Transcript 9.27ECU Common Core ELA.Science - Region1RttT

Common Core
English Language Arts
East Carolina University
September 2012
Before We Begin…
Visit:
http://region1rttt.ncdpi.wikispaces.net/
 Add the Region 1 wikispace to your favorites.
 Click “Region 1 Events” in the left menu.
 Click “Common Core Overview” to access the
interactive agenda for today. Click “Agenda”.
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Can We Agree?
Appreciation for one another
Exchange ideas freely
Influence what we can
Opportunity to reflect
Unite in purpose
Learning Targets
• I will gain an understanding of the differences between
Common Core State Standards and the NC Essential
Standards.
• I will develop a basic understanding of the composition
of the ELA and Literacy Standards.
• I will engage with the instructional shifts in the
Common Core State Standards in English Language Arts.
• I will engage developing an integrated lesson
(Science/ELA) that I can use in my classroom.
Common Core Overview
Click for video
Clearer and Higher: Why Students Need the Common Core
NC Essential Standards
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Science
Social Studies
World Languages
Arts Education
Healthful Living
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Career & Tech Ed
Exceptional Children
English as Second Language
English Language Development
Information & Technology
NOTE: English Language Development and Information &
Technology Essential Standards must be delivered by
classroom teachers through ALL content areas, in
appropriate grade levels– in collaboration with AIG, EC,
ESL, media coordinators and tech facilitators.
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English Language Arts
Common Core State Standards
http://www.corestandards.org/
College and Career Readiness (CCR)
Anchor Standards
The CCR Anchor Standards:
• Have broad expectations
consistent across grades and
content areas.
• Are based on evidence
about college and workforce
training expectations.
• Expect instruction to cover a
broad range of increasingly
challenging text.
4/8/2016 • page 8
Grade Specific Standards
K−12 standards:
• Are grade-specific end-ofyear expectations.
• Are developmentally
appropriate. There is a
cumulative progression of
skills and understandings.
• Have a one-to-one
correspondence with CCR
Anchor Standards.
http://www.corestandards.org/
4/8/2016 • page 9
Organization of the ELA
Common Core State Standards
English Language Arts
Standards
Reading Standards
Reading Literature
Reading Informational
Writing
Standards
Speaking and
Listening
Standards
Language
Standards
Strands
Clusters
Standards
Let’s Take a Quick Look
•Visit: http://www.corestandards.org/
•Preview the ELA Standards
•Locate the Anchor Standards
3 Shifts in ELA
Implementing Shift 1
• Much of our knowledge base comes from
informational text.
• Example: National Geographic
• Informational text makes up a vast majority of
required reading in college/workplace.
• In K-5, a 50/50 balance between narrative and
informational texts.
• In 6-8, a 45/55 split
• In high school, a 30/70 split, with increased
emphasis on reading in content classes
Implementing Shift 2
• Ability to cite evidence differentiates student
performance on NAEP.
• Most college and workplace writing is evidencebased and expository in nature (not narrative).
• Argumentative and explanatory/informational
writing in all subject areas should be focused on
evidence from the text.
Implementing Shift 3
• The gap between complexity of college and high
school texts is much too large – about four
years.
• What students can read in terms of complexity
is the greatest predictor of success in college
(ACT study).
• Students must learn to activate reading
strategies in response to the challenges they
encounter in complex texts.
A Focus on Academic Vocabulary
Choosing Words to Teach
Three Tiers of Words
Tier 1 – most basic words of oral language and rarely
require instructional attention (80% of text)
Tier 2 – words that are more sophisticated and used often
across disciplines
Tier 3 – words that are very rare or apply to specific
domains
Academic Vocabulary
Tier 2 Words
Criteria to determine which
words to teach:
 Students are likely to see the word often in
other texts and across domains.
 The word will be useful in students’ writing.
 The word relates to other words or ideas
that the students know or have been
learning.
 Word choice has significance in the text.
 The context does not provide enough
information for students to infer the
meaning.
Instruction
Not address
Tell
Worthy
More Practice
Individually
 Listen to the story, Too Much Noise, by Ann
McGovern
 Record the academic vocabulary (Tier 2 words) that
you hear while the story is being read aloud
 Be prepare to share and justify at least 2 words on
your list
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ELA Wikispace
• The ELA wiki
contains all of
our resources,
handouts, and
PowerPoints.
http://elaccss.ncdpi.wikispaces.net/ELA+Home
Connecting Science to the
Standards
Using Features of Non-Fiction
Sound
by
Jenny Karpelenia
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Science
 Visit:
http://www.ncpublicschools.org/curriculum/science/scos/
 Locate the Science Standards for Second Grade
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Science and ELA Integration
• Listen to the story, Sound by Jenny
Karpelenia
• Design an instrument
• Identify the Tier 2 words
• Identify and discuss the ELA/Science
connection between two books
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Post Assessment & Session Evaluation
• Visit:
http://region1rttt.ncdpi.wikispaces.net/
(Complete Section H on your agenda.)
Your feedback is important to us!
Contact Information
Abbey Futrell, PD Consultant, Region 1
[email protected] (252) 227-0838
Beth Edwards, PD Consultant, Region 1
[email protected] (252) 916-6842
Dianne Meiggs, PD Consultant, Region 1
[email protected] (252) 340-0113