Common Core State Standards and NC Essential Standards

Common Core State Standards and NC Essential StandardsMid-Year BT SymposiumSpring 2013WCUBrooke Mabry, Instructional Coach, McDowell County Schools

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3What is the objective of the CCSS?To provide students with the toolsetskillsetmindsetneeded for college and career readiness.

4Tree Map Classification

What are the needs of your students?What are your areas of needed improvement?What professional development needs do you have?Which area will be hardest to address?Toolset = Strategies, Structures, Processes (Thinking Maps, question frames)Skillset = Reading, Writing, Speaking, ListeningMindset = Perseverance, Sustained Effort, 5

What does the research say?6

Hattie, John. (2006). Visible Learning. New York: Routledge.7

Reverse effects are self-explanatory, and below 0.0 Developmental effects are 0.0 to 0.15, and the improvement a child may be expected to show in a year simply through growing up, without any schooling. (These levels are determined with reference to countries with little or no schooling.)Teacher effects "Teachers typically can attain d=0.20 to d=0.40 growth per yearand this can be considered average" (p.17) ...but subject to a lot of variation.Desired effects are those above d=0.40 which are attributable to the specific interventions or methods being researched.

Read more: What works best http://www.learningandteaching.info/teaching/what_works.htm#ixzz29JuK0uFp Under Creative Commons License: Attribution Non-Commercial No Derivatives

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1080% of all information that comes into our brain is VISUAL40% of all nerve fibers connected to the brain are linked to the retina36,000 visual messages per hour may be registered by the eyes-Eric Jensen, Brain Based Learning1111Knowledge is stored in two forms: linguistically and nonlinguistically. Research proves that the more we use both systems of representation, the better we are able to think and recall knowledge.The true discrimination that comes out of poverty is the lack of cognitive strategies.-Ruby Payne PhD., A Framework for Understanding Poverty-Robert Marzano, Classroom Instruction the Works1212We believe that probably the best strategies for teaching text structures are visual-spatial strategies.The search for meaning is the purpose of learning; so, teaching for meaning is the purpose of teaching.-Jacqueline G Brooks, To See Beyond the Lesson-Peregoy & Boyle, Reading, Writing, and Learning in ESL1313Standards Inspection

Review Literacy and Writing Standards note how language runs throughout them14BackgroundClose readingIncreasing complexityGather evidence, knowledge, and insightText-dependent questions and tasks that require deep critical thinkingIncreased attention to authors craftEvidence-based responsesBased on CCSS Publishers Criteria15Text Selection: ComplexityQualitative evaluation includes levels of meaning, structure, language conventionality and clarity, and knowledge demands.

Quantitative evaluation is concerned with readability measures and other scores of complexity.

The teacher must consider reader variables such as motivation, knowledge, and experiences, and task variables such as purpose and complexity of task and questions posed, to match readers with appropriate texts.

The quality of suggested texts is high--they are worth reading closely and exhibit exceptional craft and thought or provide useful information. Texts should be worthy of close attention and careful re-reading for understanding. (PARCC)1680-90% of (CCSS) reading standards require text-dependent analysis yet over 30% of questions in major textbooks do not.

From Sue Pimentel, Lead Author of Common Core State Standards for ELA/Literacy17Why adjust the way we question?Asking students to make connections to themselves, other texts, and the world is a common style of questioning that guides students away from the text. This type of questioning does not lead to a deep understanding of the text.

We often ask students simple questions that require very literal thinking to ensure they have read the text.Students expend too much time and energy answering these questions rather than slowing down to consider the meaningful text-specific questions that will bring them to a deeper understanding.

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19Questions and TasksText-dependent questions do not require information or evidence from outside the text; they establish what follows and what does not follow from the text itself. Eighty to 90 percent of the Reading Standards in each grade require text-dependent analysis.High-quality sequences of text-dependent questions elicit sustained attention to the specifics of the text and their impact.Questions and tasks require the use of textual evidence, including supporting valid inferences from the text.Instructional design cultivates student interest and engagement in reading rich text carefully.Questions and tasks attend to analyzing the arguments and information at the heart of literary nonfiction in grades 6-12.Questions and tasks require careful comprehension of the text before asking for further evaluation or interpretation.20Text-Dependent Questionsare questions that can only be answered correctly by close reading of the text and demand careful attention to the text.require an understanding that extends beyond recalling facts.often require students to infer.do not depend on information from outside sources.allow students to gather evidence and build knowledge.provide access to increasing levels of complex text.call for careful and thoughtful teacher preparation.require time for students to process.are worth asking.

21The best questions will motivate students to dig in and explore furtherjust as texts should be worth reading, so should questions be worth answering.This of course requires guidance from the teacher, lest students design questions which fall back into the Can you think of a time when you faced a similar situation realm. Our students already practice such facilitation skills, in preparation for the student-centered classroom model we advocate.22Traditional Approach

How does this image apply to both teachers and students of grammar?In isolationOut of contextELA shoulders the majority of the weightUnproductive for intended outcome and student success

23A New Approach

What does this image suggest instead for teachers and students of grammar?What is necessary for rowing success?Knowledge of rowing techniquesPracticeInterdependence and teamworkRowing in syncPulling in the same directionSharing the load equally24

You are 1/13 of the literacy & writing pie25How?

Language development in all disciplines26

18 is not the answer27Natures Clock, Slow and SteadyComplete an inspectional read (# all sentences and paragraphs)What do similarities do you notice about paragraphs 2 7?How do these paragraphs relate to paragraph 9?What effect does the author achieve through structuring the paragraphs 2 7 as single sentences?

28Big Ideas, Learning Targets, and Essential QuestionsPlanning from standards to instructional deliveryLearning Targets aligned to NCSCOS and written in student-friendly languagePose questions supportive of Enduring UnderstandingIdentify Big IdeasPlanning thoughtful, text-dependent questions 29Purposeful DesignSlow down and dig deeper into contentUncover concepts and ideas in content vs. covering content objectivesRead closely/re-read multiple times (during instruction)Master learning targetsHave regular practice with complex texts and its academic vocabulary (during instruction) 30Literacy ComponentsKnowledge is built through content-rich nonfiction and informational textReading and writing is grounded in evidence from textAcademic vocabulary via text complexity is utilizedBalanced literacystudents read, write, speak, and listen equitably Elementary Text Type Balance50 Inform/50 LitSecondary Text Type Balance70 Inform/30 Lit 3121st Century SkillsLearning and Innovation Skills (4 Cs)Critical thinking (skills/processes)Collaboration (student-to-student)Communication (student-to-student)Creativity (opportunities)Life and Career SkillsInformation, Media, and Technology Skills 32Planning OutcomesBegin planning with the standards rather than the resource or textSelect appropriately complex texts for instructionIdentify Tier 2 vocabulary words prior to instructionPlan text-dependent questions prior to instructionAssume the role of facilitator of students learning and plan instruction accordingly

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38TEACHINGWere not in it for the income;Were in it for the outcome.

39Thank You!Contact Information:

Brooke Mabrybrooke.mabry@mcdowell.k12.nc.us(828) 460 7125

Deeper Reading Workshop on April 22 at WRESA40Chart13.333.333.33

Standard 10: Measuring Text ComplexityAttentive Human ReaderLexile or ARTeacher

Sheet1Standard 10: Measuring Text ComplexityQualitative Evaluation3.33Quantitative Evaluation3.33Matching reader to text and task3.33To resize chart data range, drag lower right corner of range.