K-3 English Language Arts Common Core State Standards
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Transcript of K-3 English Language Arts Common Core State Standards
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K-3 English Language Arts Common Core State Standards Job Alike Session #1 – Overview of ELA CCSS 3:00 – 4:30 & 3:30 – 5:15
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Objective #1:Preparing Teachers and Students for CCSS
2010-2011
2011-2012
2012-20132013 – 2014
2014 -2015
YOU ARE HERE
K-3 Roll Out
4-5 Roll Out
CCSSAssessmentsBegin
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Objective #2: Closing the Achievement Gap and Meeting 3rd Grade Milestone
2011-2012 School Year• 74% of 3rd graders met or exceeded reading
benchmarks• 1 out of 4 3rd grade students are not reading at
grade level by end of grade 3• 86% of 3rd grade White students met or
exceeded benchmarks• 53% of 3rd grade Black students met or exceeded
benchmarks• 56% of 3rd grade Hispanic students met or
exceeded benchmarks
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Cluster DataLincoln Cluster:90% of 3rd graders met
or exceeded91% of 3rd grade
White students met or exceeded benchmarks
57% of 3rd grade Black students met or exceeded benchmarks
72% of 3rd grade Hispanic students met or exceeded benchmarks
Wilson Cluster: 85% of 3rd graders met
or exceeded88% of 3rd grade
White students met or exceeded benchmarks
53% of 3rd grade Black students met or exceeded benchmarks
74% of 3rd grade Hispanic students met or exceeded benchmarks
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Cluster DataMadison:67%of 3rd graders met
or exceeded84% of 3rd grade
White students met or exceeded benchmarks
53% of 3rd grade Black students met or exceeded benchmarks
44% of 3rd grade Hispanic students met or exceeded benchmarks
Grant Cluster: 89% of 3rd graders met
or exceeded92% of 3rd grade
White students met or exceeded benchmarks
61% of 3rd grade Black students met or exceeded benchmarks
62% of 3rd grade Hispanic students met or exceeded benchmarks
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Cluster DataRoosevelt Cluster:57of 3rd graders met or
exceeded69% of 3rd grade
White students met or exceeded benchmarks
53% of 3rd grade Black students met or exceeded benchmarks
47% of 3rd grade Hispanic students met or exceeded benchmarks
Jefferson Cluster: 64% of 3rd graders met
or exceeded80% of 3rd grade
White students met or exceeded benchmarks
54% of 3rd grade Black students met or exceeded benchmarks
57% of 3rd grade Hispanic students met or exceeded benchmarks
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Cluster DataFranklin Cluster:74% of 3rd graders met
or exceeded82% of 3rd grade
White students met or exceeded benchmarks
44% of 3rd grade Black students met or exceeded benchmarks
59% of 3rd grade Hispanic students met or exceeded benchmarks
Cleveland Cluster: 83% of 3rd graders met
or exceeded89% of 3rd grade
White students met or exceeded benchmarks
63% of 3rd grade Black students met or exceeded benchmarks
50% of 3rd grade Hispanic students met or exceeded benchmarks
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Locate Yourself on the Compass• As a result of your conversation about the achievement gap in
your cluster, locate yourself on the Courageous Conversation Compass.
• Share with a partner.
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Job Alike SessionsSession Topics
#1 Introduction to ELA CCSS
#2 Reading Foundational Skills
#3 Reading Foundational Skills
#4 Reading for Literature
#5 Reading for Informational Text
#6 Language (Vocab, Grammar, Usage)
#7 Writing & Language (Spelling, Punctuation, Capitalization
#8 Listening, Speaking and Assessment
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Content and Language ObjectivesContent Objectives:• Teachers will understand the organization and key
vocabulary of the ELA Common Core State Standards• Teachers will understand the Common Core Shifts
• Language Objectives:• Teachers will read and write to identify key ideas and
vocabulary of the ELA CCSS
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Pre-assessment
What do you already know about the organization and key vocabulary of the ELA CCSS? • 1 – I know nothing about them• 2 – I have heard of them • 3 – I have read part or all of them• 4 – I can talk knowledgeably with others about
them• 5 – I can teach them to others
Place a yellow dot on the appropriate poster. We will end the session with a post assessment.
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Common Core Shifts
Read and highlight key ideas and vocabulary. .
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Shifts and Implications for K-3
Shift 1: Increase Reading of Informational TextSF meets criteria for balance between literature and informational texts.
Shift 2:Text Complexity for Grade 2-3Grade 3 - SF meets criteria Grade 2 – SF complexity range falls slightly below CCSS expectations.
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Shifts and Implications for K-3
Shift 3: Academic VocabularyScott Foresman includes explicit and systematic academic vocabulary instruction.
Shift 4: Text-based AnswersQuestions at end of anthology selections need be revised tomeet criteria of ELA CCSS.
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Shifts and Implications for K-3
Shift 5: Increase Writing from SourcesTeachers need to emphasize using evidencefrom texts when teaching informational, persuasiveand research writing units. Additionalunits for opinion writing need to be included.
Shift 6: Literacy Instruction in All Content AreasIntended for middle and high-school
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Common Core State Standards
• Adopted by 45 states• CCSS Adopted by Oregon
in October 2010• Developed by -State Departments of Education -Researchers -Professional Education Organizations -Teachers -Parents and Students
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Design, Organization & Key Vocabulary
Four Strands Reading
Reading Literature (RL) Reading Informational Text (RI) Reading Foundational Skills (RF)
Writing (W) Speaking and Listening (SL) Language (L)
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Design, Organization and Key Vocabulary
College and Career Readiness (CCR) Anchor Standards• Broad expectations
consistent across grades and content areas• Based on evidence
about college andworkforce
trainingexpectations
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Design, Organization & Key Vocabulary
K−3 Standards• Grade-specific end-of-
year expectations• Cumulative
progression of skills and understandings
• One-to-one correspondence with CCR standards
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CCSS Treasure Hunt
• Work with a partner.• Skim and scan the K-3
Oregon ELA Common Core State Standards to complete the CCSS Treasure Hunt.
(20 minutes)• Check for Understanding.
Using the Answer Key provided, work with your table to check your answers. (5 minutes)
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Post-assessment
• After today’s session, how would you rate your knowledge of key vocabulary and organization of the CCSS document?• 1 – I know nothing about them• 2 – I have heard of them • 3 – I have read part or all of them• 4 – I can talk knowledgeably with someone about them• 5 – I can teach them to others
Place a blue dot on the appropriate poster.
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Thanks for ComingNext Session - Bring:
• SF Teacher Edition Unit #2 • ELA Common Core State
Standards