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Common Core State Standard
Common Core State Standard
Common Core State Standards for English Language Arts The Big Picture
Common Core State Standards for English Language Arts The Big Picture
2011-12 CCSS Timeline and Foci
2011-12 CCSS Timeline and Foci
Implementing the Common Core State Standards in Washington State
Implementing the Common Core State Standards in Washington State
Implementation Partnerships
Implementation Partnerships
Common Core State Standards for English Language Arts:
Common Core State Standards for English Language Arts:
CCSS English Language Arts
CCSS English Language Arts
English Language Arts Common Core Standards for Washington: Map of
English Language Arts Common Core Standards for Washington: Map of
ELA Structure
ELA Structure
CCR ELA/Literacy strands
CCR ELA/Literacy strands
Students who are college and career ready
Students who are college and career ready
ELA / Literacy: Major Shifts
ELA / Literacy: Major Shifts
Balance of Literary and Informational Texts
Balance of Literary and Informational Texts
A balance of informational text 6-12
A balance of informational text 6-12
Balance of Writing Text Types
Balance of Writing Text Types
Literacy in the Content Areas
Literacy in the Content Areas
Increased Complexity of Texts
Increased Complexity of Texts
Text complexity is defined by: w of Text Complexity
Text complexity is defined by: w of Text Complexity
Emphasis on Text-based Questions and Answers
Emphasis on Text-based Questions and Answers
Writing using evidence
Writing using evidence
Academic Vocabulary
Academic Vocabulary
Structural Comparison: WA Standards vs
Structural Comparison: WA Standards vs
6-12 ELA/Literacy Strands
6-12 ELA/Literacy Strands
Three Appendices Include Valuable Information
Three Appendices Include Valuable Information
Resources
Resources
Transition to the ELA CCSS in Washington
Transition to the ELA CCSS in Washington
English Language Arts Common Core Standards for Washington: Map of
English Language Arts Common Core Standards for Washington: Map of
K-12 English Language Arts
K-12 English Language Arts
K-12 English Language Arts
K-12 English Language Arts
http://www
http://www
Washington State Literacy Leadership Cadre
Washington State Literacy Leadership Cadre
Common Core Questions: Email: corestandards@k12
Common Core Questions: Email: corestandards@k12

: Common Core State Standard. : OSPI. : Common Core State Standard.ppt. zip-: 3510 .

Common Core State Standard

Common Core State Standard.ppt
1 Common Core State Standard
2 Common Core State Standards for English Language Arts The Big Picture

Common Core State Standards for English Language Arts The Big Picture

2

June, 2012

3 2011-12 CCSS Timeline and Foci

2011-12 CCSS Timeline and Foci

OSPI Quarterly Webinar Series

2010-11

2011-12

2012-13

2013-14

2014-15

Phase 1: CCSS Exploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

3

CCSS Webinar Series Part 4:

May 2012

4 Implementing the Common Core State Standards in Washington State

Implementing the Common Core State Standards in Washington State

Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all English language arts and mathematics teachers are prepared and receive the support they need to implement the standards in their classrooms every day. Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS. This includes building system-wide capacity for sustained professional learning that can support CCSS implementation now and be applied to other initiatives in the future.

Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

May 29, 2012

5 Implementation Partnerships

Implementation Partnerships

PLUS Large School Districts Higher Education Statewide Education and Content Associations

May 29, 2012

6 Common Core State Standards for English Language Arts:

Common Core State Standards for English Language Arts:

6

7 CCSS English Language Arts

CCSS English Language Arts

8 English Language Arts Common Core Standards for Washington: Map of

English Language Arts Common Core Standards for Washington: Map of

Skills and Concepts

K

1

2

3

4

5

6

7

8

9-10

11-12

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance grades 9-12 = 30%* literature; 70%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20%

Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20%

Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20%

Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20%

Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20%

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

9 ELA Structure

ELA Structure

Introduction

K-5 Reading Foundational Skills Writing Speaking and Listening Language

6-12 Reading Writing Speaking and Listening Literacy in History/Social Studies, Science, and Technical Subjects

Appendices A, B, C

10 CCR ELA/Literacy strands

CCR ELA/Literacy strands

College and Career Readiness (CCR) Anchor Standards are divided into four interrelated literacy strands.

10

11 Students who are college and career ready

Students who are college and career ready

demonstrate independence build strong content knowledge comprehend as well as critique value evidence respond to the varying demands of audience, task, purpose, and discipline use technology and media strategically and capably come to understand other perspectives and cultures

12 ELA / Literacy: Major Shifts

ELA / Literacy: Major Shifts

Increased Complexity of Text Writing Using Evidence Text-based Questions and Answers Academic Vocabulary Literacy in the Content Areas

Balance of Literary and Informational Texts

13 Balance of Literary and Informational Texts

Balance of Literary and Informational Texts

Informational Text includes Personal essays Literary nonfiction Speeches Opinion pieces Biographies Memoirs

Literature includes Stories Drama Poetry

Sue Pimental talks about the balance of texts

13

14 A balance of informational text 6-12

A balance of informational text 6-12

Dave Pimental talks cross-content

14

15 Balance of Writing Text Types

Balance of Writing Text Types

In grades K-5, the term opinion refers to persuasive writing Argumentative is a form of persuasion but brings in evidence from both sides of the issue. Narrative strategies are important component to developing both argumentative and explanatory writing

15

16 Literacy in the Content Areas

Literacy in the Content Areas

At K-5 Emphasis on literary experiences in content specific domains Instruction in science and history/social studies Grades 6-12 Teaching content specific literacy Reading is critical in building knowledge in content areas

17 Increased Complexity of Texts

Increased Complexity of Texts

Staircase of complexity Each grade level, step of growth More time for close and careful reading Appropriate and necessary scaffolding and supports for students reading below grade level

18 Text complexity is defined by: w of Text Complexity

Text complexity is defined by: w of Text Complexity

19 Emphasis on Text-based Questions and Answers

Emphasis on Text-based Questions and Answers

Rich discussions dependent on common text Focus on connection to text Develop habits for making evidence based arguments in discussion and writing

20 Writing using evidence

Writing using evidence

Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See standards appendices for writing samples)

21 Academic Vocabulary

Academic Vocabulary

Vocabulary to access grade-level, complex texts Vocabulary that crosses content Focus on pivotal, commonly found words, such as consequently, generation

22 Structural Comparison: WA Standards vs

Structural Comparison: WA Standards vs

CCSS English Language Arts (for full comparison informational handout go to: http://k12.wa.us/Corestandards/default.aspx)

The move toward career and college readiness CCSS add grades 11 and 12 Greater focus on increasing text complexity, argumentative writing, research skills from early grades WA strength at K-3 / student goal setting

WA Reading, Writing, and Communication Standards

Common Core State Standards for English Language Arts (ELA)

Grades Covered

K-10

K-12

Documents

Three separate standards documents for reading, writing, and communication

One document with four strands: reading, writing, speaking and listening, and language.

Integration

Integration

A few standards embedded within the GLEs that address reading and writing in the content areas.

Includes standards for Literacy in History/Social Studies, Science, and Technical Subjects.

WA has separate state educational technology standards for gradesK-12.

Media and Technology are integrated throughout the standards.

23 6-12 ELA/Literacy Strands

6-12 ELA/Literacy Strands

23

24 Three Appendices Include Valuable Information

Three Appendices Include Valuable Information

Appendix A: Research and evidence, glossary of key terms, overview of each strand, text complexity, conventions grade-level chart Appendix B: Reading text exemplars; sample performance tasks Appendix C: Annotated student writing samples, K-12

25 Resources

Resources

26 Transition to the ELA CCSS in Washington

Transition to the ELA CCSS in Washington

Three-year transition plan focuses on shift areas each year, with an increasing level of rigor as we progress. OSPI will provide the big picture support and resources, while ESD partners will provide deeper dives Resources, references, and supports will be available to all districts, schools, teachers, and communities

May 2012

27 English Language Arts Common Core Standards for Washington: Map of

English Language Arts Common Core Standards for Washington: Map of

Skills and Concepts

K

1

2

3

4

5

6

7

8

9-10

11-12

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Foundational Skills

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance grades 9-12 = 30%* literature; 70%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20%

Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20%

Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20%

Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20%

Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20%

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grades K-5 = 50%* literature; 50%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grade 6-8 = 45%* literature; 55%* informational text

28 K-12 English Language Arts

K-12 English Language Arts

K-12 English Language Arts

Introduction

Familiarize district/building leadership team with Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Investigate and interpret the implications for instruction in reading, writing, speaking and listening, and language.

Year One 2011-2012

Identify and understand the design of skills and concepts in ELA Develop an understanding of the vertical articulation of skills and concepts from Kindergarten through Career and College Readiness Develop an understanding of overarching cross-content concepts (i.e., technology and media) Understand the increasing text complexity, its role in preparing students to be career and college ready, and implications for instruction and materials. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)

Resources

Year Two 2012-2013

Year One focus and strategies, and: Adjust curricular materials and adapt instruction to: Build a shared responsibility for the development of reading and writing skills and knowledge across content areas through a balance of nonfiction and literature texts Focus on the role of argument in reading and writing and speaking and listening instruction, with particular emphasis incorporating text-based questions and writing using evidence from sources. Intentionally address academic vocabulary and its role in reading comprehension and written and oral language production. Begin to develop, enhance, and integrate literacy skills across social studies/History, science, and other technical subjects. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)

Resources

Common Core State Standards Documents ESD support and technical assistance OSPI technical assistance OSPI CCSS ELA Webinar Series

Common Core State Standards Documents Introduction and Year One Support Modules ESD support OSPI technical assistance OSPI CCSS Webinar Series

29 K-12 English Language Arts

K-12 English Language Arts

Year Three 2013-2014

Years One and Two foci and strategies, and: Adjust curricular materials and adapt instruction to: Emphasize speaking and listening skills as an avenue to evaluate, integrate and present information from many sources. Expand and deepen the teaching of language skills, focusing on the relationship between grammar and usage and the comprehension and production of effective written text. Incorporate technology/multi-media to gather, research, develop, and publish information. Engage in continued professional development, collaborative study, and action to address the depth of the curricular and instructional shifts (i.e. text complexity, academic vocabulary, content literacy, and writing instruction). Plan collaboratively to develop rigorous English language arts lessons and units using the CCSS. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)

Common Core State Standards Documents ESD support and technical assistance OSPI technical assistance TBD

Resources

30 http://www

http://www

k12.wa.us/CoreStandards/ProfDev.aspx

30

CCSS Webinar Series Part 4: District and Building Leaders

May 2012

31 Washington State Literacy Leadership Cadre

Washington State Literacy Leadership Cadre

ESD

Location

Literacy Lead

Phone

Email

NEW ESD 101

Spokane

Debbie Lahue

(509)789-3547

dlahue@esd101.net

ESD 105

Yakima

Bethany Robinson

(509) 575-2885

bethany.robinson@esd105.org

ESD 112

Vancouver

Marilyn Melville- Irvine

(360) 750-7500

mmirvine@gmail.com

ESD 113

Olympia

Cheryl Vance

(360) 464-6706

cvance@esd113.k12.wa.us

Olympic ESD 114

Bremerton

Dan King

360-782-5067

dking@oesd.wednet.edu

Puget Sound ESD 121

Renton

Martha Teigen Terese Emry Michelle Lewis

(425) 917-7600 / (800) 664-4549 (425) 917-7809

mteigen@psesd.org temry@psesd.org mlewis@psesd.org

ESD 123

Pasco

Georgia Boatman

(509) 544-5738

gboatman@esd123.org

North Central ESD 171

Wenatchee

Shanna Brooks

(509) 665-2645

shannab@ncesd.org

Northwest ESD 189

Anacortes

Beth Niemi

(360) 299-4717

bniemi@nwesd.org

32 Common Core Questions: Email: corestandards@k12

Common Core Questions: Email: corestandards@k12

wa.us OR Greta Bornemann, OSPI CCSS Project Lead, E-mail: Greta.Bornemann@k12.wa.us ELA Questions Liisa Moilanen, ELA Director Liisa.MoilanenPotts@k12.wa.us

32

CCSS Webinar Series Part 4: District and Building Leaders

May 2012

Common Core State Standard
http://900igr.net/prezentacija/anglijskij-jazyk/common-core-state-standard-70357.html
c

29
900igr.net > > > Common Core State Standard