CCRS - ELA Grades 6-12

1. CCRS - ELA Grades 6-12 DeKalb County Schools

2. Understanding the CCRS Document • The CCRS-ELA Treasure Hunt: • If you have previously completed this activity during a face-to-face training session, please review your responses at this time. • If you have not previously completed this activity, please access your CCRS-ELA document, and open the A Treasure Hunt for CCRS-ELA document that was included in your email. You can also access this as a page on the blog. Complete this activity using your CCRS document.

3. Answer Key for A Treasure Hunt for CCRS-ELA replace; supplement them close; attentive; understanding; enjoying Language; Speaking & Listening; Reading Literature; Reading Informational Texts; Reading Foundations; Writing Reading Foundations ongoing; purpose; designing; individual Reading; Writing, Listening, and Language – Anchor Standards tell you what students should know in the end. They tell you what the big picture, what skills and understanding all students must demonstrate, is.

4. Answer Key for A Treasure Hunt for CCRS-ELA Continued 7. The Alabama symbol represents the required content from the 2007 Alabama Course of Study for ELA. 8. K-2; 3-5; 6-8; 9-12 9. No – Key Ideas is a subcategory. 10. They indicate 2010 Common Core State Standards by strand, grade, and number. 11. This section begins on page 15 for Kindergarten. You may choose a grade level. 12. Appendix B of the CCSS or online at www.corestandards.org/assessts/Appendix_B.pdf

5. The Three Key Shifts with the CCRS-ELA • Building knowledge through content-rich nonfiction and informational texts. • January 2013 • Reading, writing, and speaking grounded in evidence from text, both literary and informational. • February/March 2013 • Regular practice with complex text and its academic language. • April/May 2013

6. Blog Response • On the blog, please respond to the following: • How do you foresee these shifts affecting your classroom and your instruction? Do you see any obstacles to full implementation? • Do you think these shifts will produce more college- and career-ready graduates? What positives do you see that our students will experience as a result of this implementation?

7. Processing Shift 1 • Building knowledge through content-rich nonfiction and informational texts. • Please view the Video: Social Studies Lesson, The Breakup Letter on The Teaching Channel located at www.teachingchannel.org/videos/teaching-declaration-of-independence • On the blog, please respond to your thoughts on the lesson and on the implementation of content-rich nonfiction and informational texts in this classroom.

8. Processing Shift 1 This shift involves sequencing the texts to build knowledge. It is not just random reading. This shift has literacy in social studies/history, science, technical subjects, and the arts embedded. Students must establish a base knowledge across a wide range of subject matter by engaging with works of quality and substance. Literacy is a shared responsibility.

9. Processing Shift 1 • Extensive research establishes the need for college- and career-ready students to be proficient in reading BOTH complex literary text and informational text independently in a variety of content areas. • On the blog, please respond to the following: • What changes do you see the CCRS standards bringing about for your school or students? Do you have any thoughts on how to develop cross-curricular ties and goals for student learning?

10. Shift 1: Informational Text • Expository Text • Textbooks, Instruction Manuals, Articles, Reference Books, Graphs/Charts/Photogrpahs, Newspaper • Argument - Speeches, Essays, Opinion Pieces, Magazines, Editorials • Functional Text - Directions, Forms, Applications, Menus, Contracts, Maps, Recipes • Literary Nonfiction • Autobiographies, Biographies, Memoirs, Historical Accounts, Scientific Accounts, Economic Accounts, Diaries

11. Why is there a shift toward evidence-based reading, writing, and speaking? Most college and workplace writing requires evidence. The ability to cite evidence differentiates strong from weak student performance on NAEP. Being able to locate and deploy evidence are hallmarks of strong readers and writers. Evidence is a major emphasis of the ELA Anchor Standards: Reading Standard 1; Writing Standard 9; and Speaking and Listening Standards 2,3,4 all focus on gathering, evaluating, and presenting evidence from text.

12. Blog Response • On the blog, please respond to the following: • Please comment to your thoughts about the shift to evidence-based reading, writing, and speaking. What shifts will that entail in your classroom as we move our students into higher-order thinking and demand more proficient and detailed outputs from them?

13. Literacy Standards Found within the CCRS-Document Please view the Video: Biology Lesson on the Teaching Channel – Current Events in Science located at www.teachingchannel.org/videos/teaching-science-with-current-events. After viewing the video, please go to the blog and comment to your thoughts on how the literacy standards were incorporated into the lesson.

14. Investigating the Portrait of a Literate Individual Demonstrates Independence Builds Strong Content Knowledge Responds to Varying Demands of Audience, Task, Purpose, and Discipline Comprehends as Well as Critiques Values Evidence Uses Technology & Digital Media Strategically and Capably Comes to Understand Other Perspectives & Cultures