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English Language Arts Course of Study Overview K-5

English Language Arts Course of Study Overview K-5. Session One of Two. Outcomes for the Session. Participants will gain an awareness of : Content Organization Content Movement Vertical Alignment. Timeline for Preparation for the ELA Course of Study. Professional Development Plan.

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English Language Arts Course of Study Overview K-5

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  1. English Language ArtsCourse of Study OverviewK-5 Session One of Two

  2. Outcomes for the Session Participants will gain an awareness of: • Content Organization • Content Movement • Vertical Alignment

  3. Timeline for Preparation for theELA Course of Study

  4. Professional Development Plan Phase 1 (PD Topics) • Components of the Course of Study • Strands (Comparison, New Emphases) • Vertical Alignment • Content Movement • Appendices B and C • Implications for Special Education Phase 2 • Analyzing the Standards • Sample Units of Study • Sample Lessons/Curriculum Development • Differentiated Instruction for RtI • Assessment • Resources Phase 3 • Continuous Support, based on LEA needs and requests

  5. Interpreting the Minimum Required Content • Grade Clusters (K-2, 3-5, 6-8, and 9-12) • Strands • Subcategories • Content Standards • Content Standard Identifiers

  6. KINDERGARTEN Students will: Reading Standards for Literature Strand Subcategory Content Standards Content Standard Identifiers

  7. Strands

  8. Subcategories Subcategories - specific purpose of a group of standards within a strand Reading Standards for Literature

  9. Content Standards Content Standards - define what students should know and be able to do at the conclusion of a grade (They complete the phrase “Students will…”) Reading Standards for Literature

  10. 2007 Third Grade Standard 2 Demonstrate reading vocabulary knowledge of compound words. • Using structural analysis to develop meaning • Drawing semantic maps • Recognizing new synonyms and antonyms • Spelling correctly compound words, phonetically regular words, contractions, and possessives, including using a dictionary to check spelling

  11. Language Standards (Grade 2) 2010 ELA COS

  12. Content Standard Identifiers Content Standard Identifiers - indicate the Common Core State Standards (CCSS) strand, grade, and standard number Reading Standards for Literature

  13. Content Standard Identifiers Abbreviations

  14. Alignment There are two alignment considerations: • Alignment between the 2007 COS standards and the Common Core State Standards (CCSS) • Vertical Alignment/Learning Trajectories

  15. Alignment Between 2007 COS Standards and the CCSS • A comparison of the 2007 Alabama COS standards and the CCS standards shows some movement of content from one grade level to another. www.alsde.edu/Special Links/Courses of Study/Drafts and Period for Public Review/Correlation of Alabama English Language Arts Standards and CCSS

  16. Movement to a Later Grade Moved from kindergarten to first grade: • Blending moved to 1st grade • Predictions moved to 1st grade • Text features of informational text moved to 1st grade

  17. Movement to an Earlier Grade Moved from fifth grade to third grade: • Mechanics in writing • Capitalize appropriate words in titles • Use commas in addresses • Use commas and quotation marks in dialogue • Form and use possessives

  18. Vertical Alignment • Sometimes called learning trajectory • Refers to how core knowledge and skills are developed over time through grade-level standards that are related but with gradually increasing complexity • Complexity of the performance task • Complexity of the text

  19. Activity Anchor Standard #1 (p. 9 in 2010 COS) • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

  20. Reading Standards for Informational Text

  21. Reading Standards for Informational Text

  22. Reading Standards for Informational Text

  23. Reading Standards for Informational Text

  24. Reading Standards for Informational Text

  25. Reading Standards for Informational Text

  26. Anchor Standard #1 (p 9 in 2010 COS) • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

  27. Language Anchor Standard #2 (p 12 in 2010 COS) • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  28. Reading Standards for Language

  29. Reading Standards for Language

  30. Think about… • How this vertical alignment serves as a learning trajectory

  31. In our next Webinar, we will consider: • The importance of text selection in building literacy proficiency. • The importance of writing in building literacy proficiency.

  32. Preparation for second K-5 Webinar Become familiar with the documents that are referenced in • Appendix B (p.100) Text Exemplars and Sample Performance Tasks • Appendix C (p. 101) Samples of Student Writing Links to both documents are included on pages 100 and 101. • Graphic Organizer from website

  33. http://alex.state.al.us/ccrs The Navigation links connect you to many different informational options.

  34. Send questions to: Pam Higgins at phiggins@alsde.edu or Steve McAliley at stevemc@alsde.edu Questions and answers will be posted to the website www.alex.state.al.us/ccrs .

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