“Cutting Through theCommon Core”STANDARDS FOR ENGLISH LANGUAGE ARTS & STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
AGENDA Introduction to standards document Five strands of ELA Shifts in teaching literacy, vocabulary, teaching
Common Core Claims For ELAGrades 3-8: Students can demonstrate progresstoward college and career readiness in ELAand LiteracyGrades 9-12: Students can demonstrate collegeand career readiness in ELAClaims are important in preparing for instructionand for assessment. The 4 major claims shoulddrive what you do in your classroom every dayin order to assure success for your students.
Claim #1 - Students can read closely and analytically tocomprehend a range of increasingly complex literary andinformational text. (Reading Claim)Claim #2 – Students can produce effective and well-groundedwriting for a range of purposes and audiences. (Writing Claim)Claim #3 – Students can employ effective speaking and listeningskills for a range of purposes and audiences. (Speaking andListening Claim)Claim #4 - Students can engage in research/inquiry to investigatetopics, and to analyze, integrate, and present information.(Research Claim)
ELA COMMON COREDocument organization Comprehensive K-5 Section Content Area 1: ELA Grades 6-12 Content Area 2: History/Social Studies, Science and Technical Subjects 6-12 A Set of 3 Appendices
Common Core has 2 sets ofStandards:COMMON CORE ANCHOR STANDARDS: * Broad * Transcends the grade levels * Heads each strand * Foundational standard for grade specific standard * Are the same for both content areasCOMMON CORE GRADE SPECIFIC STANDARDS: * More specific * Unique to each grade level * Corresponds to the anchor standard * Has grade appropriate end of year expectations
Who is responsible forteaching these standards? ELA Content Area- English Language Arts Teacher History, Social Studies, Science and Technical Subjects- Teachers of History, Social Studies, Science, and Technical Subjects
The Common Core standards follow NAEP’s lead inbalancing the reading literature with informational texts,including texts in history/social studies, science andtechnical subjects.GRADE LITERARY TEXT INFORMATIONAL TEXT 4 50% 50% 8 45% 55% 12 30% 70%
Reading Standards for Literacy(Fictional Works of Art) The expectation now moves to the expected learning outcome for a student, not how he arrived there. Literacy now becomes everyone’s job, not just the English teacher. Complex text must be read independently and proficiently in EVERY discipline.
Reading Standards forInformational Text Focus on non-fiction and technical reading Integration of the subject matters in order to incorporate a rich exposure to a variety of informational text Growth of comprehension Increase the number of connections between the different texts Wide range of textual evidence required Sound judgments made after locating inconsistencies and logical fallacies in texts
Speaking & Listening Must evaluate what they hear Integrate information from a variety of sources Use different visual and media presentation modes in order to communicate effectively Develop oral communication, interpersonal skills and listening skills
The Role of VocabularyKey to student’s vocabulary development is building rich and flexible wordknowledge through multiple opportunities to use and respond to words theylearn through informal talk, discussion, listening, being read to and readingthemselves. Three Tiers of Vocabularyo Tier One Words: Common words of everyday speecho Tier Two Words: General Academico Tier Three Words: Domain Specific Words
Academic VocabularyVocabulary that transcends specific disciplines but appears regularly in complex text.o Teaching must be intentional and purposeful and the vocabulary selected for use must be as well.o Silent Sustained Reading is invaluable in vocabulary building and should be done daily.o Reading 14 minutes per day means reading over 1,000,000 words per year.o Vocabulary is learned through both reading and talking.
o Each teacher should generate their own word list for domain specific vocabulary and each school/district should have a specific list of Tier 2 academic vocabulary.o Word lists should not be used as a check list where students may define from rote memory but should be intentional and purposeful in an attempt to help them later comprehend written text.o Tier 2 words are critical to understanding academic texts.o Students may learn and comprehend deeply approximately 300 words per year, roughly 60 per subject area and 8 to 10 words per week.
Reading Standards for Literacyin Social Studies and TechnicalSubjects It is important for ALL content area teachers to teach literacy Students will be expected to read all textbooks in a way that is both independent and proficient Students will be required to distinguish between primary and secondary sources along with providing evidence to support their analysis of these sources The standards will ultimately define literacy expectations in all classes in order to create a comprehensive school-wide literacy program which will lead to more career/college readiness for all students
What students who meetCommon Core standards areable to do Demonstrate independence Comprehend as well as critique Build strong content knowledge Cite evidence
Helpful documents that assistwith Common CoreStandards.. Appendix A * Contains supplementary information for the 5strands for ELA Appendix B * Shows examples of different text complexitiesfor the different grade level Appendix C * Shows examples of different writings that areadequate for the different grade levels ELA Connections Document * Shows the relation between the S.CCurriculum standards and the common corestandards