Leading the Change to the Common Core State Standards: Essential Tools for School and District Leaders LITERACY MISIC Institute Sue Z. Beers
LITERACY MISIC Institute Sue Z. Beers. Common Core State Standards New Generation State Assessments.
Dec 15, 2015
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Leading the Change to the Common Core State Standards: Essential Tools
for School and District Leaders
LITERACY MISIC InstituteSue Z. Beers
Common Core State Standards
New Generation State Assessments
June 2009Beginning of CCSS Initiative
March 2010
K-12 Draft Released for Public Comment
June 2010
Formal Release of K-12 CCSS
Common Core: A Fast Timeline
Dec. 2011
46 States Have Adopted CCSS
2014 - 2015
Participating States Administer New CCSS Assessments
Implementation is NOW!
Initiative Fatigue in Action
Recognize this Person?
http://www.youtube.com/watch?v=NMkHtwnYVOg
Implementing the CCSS
What Now? What Should? Now What?
Vision / Understanding
Implementation
Monitoring Progress
Green Flags & Red Flags
for ImplementationThe Common Core State Standards for
ELA / Literacy
STANDARDS FORENGLISH LANGUAGE ARTS
&LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS
JUNE 2010
www.corestandards.org
Don’t start by looking at each tree – each standard…
Look at the BIG picture – the whole forest!
College and Career Standards ANCHOR the learning we want students to achieve…
Three main sections
K-5 (cross-disciplinary)
6-12 English Language Arts
6-12 Literacy in History/Social Studies, Science, and Technical Subjects
Design and Organization
Three appendices
A: Research and evidence; glossary of key terms (Appendix A)
B: Reading text exemplars; sample performance tasks (Appendix B)
C: Annotated student writing samples (Appendix C)
Design and Organization
Standards define year-end expectations that lead to college and career readiness.
Focus on results rather than means. Integrated model of literacy Research and media skills blended into the
standards Shared responsibility for literacy development Focus and coherence in instruction and
assessment.
Key Design Considerations: ELA
http://corestandards.org/about-the-standards/key-points-in-english-language-arts
What is NOT in the Standards…
How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well
below grade level The full range of support for English language
learners and students with special needs Everything needed to be college and career
ready
Shifts…
◦Shift to higher-level thinking skills◦Increasing focus on informational text
◦Not coverage, but depth and focus: RIGOR
◦Writing about texts, citing sources
ELA Major Shifts
Use the “Delete” Button!
CCSS give us the chance to delete – to get rid of content and activities that don’t lead students to be college and career ready.
Organized in four key areas:1. Key Ideas and Details2. Craft and Structure3. Integration of Knowledge and Ideas4. Range of Reading and Level of Text
Complexity
CCR Standards for Reading
Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
CCR Standards for Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
CCR Standards for Reading
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. 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.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCR Standards for Reading
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
CCR Standards for Reading
1. Balance of Information and Literary Text (K-5)
2. Content Area Literacy (6-12)
3. Appropriately complex text
4. Text-dependent questions
5. Writing to inform/argue based on evidence
6. Academic vocabulary vs. domain-specific vocabulary
ELA & Literacy: 6 Shifts Condensed into 3 Shifts
1. Building knowledge through content-rich nonfiction and informational texts.
2. Reading and writing grounded in evidence from text.
3. Regular practice with complex text and its academic vocabulary.
Green Flags / Red Flags
ELA / Literacy Mathematics
GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION The Common Core State Standards for ELA/Literacy
GREEN FLAGS: We’ll KNOW the CCSS for ELA / Literacy are being implemented when…
RED FLAGS: We should NOT see the following:
Building Knowledge by Balancing Informational and Literary Texts Scientific and historical texts are given the same time and weight as
literary text. Informational text in elementary comprise 50% of text used in ELA,
science, social studies and the arts; in the middle school, informational text comprise 55%; in high school, informational text comprise at least 70%.
Informational texts are selected to help students deepen their understanding of topics and themes over time.
Literature is the sole or vast majority of text used in ELA classes.
All or majority of text is narrative in structure.
Texts do not logically develop learning about a specific topic or theme.
Content Area Literacy 6-12 All content area teachers explicitly teach reading and writing strategies
essential to learning and communicating in their discipline. Students are asked questions that give them the opportunity to share
evidence from text. Activities strengthen students’ listening skills as well as their speaking
skills. Students write frequently about what they are reading and learning,
drawing from evidence in the text. Reading and writing strategies are presented consistently across all
content areas. Multiple texts, presented in diverse formats, are used to integrate
information on a given topic. Primary sources of information are used widely.
Teachers present the information in the text rather than expecting students to read for understanding.
Text is used as a reference rather than a source of information.
No connection between the reading and writing assignment.
No instruction is provided in reading or writing strategies appropriate to the content area.
A single text is used for all reading assignments.
Regular Practice with Complex Text All students encounter and are engaged with the same, grade-
appropriate, high-quality text. Appropriate scaffolding is provided to help students understand
complex text, based on their individual needs, building toward the goal of independent reading.
Reading strategies are embedded in the activity of reading rather than as a separate body of material.
Students are required to think critically about the text. Instruction is often centered on multiple close readings in order to
develop deep understanding. Teachers are aware of resources and know how to identify and evaluate
the complexity of text in their content areas. Students read complex texts from a wide variety of text structures
(narrative, cause and effect, compare and contrast, etc.)
Students always receive different levels of text based on their reading ability.
No instruction is provided for reading strategies to approach complex text.
Students are given a summary of the text prior to reading it.
No support is provided for students who read below grade level.
Majority of text uses a single text structure.
GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION
The Common Core State Standards for Mathematics GREEN FLAGS: We’ll KNOW the CCSS for Math are being implemented when…
RED FLAGS: We should NOT see the following:
Focus The content of instruction focuses on the identified standards for the
grade level, with emphasis placed on the priority standards for the grade level.
Teachers select text(s) and resources for instruction based on the standards to be taught and assessed.
Students are challenged to learn the content of mathematics at the level of rigor defined by the CCSS for their grade level.
Students are engaged with topics and activities unrelated to the concepts and procedures identified in the standards for their grade level.
Content and skills not in the CCSS are taught to “get students ready” for the next grade level or for middle school or high school.
Coherence Standards are taught and assessed in ways that maintain their
connection to the cluster and domain in which they appear in the CCSS. Teachers use understanding of learning progressions presented from
grade to grade in the CCSS to monitor students’ progress, to provide scaffolding to support student learning, and to extend learning beyond grade level content, where appropriate.
Concepts and skills advance and deepen over time, within and across grades.
Students transfer knowledge and skills across concepts and within and across domains and learning progressions.
Major topics are linked within grades.
“Crosswalks” of the CCSS are aligned grade by grade with the existing/former state standards.
Scope and sequence documents or curriculum maps replicate the table of contents of an existing mathematics textbook.
Standards are “broken apart” for instruction.
Rigor In major topics, students pursue the following four aspects of
mathematics with equal intensity: -- conceptual understanding, -- procedural skill, -- fluency, and -- application.
Students engage in authentic, real-life practice of skills and make use of those skills through extended application of math concepts.
Students develop deep conceptual understanding of the math concepts identified in the CCSS and are assessed to determine the extent to which they have attained the desired learning.
Students receive feedback about the concepts and skills they have learned and about their next steps.
Paper and pencil assessments are used predominantly.
Worksheets and workbooks are used extensively.
Students are rarely or never assessed formatively.
SHIFT 1: Building Knowledge by Balancing Informational and Literary Texts
SEE NOT SEE Scientific and historical texts are given the
same time and weight as literary text. Informational text in elementary comprise
50% of text used in ELA, science, social studies and the arts; in middle school, informational texts comprise 55%; in high school, informational text comprise at least 70%.
Informational texts are selected to help students deepen their understanding of topics and themes over time.
Literature is the sole or vast majority of text used in ELA classes.
All or majority of text is narrative in structure.
Texts do not logically develop learning about a specific topic or theme.
Why the Focus on Informational Text?
Harder for students to comprehend informational text than narrative text
Much of our knowledge base comes from info text Academic vocabulary comes largely from info text Makes up 80% of the required reading in college/
workplace Yet students are asked to read 7-15% of it in
elementary and middle school
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Reading Framework for NAEP 2009
Literary Nonfiction and Historical, Scientific, and Technical Texts
Biographies and autobiographies Primary sources Books about history, social studies, science, and the
arts Technical texts, including directions, forms, and
information displayed in graphs, charts, or maps Digital sources on a range of topics
INFORMATIONAL Text
Appendix B:Text Exemplars
http://www.corestandards.org
Read like a detective!• Use clues / evidence from text• Make non-trivial inferences based on that evidence• Use information from multiple sources within or between text to make arguments
Taking Stock: Balancing Informational and Literary Texts
+
√
0
Fully prepared/We are ready to go!
We have started but have more work to do.
We have yet to tackle this/We have more to learn.
SHIFT 2: Content Area Literacy 6-12
All content area teachers explicitly teach reading and writing strategies essential to learning and communicating their discipline.
Students are asked questions that give them the opportunity to share evidence from text.
Activities strengthen students’ listening skills as well as their speaking skills.
Students write frequently about what they are reading and learning, drawing evidence in the text.
Reading and writing strategies are presented consistently across all content areas.
Multiple texts, presented in diverse formats, are used to integrate information on a given topic.
Primary sources of information are used widely.
Teachers present the information in the text rather than expecting students to read for understanding.
Text is used as a reference rather than a source of information.
No connection between the reading and writing assignment.
No instruction is provided on reading or writing strategies appropriate to the content area.
A single text is used for all reading assignments.
SEE NOT SEE
Reading critical to building knowledgeAppreciation for norms and conventionsEvidenceUnderstanding domain specific wordsAnalyze, evaluate, argue, synthesizeComplement the disciplines: Foundation
Reading Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12
Template Task Collection 1 | © Literacy Design Collaborative, November 2011 1
Quick Reference Task Chart
“After R esea r ch in g ” “Essential Q u e st io n ”
Argumentation Template T a sk s
A n a ly s is
A r g u m e n ta t io n / A n a ly s is
Task 1: After researching ________ (informational texts) o n ________ (content), write a/an ________ (essay or s u b s ti tu te ) that argues your position on ________ (content). Support y o u r position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past o r current events or issues to illustrate and clarify your p o s it io n .
Task 2: [Insert question] After reading ________ (literature o r informational texts), write a/an ________ (essay or s u b s ti tu te ) that addresses the question and support your position w ith evidence from the text(s).
L2 Be sure to acknowledge c o m p e tin g views.
L3 Give examples from past or current events or issues to illustrate and clarify your position.
C o m p a r iso n
A r g u m e n ta t io n / C o m p a r iso n
Task 3: After researching ________ (informational texts) o n ________ (content), write a/an ________ (essay or s u b s ti tu te ) that compares ________ (content) and argues _ _ _ _ _ _ _ _ (content). Be sure to support your position with evidence fro m the texts.
Task 4: [Insert question] After reading ________ (literature o r informational texts), write a/an ________ (essay or s u b s ti tu te ) that compares ________ (content) and argues _ _ _ _ _ _ _ _ (content). Be sure to support your position with evidence fro m the texts.
E v a lu a t io n
A r g u m e n ta t io n / E v a lu a t io n
Task 5: After researching ________ (informational texts) o n ________ (content), write a/an ________ (essay or s u b s ti tu te ) that discusses ________ (content) and evaluates _ _ _ _ _ _ _ _ (content). Be sure to support your position with evidence fro m your research.
Task 6: [Insert question] After reading ________ (literature o r informational texts), write a/an ________ (essay or s u b s ti tu te ) that discusses ________ (content) and evaluates _ _ _ _ _ _ _ _ (content). Be sure to support your position with evidence fro m the texts.
P r o b le m - S o lu t io n
A rg u m e n ta t io n /P r o b le m -S o lu t io n
Task 7: After researching ________ (informational texts) o n ________ (content), write a/an ________ (essay or su b s ti tu te ) that identifies a problem ________ (content) and argues for a solution. Support your position with evidence from your re s e a rc h . L2 Be sure to examine competing views. L3 Give examples f ro m past or current events or issues to illustrate and clarify y o u r position.
Task 8: [Insert question] After reading ________ (literature o r informational texts) on ________ (content), write a /a n ________ (essay or substitute) that identifies a p ro b le m ________ (content) and argues for a solution _ _ _ _ _ _ _ _ (content). Support your position with evidence from the te x t(s ) . L2 Be sure to examine competing views. L3 Give examples f ro m past or current events or issues to illustrate and clarify y o u r position.
C a u se -E ffec t
A r g u m e n ta t io n / C a u se -E ffec t
Task 9: After researching ________ (informational texts) o n ________ (content), write a/an ________ (essay or su b s ti tu te ) that argues the causes of ________ (content) and explains th e effects ________ (content). What ________ (conclusions o r implications) can you draw? Support your discussion w ith evidence from the texts.
Task 10: [Insert question] After reading ________ (literature o r informational texts) on ________ (content), write a /a n ________ (essay or substitute) that argues the causes o f ________ (content) and explains the effects _ _ _ _ _ _ _ _ (content). What ________ (conclusions or implications) can y o u draw? Support your discussion with evidence from the te x ts .
Task 1: After researching ________ (informational texts) on________ (content), write a/an ________ (essay or substitute) that argues your position on ________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
http://www.literacydesigncollaborative.org/
General Science LDC Task 18 for Background Research: After researching and reading___________(multiple types of sources including: scientific journal publications, book chapters, and other texts) on the ________ (problem) you are investigating, write a review of the literature that summarizes the current state of the problem, describes the major lines of evidence foregrounded in each source, and specifies the implications of that research for your problem of _______(problem).Identify any gaps or unanswered questions that your research will address. Include a reference list.(Informational or Explanatory/Synthesis)
http://educurious.org/
Library of Congress Grant
http://edsitement.neh.gov/http://edsitement.neh.gov/
Taking Stock: Content Area Literacy
+
√
0
Fully prepared/We are ready to go!
We have started but have more work to do.
We have yet to tackle this/We have more to learn.
SHIFT 3: Regular Practice with Complex Text
Same, grade-appropriate, high-quality text for all. Appropriate scaffolding to help students
understand complex text, based on individual needs, building toward goal of independent reading.
Reading strategies embedded in the activity of reading rather than as a separate body of material.
Students required to think critically about the text. Instruction often centered on multiple close
readings in order to develop deep understanding. Teachers can identify and evaluate the complexity
of text in their content areas. Students read from complex texts from a wide
variety of text structures (narrative, cause and effect, compare and contrast, etc.)
Students always receive different levels of text based on their reading ability.
No instruction is provided for reading strategies to approach complex text.
Students are given a summary of the text prior to reading it.
No support is provided for students who read below grade level.
Majority of text uses a single text structure.
SEE NOT SEE
Students who reached benchmark scores and did well in college:◦Ability to make inferences while
reading or answering questions◦Ability to answer questions associated
with complex text- ACT, 2006 Reading Between the Lines
Text Complexity Matters
47% of students meeting reading benchmark also met the science benchmark; only 5% of students who did not meet the reading benchmark also met the science benchmark.
Difference between students who did / did not score above reading benchmark was the degree of text complexity.
College Readiness and Reading
“Aspects of Text Complexity Project: Why Complex Text Matters, David Liben
Students below the benchmark (49%) scored no better than chance on multiple-choice items associated with complex text.
Only nearly perfect scores (35/36) did as well on complex text as challenging text; significant # who met the benchmark still scored relatively poorly on complex text.
College Readiness and Reading
“Aspects of Text Complexity Project: Why Complex Text Matters, David Liben
Critical thinking does not distinguish College and Career Readiness from those who are not; facility with reading complex text does!
They can THINK, but can they READ?
College Readiness and Reading
“Aspects of Text Complexity Project: Why Complex Text Matters, David Liben
Why Complex Text?• Must read closely• Think deeply about texts• Participate in discussions based on text• Gain knowledge
Publishers Criteria for ELA/Literacy Grades 3-12, p. 3
Simplified texts often restricted, limited, and thin in meaning
Complex texts are rich in academic vocabulary; simple texts do not expose students to the type of vocabulary necessary to read complex texts.
Mature language skills are gained by working with demanding materials
No evidence that struggling readers—especially at middle and high school—catch up by gradually increasing the complexity of simpler texts
- Adapted from the work of Jean M. Evans Davila, www. Redapplesnorwalk.org
Why Not Use Simple Texts?
Among Highest Priority for CCSS:
“…read closely and gain knowledge from texts.”
Publishers Criteria for ELA/Literacy Grades 3-12, p. 6
What is Close Reading?
http://www.youtube.com/watch?v=5w9v6-zUg3Y
ALL Students: Anchor Texts at
Grade Level
Above Grade Level Texts for Advanced Readers
Texts Below Grade Level – Scaffolding Only!
Progression of Reading Standard 10
Grade Reading Standard 10 (individual text types omitted)
K Actively engage in group reading activities with purpose and understanding.
1 With prompting and support, read prose and poetry [informational texts] of appropriate complexity for grade 1.
2 By the end of the year, read and comprehend literature [informational texts] in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
3 By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 2-3 text complexity band independently and proficiently.
4 By the end of the year, read and comprehend literature [informational texts] in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
5 By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 4-5 text complexity band independently and proficiently.
Overview of Text Complexity
Qual
itativ
e
1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quantitative
2.Quantitative measures – readability and other scores of text complexity
Reader and Task
3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
• Background• Prior Knowledge• Cultural • Vocabulary
• Standard English
• Variations• Register
• Genre• Organization• Narration• Text Features• Graphics
• Density and Complexity
• Figurative Language
• Purpose
Levels of Meaning Structure
Knowledge Demands
Language Convention and Clarity
Sophistication of language and content Subtlety of themes and issues Extract knowledge and information from reference
materials, technical manuals, literature and other texts Demanding and context-dependent vocabulary Subtle relationships among ideas and characters Nuanced rhetorical style and tone Elaborate structures or formats Demand close attention and often demand rereading
in order to be fully understood
Text Complexity
Rich in content Provide strong models of thinking and writing Broad resonance and are referred to and
quoted often Provide students with deep engagement in
the world and a variety of cultures Reflect on important issues in the disciplines Build background knowledge and vocabulary
essential to reach College and Career Readiness levels.
Text Quality
Variety of literary and informational textsRead deeply across content areas to gain
knowledge baseAttend to author’s choice of words and
structures / order and use of detailAcquire information from different
formats in order to access knowledge
Text Range
Text Complexity Grade Band in the
StandardsOld 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
Text Complexity Grade Bands and Associated Lexile Ranges
http://learning.blogs.nytimes.com/2011/12/12/compare-contrast-cause-effect-problem-solution-common-text-types-in-the-times/
Taking Stock: Regular Practice with Complex Text
+
√
0
Fully prepared/We are ready to go!
We have started but have more work to do.
We have yet to tackle this/We have more to learn.
SHIFT 4: Focus on Text-Based, Text- Specific Questions
Rich and rigorous conversations are based on text. Students closely analyze text with evidence to
back up their claims and conclusions. The majority of text-based questions focus
conversations and writing and require students to utilize information from the text in their answers.
Questions are of high value – they are worth thinking about and answering.
Questions move beyond what is directly stated and ask students to make nontrivial inferences from evidence in the text.
Background knowledge is used to illuminate text and not replace it.
Students explore how specific words, details, structure and organization of text impact the meaning of the text as a whole.
The bulk of questions regarding the text can be answered without reading the text, either because it is not directly related to the text or because students can answer by referencing teacher comments.
Questions are primarily centered on students’ own experience or background.
Students do not have to make connections within the text in order to answer questions.
SEE NOT SEE
Goal of Close, Analytic Reading:
… be able to discern and cite evidence from text to support assertions.
Analytic Reading + Analytic Writing = Analytic THINKING
Describe the problem in this text and how it is solved. Use information in the text to support your answer.
Describe the process of ____ using information from the text.
What is the author’s purpose in structuring paragraphs this way? Use details from the passage to support your answer.
Close Reading
https://www.teachingchannel.org/videos/high-school-literature-lesson-plan
For students to have deep connections to a common text, which occur in both conversations and writing, in order for them to develop habits for citing textual evidence that supports conclusions drawn from text.
High-quality questions help students read complex text…
Text-Based Questions call for Text-Based Answers!
Text-based Questions1. Choose texts worthy of re-reading.2. Show students how to cite specific text to
support answers3. Provide opportunities for higher-order thinking4. Develop students’ fascination with the text by
making connections to real life
Text-Based Questions should be…
Text-SPECIFICrather thangeneric!!!
Basal Alignment Project
Basal Alignment Project
If interested, go to the web site:http:www.achievethecore.org
You have to go out and access this site.
Taking Stock: Text-Based Questions
+
√
0
Fully prepared/We are ready to go!
We have started but have more work to do.
We have yet to tackle this/We have more to learn.
SHIFT 5: Writing Arguments and from Sources
Students required to use more than one source of information in their writing, in addition to writing in response to a single text.
Multiple short research projects as well as more sustained research.
Students can independently conduct research, without direction from the teacher.
Evidence from text is required in writing assignments and oral discussions.
The majority of writing emphasizes the use of evidence to inform or make an argument.
Student writing analyzes and synthesizes sources of information and present their findings that include careful analysis, well-defined claims and clear information.
Students must have read and analyzed a text in order to respond appropriately to a prompt.
There is a consistent and prevalent focus on argument, opinion and informative writing.
Frequent, short, constructed-response to text-dependent questions.
All analytic writing requires the use of evidence as students paraphrase, infer and integrate ideas from text.
Students write primarily from their own experience or viewpoint.
Students do not use a structured process for conducting research.
No or little instruction is provided in how to support a claim or conclusion.
Writing assignments are not tied to reading.
Writing is not routine and continuous.
SEE NOT SEE
Why is the student’s ability to write sound arguments on substantive topics and issues important?
Discuss with your team …
Text Types and Purposes1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Common Core Writing Standards
Argument Informational / Explanatory Narrative
• Support a claim• Sound reasoning• Relevant evidence
• Increase subject knowledge• Explain a process• Enhance understanding
• Conveys experience• Tells a story
Three Types of Writing
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
NAEP 2011 Writing Framework
Production and Distribution of Writing4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
College & Career Writing Standards
Research to Build / Present Knowledge7. Conduct short, as well as more sustained research
projects based on questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
College & Career Writing Standards
Range of Writing10. Write routinely over extended time frames
(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
College & Career Writing Standards
Evidence from
Text
Writing
TextGet It in Gear!
https://www.teachingchannel.org/videos/teaching-narrative-to-argument#
Appendix C: Samples of student writing at each grade level that demonstrates mastery of standards
www.corestandards.org
Taking Stock: Writing from Sources
+
√
0
Fully prepared/We are ready to go!
We have started but have more work to do.
We have yet to tackle this/We have more to learn.
SHIFT 6: Academic Language
Focus on words which are prevalent in complex texts across content areas, as well as content-specific words.
Instruction provided on how to use context clues in the text to determine the meaning of words.
Direct instruction / support for understanding words students may not be able to figure out on their own using solely the text.
Varied contexts, different meanings for the same words, are provided for teaching word meaning.
Instruction causes students to think about words – why/ how specific words are used, how words change the meaning of text, varied meanings based on context, and word choice.
Instruction is driven by addressing the diverse vocabulary levels of students.
Students are expected to apply appropriate academic vocabulary in writing and in discussions.
Vocabulary instruction limited to copying definitions from dictionaries.
Vocabulary instruction disconnected from the text under study.
Vocabulary tests simply ask students to match the word with its definition.
Words selected for vocabulary work are not related to the content or the text being studied.
SEE NOT SEE
Taking Stock: Academic Language
+
√
0
Fully prepared/We are ready to go!
We have started but have more work to do.
We have yet to tackle this/We have more to learn.
K-2 Foundational Skills
Individual student needs are diagnosed and addressed in the areas of concepts of print, phonological awareness, phonics, vocabulary, syntax and fluency.
High-quality activities are provided for students who have demonstrated facility with the standards, such as extension assignments and more independent reading.
There is sufficient instruction and practice for students to achieve accuracy in their reading.
A variety of fluency building activities (e.g. monitored partner reading, choral reading, repeated readings) are used.
Instruction is designed to meet the individual learning needs of students by focusing on the skills that students have been diagnosed as needing to develop.
No diagnostic assessment information is used to drive instruction for individual or groups of students.
All students receive the same instruction and activities.
Reading activities are primarily focused on “round-robin” reading and worksheets.
SEE NOT SEE
Foundational Skills: K-5Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.
Teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.
Taking Stock: Foundational Skills
+
√
0
Fully prepared/We are ready to go!
We have started but have more work to do.
We have yet to tackle this/We have more to learn.
Comprehension and Collaboration1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
College and Career Anchor Standards for Speaking and Listening
Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
College and Career Anchor Standards for Speaking and Listening
Demonstrate independenceBuild strong content knowledgeRespond to varying demands of audience,
task, purpose, and disciplineComprehend as well as critiqueValue evidenceUse technology and digital mediaUnderstand other perspectives and cultures
Students who are College and Career ready…
ONE Question that must be addressed …
TWO Concerns that you will need to address…
THREE Big Ideas to keep in mind as you move forward…
Stop and SHARE…
Tools for Digging Deeper Into the Standards
What Do Individual Standards Mean?
Every district in Iowa has access and an account.
When planning instruction…
Look one grade up and one grade down…
Scaffolding: Like Learning to Ride a Bike
Extra materials and supports
Strong guidance and additional instruction
Small hints and tips
Support and encourage!!!
1st Quarter
STANDARDS
Reading Complex Texts (RL/RI.6.10)Writing About Texts (W.6.1-6, 9-10)
RL / RI 6.1-10W.6.1, 2, 4-9 RL/RI.6.1-
10
Short Texts Extended Text Routine Writing Writing Analyses Narrative Writing Research Project
ACTIVITIES /
CONTENT
3-5 Total:Literature:1.2.(3) Informational Texts:1.(2)
Literature: List types of writing used to develop and convey understanding:
Focus on Arguments:1.2.3.4.(5)(6)
Writing to convey experiences:1.(2)
Integrate knowledge from sources when composing:
Short Texts Extended Text Routine Writing Writing Analyses Research Project Narrative Writing
Cite Evidence
(RL/RI.6.
1)
Analyze
Content (RL/RI.6.2-9,
SL.6.2-3)
Planning the Curriculum to Meet the Literacy CCSS
K-23-12
Publishers’ Criteria
Application to Students with Disabilities
Tri-State Quality Review Rubric:http://engageny.org/resource/tri-state-quality-review-rubric-and-rating-process/
This will take TIME…
Don’t beparalyzed into inaction!
Collaboration is Key!
Image licensed under CC with attribution http://www.flickr.com/photos/jurvetson/625205010/sizes/m/in/photostream/
Checkpoint
CheckpointCheckpoint
Desired State:CCR
Current Status
Define the Desired State
Gather evidence around current practice
Findings from the evidence – across sources
Conclusions about gaps and congruencies
Recommendations for future action
GAP
AN
ALYS
IS
PRO
CESS
Sue Z. Beers, 2012
Putting the Pieces Together to Move Forward: College & Career Ready for All!
2 Reasons to Change
1. Dissatisfaction with how things are
2. See something better that you want
Sue Z. Beers, 2012
Beware Roadblocks!!!
FEARLack of
Understanding
IncorrectInformation Sabotage
Lack of Vision
The Implementation Dip…
OLD WayNEW Way
…we need to understandThe people we are asking to change
The change we wantThe educational process
To make effective change…
MONITORINGPROGRESSWhat experiences are our students actually having?
EVIDENCE WALKS: Snapshots of Implementation
PLC Teams
Walkthroughs
Green Flags / Red Flags
Good data tells us if we are on the right track…
CCSS Configuration Map for Transitional Dialogue: Levels of Implementation
1Standards Awareness
3Standards-
Based
5Standards and
Data-Driven
Common Core State Standards – Configuration Map for Transitional Dialogue
This tool can help you identify the level of your implementation of best practices for implementing the Common Core State Standards. It briefly describes how one might respond to various standards-based questions during the transition to full implementation of the CCSS.
Level of
Implementation
Teacher Questions Standards Awareness
Standards Based
Standards & Data Driven Common Core Standards “How do students learn the Common Core Standards in your classroom?”
“What Common Core Standards should
I teach?”
“I know what the Common Core Standards are and I
use them to focus my planning.”
“I know the Common Core Standards and have
determined which are essential, important and
nice to know.”
“I inform my students of which Common Core Standards we will be focusing on before we
begin instruction and let them know which ones they need to master.”
“My students can explain what they are expected to
know and be able to do using specific language and
examples.”
Curriculum & Unit Planning “How is student learning organized in your classroom?”
“I wonder if I am teaching the Common Core Standards? The
textbook has always been my curriculum.”
“I know my curriculum is aligned with the Common Core Standards. I have a
scope and sequence for the school year.”
“I use backwards planning to map each unit. I know what students need to learn, what proficiency
looks like, and what they will do to learn it.”
“My students understand our progress through the
curriculum because I provide them with a road map of their learning.”
“My students take charge of their progress through
the curriculum; they know what Common Core Standards they have
attained and what they need to learn next.”
Assessment “How is student learning assessed in your classroom?”
“I am not sure how to assess the Common Core Standards. I have always
used a commercially prepared test or prepare
one just before giving it.”
“I align assessments with the Common Core
Standards. I’ve determined what is the best way for
students to show me they have learned each learning target tied to the Common
Core Standards.”
“I share my assessment expectations with students up front. I always share
models and scoring guides tied directly to the
Common Core Standards. They know how they will
need to demonstrate their learning.”
“I consistently use a variety of diagnostic,
formative, and summative assessments so that I know specific student learning
needs and challenges throughout the unit.”
“My students are able to communicate their level of learning in relation to the Common Core Standards at
all times.”
Analysis of Data “How is student learning analyzed and used in your classroom?”
“I know when my students are passing or failing, but not whether
they have met or exceeded a Common
Core Standard.”
“I have a good idea of where students are in
relation to Common Core Standards and set learning
targets.”
“I know where students are in relation to each
Common Core Standard and related exemplars and provide students with
frequent descriptive and constructive feedback.”
“I know where my students are on a daily basis. I use ongoing assessments to
refine, reteach and extend learning when necessary.”
“My students self-assess and interpret data regarding their own
knowledge and skills. They can determine their own next steps for learning.”
Instruction “How do you decide which instructional strategies to use to ensure learning?
“I use the instructional strategies I feel most comfortable with.”
“I consistently use research-based
instructional strategies to support student learning.”
“I use the gradual release of responsibility model to
move from guided practice to independence and to craft student learning
experiences.”
“I have seamlessly integrated ongoing assessment into my
instruction so that I can differentiate to ensure
student learning in relation to the Common Core
Standards.”
“My students have a toolkit of their own learning
strategies to use when they don’t understand the
learning required by the Common Core Standards.”
1 2 3 4 5
Data Driven Instruction
1. Data Driven Culture
2. Assessments
3. Analysis
4. Action
“Core Idea: Assessments are not the end of the teaching and learning process, they’re the starting point.”
“By being the starting point, interim assessments have the ability to create what Kim Marshall terms the ‘ripple effect’: they influence every component of the teaching process.”
Unit Planning
Teaching
On-the-Spot Assessments
Interim Assessments
Principal Interventions
Data Analysis
Follow-Up
Summative Assessments
Don’t forget FORMATIVE assessment!
What data do you have that tells you if your students are making progress?
Stop and Share…
Leadership…
http://www.youtube.com/watch?v=hO8MwBZl-Vc
District Admin
TeachersPrincipals
Everyone has a part!
As a Team: Identify the most important KEY ELEMENTS
already in place that will help your school / district implement the Common Core.
Identify your GREATEST NEEDS in moving forward. Define the FIRST STEPS you will undertake in the
coming school year. Identify the THREE MOST IMPORTANT RESOURCES
OR TOOLS you will use in leading the implementation to the Common Core!
As a Team: Identify the most important KEY ELEMENTS
already in place that will help your school / district implement the Common Core.
Identify your GREATEST NEEDS in moving forward. Define the FIRST STEPS you will undertake in the
coming school year. Identify the THREE MOST IMPORTANT RESOURCES
OR TOOLS you will use in leading the implementation to the Common Core!
Complete the Reflection Forms Found On Pages 11 and 12 of your packet. (4A, 4B)
You will then move on to Step 5 and 6. Step 5: You will look at the some of the resources available
on the N Drive –
Step 6: You will then begin to work with the standards for your grade level and/or subject area.
Step 6A: Exploratory Teachers, HS Social Studies, HS Science … See directions for your work.
Common Core State Standards
New Generation State Assessments
Related Documents
