Common Core State Standards November 26, 2012 1. Essential Questions 1. What is the correlation between RGSD’s Mission/Vision and the CCSS? 2. How will.

Common Core State Standards

November 26, 2012

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Essential Questions

1. What is the correlation between RGSD’s Mission/Vision and the CCSS?

2. How will the CCSS affect instructional practices?

3. How will the CCSS impact students’ academic performance preparing them to be college and career ready?

•The Common Core State Standards, also called the Core Academic Standards in Missouri, define what students should know and be able to do at every grade level in grades K-12.

•The standards are more rigorous than the previous standards. The focus of the standards closes the gap between high school and college/ career readiness. In addition, the standards will require less rote memorization and more concepts applicable to real-world problem solving.

Common Core Defined:

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We know that . . .

CCSS is a charge by states to ensure that all students are college and career ready by graduation.

Standards are set requirements for ELA and Literacy in Social Studies/History, Science, Math and Tech subjects

Standards lay out a vision of what it means to be a literate person in the twenty-first century.

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Grade Level and End Of Course Tests• 2012-13: Normal testing, return of Performance Events

and Writing Prompts in all content areas

• 2013-14: Normal testing, except for movement of CA and Math assessments to align to CCSS (without changing test design and blueprint)

• 2014-15: Implement SMARTER Balance Assessments in ELA, math

• 2014-15: All assessments will be online

• **More End Of Course Test will be required • **Comprehensive (End Of High School) Assessments

required for 2016 Graduates -

Assessments Transitions

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Overview of Reading Strand

Reading

Progressive development of reading comprehension; students gain more from what they read

Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated Standards for Reading Foundational Skills (K-5)

Reading Standards for Literature (K-12)

Reading Standards for Informational Text (K-12)

Reading Standards for Literacy in History/Social Studies (6-12)

Reading Standards for Literacy in Science and Technical Subjects (6-12)

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Overview of Writing Strand

Writing Expect students to compose arguments and opinions,

informative/explanatory pieces, and narrative texts

Focus on the use of reason and evidence to substantiate an argument or claim

Emphasize ability to conduct research – short projects and sustained inquiry

Require students to incorporate technology as they create, refine, and collaborate on writing

Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendix for writing samples)

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Overview of Speaking and Listening and Language Strands

Speaking and Listening Focus on speaking and listening in a range of settings, both formal and

informal – academic, small-group, whole-class discussions

Emphasize effective communication practices

Require interpretation and analysis of message as presented through oral, visual, or multimodal formats

Language Include conventions for writing and speaking

Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading

To be addressed in context of reading, writing, speaking and listening

Media and Technology are integrated throughout the standards.

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Students who are College and Career Ready (CCR) …

Demonstrate independenceConstruct viable arguments and

critique the evidence of othersParticipate in a range of

effective conversationsCollaborate with diverse

partnersUse technology and digital

evidence strategically and capably

Make sense of problems and persevere in solving them

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College and Career Readiness Anchor Standard 10 for Reading

Read and comprehend complex

literary and informational texts independently and

proficiently.11

Text Complexity Model

Text complexity is defined by:

Qua

litat

ive2. Qualitative measures – levels of meaning,

structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task

3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

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ScientistScientist

TeacherTeacherExecutiveExecutive

NurseNurseSupervisorSupervisor

SalesSales

SecretarySecretary

ForemanForeman

ClerkClerk

CraftmanCraftman

ConstructionConstructionClerkClerk

LaborLabor

Lexile ScoreLexile ScoreLexile ScoreLexile Score

150015001300130011001100900900700700

On-the Job Lexile RequirementsOn-the Job Lexile RequirementsNational Adult Literacy Study

Text Complexity Resources

http://www.lexile.com/findabook

http://www.arbookfind.com/

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How is knowing a text’s complexity level assist us in

improving our students’ reading engagement and

comprehension?

A Question to Remember . . .

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Text Complexity & Engagement: Assessments

Reading Interest Inventory

Engagement Inventory

Adequate Range of Reading Rates

Book Logs

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Assessing and Measuring Reading Engagement

Qualitative Quantitative

Engagement Inventory-Are the child’s eyes on the print?-Is the child giggling at the funny parts?-Is the child turning pages at an acceptable pace?-What types of things distract a child from reading?Book Logs-What types of books (genres, authors, levels) does the child tend to choose?Reading Inventory-What are a child’s attitudes toward reading?-Whom does a child like to share his reading with?What types of books (genres, authors) does the child report liking & disliking?

Engagement Inventory-How many minutes can a child stay engaged with a book?Book Log-How many pages is the child reading per minute?-How many books does the child read per week?-How much time is spent reading at home versus reading at school?

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Reading Interest Inventory Administered at the beginning of the year and

repeated periodically throughout the year Make sure the students answer honestly without

penalty Constructed response inventories will give you a

deeper understanding of each student Results of inventory will allow teacher to:

Pull small groups to guide students (book tastes, reading habits, student attitudes, who each student is a reader, etc.)

Form groups/partners/book clubs Modify unit plans for the year (including read aloud

choices) Reorganize classroom library

Handout

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Engagement Inventory Results of the engagement inventory will

allow teacher to: Clearly target the length of time that students stay

engaged during independent reading time Determine distracters Form groups/partners/book clubs Develop intervention plans

Small groups Individual conferences

Handouts

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Book Logs

Results of the book log will allow teacher to: Determine reading rate Analyze the types of books the student is reading

at home and school Look at stamina tied to genre Determine indications for difficulty with word

study and fluency Pull small groups and confer about: book choice,

stamina and reading rate

Handout

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Book Logs

Completed weekly by the student Learn about student’s habits and stamina Types of book a student chooses—is there a

good variety or is it time to broaden the student’s reading tastes?

Time spent reading at home Time spent reading at school Page per minute rate (Reading Rate Handout)

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Reading Strategies to Increase Student Engagement

•Pre –

•During -

•Post –

Resources

Teaching Reading in Small Groups by Jennifer Serravallo

When Kids Can’t Read, What Teachers Can Do by Kylene Beers

Pathways to the Common Core: Accelerating Achievement by Lucy Calkins, Mary Ehrenworth and Christopher Lehman

Professional Development - State Workshops , CSD Workshops and Regional Consortiums (Language Arts Regional Consortiums)

DESE Common Core Information Page Crosswalk FAQs PowerPoints and Videos

CCSS Websites and Curriculum Maps Websites CCSS Appendices:

A – Defines Terms B – Suggested Text and Student Tasks Samples C – Writing Exemplars

Various State Websites ----KS, MA, DE District Website – The Standards, Appendices, FAQs and Parent

Resource

Resources and Supports

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