Ccss-dilt August 14 15 2013

Common Core State StandardsDistrict Instructional Leadership Team

August 14 or 15, 2013

Objectives

• Understand the Common Core State Standards for Literacy across the content areas

• Learn facilitation strategies to lead this change in your school

What Do You Remember?

• Form Triads with others that you do not know

• Recall together what you remember about the last 3 CCSS-DILT sessions. Use the graphics as a reminder

Third Party Teaching

What Do You Remember?

Third Party Teaching

What Do You Remember?

Third Party Teaching

What Do You Remember?

Third Party Teaching

What Do You Remember?

Third Party Teaching

HOPESFEARS

CCSS States and the Assessment Consortia

Balanced Partnership for Assessment of Readiness for College and Careers (PARCC)

Delia

Key Players in CCSS Creation• National Governor’s Association (NGA): policy

organization representing all U.S. states, territories and commonwealths

• Council of Chief State School Officers (CCSSO): leads collective state action in areas of Educator Workforce; Information Systems and Research; Next Generation Learners; and Standards, Assessment, and Accountability.

• Achieve: a bi-partisan non-profit created by governors & business leaders in support of standards-based education reform

Timeline of the Common Core19

96Achieve formed at the National Education Summit

2005

Achieve launches the American Diploma Project to align standards & grad requirements w/ demands of college & career

July

200

9NGA & CCSSO release a draft of College & Career Ready Standards for comment by educators and parent orgs

Sept

200

9Validation Committee announced – 25 leading educators

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Timeline of the Common CoreM

arch

201

0Draft of standards released for public feedback

June

201

0Finalized CCSS released

June

201

0Michigan’s State Board of Ed adopts the CCSS

May

201

3Gov. Snyder declares his support for the CCSS

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Timeline of the Common CoreJu

ly 2

013Michigan

LegislatorsPasses budget restricting MDE from spending money on CC or SBAC

Augu

st /

Sept

201

3Legislative Committee holding hearings on CC

Oct

201

3Michigan’s Budget year begins

Balanced and Dynamic Learning Maps Assessment Consortia

CCSS Assessment Systems in Michigan

http://www.smarterbalanced.orghttp://dynamiclearningmaps.org

alternative assessment for students with significant

cognitive disabilities

Standards and Assessment

Common Core

EssentialElements

General Assessment

Alternate Assessment16 • Michigan K–12 Statewide Assessments Abby

Common Core and Depth of Knowledge

• What would it look like and sound like in classrooms if students are working towards CCSSI standards and working at higher depths of knowledge?

• At your tables, brainstorm what you might SEE and HEAR in classrooms when this happens. Jot your ideas down on sticky notes, one idea per note.

Instructional Shift One:CCSS Increase in Informational Text

Elementary Grades

Middle Grades

High Grades

0% 10% 20% 30% 40% 50% 60% 70% 80%

Shift Two: Text Complexity

Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks.

CCSS: Appendix A

Shift Three: Academic VocabularyStudents constantly build vocabulary they need to access grade level complex texts.

By focusing strategically on comprehension of pivotal and commonly found words (e.g.: discourse, generation, theory …) and less on esoteric literary terms (onomatopoeia, homonym, …) teachers constantly build students’ ability to access more complex texts across the content areas.

Tier 2 and Tier 3 Words (4-5)

Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten rock is called magma.

Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Tier Two words are most important to the overall meaning of the texts. Example – layers needed to visualize crust.

The top layers of solid rock are called the crust.Tier two wordsTier three words

Tier 2 and Tier 3 words (6-8)

Shift Four: Text-based Answers

Students have rich and rigorous conversations which are depend on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments, both in conversation, as well as in writing to assess comprehension of a text.

Shift Five: Increase Writing from Sources

Writing needs to emphasize the use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts.

While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in texts as they read.

Shift 5: Writing from SourcesStudent Does Teacher Does

Generate informational texts

Spend less time on personal narratives

Make arguments using evidence

Present opportunities to write from multiple sources

Organize for persuasion Provide opportunities to analyze and synthesize ideas

Compare multiple sources Develop students’ voice so that they can argue a point with evidence.

Give permission to reach and articulate their own conclusions about what they read

Shift Six: Shared responsibility for students’ literacy development

Content-area teachers emphasize reading and writing in their planning and instruction for teaching the content.

Students learn through domain-specific texts in history/social studies, science, and technical subjects and by writing informative/explanatory and argumentative pieces.

Looks Like – Sounds Like Part 2

• After reviewing the six shifts in instruction, sort your ideas about “Looks like” and “Sounds like” into six columns on your chart paper.

• In other words, which of your ideas fit into the category of “academic vocabulary?”

• You can have a column for “other” as needed for ideas that you can’t fit into one of the shifts.

Discussion Questions: Take a minute or two to discuss each at your tables

• Which of the six instructional shifts will be the easiest to see and hear (which column had more ideas)?

• Which of the six shifts will be the most difficult to see and hear?

• Which of the six shifts do you think will be the most difficult for teachers to implement?

• Which of the six shifts do you think will be the most difficult for students to take up?

• What did you learn or rethink about your own work as an instructional leader in this process?

Text Activity

Step 1:

• Read the provided text and answer the questions.

• Using the DOK chart handout, mark where you are on the chart in terms of the level of Depth of Knowledge you worked at while reading.

Text Activity Step 2:

• Now read the article again using the Four Resources Model reading prompts to guide your thinking.

• Actively employ all four resources. Decode, make meaning, use the text, and critique the text.

• Using the Depth of Knowledge chart again, mark off the level of your comprehension.

• Did anything change? If so, how?

– Discussion point: Why would it be a good idea for teachers to use this frame when designing instruction?

• Questions for your teachers: How are you going to design lessons to help your students call upon all four resources? What evidence from students are you using to make decisions about instructional design and text use?

– Remembering the Instructional Core, and adding some pieces…

• Before-During-After• disciplinary perspectives – literacy as part and parcel of

content areas• The importance of student talk at higher DOK… talk makes

thinking visible

A progression for reading instruction:Before reading..

Activate interest and prior knowledge.Build/review any necessary knowledge before reading. Preview difficult concepts and vocabulary.Introduce and set purpose with a driving question.

During reading...Have students identify and organize important information.Teach students to record developing understandings and questions.Help students clarify things they don't understand.

After reading...Guide students to use evidence from texts to develop accounts.Have students use evidence from texts to support arguments.Facilitate synthesis and connection across the texts.

Using text is about more than reading!

About Text

Read

WriteTalk

Disciplinary Perspectives on Reading... how and what we read varies across content areas!

For example...

Effective readers of science:

• use texts to understand scientific phenomena• read to understand why ideas are new or different from previous scientific thought• pay attention to precise scientific definitions and terms• rely on images and models to further their understanding• look for specific claims and supporting evidence to support scientific ideas• make predictions about other aspects of science based upon new information they

read• try to understand through reading how things function• compare their observations of science phenomena to what they read

• Turn into Handouts and include all 4 core areas!!!

Effective readers of history:

• consider the source of a text, as well as the historical context of its production and its intended audience

• look for evidence of bias or perspective• consider multiple accounts, from different perspectives, of the same event

or events• compare multiple accounts to create new ones• read across a range of documents and types of texts and also consider

artifacts, data, and other information• read to understand and analyze accounts of the past, not remember lists

of names and dates• read to sequence events as well as explore cause and effect relationships

(and these lists are far from complete!)

CCSS for Literacy in History and Social Studies

CCSS for Literacy in Science and Technical Subjects

Generate-Sort-Connect-Elaborate

Generate• Think – individually about the various concepts &

ideas you have learned

• Write – each concept/idea on a separate sticky note including Depths of Knowledge, Instructional Core, Six Shifts, and Four Resources

Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

Generate-Sort-Connect-Elaborate

Generate• Share – your sticky notes in a round-robin manner

with your table group. Group the ideas/concepts when possible

Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

Generate-Sort-Connect-ElaborateSort• Sort – the various groupings of concepts/ideas

according to how central or tangential they are. Place the central ideas in the center of your chart paper and the more tangential ideas toward the outside of the paper

Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

Generate-Sort-Connect-ElaborateConnect• Draw – lines connecting the ideas/concepts. • Write – short sentences to explain how the ideas are

connected

Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

Generate-Sort-Connect-ElaborateElaborate• Write – any elaborations for any of the ideas

Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

Generate-Sort-Connect-Elaborate

Gallery Walk

Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

Strategy Harvest

• Welcome• Objectives• Connector – Third Party

Teaching• Connector – Hopes &

Fears• Lecture Burst – CCCSS• Looks Like/Sounds Like

w/Sticky Notes• Lecture Burst – Six Shifts• Sort to Six Shifts

• Independent Reading w/Guiding Questions

• Lecture Burst – Four Resources

• Focused Read Using Four Resources

• Generate-Sort-Connect-Elaborate

• Gallery Walk• Strategy Harvest• Review of Objectives

Objectives

• Understand the Common Core State Standards for Literacy across the content areas

• Learn facilitation strategies to lead this change in your school