release of Responsibility (GRR)

• Reading• Texts of increasing complexity• Balancing Informational and Literary Text• Focus on evidence• Build knowledge through comprehending text in the content

areas

• Writing• Writing in response to reading• Process writing (composing. Revising, editing)• Opinion writing (basic form of argument) down to earliest grades• Research – both short-focused projects and longer term

Instructional Practices Demanded by the Common Core Standards

• Speaking and Listening• Present increasingly complex information, ideas, and evidence

through listening, speaking, media• Academic discussions in 1:1, small group, whole class• Formal presentations• Informal collaborative conversations/discussions

• Language• Grow vocabularies through conversation, direct instruction, and

reading• Skills in conventions and vocabulary must be integrated in

reading, writing, speaking and listening

Instructional Practices Demanded by the Common Core Standards

• Media and Technology• Critical analysis of media• Production of media

Instructional Practices Demanded by the Common Core Standards

Turn and Talk• Guiding Question:• Is your current instructional framework consistent across all grade

levels and every classroom?

Not at all Somewhat Mostly Totally Consistent

The Journey. . .

HOW?GRR Instructional

Model

WHAT?LA Common Core Standards-based

Lessons

K-12 ELA Curriculum Companion

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“Big Picture”. . .

Assessing the ELA Common Core Standards• State accountability: Smarter Balanced Assessment• How will Smarter Balanced be used for accountability?

• District accountability: District decisions• How can district assessments be used to predict how students are

learning the CCSS?

• Classroom accountability: Formative and Summative• In what ways can teachers use formative and summative

assessments, based on the CCSS?

Smarter Balanced Websitehttp://www.smarterbalanced.org/

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CLAIM #1

• Students can read closely and analytically to

comprehend a range of increasingly complex literary and informational text.

• Selected response items• Highlight or identify evidence that supports answers

• Students can produce effective and well-grounded

writing for a range of purposes and audience.

CLAIM #2

• Students can employ effective speaking and listening skills for a range of purposes and audiences.

• Student performance

Claim #3

• Students can engage in research/inquiry to

investigate topics and to analyze, integrate, and

present information.

Claim #4

Smarter Balanced Assessment Sample Items• Walk through Gr. 4 sample• Guiding Questions:

• What kinds of experience/instruction needs to take place in order for students to demonstrate proficiency on this kind of task?• What are the opportunities and challenges in

this task for students?

Exit Ticket• Create a Tweet message regarding ELA/Literacy Common Core

standards using the template provided.• Be ready to share in whole group as your Exit Ticket.

“A mind that is stretched by new experience can never go back to old dimensions”

Oliver Wendell Holmes