Understanding the Organization

1
Common Core Instruction for ELA Literacy

• Understanding the Organization
• Audience 6-12 ELA Content Teachers

2
Expected 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.

3
CCSS The big picture
4
Why 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.

5
CCR ELA/Literacy strands

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

6
Subheadings divide the CCR strands.

• The CCRs in each literacy strand are grouped into
  sections by subheadings. For example,

7
Activity 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.

8
Other 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

9
Activity 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.

10
Activity 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.

11
Grade-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.

12
6-12 ELA/Literacy Strands
13
CCRs provide a parallel backboneReading strand
example
14
Example 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.

15
CCR3 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.

16
Activity 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?

17
How 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.

18
Whats 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