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Digging Deeper Into the Shifts of the

Digging Deeper Into the Shifts of the . A mind that is stretched by new experience can never go back to its old dimensions”. -Oliver Wendell Holmes . ELA Common Core State Standards. Welcome.

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Digging Deeper Into the Shifts of the

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  1. Digging Deeper Into the Shifts of the A mind that is stretched by new experience can never go back to its old dimensions”. -Oliver Wendell Holmes ELA Common Core State Standards

  2. Welcome • You may access the morning presentation by going to http://tburzynski.weebly.com/

  3. Agenda Morning: Sign-In / Activity Around the Room Digging into the Standards Activities Break Finish Standards Work Activities I IRA-Article and Protocol LUNCH Afternoon: SMARTER BALANCED AssessmentDiscussion Protocol

  4. Portrait of a Literate Individual • Demonstrate independence • Build strong content knowledge • Respond to varying demands of audience, task, purpose, and discipline • Comprehend as well as critique • Value evidence • Use technology and digital media strategically and capably • Come to understand other perspectives and cultures -CCSS Introduction

  5. CCSS Foundations of English Language Arts Discipline • English Language arts is an integrated discipline and even though represented in standards as four distinct areas these should be taught in rich, authentic learning contexts (CCSS, p. 4) • The concept of what it means to be literate is constantly changing and the process of becoming literate occurs over an entire lifetime (CCSS, p. 4) • Critical thinking and problem solving, communication, collaboration, and creativity are essential attributes of being college and career ready (CCSS, p. 7) • Learning is a social event requiring diversity of texts, multiple language uses, and sharing of multiple perspectives in order to explore and analyze the world (CCSS, p. 7)

  6. Major Shifts: • Literacy is a ‘shared’ educational responsibility • The teaching of more informational texts • Technology is more than a tool • The role of argument • Attention to the purposes and range of writing • Use of more complex texts (g. 2-12) • Attention to vocabulary instruction across all disciplines

  7. )Emphasis of the Standards …. Pg. 25 Pathways (Activity- Omissions and Emphasis)

  8. Four Myths about The ELACCSS • Myth #1: Text complexity is a fixed number. • Myth #2: All pre-reading activities are inappropriate. • Myth #3 Answering text-dependent questions is what teaches students to be analytical readers. • Myth #4: The common core abandons fiction. Dina Strasser and Cheryl Dobbertin Published Online: July 10, 2012 Education Week TEACHER s

  9. Literary and Informational Balance This NAEP Assessment Framework, 2009 indicated the distribution of liteary and informational reading across the school day which implies that a great deal of informational reading needs to occur outside of the ELA environment in grades 6-12.

  10. Reading Standards • The same skill set is in the 10 standards for literary and informational reading • The first 9 require deep comprehension and high-level thinking • 1-3 Reading for meaning • 4-6 Reading for craft • 7-9 Thinking across texts • Standard #10 – TEXT COMPLEXITY

  11. Reading Informational Standards: • Shoot –Out Reading Informational Standards Activity Link to The Great Office War

  12. Standard Progressions • CESA 10 (CESA 10)

  13. Progressions Activity: Reading Standards for Literacy Text Task: Getting Acquainted with Progressions in Understanding Literacy Text • Select a CCR Anchor Standard category (ie. Key Ideas, Craft and Structure) • Select a grade level standard in that CCR category to trace the progressions. • Look at each grade level standard and note the major concepts for each in the organizer. • Write a prompt/question for each grade level that a teacher might ask students to demonstrate understanding

  14. Disciplinary Literacy in Wisconsin. . . . . .is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak and think critically in a way that is meaningful within the context of a given field.

  15. Annotations

  16. Literacy is Shared Responsibility: • Across the disciplines (Disciplinary Literacy) • Across the ELA Department The limits of my language are the limits of my world” -Ludwig Wittgenstein

  17. Speaking and Listening: • 6 Anchor Standards Divided into 2 groupings • Comprehension and Collaboration (Standards 1-3) • Presentation of Knowledge and Ideas (Standards 4-6)

  18. Language • The language standards are written to suggest that language work should be interwoven across the day so that conventions , vocabulary, and craft become a seamless part of your reading writing speaking and listening already underway in your classroom. (Pathways p. 170) • 6 Anchor Standards Divided into 3 Categories

  19. Language Cont’d • 6 Anchor Standards Divided into 3 Categories • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use \\\\\\\\\\\\\\\\\\\\\\\

  20. Implications for Materials and Instruction • What is needed for ELA materials in order to meet the standards? • What is needed for ELA Instruction in order to meet the standards? (USE evidence from the Standards themselves, today’s shared sources and remember Baby- Bathwater.

  21. Assess the Types of Available Texts: • Kelly Gallagher says, “Have a book flood!” & “Fill the pool with books- you can’t swim without water and you can’t read without books.” WSRA 2012 Pathways: • Anthologies and Textbooks have their limitations in achieving the CCSS (Pathways p. 65) • Need Primary and Secondary Source Documents • Digital Libraries • Need a wide variety of genres and levels (Standard 10)

  22. Suggested Practices as Pathways to the CCSS: • Integrate Literacy Practices! -Create a culture of reading, writing, speaking and listening in your classroom; consider the overall tone and approach you’ll use as a community. • Reading and Writing are valued equally in the CCSS so our classroom blocks should reflect this. • Scaffold students to more complex texts as appropriate utilizing multiple classroom instruction models and a wide range of genre’s. • Ignition of the writer’s workshop model.

  23. Bibliography: Achieve. 2010. “English Language Arts Common Core State Standards: History/Social Studies, Science and Technical Subjects. Achieve. Allington,Rrichard, 2002. “You Can’t Learn Much from Books Yu Can’t Read.” 2005. What Really Matters for Struggling Readers: Designing Research Based Programs. 2d ed. Boston: Allyn and Bacon. Calkins, Lucy, Ehrenworth, Mary, Lehman, Christopher. 2012. “Pathways to the Common Core: Accelerating Achievement.” Heinemann. Dobbertin, Cheryl, Dina Strasser. July 10, 2012. “ Four Myths About the ELA Common Core.” Education Week: Teacher.

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