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Aligning ICSD ELA Curriculum with Common Core Standards: A Comprehensive Approach

This document outlines the actionable steps for aligning the ICSD K-5 ELA curriculum with the Common Core State Standards (CCSS). It emphasizes unpacking and prioritizing power standards, aligning assessments, and identifying gaps to ensure a cohesive educational framework. The curriculum will reflect the four key ELA strands: Reading, Writing, Speaking & Listening, and Language. By establishing clear student learning outcomes and power standards, the goal is to enhance student readiness and leverage essential skills across disciplines. Collaborative norms for educators are also highlighted to foster effective teamwork.

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Aligning ICSD ELA Curriculum with Common Core Standards: A Comprehensive Approach

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  1. ICSD K-5 ELA CCSS Alignment and Curriculum Revision August 2011

  2. This week is only the beginning!!!

  3. Goals • Unpack andprioritizethe Common Core State Standards (CCSS). • Align existing common quarterly assessments with the identified power standards and identify gaps • Align existing ICSD Curricula with the identified power standards and identify areas in need of revision/development

  4. Organization of the NYS ELA PK-12 CCSS • Strands in current NYS ELA Standards • Reading • Writing • Listening • Speaking 4 Strands: • Reading • Literature • Informational Text • Foundational Skills (preK– 5) • Writing • Speaking & Listening • Language College and Career Readiness (CCR) Anchor Standards for each strand • Same for pre-K – 12 • Organized by topic under each strand Grade-specific standards corresponding to each CCR for each grade-level • Translates each CCR Anchor Standard into end-of-year expectations for each grade-level

  5. Identifying Standards • Anchor Standards are identified by their strand, CCR Status, and number. • W.CCR.6 • R.CCR.3 • Grade-specific standards are identified by their strand, grade, and number (or number and letter, where applicable). • RI.4.3 • L.K.1a

  6. Shifts in the CCSS • Access the world through books -- text seen as essential tool for gaining knowledge in all content areas • Spend equal time on informational texts and stories • Text complexity matters • Text-based answers • Emphasis on writing to inform or to make an argument • Emphasis on developing academic vocabulary to support access to complex texts

  7. Adding Value to Standards • Unpack and prioritize standards to add: • greater precision • shared understanding • focus • consistency

  8. Unpacking the Standards • Restating standards as agreed upon student learning outcomes (SLO) • What students will know, be able to do or be able to demonstrate when they have mastered each standard • Students will… • May be a series of scaffolded SLOs to show clear milestones of student learning as they work toward mastery of each standard • SLOs should specify an action by the student that is observable, measurable and able to be demonstrated. • These need to be shared expectations in all 8 schools

  9. Example W.1.8

  10. Example RL.1.2

  11. “Power” or “Priority” Standards • Power priority standards are “a subset of state standards that represent the most important elements of the curriculum” (Reeves, 2002) • AKA: Some standards are more important than others........... • Power standards represent the “safety net” of standards every teacher ensures all students learn. • Three Criteria Apply: • Endurance • Leverage • Readiness for the next level of instruction

  12. Endurance • Standards that give students skills or knowledge that remain with them long after a test is completed • Examples include: research skills, reading comprehension, writing, map reading, hypothesis testing, etc. • Years into the future these skills will be used again and again

  13. Readiness • Collaborative effort to reflect on cross grade level curriculum • Consider: What knowledge and skills would students need to have in order to be ready to learn the curriculum and be successful this year, next year, and on state tests?

  14. Leverage • Leverage helps identify those standards applicable to many academic disciplines • Examples include: nonfiction writing, interpretation of charts and graphs • Leverage aids in curriculum planning particularly in integrating thematic units

  15. Nice to Know Important Essential (1 criteria applies) (2 criteria apply) (all 3 criteria apply) Power Standards – Hitting the Bull’s Eye!

  16. Group Norms for Successful Collaboration • Seven Norms of Collaboration and the Four Agreements of Courageous Conversations • Additions? Changes?

  17. Grade-level standards documents • CCSS Vertical Articulation Document • Fountas & Pinnell Continuum for Literacy Learning • F&P Continuum for Literacy Learning CCSS Alignment Document • ICSD ELA Curriculum Documents • Greece Central School District Priority Standards Document • CCSS Unpacked by the North Carolina Department of Education Resources

  18. Capturing Our Work http://icsdk-5literacy.wikispaces.com/ • NYS CCSS Unpacked and Prioritized – click on your grade-level document • Multiple authors can access and edit the document simultaneously

  19. Remember… “It is a process, not an event; a marathon, not a sprint.” (Larry Ainsworth, 2004)

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