day 3 common core learning standards
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COMMON CORE STATE STANDARDS
An Occasion for Change
http://www.corestandards.org/
TODAY’S KEY QUESTIONS
What are the expectations of the Common Core State Standards in English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects? (The Standards and Assessments)
How can we begin an exploration of the standards in schools? (Exploring Strategies)
What might the application of standards look like in practice, particularly in text and task selection? (creating activities that align with the common core
WHY NEW STANDARDS?
Students are not reading at levels sufficient for college and career readiness in content areas.
Only slightly more than half (53%) of the members of the 2009 high school graduating class were ready for college-level and workplace training–level reading
WHAT IS “COLLEGE READINESS?”
The level of preparation a student needs to be ready to enroll and succeed without remediation in an entry-level, credit bearing course (in each content area) at a two-year or four-year institution, trade school, or technical school.
WHAT IS “COLLEGE READINESS?”
College readiness IS
for EVERY ONE
WHAT WE KNOW……
New Standards New Assessments
PARCC – PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS
•An alliance of 25 states to develop acommon set of K–12 assessments in English and Math (Beginning in 2014)
•PARCC Assessment System will include:Multiple-choice, short answer, open response, and performance based items
PARCC ASSESSMENT TIMELINE
PARCC ASSESSMENT SYSTEM
LEADING THE DISCUSSION: STRENGTHS OF CCLS
Aligned with college and work expectations. Include rigorous content and application of
knowledge through higher order skills. Build upon strengths and lessons of current state
standards. Informed by top-performing countries, so that all
students are prepared to succeed in our global economy and society; and,
Evidence and/or researched-based.
KEY ADVANCES: ELA AND LITERACY IN CONTENT AREAS
Reading: Balance of literature and informational texts + Text complexity
Writing: Emphasis on argument and informative/explanatory writing + Writing about Sources
Speaking and Listening: Inclusion of formal and informal talk
Language: Stress on general academic and domain specific vocabulary
Standards for reading and writing in history/social studies, science, and technical subjects: Complement rather than replace content standards
SHIFTS RESPONSIBILITY for TEACHING with TEXT to ALL TEACHERS
ANCHOR STANDARDS: CLEAR SIMPLE TARGETS
Anchor standards for Reading and Writing across genres and
subject areas allow students to develop mutually reinforcing
skills, required across a range of texts and classrooms
Reading and Writing standards are closely tied to the
standards for listening and speaking.
21st Century skills in research and technology, particularly
regarding the interpretation and production of multi-media
texts are also featured.
KEY GRADE BAND FEATURES
K-5 Foundational Skills (Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency)
6-12 Literacy in History/Social Studies, Science, and Technical Subjects
GRADE-SPECIFIC STANDARDS: A SPIRALING STAIRCASE
What students should master by the end of each grade.
Students are expected to retain and further develop skills and understandings mastered in preceding grades.
LEADING THE DISCUSSION: SPIRALING STANDARDS IN READING AND WRITING
CCR Anchor Standard 8 for Reading:“Delineate and evaluate the argument and specific
claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.”
CCR Anchor Standard 1 for Writing:“Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and sufficient evidence.”
TRACKING A SPIRALING STANDARD
Complete Activity 1: Tracking Activity
ACTIVITY 1: TRACKING A SPIRALING STANDARD
What variables are used to increase rigor?
How does the wording change? How does the expectations change? Do these changes feel appropriate for
students in that grade level? What aspects of literacy seems to be
valued most throughout these standards?
THE STAIRCASE OF TEXT COMPLEXITY
QUANTITATIVE TEXT COMPLEXITY
Standards recommend that multiple quantitative measures be used whenever possible and that their results be confirmed or overruled by a qualitative analysis of the text in question.
Certain texts such as Poetry, Drama and K-1 texts cannot accurately be measured quantitatively .
EXAMINE CHANGES IN LEXILES
Text Complexity Grade Band in the Standards
Old Lexile Ranges Lexile Ranges Aligned to CCR Expectations
K-1 N/A N/A
2-3 450-725 450-790
4-5 645-845 770-980
6-8 860-1010 955-1155
9-10 960-1115 1080-1305
11-CCR 1070-1220 1215-1355
ACTIVITY 2: EXPLORING TEXT COMPLEXITY ARTICLE JIGSAW
LEADING THE DISCUSSION: QUALITATIVE TEXT COMPLEXITY
ACTIVITY 3: LOWER OR HIGHER END OF GRADE BAND?
Examine the Text Using the Protocol for Analyzing the Qualitative Dimensions of Text Complexity
Would you place your book on the lower or higher end of the band?
Reflection: How can you as an instructional leader facilitate these kinds of reflective discussions?
THE SPECIAL PLACE OF ARGUMENTATION
(1) Other nations pay equal attention to what students read and how they read. Explicit expectations for the range, quality, and complexity of what students read along with more conventional standards describing how well students must be able to read.
(2) Students are required to write in response to sources. In several international assessment programs, students are confronted with a text or texts and asked to gather evidence, analyze readings, and synthesize content. The Standards likewise require students to “draw evidence from literary or informational texts to support analysis, reflection, and research” (Writing CCR standard 9).
(3) Writing arguments and writing informational/explanatory texts are priorities. The Standards follow international models by making writing arguments and writing informational/explanatory texts the dominant modes of writing in high school to demonstrate readiness for college and career.
LEADING THE DISCUSSION: READER AND TASK &TEXT COMPLEXITY
TEACHERS AND THE READER VARIABLE
Can teachers influence these variables? Background knowledge Motivation Experience
STAIRCASE OF COMPLEXITY ACTIVITY
KIDS GET GOOD AT WHAT THEY PRACTICE
All worksheets aren’t bad.
All worksheets is bad.
IT’S STILL ABOUT THE TEXT/TASK
Tier I Teaching to the Match Frontload Background Knowledge School Life/Real Life—The
Argumentation Connection TEXT TASK
IMPLICATIONS FOR INSTRUCTION
Shift focus from literacy instruction to center on careful examination of text
Text selection: complexity, genre, and quality
Task selection: rigorous tasks
Source: CARRIE HEATH PHILLIPS, COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)
MORE NON-FICTION
Grades 3-5 50% Literature 50% Informational.
Grades 6-12 45% Literature 55% Informational (More literary non-fiction, particularly texts build on informational text structures rather than literary non-fiction that are structured as stories such as memoirs or biographies.)
Texts must be worthy of close reading.
Source: CARRIE HEATH PHILLIPS, COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)
GRADE LEVELS DISTRIBUTION OF LITERACY
TEXT BASED WORK
ELAScienceSocial StudiesMathematics, Arts, etc.
LITERATURE VERSUS INFORMATIONAL TEXTS
Think about grade and subjects levels, not ELA classes and reading blocks
Slight shift toward more literary non-fiction in
ELA classes
Big shift toward more text school-wide
SCAFFOLD COMPLEXITY-DON’T AVOID IT
Lots of opportunities for close reading of short texts at or beyond the grade level.
Access to lots of accessible texts and time to choose and read them—Increasing # of pages is essential to increasing reading ability.
Productive struggle with independent reading.
Challenge students to make claims and support with evidence from the text.
PLEASE COMPLETE YOUR EXIT TICKET!
WHAT DO YOU THINK WILL BE THE HARDEST SHIFT TO INCORPORATE INTO AN ELEMENTARY CLASSROOM?