a conceptual approach to common core state standards
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A Conceptual APPROACH TO COMMON CORE STATE STANDARDS. Michael L. Kamil Stanford University. the presentation. What Common Core is and is not Why we need Common Core Requirements for College and Work ELA and disciplinary standards Disciplinary standards Text variables and complexity - PowerPoint PPT PresentationTRANSCRIPT
A CONCEPTUAL APPROACH TO COMMON CORE STATE STANDARDS
Michael L. KamilStanford University
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THE PRESENTATION
What Common Core is and is not Why we need Common Core Requirements for College and Work ELA and disciplinary standards Disciplinary standards Text variables and complexity Implications for Special Education
June 12, 2012
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COMMON CORE CRITERIA Aligned with college and work
Rigorous content and high-order skills
Use strengths of current standards
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COMMON CORE CRITERIA
Informed by international data
Evidence and/or research-based
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COMMON CORE DETAILS Grade levels for K–8;
Grade bands for 9–10 and 11–12
Integrated model of literacy
Includes research & media skills
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WHAT COMMON CORE IS NOT HOW to teach
ALL that can or should be taught
Definition of ADVANCED work
INTERVENTIONS for advanced or struggling students
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WHAT COMMON CORE IS NOT Support for ELL or SPECIAL NEEDS
WHOLE of college/work readiness
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WHY COMMON CORE IS IMPORTANT"By 2018, we will need 22 million
new workers with college degrees“
“63% of all jobs will require college by 2018”
Help Wanted
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MORE INFORMATION
Help Wantedhttp://cew.georgetown.edu/jobs2018
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DEMONSTRATE INDEPENDENCE
Comprehend and evaluate complex text across disciplines.
Construct effective arguments and convey multifaceted information.
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BUILD STRONG CONTENT KNOWLEDGE
Build knowledge in different subjects.
Become proficient in new areas.
Read purposefully.
Refine knowledge and share it.
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RESPOND TO DEMANDS OF AUDIENCE, TASK, AND DISCIPLINE
Consider context in reading.
Appreciate nuances.
Know that different disciplines use different evidence.
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COMPREHEND AND CRITIQUE
Open-minded, skeptical, readers.
Understand what authors are saying.
Question an author’s assumptions.
Assess the veracity of claims.
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PRIVILEGE EVIDENCE
Cite text evidence for interpretations.
Make reasoning clear.
Evaluate others’ use of evidence.
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CARE ABOUT PRECISION
Mindful of impact of vocabulary.
Compare meanings of different choices.
Attend to when precision matters.
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LOOK FOR AND CRAFT STRUCTURE
Attend to structure when reading.
Understand presenting information in different disciplines.
Understand how author’s craft relates to setting and plot.
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USE TECHNOLOGY STRATEGICALLY AND CAPABLY
Employ technology thoughtfully.
Efficiently search online for information.
Integrate online and offline information.
Select best suited media for goals.
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UNDERSTAND OTHER CULTURES AND PERSPECTIVESStudents actively seek to understand other perspectives and cultures through reading and listening. They can communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively.
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KEY IDEAS AND DETAILS1. Read closely to determine what
the text says explicitly and to make logical inferences from it.
2. Determine central ideas or themes and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop in a text.
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CRAFT AND STRUCTURE4. Interpret words and phrases as
they are used in a text and analyze how specific word choices shape meaning.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text. June 12, 2012
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INTEGRATION OF KNOWLEDGE AND IDEAS
7. Integrate and evaluate content presented in words and diverse media.
8. Delineate and evaluate the argument in a text, as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics.
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RANGE OF READING AND TEXT COMPLEXITY
10. Read and comprehend complex literary and informational texts independently and proficiently.
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HISTORY/SOCIAL STUDIES 6-8
Cite specific textual evidence to support analysis of primary and secondary sources.
9-10
. . . attending to such features as the date and origin of the information.
11-12
. . . connecting insights gained from specific details to an understanding of the text as a whole.
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SCIENCE/TECHNICAL 6-8
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
9-10
. . . trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
11-12
. . . summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
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TEXT TYPES
Literature:
By immersing themselves in literature, students enlarge their experiences and deepen their understanding of their own and other cultures.
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Information Text:
Because most college and workplace reading is nonfiction, students need to hone their ability to acquire knowledge from informational texts.
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Multimedia Documents:
Students must be able to integrate what they learn from reading text with what they learn from audio, video, and other digital media.
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Procedural Text:
Procedural texts convey information in the form of directions for accomplishing a task.
Such text is composed of discrete steps in a strict sequence, with an implicit end product or goal.
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Documents:
Documents require readers to draw on information presented as short continuous prose and also as columns, matrices, or other formats. Document structures can be simple or complex, embeded or “nested” information within the document structure.
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QUANTITY
Students must have the capacity to handle independently the quantity of reading material, in print and online, required in college and workforce training.
The amount of reading in high school is often far lower than that required for typical first-year college courses.
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NAEP TEXT TAXONOMY Differentiated texts
Literary text
Story
Literary nonfiction essay, speech, biography
Poetry
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TAXONMY (CONT’D) Information text
Exposition
Argumentation and persuasion
Document and procedural
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PISA ADDS
Electronic text or Hypertext:
A text with navigation tools that requires nonsequential reading.
Readers construct “customised” texts from portions of text.
Not all text is present.
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GRADE LITERARY INFORMATION
4 50% 50%
8 45% 55%
12 NAEP = 30%CC = 25%
NAEP = 70%CC = 75%
DISTRIBUTION OF TEXT TYPES (NAEP)
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TEXT COMPLEXITY
Structure
Purpose
Style and Language
Richness
Relationships
Knowledge Demands
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A TALL ORDER Special Education and Common
Core
A difficult taskPrepare ALL students for College or
Work
Some advantages of Special Education
RtI is a natural for Common CoreTechnology and Special EducationJune 12, 2012
CASE Sanibel Island [email protected]
THE PRESENTATION What Common Core is and is not Why we need Common Core Requirements for College and Work ELA and disciplinary standards Disciplinary standards Text variables and complexity Implications for Special Education
June 12, 2012
