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SOU Common Core State Standards ELA
Transcript of SOU Common Core State Standards ELA
English Language Arts (ELA)
Common Core State Standards (CCSS)
Reading demands in college, the workforce and life have increased in complexity over the last half century, yet the sophistication of text required for K-12 students has actually declined during that same period.
This has led to a serious gap in the ability of student graduating from high school and expectations once they enter college or the workforce.
There are three main parts to measuring complexity.
It's about focusing on...
For a reader to grasp the meaning of a word, two things must happen.
The words students will encounter are categorized.
This is about having students produce evidence-based conversations and writing samples related to an assigned text. Answers to questions are drawn from the text and are given through thoughtful, careful or precise discussion or written response.
Increase Writing from Sources
use of evidence to inform or make an argument
development of argument and research skills for college and career readiness
responding to real life events, ideas, facts and current "hot topics"
in all Content Areas
Why do we need to increase the standards in content area classes?
Big Ideas of Standards
Organization of Standards
The Styles of Text
Students are to be proficient in three text types in ELA:
(what used to be Persuasive): take a stance and argue for a side; to persuade the reader.
(what used to be Expository): to explain a topic; to inform the reader without persuasion.
(what used to be Imaginative): to create fictional stories, memoirs, anecdotes, and autobiographies; to entertain the reader.
To prepare students for college and careers,
texts are more heavily weighted.
But what does it all mean?
Skills Gained from Research-based Text
The skills developed through researching sources for writing are:
analyzing strengths and weaknesses of different perspectives
assessment of validity and reliable sources and own thinking
predict and prepare for counterclaims in opposition to their own assertions
articulating a clear thesis
identifying, evaluating, and using evidence to support or challenge the thesis
considering and incorporating counter-arguments into their writing
Almost every profession will require:
critical thinking and analyzation
decision making of complex matters
explaining (persuading) those decisions to others who have a stake in the decisions.
Why is this?
What makes these skills relevant?
How can this be taught?
Currently, many states do not require research or argumentative writing as a standard,
only “20 percent of those who enter college are prepared in this respect [argumentative skills]” (Appendix A, pg. 25)
“In an Age of information, what most professionals do is research, think, and make arguments” (Appendix A, pg. 26).
The following links are resources for educators to use in the classroom. Lesson plans, activities, methods of increasing informational text and research, and areas for networking are all available.
See CCSS ELA Handout for resources as well.
K–12 grade-specific standards define end-of-year expectations and progression to enable students meet college/career readiness expectations no later than end of high school
Students advancing through the grades are to:
meet each year’s grade-specific standards
retain or further develop skills and understandings mastered in preceding grades
work toward meeting the expectations described by CCR standards
While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment (multiple standards can be taught concurrently)
Standards comprise three main sections:
two 6-12 sections
one for ELA
one for history/social studies, science, and technical subjects in ELA
Umbrella strands are College and Career Readiness (CCR)
that are identical across all grades and content areas.
Subset of the CCR Anchor Standards are the
grade-specific standards translating the CCR statement into grade-appropriate end-of-year expectations
CCR anchor standards can be identified by their
strand, CCR status, number
Grade-specific standards can be identified by their
strand, grade, number
RI.4.3 - Reading Informational Text, grade 4, standard 3
W.5.1a - Writing, grade 5, standard 1a
1) The reader's internal representation of the word must be complete and well articulated to allow intended meaning to be known.
2) The reader must understand the context in order to select intended meaning of the word from the possible meanings of the word.
Tier 1: Words in everyday speech
(blue, table, elbow, run)
Tier 2: "General academic" words
(difference, exaggerate, consistent)
Tier 3: "Domain specific" words
(trapezoids, photosynthesis, trajectory)
Ask / Tell students:
Where they saw details
Where the author communicated something
Why the author may believe something
Use text to support each of these answers
Plan / Conduct rich, evidence-based conversations with students
Prepare text-based questions
What the teacher does:
Require readers to return to the text
Responses completely dependent on text/evidence
Not based on readers' past experiences or feelings
Require readers to state a claim, an opinion or a judgment, and support it with evidence
Characteristics of Text Based Questions
Find evidence in the text
Become fascinated with reading
Engage in "close reading"
What the student does:
Text-Based Answers in CCSS
Literature Section of Standards By Design - 5th Grade ELA:
Anchor Standard 1: 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.
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Balance the reading of literature with the reading of informational texts
Including texts in:
and other disciplines
Increase Reading of
Informational reading samples for all grade levels
Analyze paragraphs sentence by sentence, word by word
Investigate key words and implications of omission of such words
Argument -> Persuasive Text
Idea -> Informational Text
Key Detail -> Literary Text
Question the author
Consider what the text leaves uncertain and why
Close Reading Entails...
A Guide to Creating Text-Dependent Questions For Close Analytic Reading
We are increasing the specialization in literacy.
Because more emphasis in higher education is going to be focused on disciplinary texts.
There are special skills and strategies needed in order to read content area text.
ELA CCSS puts emphasis on ability to write sound arguments on substantive topics and issues.
This ability is critical to college and career readiness
New emphasis in History and Science
Science and Technical subjects
1)Textual Evidence and Sources
2) Relationships among events
3) Importance of the Author
4) Thinking across sources
1)Understanding complex processes
3) Critical Thinking
What teachers need to know
Multiple texts (and text types), critical thinking, the use of technology are stressed.
Text difficulty is given importance
Primary sources will be stressed
What we as teachers can to prepare for ELA CCSS
1) Learn about literacy in content area
2) Read text selections from your content area
3) Teach discipline specific approaches to text
4) Use multiple texts
5) Focus on critical thinking; analysis, synthesis and evaluation.
Multiple levels of meaning
Complex, implicit and unconventional structures
Unfamiliar language including general academic and domain-specific vocabulary
Assumptions about life experience and knowledge/understanding
Flesch-Kincaid Grade Level test measures word length and sentence length
Dale-Chall Readability Formula substitutes word frequency for word length as a factor
Lexile Framework for Reading uses word frequency and sentence length to produce a single measure, called a Lexile
Continuing Professional Development
District that receive Title I funds also receive Title II funds for Professional Development.
Districts submit Professional Development Plans to the state that outline needs and proposed plans.
Districts send people to trainings and workshops. Trainers return to teach staff.
Can hire specialists or trainers to come on-site to train staff
Many online learning resources through ODE, U.S. Dept. of Ed.
Matching Texts to Students
Understanding students knowledge, skill and motivation
Recognizing task related variables such as the purpose of the reading and the intended outcome