Inquiry #1 What has happened so far in your school to introduce the Common Core Learning Standards?

Inquiry #1What has happened so far in your school to introduce

the Common Core Learning Standards?

Inquiry #2What has been the greatest

success in your school introducing the Common Core Learning Standards?

Inquiry #3What do you see has the

greatest challenge with Common Core Learning

standards and your school?

We’ve gone interactive!

OVERARCHING ESSENTIAL QUESTION:• How do we support successful implementation

and embedded application of the Common Core Learning Standards in our school?

SESSION ESSENTIAL QUESTIONS:• How can we ensure basic understanding of the

needed impact of CCLS in our school?• How will my school respond to or show CCLS in

reading across all faculties?

But what are yours?

Find out about

the background of the CCLS

Understand the vision of the writers

See how reading standards grow across the grades

Learn the features of each section of the standards

Find out about the shifts in learning

Get an understanding of new assessments

Learn how to unpack a standard

Identify the value of common learning tasks

Understand the scaffolds of writing standards

Learn how to surface a gap

Id

entify power standards

Dig into the zany world of

complex text

Work out the impact of

CCLS on rubrics & checklists

Learn how to give feedback to students

Learn how the CCLS affects low achieving students

Find your priority standards and power units

Learn how to audit your current curriculum

Create curriculum maps with a CCLS balance

Make rigorous tasks

Refine whole school assessment practices

Learn how to meaningfully learn from student work

Create sequenced CCLS activities

Discover how tier 2 words

can change the way

you think and

talk

21ST CENTURY LEARNERS

What are the skills and understandings you believe a twenty-first century literate person needs to have?

The Vision of the WritersStudents who meet the Standards:

• Readily undertake the close, attentive reading that is at the heart of understanding and enjoying great works of literature.

• Habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally.

• Actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.

• Reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic society.

Who’s in?

The Standards• Fewer, clearer, more rigorous• Aligned with college readiness expectations• Include rigorous content and application of

knowledge through higher order thinking skills

• Built upon strengths and lessons of current state standards

• Internationally benchmarked so that all students are prepared to achieve in a global society

• Evidence and/or research based

CCSS are now

CCLS

Common Core

Learning Standards

http://www.p12.nysed.gov/ciai/common_core_standards/

Writing

Language

Speaking & Listening

Literacy in History/Social Studies, Science & Technical Subjects

ReadingLiteratu

re Information

DEVELOPMENTAL STAIRCASE OF THE COMMON CORE STANDARDS

KINDERGARTEN

GRADE ONE

GRADE TWO

GRADE THREE

GRADE FOUR

GRADE FIVE

GRADE SIX

GRADE SEVEN

GRADE EIGHT

GRADES NINE AND TEN

GRADES ELEVEN AND TWELVE

INCREASIN

G DEPTH A

ND BREADTH O

F COMPLE

XITY

COLLEGE AND CAREER READINESS

COLLEGE AND CAREERREADINESS

ANCHOR STANDARDS

11 READING 11 WRITING 6 SPEAK/LISTEN 6 LANGUAGE

Literature Informational

GRADE SPECIFIC STANDARDS

44 is the magic number!!

11 10 11 6 6

Individual CCR anchor standards can be identified by their strand, CCR status, and

number (R.CCR.6, for example).

Individual grade-specific standards can be identified by their strand, grade, and number, so

that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.

W.5.1a stands for Writing, grade 5, standard 1a.

Advertise the Common Core Learning Standards

• Reading•Writing

•Speaking and listening•Language

MAKE A POSTER ADVERTISEMENTTalk about:

•Structure and design- how it works•Main outstanding features

•Significant key words that describe the component

•Impact it will have on teachers•Based on an attractive design

ELA/Literacy & Math Shifts

6 Shifts in MathematicsFocus

Coherence

Fluency

Deep Understanding

Applications

Dual Intensity

6 Shifts in ELA/Literacy

Balancing Informational and Literary Text

Building Knowledge in the Disciplines

Staircase of Complexity

Text-based Answers

Writing from Sources

Academic Vocabulary

Shift One: A 50/50 split on the use of informational text and literary text

Shift Two: Literacy across content learning is fundamental

ELA/Literacy Shift 1: Balancing Informational and Literary TextWhat the Student Does… What the Teacher Does… What the Principal Does…

•Build background knowledge to increase reading skill•Exposure to the world through reading•Apply strategies to reading informational text.

•Provide students equal #s of informational and literary texts•Ensure coherent instruction about content•Teach strategies for informational texts•Teach “through” and “with” informational texts•Scaffold for the difficulties that informational text present to students•Ask students, “What is connected here? How does this fit together? What details tell you that? “

•Purchase and provide equal amounts of informational and literacy text to students•Hold teachers accountable for building student content knowledge through text•Provide PD and co-planning opportunities for teachers to become more intimate with non fiction texts and the way they spiral together

ELA/Literacy Shift 2: 6-12 Knowledge in the Disciplines

What the Student Does… What the Teacher Does… What the Principal Does…•Become better readers by building background knowledge•Handle primary source documents with confidence•Infer, like a detective, where the evidence is in a text to support an argument or opinion•See the text itself as a source of evidence (what did it say vs. what did it not say?)

•Shift identity: “I teach reading.”•Stop referring and summarizing and start reading•Slow down the history and science classroom•Teach different approaches for different types of texts •Treat the text itself as a source of evidence•Teach students to write about evidence from the text•Teach students to support their opinion with evidence.•Ask : “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion. “

•Support and demand the role of all teachers in advancing students’ literacy•Provide guidance and support to ensure the shift to informational texts for 6-12•Give teachers permission to slow down and deeply study texts with students

Shift Three: Text Complexity Matters

Shift Four: Text Dependent Questions

ELA/Literacy Shift 3: Staircase of ComplexityWhat the Student Does… What the Teacher Does… What the Principal Does…

•Read to see what more they can find and learn as they re-read texts again and again•Read material at own level to build joy of reading and pleasure in the world•Be persistent despite challenges when reading; good readers tolerate frustration

•Ensure students are engaged in more complex texts at every grade level•Engage students in rigorous conversation•Provide experience with complex texts•Give students less to read, let them re-read•Use leveled texts carefully to build independence in struggling readers•More time on more complex texts•Provide scaffolding• Engage with texts w/ other adults•Get kids inspired and excited about the beauty of language

•Ensure that complexity of text builds from grade to grade. •Look at current scope and sequence to determine where/how to incorporate greater text complexity•Allow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over time•Allow and encourage teachers the opportunity to share texts with students that may be at frustration level

ELA/Literacy Shift 4: Text Based Answers

What the Student Does…

What the Teacher Does…

What the Principal Does…

•Go back to text to find evidence to support their argument in a thoughtful, careful, precise way•Develop a fascination with reading•Create own judgments and become scholars, rather than witnesses of the text •Conducting reading as a close reading of the text and engaging with the author and what the author is trying to say

•Facilitate evidence based conversations with students, dependent on the text•Have discipline about asking students where in the text to find evidence, where they saw certain details, where the author communicated something, why the author may believe something; show all this in the words from the text. •Plan and conduct rich conversations about the stuff that the writer is writing about.•Keep students in the text•Identify questions that are text-dependent, worth asking/exploring, deliver richly, •Provide students the opportunity to read the text, encounter references to another text, another event and to dig in more deeply into the text to try and figure out what is going on. •Spend much more time preparing for instruction by reading deeply.

•Allow teachers the time to spend more time with students writing about the texts they read- and to revisit the texts to find more evidence to write stronger arguments.•Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions.•Create working groups to establish common understanding for what to expect from student writing at different grade levels for text based answers. •Structure student work protocols for teachers to compare student work products; particularly in the area of providing evidence to support arguments/conclusions.

Shift Five: More Emphasis on Writing Arguments with Evidence

Shift Six: A Greater Emphasis on Academic Vocabulary

ELA/Literacy Shift 5: Writing from SourcesWhat the Student Does… What the Teacher Does… What the Principal Does…

•Begin to generate own informational texts

•Expect that students will generate their own informational texts (spending much less time on personal narratives)•Present opportunities to write from multiple sources about a single topic. •Give opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion.•Find ways to push towards a style of writing where the voice comes from drawing on powerful, meaningful evidence.•Give permission to students to start to have their own reaction and draw their own connections.

•Build teacher capacity and hold teachers accountable to move students towards informational writing

ELA/Literacy Shift 6: Academic VocabularyWhat the Student Does… What the Teacher Does… What the Principal Does…•Spend more time learning words across “webs” and associating words with others instead of learning individual, isolated vocabulary words.

•Develop students’ ability to use and access words that show up in everyday text and that may be slightly out of reach•Be strategic about the kind of vocabulary you’re developing and figure out which words fall into which categories- tier 2 vs. tier 3•Determine the words that students are going to read most frequently and spend time mostly on those words•Teach fewer words but teach the webs of words around it •Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies

•Provide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner.

What are the

connections across the

shifts?

The Instructional Core

STUDENT

CONTENTTEACHER

The Partnership for Assessment of Readiness for

College and Careers

Benefits:• Assessment is distributed across the year to provide

teachers information on their students’ performance at key points during the year, allowing them to adjust instruction and target interventions before it’s too late

• Results will be returned quickly so they are useful to schools

• Through-course assessments will feature rich performance tasks that will signal the kinds of student performance and instructional strategies called for by the CCSS

* Through-Course 4 is only in ELA, and will assess Speaking/Listening. This will be required but not part of summative score – could be used for course grades.

Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)

57

SY 2011-12

Development begins

SY 2012-13

First year pilot/field testing and

related research and

data collection

SY 2013-14

Second year pilot/field testing and

related research and

data collection

SY 2014-15

Full administration

of PARCC assessments

SY 2010-11

Launch and design phase

Summer 2015

Set achievement

levels, including

college-ready performance

levels

Work on your PARCC

assessment sheet

What will be a positive spin-off for your school as you

go through this process?

SPEED STANDARDS

READING STANDARDS MADE SIMPLE1. Read it closely, make sense of it, infer and cite evidence

2. Main idea/ how the text works/ key details

3. How things develop through the text

4. Interpreting words, phrases and meaning

5. How the text is organized

6. Point of view

7. Evaluating the content

8. Evaluate arguments and claims

9. Compare two or more texts

10. Read text at grade level

UNPACKING LEARNING STANDARDS

STANDARD: RCCR1Read 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 text.

• CONCEPTS (nouns) what the students should know.

• SKILLS (verbs) what the students should be able to do.





CONCEPTS (nouns) what the students should know.



explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

CONCEPTS (nouns) what the students should know.

Inferences, conclusion, textual evidence


• STANDARD:Read closely to determine what the text says




Inferences, conclusion, textual evidence

• SKILLS (verbs) what the students should be able to do.





Inferences, conclusion, textual evidence• SKILLS (verbs) what the students should be able to do.





Inferences, conclusion, textual evidence• SKILLS (verbs) what the students should be able to do.

Read closely, make logical inferences, cite specific textual evidence, support

conclusions


Provides the information ready for the next step.Can be:1. determining adjectives

2. Determining big ideas, then,

3. Determining essential questions.

NOUNS VERBS ADJECTIVES

specific

• If you were going to teach this text tomorrow, how would you teach it?

• How long would it take to teach this text effectively?• What are the stages students would need to go through to

engage with this text deeply?• What questions should be asked and in which order?• What is a task we could ask students to answer at the end

to determine whether they have conducted a close reading of this text?

INFORMATIONAL TEXT AND TASKS

APPENDIX B- COMMON CORE LEARNING STANDARDS

Milestone Tool

• Meet with their capacity builders and share the important information they learned today

• Give the students the baseline assessment-don’t score it- bring back on Thursday• Bring any writing rubrics or checklists that you use in your grades

Inquiry #1 What has happened so far in your school to introduce the Common Core Learning Standards?

Documents

Transcript of Inquiry #1 What has happened so far in your school to introduce the Common Core Learning Standards?