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Hunt Videos: ELA

These vignettes were developed to help diverse groups – educators, policymakers, parents –better understand the breadth and depth of the Standards and how they will improve teaching, make classrooms better, create shared expectations, and cultivate lifelong learning for all students.

This video series is meant to be a learning tool that, accompanied by the Standards themselves, will bring greater meaning and understanding to educators, policymakers, parents, and the public as a whole.  
Viewing these videos alone does not provide comprehensive understanding about the Standards and their benefits for states.  
The video vignettes are not intended to substitute for deep exploration and discussion of the Standards. 
They are not curricula, nor are they instructional materials.  They are meant to illustrate, give context, and expand upon the Standards themselves—and should always be used in concert with supporting documents and their appendices.  

Suggested uses for the CCSS vignettes
These vignettes can be used in a number of ways—including, but not limited to:
  • Start compelling conversations about setting state or district policy goals, orienting staff to new         classroom demands, assessing professional development tools, and creating local curricula and instructional materials.
  • Help educators understand the major changes and advances in their state standards and their impact on what happens in classrooms.
  • Use as strong lead-ins to teacher and administrator engagement in implementation and in setting higher expectations for students. 
  • Help parents understand the true essence of the Standards – why changes were important, what will be different in the educational experiences of their children, and how shared expectations—between parents and teachers—can help support children’s learning.  
  • Galvanize support for schools – educating parents and community leaders toward a shared goal of helping all students succeed.

Each user should decide how to package the vignettes in a way that best serves individual or organizational purposes. The segments can be used individually or can easily be linked together to create a customized package.

Video Outline/Descriptions
 Name  Time         Writer(s)     Short Description/Key Points
Common Core State Standards: A New Foundation for Student Success     2:53     N/A

• Animated introductory segment

• History of Standards, development

• Promise of college-and-career ready students

The English Language Arts Standards: What They Are and Who Developed Them 8:00    David Coleman 
Susan Pimentel

• Detailed description of development process

• General discussion of ELA standards

• Five principles of development

The English Language Arts Standards: Key Changes and their Evidence     6:24    David Coleman 
Susan Pimentel

• Historical context of the need for change in ELA Standards

• Five critical shifts from earlier standards: text complexity; analysis, inference and evidence; writing to sources; mastery of writing and speaking; academic vocabulary

• Importance of academic vocabulary, especially for English Learners

Writing to Inform and Make Arguments 3:35    David Coleman 
Susan Pimentel

• Required mastery of three kinds of writing

• Analytical writing

• Rendering complex information clearly

• Student writing styles/multiple disciplines

The Balance of Informational and Literary Texts in K-5 2:14Susan Pimentel 

• Shift the balance to 50 percent informational texts and 50 percent literature in elementary grades

• Importance of balance in preparing for later grades and non-literary texts

Literary Non-Fiction in Grades 6-12: Opening New Worlds for Teachers and Students 1:33Susan Pimentel 

• Expanded use of literary non-fiction in later grades

• In-depth discussion about the value of teacher expertise in cultivating students’ deeper understanding of complex and varied texts

Literary Non-Fiction in the Classroom: Opening New Worlds for Students         2:27David Coleman

• Opportunities for students to delve more deeply into more varied texts, especially literary non-fiction

• Addresses student engagement with many sources: e.g. the Preamble to the Constitution, Lincoln’s Gettysburg Address, and King’s Letter from a Birmingham Jail.

Literacy in Other Disciplines 3:50    David Coleman

• How ELA Standards apply – and require mastery – across several disciplines (History/Social Studies, Science, and Technical Subjects)

• In-depth discussion of Madison and Federalist Paper 51

Text-Dependent Analysis in Action: Examples from Dr. Martin Luther King, Jr.'s Letter from a Birmingham Jail 10:20David Coleman

• In-depth analysis and discussion of Dr. King’s Letter from a Birmingham Jail

• Explanation of the cognitive requirements of the Standards

• Examples drawn from specific, well-argued paragraphs

Conventions of Standard English Writing and Speaking 1:44Susan Pimentel

• Asserts the importance of good grammar

• Applying complex conventions to writing and speaking as grade levels increase

 Discussion of formal and informal communications

Speaking and Listening: The Key Role of Evidence 2:24    Susan Pimentel

• Standards for speaking and listening

• Focus on collaboration in multiple settings in work or college

• Preparation, respect, and problem-solving in formal and informal situations

The Crucial Role of Higher Education and Business in Developing the Standards 1:42    David Coleman

• Outline of the range of higher education professors and practitioners who were involved

• Articulation of business leader involvement