common core standards
DESCRIPTION
Common Core Standards . Old Format Standards Benchmark Indicator New Format. English / Language Arts (E/LA) Strands Boxed subheadings Anchors. Math Domains Clusters Standards. Common Core Standards. State Assessment question/answer formats have changed drastically. - PowerPoint PPT PresentationTRANSCRIPT
Common Core Standards
Old FormatStandardsBenchmarkIndicator
New Format
– English / Language Arts (E/LA)
• Strands• Boxed subheadings• Anchors
– Math• Domains• Clusters• Standards
Common Core Standards
• State Assessment question/answer formats have changed drastically.– In the past the answers were right/wrong multiple
choice answers.– Now the answers are more complex with the
‘why’ and ‘how’ included• Guide students and encourage expression of
the ‘why’ and ‘how’ answers were formulated.
We could learn a lot from a box of crayons… Some are sharp, some are pretty and some are dull. Some have weird names and all are different colors, but they all live in the same box.
A Process, not a Product.
DESIGN
DEVELOP
IMPLEMENTMONITOR
EVALUATE
REVIEW
THE CURRICULUM DEVELOPMENT
PROCESS
What the Student Does… What the Teacher Does… What the Principal Does…
•Build background knowledge to increase reading skill•Exposure to the world through reading•Apply strategies to reading informational text.
•Provide students equal #s of informational and literary texts•Ensure coherent instruction about content•Teach strategies for informational texts•Teach “through” and “with” informational texts•Scaffold for the difficulties that informational text present to students•Ask students, “What is connected here? How does this fit together? What details tell you that? “
•Purchase and provide equal amounts of informational and literacy text to students•Hold teachers accountable for building student content knowledge through text•Provide PD and co-planning opportunities for teachers to become more intimate with non fiction texts and the way they spiral together
ELA/Literacy Shift 1: Balancing Informational and Literary Text
7
SHIFT 1
GradesK-5
Balancing Informational & Literary Texts
Range of Text Types Literature = Stories, Dramas, Poetry
Informational = Literary Nonfiction, Historical, Scientific,
& Technical Texts
50% literature 50% inform.
40% literature 60% inform.
20% literature 80% inform.
4th grade
8th grade
12th grade
Increase in teaching and learning with
non-fiction text
SHIFT 1
Balancing Informational and Literary
Texts
SHIFT 2(Link to 6-12)
Building Knowledge
in the Disciplines
Core Text(s) K-5
Pre-CCSS
The Human Body
SHIFT 1
Balancing Informational and Literary
Texts
SHIFT 2(Link to 6-12)
Building Knowledge
in the Disciplines
Core Text(s) K-5
Pre-CCSS
The Human Body
SHIFT 1
Balancing Informational and Literary
Texts
SHIFT 2(Link to 6-12)
Building Knowledge
in the Disciplines
Paired Texts:
The Human Body
Core Texts K-5Post-CCSS
Kindergarten First Grade
Second-Third Grade Fourth-Sixth Grade
What the Student Does…
What the Teacher Does…
What the Principal Does…
•Become better readers by building background knowledge•Handle primary source documents with confidence•Infer, like a detective, where the evidence is in a text to support an argument or opinion•See the text itself as a source of evidence (what did it say vs. what did it not say?)
•Shift identity: “I teach reading.”•Stop referring and summarizing and start reading•Slow down the history and science classroom•Teach different approaches for different types of texts •Treat the text itself as a source of evidence•Teach students to write about evidence from the text•Teach students to support their opinion with evidence.•Ask : “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion. “
•Support and demand the role of all teachers in advancing students’ literacy•Provide guidance and support to ensure the shift to informational texts•Give teachers permission to slow down and deeply study texts with students
ELA/Literacy Shift 2: 6-12 Building Knowledge in the Disciplines
12
SHIFT 2
Grades6-12
Knowledge in the disciplines
Reading & Writing Literacy Standards
• Complement, not replace content standards
Depending on text rather than
referring to it
• Read a president’s speech & write a response
• Read scientific papers & write an analysis
Think sophisticated non-fiction
• Analyze and evaluate texts within disciplines
• Gain knowledge from texts that convey complex information through diagrams, charts, evidence, & illustrations
Expectation of rigorous
domain specific literacy
instruction outside of
ELA
SHIFT 3Staircase of complexity
Increase in text complexity at each grade level
QualitativeLevels of meaning
Structure
Clarity of language
Knowledge demands
Quantitative Word length
Sentence length
Text cohesion
Reader & Task
Motivation
Knowledge
Experience
Appendix B:
Text Exemplars
and Sample Performance
Tasks
Expectation of proficiency
and independence
in reading grade level
text
SHIFT 3
Staircase of Complexity
Pre-ccSsK-5
Thank you for hands and feet
that keep a beat,for ears that hear,and eyes that see.
Thank you for each bendy knee.
SHIFT 3
Staircase of Complexity
Post-ccSsK-5When you eat fresh
fruitsand vegetables and proteinfoods like meat, milk, andbeans you are giving your body the things it needs togrow.
SHIFT 3
Staircase of
Complexity
General information about the body
High picture-text relationship
Read-aloud
Kindergarten
Kindergarten:
My amazing Body
SHIFT 3
Staircase of Complexity
First Grade
Presents specific parts of the body and their functions
Sidebars containing information
Read aloud or individually
First Grade:
Me and My amazing Body
SHIFT 3
Staircase of Complexity
Information is specific to nutrition and how it impacts the body
Layers of text formats and facts
Read Individually
2nd & 3rd Grade
2nd-3rd Grade
Good Enough to Eat
2nd-3rd Grade
Good Enough to Eat
SHIFT 3
Staircase of Complexity
In-depth exploration of nutrition
Chapter book, table of contents, glossary, index, etc.
Read individually
4th-5th Grade
4th-5th Grade
A Healthy Diet
4th-5th Grade
A Healthy Diet
4th-5th Grade
A Healthy Diet
SHIFT 4Text-based answers
Questions tied directly to the
text, but extend beyond the
literal
Students must cite text to
support answers
Personal opinions,
experiences, and connections to
the text are minimized in
favor of what the text actually says
or doesn’t say
Questions are purposefully planned &
direct students to
closely examine the
text
SHIFT 4
Text-based Answers
Can you name three healthy foods?Kindergarten
Pre-CCSS
Post-CCSS
SHIFT 4
Text-based Answers
Why does your body need food?
Pre-CCSS
First Grade
Post-CCSS
SHIFT 4
Text-based Answers
What are three ways that food helps your body?
We have learned that food keeps you alive, healthy, and strong. Find three reasons from the text which support how this happens.
Pre-CCSS
2nd – 3rd Grade
Post-CCSS
SHIFT 4
Text-based Answers
What are three ways that food helps your body?
We have learned that food keeps you alive, healthy, and strong. Find three reasons from the text which support how this happens.
Pre-CCSS
2nd – 3rd Grade
Post-CCSS
SHIFT 4
Text-based Answers
Why is it important to maintain a healthy diet?
What reasons and evidence does the author provide in the text to argue the importance of a healthy diet?
Pre-CCSS
4th – 5th Grade
Post-CCSS
Comparison of Standards to Common Core Grade 3 Example
Kansas Reading Assessed Standard, Benchmark, and Indicator
• Standard 1 - Reading: The student reads and comprehends text across the curriculum.
• Benchmark 3: The student expands vocabulary.
• R.3.1.3.2 • ▲Determines the meaning of
unknown words or phrases using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs. (4 items)
Common Core Grade Level Standard and Strand
• Language Standard • Vocabulary Acquisition and Use • 4. Determine or clarify the
meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
• a. Use sentence-level context as a clue to the
Sample Math and English problemshttp://www.smarterbalanced.org/sample-items-and-performance-tasks/
.
Assessment HelpSmarter Balanced Assessment ConsortiumAssessment information including specifications can be found at:http://www.smarterbalanced.org/smarter-balanced-assessments/
CETE is currently working on formative assessments that are to be ready in the Fall of 2012 (Check the CETE website in September)