Supporting CCSS English Language Arts in K-5: Considering Instructional Materials Webinar Series 2013- 2014 Part 2

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Supporting CCSS English Language Arts in K-5: Considering Instructional Materials Webinar Series 2013- 2014 Part 2. “ These standards are not intended to be new names for old ways of doing business .” (CCSS-M) Liisa Moilanen Potts, English Language Arts Director
Supporting CCSS English Language Arts in K-5: Considering Instructional Materials Webinar Series 2013- 2014 Part 2“These standards are not intended to be new names for old ways of doing business.” (CCSS-M) Liisa Moilanen Potts, English Language Arts DirectorOSPI Teaching and LearningCCR_CCSS_ELA_DEC_18_2013Agenda
  • Classroom Impact of the CCSS in ELA/Literacy
  • Big Shifts (what changes, what gets enhanced)
  • Resources to Support Implementation
  • Assessment System Updates
  • CCR_CCSS_ELA_DEC_18_2013CCSS and NGSSWashington’s Implementation Timeline & ActivitiesCCR_CCSS_ELA_DEC_18_2013Washington State Learning Standards CCR_CCSS_ELA_DEC_18_2013OSPI CCR Quarterly Webinar Series’s Vision for EducationEvery Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21stcentury.CCR_CCSS_ELA_DEC_18_2013Class of 2011: Bridgeport High SchoolBefore we begin… what’s your current focus?How are you approaching curriculum/ materials alignment to the CCSS?Please type in your response to the chat box.CCR_CCSS_ELA_DEC_18_2013Classroom Impact of CCSSReading in many contentsReading foundationsText to selfTransferring skillsspellingReading comprehensionReading deeplyGrowing language skillsSpeaking and listeningWriting foundationsLeveraging funds of knowledgeWriting processCCR_CCSS_ELA_DEC_18_2013Washington State’s Definition of LiteracyLiteracy is an on-going cognitive process that begins at birth. It involves the integration of listening, speaking, reading, writing and critical thinking. Literacy also includes the knowledge that enables the speaker, writer or reader to recognize and use language appropriate to a situation in an increasingly complex literate environment. Active literacy allows people to think, create, question, solve problems and reflect in order to participate effectively in a democratic, multicultural society. CCR_CCSS_ELA_DEC_18_2013TheBigIdeas(introduction, page 7)CCR_CCSS_ELA_DEC_18_2013Big Ideas ReflectionBiggest highlightsWhat we do wellWhat we need to enhanceHow will we know/ accountability?CCR_CCSS_ELA_DEC_18_2013Shifting to comprehensive literacyCCR_CCSS_ELA_DEC_18_2013CCR_CCSS_ELA_DEC_18_2013Anchored in the Foundations of Literacy & Communication…CCR_CCSS_ELA_DEC_18_2013ReadingWritingLanguageSpeaking & ListeningLiteracy in SS/H*Literacy in Sci/T*Foundational Skills (K-5)CCR_CCSS_ELA_DEC_18_2013Print Concepts (K-1)Phonological Awareness (K-1)Phonics and Word RecognitionFluencyThree Shifts in English Language Arts
  • Building content knowledge through content-rich nonfiction
  • Reading, writing, and speaking grounded in evidence from text, both literary and informational
  • Regular practice with complex text and its academic language
  • CCR_CCSS_ELA_DEC_18_2013Shift One: Building content knowledge throughcontent-rich nonfiction
  • Provides an ideal context for building language, vocabulary, knowledge, and reasoning
  • Is challenging, complex, and has deep comprehension-building potential
  • Is an opportunity for students to learn how to engage, interact, and have “conversations” with the text in ways that prepare them for the type of experiences they will encounter in college and careers.
  • CCR_CCSS_ELA_DEC_18_2013K-5 Balance Across a Year reading, writing, modes, genres, productsCCR_CCSS_ELA_DEC_18_2013Shift Two: Reading, writing, and speakinggrounded in evidence from text, both literary and informationalMoving from “how do you feel about what you just read? Do you like it?” to“Identify three examples that let you know what the author’s purpose is. Do you agree with the author?”CCR_CCSS_ELA_DEC_18_2013Text-dependent questionsWhat makes Casey’s experiences at bat funny? In “Casey at the Bat,” Casey strikes out. Describe a time when something was really hard for you.CCR_CCSS_ELA_DEC_18_2013Consider the following questions:How does this task build on prior knowledge from earlier grades and support later concepts?How does this task provide access for ALL studentsWhat do we do to support students reading below or above this level?Why is this a task “worth doing”?CCR_CCSS_ELA_DEC_18_2013Shift Three: Regular practice withcomplex textand its academic languageCCR_CCSS_ELA_DEC_18_2013Careful, targeted scaffolding of text complexityFocus on appropriately rigorous textsStrategic teaching of Tier 2 and Tier 3 vocabulary with authentic application of new words and termsText Complexity Model: the right text at the right time for the right reasonBest measured by an attentive human readerBest made by educators employing their professional judgmentCCR_CCSS_ELA_DEC_18_2013Best measured by computer softwareConsidering Depth of Knowledge/DOKCCR_CCSS_ELA_DEC_18_2013CCR_CCSS_ELA_DEC_18_2013These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.Anchored in the Foundations of Literacy & Communication…CCR_CCSS_ELA_DEC_18_2013ReadingWritingLanguageSpeaking & ListeningLiteracy in SS/H*Literacy in Sci/T*What is Vertical ArticulationCCR_CCSS_ELA_DEC_18_2013Vertical alignment asks:
  • How are the content standards/objectives related from one year/grade to the next?
  • Knowledge or skills extend to a wider range of content
  • Deeper understanding of the (cognitive process) for same content
  • New content or skills
  • Reading Standard 10:CCR_CCSS_ELA_DEC_18_2013C O G N I T I ONCCR_CCSS_ELA_DEC_18_2013Emergent Literacy is Part of a ContinuumLaura Justice, et al. 2010National Literacy Panel, 2009Knowledge and skills in reading and writing obtained prior to conventional literacyProvides a foundation for higher-level literacy CCR_CCSS_ELA_DEC_18_2013how word choice contributes to meaning and tone (RL.8.4) be able to cite textual evidence (RL.8.1)Grade 8: compare and contrast the structure of two or more texts and analyze how the different structure of each text contributes to its meaning and style (RL.8.5).support the assertions (arguments) they make in writing (W.8.1, W.8.9)CCR_CCSS_ELA_DEC_18_2013CCR_CCSS_ELA_DEC_18_2013Annotated Tasks word choice contributes to meaning and tone (RL.8.4) be able to cite textual evidence (RL.8.1)Grade 8: compare and contrast the structure of two or more texts and analyze how the different structure of each text contributes to its meaning and style (RL.8.5).support the assertions (arguments) they make in writing (W.8.1, W.8.9)CCR_CCSS_ELA_DEC_18_2013 Instructional Materials: The Trouble with “Checklists”The Possibilities of “Checklists”CCR_CCSS_ELA_DEC_18_2013NOT TO RATE/ just to check…What do we need more work on seeing?What do we see and know easily?What are our strengths?What are our weaknesses?What data do we collect to identify components?Multiple tools to get organized:local/state/cadre/associations“PC”/ IMET/ EQuIPCCR_CCSS_ELA_DEC_18_2013
  • Review your copy of the Publishers Criteria (the BIG PICTURE OF CONTENT)
  • Highlight 1-3 components/lines/ sections that stand out to you
  • Share your choices with your table mates
  • What makes these things challenging?
  • Why are they important?
  • Can you “rank order” them?
  • What questions do you have? What else do we need to learn?
  • Publishers Criteria and High SchoolCCR_CCSS_ELA_DEC_18_2013“PC”/ IMET/ EQuIPCCR_CCSS_ELA_DEC_18_2013Non- Negotiables Across the WholeComplexity of TextsRange of TextsQuality of TextsText Dependent/Text Specific QuestionsScaffolding and SupportsFOUNDATIONAL SKILLSWriting to SourcesSpeaking and Listening Connected to SourcesLanguage Vertically Aligned K-12Description/Metrics/Check/Comments:CCR_CCSS_ELA_DEC_18_2013“PC”/ IMET/ EQuIPCCR_CCSS_ELA_DEC_18_2013-- Designed to evaluate a unit/ lesson (and identify revision possibilities)-- Not intended to be used for whole coursesI. Alignment to the DEPTH in CCSSII. Clear support for the KEY SHIFTS III. Instructional SupportsIV. Assessment ComponentsInstructional Materials—What is available?
  • Engage NY – Districts Adopting
  • Achieve the Core – Lessons and Annotated Tasks
  • Achieve – Exemplar Units and Lessons
  • Smarter Balanced Practice Test – Examples of computer adaptive items and performance tasks.
  • CCR_CCSS_ELA_DEC_18_2013Implications for Instruction and Student Achievement Critical to spend time learning the standards, understanding the shifts and knowing the progression of learning the standards attend to.We must transform how we present math ideas/concepts. Progression documents give guidance on research based approaches to learning such as unit fraction, number lines, etc. Know these documents deeply. Ensure ALL students have opportunities to engage in meaningful mathematics.CCR_CCSS_ELA_DEC_18_2013Resources and Support Resources from local, regional, state, and inter-state collaboration: what’s new and what’s nextCCR_CCSS_ELA_DEC_18_2013Communicating supportsCCR_CCSS_ELA_DEC_18_2013Council of Great City Schools: Parent Roadmaps to the Common Core Standards– English Language Arts :// do your parents and community members need to know to support students?Communications CampaignReady Washington is a coalition of state and local education agencies, associations and advocacy organizations that support college- and career-ready learning standards. The coalition believes all students should be better prepared for college, work and life to build the skills to compete for the quality jobs that our state has to offer.*Initial support for ReadyWA received in October 2012 grant awarded from College Spark Washington to Partnership for Learning & Office of Superintendent of Public InstructionCCR_CCSS_ELA_DEC_18_2013www.ReadyWA.orgWashingtonOngoing: Statewide Coordination and Collaboration to Support Implementation (Professional Learning Providers and Partners Across WA )
  • Including:
  • School Districts (CCSS District Implementation Network)
  • Higher Education
  • Education and Educator Content Associations
  • Business Partners
  • CCR_CCSS_ELA_DEC_18_2013Opportunities to be involvedEnglish Language Arts Network and Math “Fellows” build capacity around common learning OSPI CCSS Webinar SeriesPD Offered through all 9 ESDsCCR_CCSS_ELA_DEC_18_20132013-14 CCSS Implementation ResourcesCCR_CCSS_ELA_DEC_18_2013CCR_CCSS_ELA_DEC_18_2013State Testing UpdateCCR_CCSS_ELA_DEC_18_2013A Balanced Assessment SystemSummative:College and career readiness assessments for accountabilityTeachers and schools have information and tools they need to improve teaching and learningCommon Core State Standards specify K-12 expectations for college and career readinessAll students leave high school college and career ready Formative resources:Supporting classroom-based assessments to improve instructionInterim:Flexible and open assessments, used for actionable feedbackInterim Assessments and Formative Tools (Digital Library)
  • Interim Assessments – Ready in Fall 2014
  • Available to all districts – costs covered by state
  • Optional use and frequency
  • Two types of assessments can be constructed:
  • Clone summative test
  • Target specific skills
  • 2014-15 will have fewer items to draw from than later years
  • Digital Library - Resources to be available in late Spring 2014
  • Digital Library FeaturesOne Stop:
  • The Digital Library will have links to all test engine systems through a single sign-on with user permission levels so teachers, parents, and students have access to all of the curriculum and professional learning resources.
  • Assessment literacy
  • Formative assessment resources
  • Links to other resources and other components of the Smarter online system
  • Includes resources for each grade band that address English Language Learners and Students With Disabilities
  • Interactive Teacher Space
  • Opportunities to keep journals of practices
  • Key words or phrases in the journals will generate suggested lists of resources.
  • Record resources consulted and suggest others.
  • Teachers can request resources matched to student assessment results.
  • Digital Library Deliverables
  • Exemplar Instruction Modules
  • 50 instructional modules for each grade band (Grades K-2, 3-5, 6-8, 9-12)
  • (Wireless Generation Response pg. 97)CCR_CCSS_ELA_DEC_18_2013Testing Times for Summative AssessmentThe testing window is the final 12 weeks of the academic year for grades 3-8; maybe be a designated 4-6 week window for HS.Office of Superintendent of Public InstructionThe ELA ClaimsClaim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim 2: Students can produce effective and well-grounded writing for a range of purposes and audiences.Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.Claim 4: Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.CCR_CCSS_ELA_DEC_18_2013CCR_CCSS_ELA_DEC_18_2013Questions?English Language Arts OfficeTeaching and Learning, OSPI360-725-6064 CCR_CCSS_ELA_DEC_18_2013Thank you!
  • English Language Arts/Literacy
  • ELA/Literacy Support:
  • Liisa Moilanen Potts,
  • Math Support
  • Anne Gallagher,
  • General Support / Overall CCSS Leadership:
  • - General email:
  • Jessica Vavrus,
  • CCR_CCSS_ELA_DEC_18_2013
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