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February17,20128:00-3:30
CommonCoreStateStandards
forEnglish
LanguageArts
February17,2012
8:00-3:30
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K-12 College & Career ReadinessAnchor Standards
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; citespecific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the keysupporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of atext.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,connotative, and figurative meanings, and analyze how specific word choices shape meaning ortone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portionsof the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.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.
Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.2
Strand
Cluster
Standards
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K-12College&Career
ReadinessAnchorStandards
Circleeachstrand.
Underlineeachcluster.
Placeastarbesidethe
mostchallengingstandard
ineachstrand.
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K-12 College & Career ReadinessAnchor Standards
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; citespecific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the keysupporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of atext.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,connotative, and figurative meanings, and analyze how specific word choices shape meaning ortone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portionsof the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually andquantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of thereasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or tocompare the approaches the authors take.
Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.4
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CollegeandCareer
AnchorStandardforReading
#2-Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupporBngdetails
andideas.[RL2]
Highlightand/ornotethedifferencesinthestandard
asitprogressesthroughthegradelevels(K-12).
Lookatthegradelevelsbelow,on,andaboveforthegradeyouteach.Askyourself-Whatisitthat
studentsmustknowandbeabletodoatmygrade
level?
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DontForget
TheAppendices!
A
B
C
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A WhyTextComplexityMaZers
One of the key requirements of the Common CoreState Standards for Reading is that all students
must be able to comprehend texts of steadilyincreasing complexity as they progress throughschool. By the time they complete the core,students must be able to read and comprehend
independently and proficiently the kindsof complex texts commonly found incollege and careers.
Appendix
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TextComplexity
2006ACT,Inc.ReportReadingBetweentheLines
Readingdemandsofcollegeandtheworkforcehave
increasedoverthepast50yearswhileK-12textshave
becomelessdemanding.
Studentsneedsustainedexposuretoexpositorytext
todevelopimportantreadingstrategies.
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Thegoalforallreadersshouldbe
Tounderstandwhatisread.
Toexpressthatunderstandingthroughspeakingandwri\ngaboutthetext.
Toreadwithapurpose.
Toexpectthetexttomake
sensetothereader.
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ALookattheK-2Reader:
Learningtoreadiskeytosuccess.
Thefocusmustbeonreadingwithease
andfluency.
Thereneedstobeafocusonlearningtoread
forinforma0on,notjustforentertainment.
ThereshouldbeanexpectaBonthatbeginningreadersarepurposeful
readers,speakingandwri0ng
aboutwhattheyreadwithan
understandin aboutthetext.
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ALookatthe3-5Reader:
LiteracyinstrucBonshouldbecenteredon
carefulexamina0onofthetextitself.
Studentsneedtoreadcloselytodrawevidence
fromthetext.
Studentsneedtoreadtextofadequaterange
andcomplexity.
ThereshouldbeacloseconnecBonbetweencomprehensionoftext
andtheacquisiBonofknowledge.
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AThree-PartModel
FormeasuringTextComplexity
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Close
Reading
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Thereareknownknowns.Thereare
thingsweknowthatweknow.There
areknownunknowns.Thatistosay,
therearethingsthatweknowwedontknow.Buttherearealsounknown
unknowns.Therearethingswedont
knowwedontknow.
Readthispassagesilently:
DonaldRumsfeld,Newsweek
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Effec\veFirstReadings
Haveyouevergonethroughastoplightand
thought,Wasthatlightgreen?
Haveyoueverarrivedatades\na\onwithout
considera\onofhowyougotthere?
Some\mesafirstreadingcanresemble
thisphenomena!WhatdidIjustread?
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Considerfourkeyques\ons:
1. HaveIprovidedmystudentswithareadingfocus?
2. Aremystudentswillingandabletoembrace
confusion?
3.Canmystudentsmonitortheirowncomprehension?
4.Domystudentsknowanyfix-itstrategiestoassist
themwhentheircomprehensionbeginstofalter?
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ReachingNewHeights
StudentscometouswithanIreaditandImdonementality.
Wemustshow/teachthemthevalueofasecondreading.
HumptyDumptysatonawall,
HumptyDumptyhadagreatfall.
AlltheKingshorsesandalltheKingsmen,
CouldntputHumptytogetheragain.
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Deepreading,orslowreading,isa
sophisBcatedprocessinwhichpeoplecan
criBcallythink,reflect,andunderstandthewordstheyarelookingat.Withmost,that
meansslowingdown-evenstoppingand
rereadingapageorparagraphifitdoesnt
sinkit-toreallycapturewhattheauthoris
tryingtosay.Expertswarnthatwithout
readingandreallyunderstandingwhats
beingsaid,itisimpossibletobeaneducated
ciBzenoftheworld,aknowledgeable
voterorevenanimaginaBvethinker.
LauraCasey
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Wheredoesclosereadingappear
intheCommonCoreStateStandards?
CollegeandCareerReadiness
AnchorStandardsforReading
R.1:Readcloselytodetermine
whatthetextsaysexplicitlyand
tomakelogicalinferencesfromit;
citespecifictextualevidencewhen
wriBngorspeakingtosupport
conclusionsdrawnfromthetext.
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Threekeyques\onstoaskstudents
aertheyhavereadsomething:
1. Whatdoesitsay?(Literal)
2. Whatdoesitmean?(InterpretaBon)
3. Whatdoesitmaer?(ReflecBon)
(self, family, peers, community, country, humankind)
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Take
A
Break
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Vocabulary
Mostchildrenbeginfirstgradewithabout6,000
wordsofspokenvocabulary.Theywilllearn3,000
morewordsperyearthroughthirdgrade.However,
notallwordshaveequalimportanceinlanguage
instrucBon.So,howdoweknowwhichwordswe
needtoteach?
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Weconsider3typesof
vocabulary
wordsforteachingand
assessingword
knowledge.
Tier1
Tier2
Tier3
Basic
VocabularyHighFrequency/Mul\pleMeaning
Subject
Related
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TierOneWords-themostbasicwordsthatrarely
requiredirectinstrucBonandtypicallydonothave
mulBplemeanings.Ex.book,girl,sad,run,orange
TierTwoWords-generalacademicwordsthat
arefarmorelikelytoappearinavarietyofdomains.
Ex.masterpiece,fortunate,industrious,benevolent,
establish,verify
TierThreeWords-lowfrequencywords
thatappearinspecificdomainssuchas
subjectsinschool,hobbies,occupaBons,
technology,weather,etc.
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Tier2wordsarethemostimportant
wordsfordirectinstruc\on.
Contain multiple meanings
Used across a variety of contexts
Characteristic of mature language users
Allows students to describe concepts in a
detailed manner
Important for reading comprehension
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Considerthefollowingques\ons
whendeterminingwhichTier2
wordstochooseforinstruc\on:
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Howgenerallyusefulistheword?
Isitawordthatstudentsarelikely
toseeoeninothertexts?
Willitbeofusetostudentsin
their own wri\ng?
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Howdoesthewordrelatetootherwordsorideasthatthestudents
knoworhavebeenlearning?
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Whatdoesthewordchoicebring
tothetext?
Whatroledoesthewordplayin
communica\ngthemeaningof
thecontextinwhichitisused?
Appendix
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B
TextExemplarsand
SamplePerformanceTasks
Appendix
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RL=ReadingLiterature
RI=ReadingInforma\onalText
SL=SpeakingandListening
W=Wri\ng
L = Language RL K 7 Reading Literature
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RL.K.7=ReadingLiterature
Kindergarten
Standard7
RI.1.5=ReadingInformaBonalText
1stGrade
Standard5
RL.3.6=ReadingLiterature
3rdGrade
Standard6
RI.4.4=ReadingInformaBonalText
4thGrade
Standard4
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SixShisinELA/Literacy
K-5,BalancingInforma\onal&LiteraryTexts
6-12,BuildingKnowledgeintheDisciplines
StaircaseofComplexity
Text-BasedAnswers
Wri\ngfromSources
AcademicVocabulary
http://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpagehttp://www.youtube.com/watch?v=k7yQk6a501s&feature=player_detailpage8/2/2019 CCSS for ELA February 17 for Teachers
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TheComprehensionToolkit
Toooeninprimarygrades,wehavedefined
comprehensionastheabilitytoanswerfactual
quesBonsortoretellastory.Whilebothofthese
kindsofthinkingarevaluable,theydonottellanywherenearthewholestoryofcomprehension.
The Primary Comprehension Toolkit
Teachers Guide p. 12
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TheComprehensionToolkit
ReadingcomprehensionistheevoluBonofthought
thatoccursasweread.Trueunderstandinghappens
whenreadersmergetheirthinkingwiththetext,
askquesBons,drawinferences,thinkaboutwhats
important,andsummarizeandsynthesize.This
enablesthemtousetheirnewunderstandingto
askfurtherquesBonsandguidenew
learning.ThisacBve,construcBve,strategicthinkingprocessentailsfar
morethansimplyretelling.The Primary Comprehension Toolkit
Teachers Guide p. 12
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TheComprehensionToolkit
ThetoolkitisdesignedtohelpkidsnegoBate
informaBonaltext,tothinkaboutwhattheyare
reading,andtoholdthatthinkingsothatthey
understandandrememberit-andcanuseittoguidenewlearningandthinking.
The Comprehension Toolkit Teachers Guide p. 8
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TheComprehensionToolkit
Kindergarten=First4ClustersThroughouttheyear
Grades1-2=AllClusters
First12Weeks
Grades3-5=AllClusters
First9-12Weeks
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ScaffoldingRequires
GradualReleaseofResponsibility
Showingkidshowandgivingthem\meto
prac\ce.
Thereare5Stepsinthegradual
releaseofresponsibility.
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Step1 TeacherModeling
Theteacherexplainsthestrategy.
TheteachermodelshowtoeffecBvelyusethe
strategytounderstandtext.
Theteacherthinksaloudwhenreadingtoshow
thinkingandstrategyuse.
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Step2GuidedPrac\ce
TheteacherpurposefullyguidesalargegroupconversaBonthatengagesstudentsinafocused
discussionthatfollowsalineofthinking.
TheteacherandstudentspracBcethestrategy
togetherinasharedreadingcontextreasoning
throughthetextandco-construcBngmeaning
throughdiscussion.
Theteacherscaffoldsthestudentsaemptsand
supportstheirthinking,givingspecificfeedback
andmakingsurestudentsunderstandthetask.
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Step3 Collabora\vePrac\ce
Studentssharetheirthinkingprocesseswith
eachotherduringpairedreadingandsmall-group
conversaBons.
Theteachermovesfromgrouptogroup
assessingandrespondingtostudentsneeds.
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Step4IndependentPrac\ce
Aerworkingwiththeteacherandwithother
students,thestudentstrypracBcingthestrategy
ontheirown.
Thestudentsreceiveregularfeedbackfromthe
teacherandotherstudents.
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Step5 Applica\onoftheStrategy
StudentsusethestrategyinauthenBcreading
situaBons.
Studentsusethestrategyinavarietyofdifferent
genres,sengs,contexts,anddisciplines.
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11:00-12:30
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Kindergartenp.1
FirstGradep.57
SecondGradep.115
ThirdGradep.207
FourthGradep.267
FihGradep.339
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Wri\ng:THENandNOW
NCSC
OS
CCSS
vs
Appendix
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C
SamplesofStudentWri\ng
Handout-Wri\ngsamplesthathavebeenannotatedtoillustrate
thecriteriarequiredtomeettheCommonCoreStateStandardsforpar\culartypesofwri\ng-argument,informa\ve/explanatorytext,
andnarra\ve-inagivengrade.Eachofthesamplesexhibitsat
leastthelevelofqualityrequiredtomeettheWri\ngstandards
forthatgrade.
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ELAInventory
RL
RI
W
L SL
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