Title: Understanding the Organization
1 Common Core Instruction for ELA Literacy
- Understanding the Organization
- Audience 6-12 ELA Content Teachers
2Expected outcomes
- Understand that the College and Career Readiness
(CCR) Anchor Standards - Define cross-disciplinary literacy expectations
needed for students to enter college and
workforce training programs - Provide the organizational backbone of the
grade-specific Common Core State Standards (CCSS)
for English Language Arts (ELA) and Literacy in
History/Social Studies, Science, and Technical
Subjects, except for the Foundational Skills - Are organized into four strands with subheadings
under each - Depict an integrated model of literacy.
- Understand that grade specific CCSS
- Describe what all students should know and be
able to do at the end of each grade or grade
band.
3CCSS The big picture
4Why literacy in the content areas?
- Most reading in college workforce training is
informational in structure and challenging in
content, with a higher volume expected and little
scaffolding provided. - At the secondary level, many reading and writing
demands on students are specific to the
disciplines, and are best understood and
addressed by experts in the fields. E.g., - Understanding hierarchical structures analyzing
primary and secondary sources following
precisely multistep procedures, etc. - Understanding the different types of evidence
(e.g., documentary, experimental) called for
academic writing in different disciplines - Students can develop mutually reinforcing skills
for reading and writing across a range of texts
and disciplines.
5CCR ELA/Literacy strands
- College and Career Readiness (CCR) Anchor
Standards are divided into four interrelated
literacy strands.
6Subheadings divide the CCR strands.
- The CCRs in each literacy strand are grouped into
sections by subheadings. For example, -
7Activity CCRs in Reading
- Read through the CCR standards for READING under
each subheading. - In groups, discuss how the standards under each
subheading are related. How are they distinct
from those under other subheadings? - Jot down phrases to describe the relationships or
distinctions.
8Other CCR strands, subheadings
- Writing
- Text Types and Purposes
- Production and Distribution of Writing
- Research to Build and Present Knowledge
- Range of Writing
- Speaking and Listening
- Comprehension and Collaboration
- Presentation of Knowledge and Ideas
- Language
- Conventions of Standard English
- Knowledge of Language
- Vocabulary Acquisition and Use
9Activity An integrated model of literacy
- Take a minute to read through the CCR anchor
standards of the Writing, Speaking and Listening,
and Language strands. - In groups, highlight or mark the CCR anchor
standards in Writing, Speaking and Listening, and
Language that are closely connected to the
Reading CCRs.
10Activity An integrated model of literacy
- What interrelationships did you notice with the
Language strand? Others? - Research and media skills are blended into the
Standards as a whole. Find examples throughout
the strands.
11Grade-specific Standards
- Describe what all students should know and be
able to do at the end of each grade or grade
band. - Grade level standards at each grade K - 8
- Grade band standards at high school 9-10 and
11-12 - Using a back-mapping design, grade-specific
K-12 CCSS translate the aims of the CCR anchor
standards into age- and attainment-appropriate
terms.
126-12 ELA/Literacy Strands
13CCRs provide a parallel backboneReading strand
example
14Example of back mapping design
- Reading CCR 5 Analyze the structure of texts,
including how specific sentences, paragraphs, and
larger portions of the text relate to each
other and the whole. - 9-10.RI.5 Analyze in detail how an authors
ideas or claims are developed and refined by
particular sentences, paragraphs, or larger
portions of a text . - 6-8.H.5 (History/Social Studies) Describe how a
text presents information (e.g., sequentially,
comparatively, causally). - 4.RI.5 Describe the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in a text or part of a text. - K.RI.5 Identify the front cover, back cover, and
title page of a book.
15CCR3 Analyze how and why individuals, events,
and ideas develop and interact over the course of
a text.
- 9-10.RL.3 Analyze how complex characters (e.g.,
those with multiple or conflicting motivations)
develop over the course of a text, interact with
other characters, and advance the plot or develop
the theme. - 9-10.RI.3 Analyze how the author unfolds an
analysis or series of ideas or events, including
the order in which the points are made, how they
are introduced and developed, and the connections
that are drawn between them. - 9-10.RH.3 Analyze in detail a series of events
described in a text determine whether earlier
events caused later ones or simply preceded them. - 9-10.RST.3 Follow precisely a complex multistep
procedure when carrying out experiments, taking
measurements, or performing technical tasks,
attending to special cases or exceptions defined
in the text.
16Activity Grade-specific standards
- Examine the Common Core State Standards at your
own grade level - Find connections among the Reading standards and
those in Writing (and for ELA, among the
additional two strands). - How might teachers at your level integrate
standards from two or more strands into small
units or complex tasks?
17How did we do?
- Decode the alphabet soup.
- ELA, RL/RI/RST/RH, CCSS, CCR
- How are the CCR and the grade-specific Common
Core State Standards related? Different? - Recall the four strands in the Common Core State
Standards for English Language Arts Literacy in
the content areas. - (ELA) Briefly explain how one Language standard
could be integrated into a reading, writing, or
speaking/ listening task.
18Whats next? What how
- The Common Core State Standards define what all
students are expected to know and be able to do. - The Oregon Literacy Plan addresses in detail how
comprehensive reading programs can support
student success. - Subsequent sessions will address instructional
implications of the CCSS for Oregon teachers and
highlight resources in K-12 Teachers Building
Comprehension in the Common Core. - Sneak a peek Using an Integrated Model of
Literacy classroom snapshots, p R-39 to R-46
http//www.ode.state.or.us/teachlearn/subjects/ela
rts/reading/literacy/have-you-ever.pdf