Introduction to the Common Core State Standards Literacy

1. Introduction to the Common Core State Standards Literacy Overview of the Standards Deconstructing the Standards

2. Outcomes • Deepen understanding of the origin of the Common Core State Standards (CCSS) • Learn about the structure of the CCSS document • Become familiar with the components of the CCSS document

3. Common Core State Standards Initiative • State-led effort • Coordinated by the National Governors Association for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)

4. Common Core Standards Development • Collaboratively developed with: • Teachers • School Administrators • Educational Experts • To provide consistency in the education of our children • To be college and career-ready

5. Common Core State Standards… • Are rigorous • Require students to use high-order skills • Are built on positives of current state standards • Are evidence and/or research based • Consider need for our students to compete globally • Are internationally benchmarked • Will be reviewed and revised on a set cycle

6. Why do we need CCSS? • Prior to introduction of CCSS, every state had its own set of academic standards. • Expectation levels varied state to state. • All students need to be able to compete with not only American students, but with international peers.

7. CCSS Video Clip • http://www.youtube.com/user/TheHuntInstitute

8. Common Core State Standards • Do Not Provide… • A complete scope and sequence. • A course outline. • All the essential skills and knowledge students could have. • Do… • Outline the most essential skills and knowledge every student needs to master to be college and career-ready. • Distribute responsibility for students’ literacy development.

9. Turn and Talk • What are you thinking? • What have you noticed? • What benefits do you see?

10. Introduction of CCSS document • Jigsaw of pages 3-7 • Group 1…page 3 • Group 2…page 4 • Group 3…page 5 • Group 4…page 6 • Group 5…page 7 • Read and mark 3 important facts or themes on your section. • Be ready to share out.

11. The Structure: English Language Arts and Literacy

12. 4 Strands • Reading • Literature - RL • Informational - RI • Foundations - RF • Writing - W • Speaking and Listening - SL • Language - L

13. Structure of the Standards Strand Anchor Standard Grade-Specific Standard

14. Anchor Standards for Reading • Circle the strand • Draw a box around the anchor standards • Draw a bracket around the note

15. Reading: Literature

16. Reading: Informational

17. Turn and Talk • What are you thinking? • What has surprised you? • What wonderings do you have? • What aspects of the document do you feel are most beneficial?

18. Reading: Foundation Skills

19. Writing • Circle the Strand • Bracket the Note

20. Speaking and Listening • Circle the Strand • Bracket the Note

21. Language • Circle the Strand • Bracket the Note

22. Turn and Talk • What have you learned? • What does this mean to you?

23. At a Glance…

24. Range of Text Types • Literature • Stories • Dramas • Poetry • Informational Text • Literary Nonfiction • Historical Text • Scientific Text • Technical Text

25. Deconstructing the Standards • Reading for Informational Text – Standard 1

26. Deconstructing a Standard –Reading Standard for Informational Text 1Anchor Standard: 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. Grade and Standard K - With prompting and support, ask and answer questions about key details in a text. 1st - Ask and answer questions about key details in a text. 2nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrateunderstanding of key details in a text. Change in Expectations Ask and answer questions about key details in a text. (no prompting) Ask and answer such questions as who, what, where, when, why, and howto demonstrateunderstanding of key details in a text.

27. Grade and Standard 2nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrateunderstanding of key details in a text. 3rd - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Change in Expectation Ask and answer such questions as who, what, where, when, why, and howto demonstrateunderstanding of key details in a text. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

28. Grade and Standard 5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6th - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7th - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Change in Expectation Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

29. Grade and Standard 8th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 9th and 10th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 11th and 12th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Change in Expectation Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

30. Deconstructing Additional Standards

31. Getting to Know the Anchor Standards

32. Grade Specific Standards • Where to locate grade specific standards: • http://www.corestandards.org/ • To download all standards, scroll down and click on ‘English Language Arts Standards’ • To access grade specific standards only, click on ‘The Standards’ on top right. On new page, click on ‘English Language Arts Standards’

33. Identify the Standard W. 4 . 2 RF . K . 3c Standard Number Grade Grades Strand Strand Standard Number

34. Moving Forward… As a grade level team… • Closely look at grade specific standards • Look at prior grade’s standards • Highlight differences in expectations from prior grade level to yours

35. For more information • www.corestandards.org • http://www.achievethecore.org/ • http://www.aspendrl.org/

36. Next Steps • How will you use what you have learned today to benefit the students we service? • Brainstorm ideas for informal/formal sharing of this information to all colleagues. _______________________________________________ Quietly write your thoughts on post-its …then table talk! …then share out!