English Language Arts Common Core State Standards

1. English Language Arts Common Core State Standards

2. Goals of the Session Teachers will: (1) familiarize themselves with the CCSS Reading and Writing Standards. (2) develop an understanding of the reciprocity between reading and writing.

3. Agenda • Welcome • Orientation to CCSS • Research • Identify and Define the Three Types of Writing • Analyze and Deconstruct Writing Standards • Analyze and Examine Reading Standards to Determine the “Build” Across the Grades • Synthesize Learning • Closing www.pbfingers.com

4. Common Core State Standards: Instructional Shifts • Increase Informational Text • Broaden the Curriculum: Connect Literacy to Social Studies and Science • Increase Text Complexity • Ask Text-Dependent Questions • Increase Writing, with Special Attention on Argument/Opinion • Focus on Academic Vocabulary

5. Orientation to CCSS • Role of Anchor Standards • Reading Literature – 10 • Reading Information – 10 • Foundational Skills (K-5 only) - 4 • Writing – 10 • Language – 6 • Speaking & Listening – 6

6. “How do you say that?” “Reading Information 4th Grade Standard 2”

7. Research: Guiding Question

8. Research noun Diligent and systematic inquiry or investigation into a subject in order to discover or revise facts, theories, applications, etc. Source: dictionary.com tei.maincms.com

9. Guiding Question What types of Reading and Writing work will students continue to do and be introduced to as a result of the CCSS in ELA? www.fontspring.com

10. 3 Sources • Writing Text from CCSS for ELA/ Literacy in H/SS, Science, and Technical Subjects, Appendix A, pp. 23-25 • CCSS Writing Standards • CCSS Reading Standards www.business2community.com

11. Source 1: WritingArticle Argument Writing, Informational/Explanatory Writing, Narrative Writing

12. Gather • Use Writing Text from CCSS for ELA/ Literacy in H/SS, Science, and Technical Subjects, Appendix A, pp. 23-25 • Read about one writing type “with a pencil”, highlighting and notating to support understanding • In groups, create and record a working definition of the writing type

13. Share Out 3 Types of Writing: - Argument/Opinion - Informational/Explanatory - Narrative + Research

14. Source 2: CCSS Writing Standards

15. Gather • Identify what students need to KNOW and be able to DO • Connections to the Anchor Standards • Build from Grade to Grade

16. Argument/Opinion Writing in Sixth through Eighth Grade

17. “Unwrap” the Standard • only those verbs that represent what students are to DO. • Underline the nouns or noun phrases that represent teachable concepts (What students need to KNOW). Adapted from L. Ainsworth (2012), p. 121 Circle

18. W.7.1 (Argument/Opinion Writing) Write arguments to support claims with clear reasons and relevant evidence. • a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically. • b. Support claim(s) or counter-arguments with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. • c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. • d. Establish and maintain a formal style. • e. Provide a concluding statement or section that follows from and supports the argument presented.

19. W.7.1 (Argument/Opinion Writing) Write Write argumentsto supportclaimswith clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically. support Introduce acknowledge address organize

20. W.7.1 (continued) Support b. Support claim(s) or counter-argumentswith logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. using demonstrating Use create clarify

21. W.7.1 (continued) Establish d. Establish and aintaia formal style. e. Provide a concluding statement or section that follows from and upportsthe argument presented. maintain Provide supports

22. What do students have to KNOW and be able to DO? DO: Know: • What an argument means and how to support a claim with clear reasons and relevant evidence • Know that evidence uses credible sources and should show understanding of a topic or text • Establish and maintain a formal style • Develop an understanding of how words, phrases and clauses can define a clear relationship between claim (s) and reasons • Strong arguments address the counter-arguments with logical reasoning and relevant evidence, not emotion • Support claims with clear reasons and relevant evidence • Introduce claims and organize reasons and evidence clearly • Support single or multiple claims with clear reasons • Address counter-arguments with logical reasoning and relevant evidence • Utilize relevant evidence using credible sources and demonstrating understanding of topic and supporting the claim • Use words, phrases and clauses create cohesion and clarify relationships among claim(s), reasons and evidence • Establish and maintain a formal style • Provide a concluding statement that follows from and supports the argument

24. Your Job: • “Unwrap” Argument/Opinion Standards for your Grade Level Span • What do students need to KNOW and be able to DO? www.candyfavorites.com

25. Connecting to the Anchor Standard

26. Connecting to the Anchor Standard

27. What do students need to do as the move through out the grades? What is the Change ? blogs.militarytimes.com

28. Get to Know the Writing Standards • As a table group, select either Information/Explanatory or Narrative writing • Identify what students need to KNOW and be able to DO • (Connections to the Anchor Standards) • Build from Grade to Grade

29. Source 3: Reading Standards

30. Common Core Reading Standards • Reading Literature (RL) • Reading Informational Text (RI) • Reading: Foundational Skills (RF) K-5th ONLY

31. Gather • Look DOWN the grade level • Look ACROSS the standard to dentify the “build” through out the grade levels • Circle the Verbs/Verb Phrases • Underline the Nouns/Noun Phrases Howtoprepareforbootcap/ehow.com

32. Synthesize Information

33. Synthesis of Learning: Group Work • In groups, select one writing type • Argument/Opinion Writing • Information/Explanatory Writing • Narrative Writing • Create a poster describing: • Definition of the Writing Type • Potential Writing Products • Reading Work/Type to Support the Writing Product www.interstatemusic.com

34. Poster Template Writing Type Definition: Writing Products Reading Work/Type (NOTE: Please notate a grade level specific Writing Product or Reading Type)

35. Share Out www.pbfingers.com

36. Debrief • Guiding Question • Short Research • Synthesized Information • Presentation to an Audience bigstory.ap.org

37. Closing www.k-9companions.com