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Denise Wright, BCPS Elementary Instructional Coach

English Language Arts. Denise Wright, BCPS Elementary Instructional Coach. OVERVIEW OF THE ELA COMMON CORE STATE STANDARDS. Participants will gain an understanding of the design and organization of the CCSS document. Design. There are four strands: Reading

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Denise Wright, BCPS Elementary Instructional Coach

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  1. English Language Arts Denise Wright, BCPS Elementary Instructional Coach

  2. OVERVIEW OF THE ELA COMMON CORE STATE STANDARDS Participants will gain an understanding of the design and organization of the CCSS document.

  3. Design There are four strands: • Reading • + Reading Foundational Skills K-5 • Writing • Speaking and Listening • Language The ELA Common Core supports an integrated model of literacy. There are media requirements blended throughout. 8/20/2014 • page 4

  4. Reading Foundational SkillsGrades K-5 • Print concepts (K−1) • Phonological awareness (K−1) • Phonics and word recognition (K−5) • Fluency (K−5)

  5. College and Career Readiness (CCR) Anchor Standards • The CCR Anchor Standards: • Have broad expectations consistent across grades and content areas. • Are based on evidence • about college and workforce training expectations. • Expect instruction to cover a broad range of increasingly challenging text.

  6. CCR Anchor Standards The CCR Anchor Standards “anchor” the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. Each CCR Anchor Standard has an accompanying grade-specific standard that translates the broader CCR statement into grade-appropriate end-of-year expectations.

  7. Grade Specific Standards • K−12 Standards: • Are grade-specific end-of-year expectations. • Are developmentally appropriate. There is a cumulative progression of skills and understandings. • Have a one-to-one correspondence with CCR Anchor Standards. 8/20/2014 • page 8

  8. GRADE 3 8/20/2014 • page 9

  9. Annotating the Anchors 1. Circle every strand in the CCR Anchor Standards. 2. Underline the clusters. 3. Place a star next to the most challenging Anchor Standard in each strand.

  10. Intentional Design Limitations The Standards do NOT define: • How teachers should teach. • All that can or should be taught. • The nature of advanced work beyond the core. • The interventions needed for students well below grade level. • The full range of support for English Language Learners and students with special needs. • Everything needed to be college and career ready.

  11. Balanced Literacy 8/20/2014 • page 12

  12. CROSSWALKING WITH THE STANDARDS Participants will recognize the rigor and specificity in the new CCSS.

  13. Crosswalk Document Activity • Using the rubric provided and the Crosswalk handout, identify the level of alignment between the NC ELA Standard Course of Study and the ELACommon Core State Standards. • Place the alignment score in the “Comments” section of the Crosswalk - selected pages are provided for K-5, 6-12 grade spans. 8/20/2014 • page 14

  14. Crosswalk Activity Rubric 8/20/2014 • page 15

  15. VERTICAL ALIGNMENT Participants will recognize the K-12 progression of grade level expectations for the Standards and their connection to the Anchor Standards. They will determine and compare the skill requirements between two grade levels. 8/20/2014 • page 16

  16. Grow a Standard 8/20/2014 • page 17

  17. Grow a Standard • Begin with the CCR Anchor Standard (in bold). • Put the puzzle pieces in order from basic to more sophisticated expectations. 8/20/2014 • page 18

  18. Answers: Speaking and Listening (SL.3)K-5 8/20/2014 • page 19

  19. Answers: Speaking and Listening (SL.3)K-5 8/20/2014 • page 20

  20. Looking Deeper at Vertical Alignment How do the anchor standards translate through the grades? Directions: • For each standard, mark the changes at each grade level. (What’s different?) • Revisit two grade-level standards that are side-by-side and focus on the differences between the two. What are the different expectations for students? 8/20/2014 • page 21

  21. How does vertical • alignment speak to classroom instruction? • 2. What other ways can you use vertical alignment? • 3. How does vertical • alignment help teachers • understand where • scaffolding might be • needed as they assist • all students in accessing • the content? Reflection 8/20/2014 • page 22

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