Welcome!Michael Fullan in a new book entitled Breakthrough states that states, districts, and schools have done a wonderful job creating standards, plans, and assessments. Yet, these efforts have only an indirect effect on classroom practices. “What is missing again is the black box of instructional practice in the classroom.”

Black Box of Instructional

Practice

Standards and Plans Assessments Results

for All

So…. Why a literacy plan?

Framing Questions

• What does this new information about the Common Core State Standards mean for a district and school literacy plan?

• How can we use the new standards to create a strong literacy plan?

Common Core & Literacy Plan

Just the Facts…

• 48 of 50 states helped develop (Texas & Alaska)• 41 of 50 states have adopted• 2012/2013, fully adopted and tested in NC• 2014/2015, online assessments with Smarter

Balance Consortium states (adaptive test) • Smarter Balanced Assessment Consortium &

PARCC/ACHIEVE Consortium • ELA & Math Only; but, literacy across the

curriculum

New Acronyms!!!

• CCR = College and Career Ready• CCSS = Common Core State Standards

• RL = Reading Literature• RI = Reading Informational Text• WR = Writing• SL = Speaking and Listening• L = Language

“Capacities”

• They demonstrate independence.• They build strong content knowledge.• They respond to the varying demands of audience,

task, purpose, and discipline.• They comprehend as well as critique.• They value evidence.• They use technology and digital media strategically

and capably.• They come to understand other perspectives and

cultures.

How to Cite CCSSStrand

Grade LevelStandard

Reading: Literature (RL) and Informational (RI)

Key Ideas & Details Craft & Structure Integration of Knowledge and ideas Text Complexity

1 2 3 4 5 6 7 8 9 10Read 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.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Read and comprehend complex literary and informational texts independently and proficiently.

Writing (W)

Text Type & Purposes Production & Distribution of Writing Research to Build & Present Knowledge Range of Writing

1 2 3 4 5 6 7 8 9 10Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking & Listening (SL)

Comprehension & Collaboration Presentation of Knowledge & Ideas

1 2 3 4 5 6Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Language (L)

Conventions Language Vocabulary Acquisition & Use

1 2 3 4 5 6 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of word relationships and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Strands

Sub-Strands

Anchor Standards

Organization of the Common Core

CCSS ELA OrganizationThere are three main sections:• K−5 (cross-disciplinary).• 6−12 English Language Arts.• 6−12 Literacy in History/Social Studies,

Science, and Technical Subjects.

There is a shared responsibility for students’ literacydevelopment.

There are three appendices:• A: Research and evidence; glossary of key terms.• B: Reading text exemplars; sample performance tasks.• C: Annotated student writing samples.

Reading & Writing Weights

Grade To Persuade To Explain To Convey Exp.

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Vocabulary

• Tier 1 – everyday speech

• Tier 2 – general academic words

• Tier 3 – domain-specific words

Appendix A, p.33

Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade

Text complexity is defined by:

Qual

itativ

e

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitative

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Text Complexity

Flesch-Kincaid (Microsoft Word)

Grade Bands Current Lexile Levels CCSS Lexile Levels

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Grade Bands & Lexiles

“Lexile Analyzer”

Lexile Analyzer is a tool from Lexile.com that allows you to quantify webtext, articles, newspapers, etc.

1. Create an account at Lexile.com2. Convert your text to the appropriate file (first time is

a pain, but easy to do).3. Done – Lexile gives you a specific number for your

non-book format and you have information about how difficult text is.

Here’s an example!

Screen Shot of Lexile Analyzer