Curriculum & Instruction Department Going Deeper with the CCSS Day 1 June 20, 2013.

Curriculum & Instruction Department

Going Deeper with the CCSSDay 1June 20, 2013

Participants will…

Develop an understanding of the instructional shifts required by the CCSS

Engage in an integrated instructional sequence

Apply strategies & practices to a planned unit of instruction

New Societal RequirementsNew Standards

Common Core (ELA/Math)

New ELD Standards

Next GenScience Standards

New H/SS Standards?

Common Core Standards Criteria

RigorousClear and specificTeachable and learnableMeasurableCoherentGrade by grade standards Internationally benchmarked

A Portrait of a College and Career Ready Student….

SEE HANDOUT – ARE OUR STUDENTS PREPARED?

Major Shifts in ELA

Building knowledge through content-rich nonfiction and informational texts (R.10)

Reading and writing grounded in evidence from the text (R.1; W.1)

Regular practice with complex text and its academic vocabulary (R.10; L.6)

“The Standards define what all students are expected to know and be able to do, not how teachers should teach.” (Intro., p. 6)

Write arguments to support claims with clear reasons and relevant evidence

Create an organizational structure Develop the topic with relevant facts, definitions,

concrete details, quotations, or other information and examples

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

In ELA/Literacy Teachers can begin doing these things now….

Begin to incorporate more informational text Incorporate into instruction more text-dependent questions that

require students to read a text closely to determine what it says explicitly and to make logical inferences from it

Have students read more non-fiction and complex texts Encourage questioning, discussion and explanation of thinking Focus writing instruction substantially on writing to inform and

structure an argument, not only writing stories Create assignments with real-world applicationHANDOUT –

WHAT COMMON CORE ELA INSTRUCTION MIGHT LOOK LIKE

Standards for Mathematical Practices

Mathematically Proficient Students:

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

HANDOUT – STANDARDS FOR MATHEMATICAL PRACTICE

Major Shifts in Mathematics

1. Focus: Focus strongly where the standards focus.

2. Coherence: Think across grades, and link to major topics

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

What do the New Math Standards Imply

“Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures… They justify their conclusions, communicate them to others, and respond to the arguments of others.” – (CCSS for Mathematics, p. 6)

What will our student mathematicians need to be able to do…..

Communicate (orally, in writing, and through other representations) about concepts, procedure, strategies, claims, arguments, and other information related to problem solving:

Create, label, describe, and use in presenting solutions to a math problem multiple written representations of a problem

Explain in words orally or in writing relationships between quantities and multiple representations of a problem solutions

Present information, description of solutions, explanations, and arguments to others

Respond to questions or critiques from others Ask questions about others’ solutions, strategies, and procedures for

solving problemshttp://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.html

In MathTeachers can begin doing these things now…

Focus instruction more on the few key topics emphasized in each grade in the standards

Emphasize problem-solving and real-world application

Provide opportunities for students to access different mathematical practices

Support mathematical discussions and use a variety of participation structures

An Integrated Model Lesson Using Text Sets

Reading Standard

1.0

Reading Standard

10.0

Writing Standard

1.0

Listening and Speaking Standard

1.0

HANDOUT –STANDARDS R.CCR.1, R.CCR.10, W.CCR.1, SL.CCR.1

Text Complexity Defined (R.10)

1. Qualitative measures – aspects of text complexity best measured or only measurable by an attentive human reader (levels of meaning and purpose, structure, language conventionality, knowledge demands)

2. Quantitative measures – aspects of text complexity…that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software. (Lexile)

3. Reader and Task considerations – variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed). Best made by educators using professional judgment.

Qualitative MeasureUse to identify specific grade levels….

With an elbow partner, discuss the following questions:

•Will spending time helping students to establish a purpose for reading a text be appropriate?•Will students know in advance what they are expected to do with the information they gain from reading this text?

IN HANDOUTS

Quantitative Resources

Fry Readability Formula Dale – Chall Readability Calculator:

– http://www.readabilityformulas.com/free-dale-chall-test.php

Others:– http://www.lextutor.ca/vp/eng/– http://lexile.com/analyzer/– ATOS (Accelerated Reader Program)– Coh-Metrix (University of Memphis)

HANDOUT – FRY READABILITY GRAPH

Quantitative: Aligning Lexile Ranges to CCRUse to identify specific grade bands…

The way Lexile is measured has not been changed; it has been adjusted in order to address the gap between texts read near the end of high school and university texts. 19

Figure 3. Text Complexity Grade Bands and Associated Lexile Ranges (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

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Reader and Task

Students need opportunities to stretch their reading abilities but also to experience the satisfaction and pleasure of easy, fluent reading within them, both of which the Standards allow for.– Activity - Review the checklist from Fisher and

Fry. With a partner, discuss how you might use this as a tool for selected appropriate texts for your students.

HANDOUT – CHECKLIST FOR MATCHING READER AND TASK

Where to Begin a Lesson….What is an ESSENTIAL QUESTION?

Essential questions reside at the top of Bloom's Taxonomy (Bloom, 1954).

Essential questions spark our curiosity and sense of wonder.

Answers to essential questions cannot be found. They must be invented.

Essential questions engage students in the kinds of real life applied problem-solving suggested by nearly every new curriculum report or outline curriculum standards

HANDOUT – USING ESSENTIAL QUESTIONS…

Strategy - Note-taking GuidesScaffolding to support the reading of complex text…

Who What Where When Why

Cornell Notes - Format

HANDOUT – THE CORNELL NOTE-TAKING SYSTEM

Cornell Notes - Process

Complete AFTER class

Complete DURING class

AFTER class

Curve of Forgetting

~ University of Waterloo

HANDOUT – THE CURVE OF FORGETTING

Stop and Jot: What do you think?

What makes a good leader?– Take 3 minutes to write your answer to this

question in your Cornell notes.

Turn and Talk (purposeful collaboration)– Share your response with a partner. Be prepared

to share THEIR thinking.

What Makes a Good Leader?

What leadership traits do these women have in common?

Collaborative Conversations (SL.1)

Think-Pair-Square – Discuss the topic with your partner (1 min each)– Extend the discussion with another set of

partners, but this time, share a summary of your partner’s response (30 seconds each)

Add any new or significant ideas to your own notes!

Read Aloud

Lucy Calkins – “Reading the CCSS As if They Are Gold”

Interactive Triads

IN HANDOUTS

Partner ReadMandela: His 8 Lessons of Leadership

Mandela launched a campaign to persuade the ANC that his was the correct course. His reputation was on the line. He went to each of his comrades in prison, Kathrada remembers, and explained what he was doing. Slowly and deliberately, he brought them along. "You take your support base along with you," says Ramaphosa, who was secretary-general of the ANC and is now a business mogul. "Once you arrive at the beachhead, then you allow the people to move on. He's not a bubble-gum leader — chew it now and throw it away."

-Time Magazine, July 9, 2008

HANDOUT – LEAD FROM THE FRONT…

Annotation is a note of any form made while

reading text.

“Reading with a pencil.”

Modeling in 9th

Grade English

Strategy to Scaffold the Reading of Complex Text: Marking the Text (R.1)

– Before reading number the paragraphs in your section.

– While reading, circle key words/phrases that are used to explain an idea or concept.

– While reading, underline author’s claims and/or other information relevant to the reading purpose. While reading informational texts, focus on identifying information relevant to the reading task such as… central claims, evidence, facts, descriptions, cause and effect relationships.

HANDOUT – TEXT MARKING STRATEGY

Lincolns Life and Work…..

Read “Lincoln’s Life and Work” to further your notion regarding the traits a good leaderAs you read:Number ParagraphsUnderline claimsCircle descriptive words

After reading:Add any new ideas to your

Cornell Notes

HANDOUT – LINCOLN’S LIFE AND WORK

Leaders – Another Perspective

Is morality a quality of leadership? 

Stop and Jot… Then, Turn and Talk….

Video – Lollipop Moments

“Never doubt that a small group of thoughtful, concerned citizens can change world. Indeed it is the only thing that ever has.” ~ Margaret Mead

Frames to Develop Claims and Counter Claims (6 – 12)

I think the qualities of a good leader are ……because…….

Some characteristics of good leaders are _______, _______ and _______.

Similar to the leadership demonstrated by _______, good leaders __________.

Starting with the counter argument… Although some people believe.. it may be argued.. Some people feel that.. In reality, however…. Despite…… I want to argue that……

Socratic SeminarCCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Purpose:To develop a deeper understanding of complex ideas through rigorously thoughtful dialogue, rather than by memorizing bits of information.

Wisdom begins in wonder.

4 Elements of Socratic Seminar

1. The Text– Readings from Literature, science,

history, math… Any content area.– Works of art, artifacts, media, music

– Texts should be selected for their richness in ideas, issues, and values and their ability to stimulate extended dialogue.

4 Elements of Socratic Seminar

2. The Questions– Opening: no right answer, genuine

curiosity of leader, leads participants to the text

– Core: content (text) specific, interpret a line, passage, or event, ask how or whyo Prepare these ahead of timeo Go beyond the obvious!

– Closing: connect to world/self, establish relevance

4 Elements of Socratic Seminar

3. The Leader– Approach seminar as a joint search for

understanding– Help clarify positions, probe responses– Facilitate the flow of discussion – both content

and participation– Model respectful dialogue & behavior

4 Elements of Socratic Seminar

4. The Participants– Prepared – have read the

passage at least once– Share ideas & questions,

agree/disagree with each other

– Search for evidence in the text

– Listen actively!

Socratic Seminar

Gather your notes on leadership and any texts we have used

See the sticker on the front of your packet to see where to go.

Find a seat Develop one or two questions

on leadership that might lead to a good discussion

Socratic Seminar

Remember to:– Speak– Reference the text for

evidence– Ask questions– Listen– Build on the ideas of others

“Literacy floats on a sea of talk.”~ James Britton

Morality is/isn’t a quality of leadership because_________________, as we saw/read/discussed in ____________. One piece of evidence for this is ____________________. Another…..

Strategy - Flash Draft #1W.Standard 10 – Range of Writing (long and short time frame)

Flash Draft:– Write thoughts from readings in words you might use in

your final draft.– Write in one period (approx. 60 min.)– quickly and concisely

to get words/ideas down on paper.– Put flash draft #1 aside and later repeat with #2 before

completing final draft.– Notice and name differences in papers and reasons why.

With an elbow partner, discuss how this might be adapted for your grade level?

Your Turn to Try it Out….

Flash Draft #1 – We have been learning about leaders. You will have this class period to tell us in writing what you think about leadership. Don’t worry about editing and format. Write your thoughts from our readings in words your might use in your final draft. Be sure and give your opinion and reasons/evidence for why you believe the way you do.

Leadership Prompt – Final Draft

Writing Directions: Today you have learned a lot about leaders. You will now have a chance to write an opinion paper about what you think are the qualities of a good leader. You will state an opinion about leadership, supply relevant facts and reasons that support your opinion, quoting sentences or phrases from your resources, and write a conclusion.

Strategies Used Today

Essential Questions Stop and Jot Cornell notes Collaborative

Conversations Listening with a

purpose

Partner Reading (w/ scaffold)

Marking the Text Sentence Frames Socratic Seminar Flash Draft

Primary Resource Websites

Library of Congress - http://www.loc.gov/index.html

Calisphere - http://www.calisphere.universityofcalifornia.edu/

National Archives (DocsTeach - http://docsteach.org/

American Rhetoric - http://www.americanrhetoric.com/

World History Matters - http://worldhistorymatters.org/

Lesson Planning & Next Steps

Develop an Essential Question for your unit of study

Identify resources to build a text set