Highlights from The Path to College and Careers: What Prospective Educators Need to Know about the Common Core Stat e Standards for ELA/Literacy from Common Core State Standards Higher Education Institute, Feb. 5-6, 2013, Orlando, FLEnglish Language Arts Anne Angstrom, Ph.D. Edison State College School of Education
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Backmapping Common Core standards began with college/career
readiness standards and backmapped from there
Coordinated Structure Common Core State Standards have very strongprogressions and an informative organization thatrequires attention; can be followed from grade level tograde level; strong connections acrosscomprehension, oral language, and writing
Challenging Text Text difficulty is central and all cognitive skills have tobe executed with texts of a specified difficulty range;Greater need to scaffold (cognitive, motivational)
challenging reading (neither reading the texts tostudents nor telling them what they say)
Disciplinary Literacy The Common Core State Standards requires specializedreading emphasis for history/social studies andscience/technical subjects
These are disciplinary standards, not content areareading standards—the idea is not how the applicationof generalizable reading and study strategies to subjectmatter but how to read in the specialized ways requiredfor a disciplinary reading
Informational Text Common Core Standards require the teaching of comprehension within both informational and literary texts
Close Reading •The Common Core standards are based more onliterary theory (“New Criticism”)
•Great emphasis on the information in the text (andin the use of such information as evidence)•Great emphasis on analyzing how text works
•Less time on background information,comprehension strategies, picture walks, etc. (thoughthese still can be brought in by teachers inappropriate ways)
•Greater emphasis on careful reading of a text,
weighing of author’s diction, grammar, andorganization to make sense of the text (moreattention to how text works, tone, authorperspective)
Multiple Texts •CCSS emphasize the interpretation of multiple textsthroughout (at all grade levels, and in reading, writing, andoral language; 12-15% of the ELA standards mention
multiple texts explicitly)
•Most of this emphasis is on comparisons of informationand features across texts (synthesis plays big role too,especially as one moves up the grades)
•There will be a greater need for combinations of texts thatcan be used together ; text synthesis (how to combine theinformation from multiple sources into one’s own text orpresentation); and comparative evaluation
Writing AboutTexts
Greater emphasis on: (1) writing summaries of texts, (2) writing based on text models, (3) writing analyses andcritiques of texts, (4) writing syntheses of text
complexity as teachers?1. Look for texts to consistently get them out of their
comfort zones.
“Three Bears Approach”Not too easy, not too hard, just right!
2. A variety of texts can add complexity and allow forthe transfer of skills from one genre to another.
3. The way we layer texts by bundling them createsopportunities for layering meaning. We can comparestructure, vocabulary, content, concept, points of view.