Overview of Alaskas Proposed English/Language Arts Standards Alaska Department of Education & Early Development.
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Overview of Alaska’s ProposedEnglish/Language Arts Standards
Alaska Department of Education & Early Development
Goals For This Webinar
Navigate Structure of Standards Identify what is new Public comment process Contact and website information
Content
Strand1.2.3.Strand4.5.6.Strand7.8.9.Strand10.
Anchor Standards in clusters under strands
FocusGrade Level Grade Level Grade LevelStrand1. 1. 1.2. 2. 2.3. 3. 3.Strand4. 4. 4.5. 5. 5.6. 6. 6.Strand7. 7. 7.
Identify the anchor standards by the corresponding number on the reading standard Pg. 6
Identify the anchor standards by the corresponding number on the reading standard Pg. 6
Identify the anchor standards by the corresponding number on the reading standard Pg. 6
Strand
Identify the anchor standards by the corresponding number on the reading standard Pg. 6
FocusStrand
Identify the anchor standards by the corresponding number on the reading standard Pg. 6
Strand Focus
Identify the anchor standards by the corresponding number on the reading standard Pg. 6
Grade Level StandardStrand
Focus
New Reading Standards
Through reading a diverse array of classic, contemporary, and Alaskan-based literature as well as challenging informational texts, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.
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StrandsStrands
•Reading–Information and literature–Text complexity–Foundational Skills for K-5
What is New?
pg 8
pg 12
Example of Grade-Level Progression in Reading
Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Reading Standards for Literary Text
Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Grade 9-10: 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.
Grade3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem).
Reading Standards for Informational Text
Grade 3: Describe the relationship or connection among a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Grade 7: Analyze the interactions between individuals, events, and ideas presented in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Grade 9-10: 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.
Text complexity is defined byw of Text Complexity
Text complexity is defined byw of Text Complexity
Quantitative
1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Text complexity is defined byw of Text Complexity
Qual
itativ
e2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Quantitative
1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Text complexity is defined byw of Text Complexity
Qual
itativ
e2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Quantitative
1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Reader and Task
3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.
New Writing Standards
• Research and technology are integrated
• Text types and Purposes
• Production and Distribution of Writing
• Research to Build and Present Knowledge
• Range of Writing
•Write Using a Variety of FormsStructures and Conventions
•Revision•Cite Resources•Use Resources
Grade Level Expectations
K-10
New Standards
K-12
Research skills are predominantly in the writing strand since a written analysis and presentation of findings are so often critical to communicate information. Opinion writing, a basic form of argument, extends down into the earliest grades.
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StrandStrand Cluster
What is New in Writing? Writing
Research and technologyWriting and reading standards
are linkedOpinion writing in early grades
pg 18
Pg 22
pg 23
New Speaking and Listening Standards
An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings.
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Speaking and Listening
• Speaking and Listening–Supports collaboration–Incorporates technology
pg 24
Pg 25
pg 28
New Language Standards
The standards provide opportunities for students to develop their vocabularies through a mix of conversations, direct instruction, and reading. The standards emphasize word meanings, nuances of words, and steadily expand the repertoire of words and phrases.
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Language
• Language–Command of conventions–Expand vocabulary
pg.29
Pg 66
pg 36
Recap• Reading
– Information and literature– Text complexity
• Writing– Research and technology– Writing and reading linked– Opinion writing in early grades
• Speaking and Listening– Incorporates technology– Supports collaboration
• Language– Command of conventions– Expand vocabulary
Alaska’s Graduates Success Tools
1. Increased text complexity will bridge the gap between high school and college/work readiness.
2. Connections between writing and reading will strengthen research skills.
3. Speaking and listening standards promote collaboration and clear communication.
RelevancyThe new proposed standards align with the uniqueness of Alaska. Combined with the Cultural Standards and local educators, relevant learning experiences will continue.
– Same relevancy as the GLEs– Allow for relevancy at a greater level
The proposed standards establish a strong foundation of knowledge and skills all students need for success after graduation. It is up to schools and teachers to decide how to put the standards into practice and incorporate other state standards, including the cultural standards.
Support for Districts• EED Website provides information and updated weekly
http://www.eed.state.ak.us/tls/assessment/GLEHome.html• Publications for parents, teachers, and the community will be available.
http://www.eed.state.ak.us/tls/assessment/GLEHome.html• Frequently asked questions have been created for distribution
http://www.eed.state.ak.us/standfaqs.html• Webinars have been scheduled for an in-depth review of the proposed
standards (dates are posted on the website)• Curriculum and Alignment Institute will support districts with the
transition of curriculum.
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Timeline
January –May 2012 Public comment period
February– April 2012 Webinars and presentations about the new standards scheduled
June 2012 New standards potentially adopted
Fall 2012 – Spring 2015 Transition from GLEs to new standards
Spring 2016 New assessments potentially administered
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Thank You
• Your time is much appreciated!
• Public comment can be made at– http://eed.state.ak.us/regs
• Questions about the standards– Karen Melin, Literacy Content Specialist– Karen.melin@alaska.gov
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