Mapping to the Core Professional Learning

CommunityELA

Facilitator

Moira ErwineESCLC/SST 2

Director of School Improvement & Professional Development

erwine@esclc.org440-324-5777 ext 1156

Just Like ME

Housekeeping

Day 1 Phase 1 of Curriculum Mapping

• Establishing Routines and Expectations• Becoming a Professional Learning Community• Deepening your understanding of the Common Core

Standards for ELA• Lunch 11:30-12:30 on your own• Making Connections• Next Steps

Big/Ideas for this course

Day 1-Laying the Foundation- Phase 1Day 2-Consensus Mapping-Phase 2Day 3- Continue Unit Development and align

assessments- Phase 3Day 4-Training on Mapping Software and entering

units in the system.Day 5-Read-throughs for upgrading with web 2.0

tools-Phase 4

Learning Goals-

Work as vertical K-2 teams to better understand the New Common Core Standards and the Ohio Model Curriculum.

Work as grade level teams to do consensus mapping.

Use the components of curriculum mapping to do unit planning (essential understandings, concepts, skills (including Differentiation) and assessments).

Become familiar with mapping software.

Learn how to upgrade your units/lessons to include web 2.0 tools.

Use Web 2.0 programs to collaborate.

Essential Questions

How can we ensure a guaranteed viable curriculum for all students?

How can we develop quality consensus maps and units?

How can we develop a structure that will allow us to integrate 21stcenturyskills, assessments, and tools to better prepare our students for their futures?

ExpectationsI Can…• Access the Common Core Standards, Model Curriculum,

Comparatives and Crosswalks online

• Review the Crosswalks and Comparative documents for ELA Common Core standards and revised standards to identify the non-negotiables and targeted levels of instruction

• Collaborate with peers to develop scaffolded curriculum units that emphasizes coherence, focus, and rigor

I Can…• Use standards and Model Curriculum as a launching point to

strengthen alignment and vertical articulation among all of the critical components on the map

• Transition from consensus maps to high-quality individual unit maps

• Upgrade the curriculum to incorporate engaging 21st Century instructional strategies, assessments, skills, and resources

• Use mapping software that will allow for gap analysis.

Wikispace…

Back to Back Partner…

The very essence of a

learning community is a focus on and a commitment to the learning of each student.

Establishing NormsWhat will it take for you to be able to participate to your fullest?

Listen to understandSet aside preconceived notionsSpeak openly and honestlyPay attention to your “feathers”

*Manage electronic devices

Members of a professional learning community recognize they cannot accomplish their fundamental purpose of high levels of learning for all students unless they work together collaboratively.

English Language Arts Common Core Standards and

Model Curriculum

• Overview of the English Language Arts Common Core Standards

• Description of the English Language Arts Model Curriculum

• Update on the future of Ohio’s assessment system

Session Objectives

Revised Academic Content

Standards: June 2010

Model Curricula:

March 2011

Aligned Systemof Assessments:

2014

First Step: Revised Standards

Not later than June 30, 2010… the state board of education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, science, and social studies.

– ORC §3301.079(A)(1)

Standards Revision

Strands

Topics

Standard Statements

by Grade Level

Standards Statements

by Grade Level

Standards Statements

by Grade Level

“What” students should know and be

able to do at each grade level and

band.

The main focus of the content within each

strand.

The major areas or disciplines of study within

each content area.

ELA Common Core Standards Framework

Writing Strand 10 Standard Statements

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Speaking and

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6 Standard Statements

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Language Strand

6 Standard Statements

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Reading Strand 24 Standard Statements

Literature(10)

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Informational Text(10)

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Founda-tional Skills

(4) K- 5 only

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English Language Arts Common Core Standards

Reading Strand

Writing Strand

Speaking and

Listening Strand

Language Strand

English Language Arts Common Core Standards

Reading Strand

Topics (4)

Writing Strand

Topics (4)

Speaking and

Listening

Topics (2)

Language Strand

Topics (3)

English Language Arts Common Core Standards

Reading Strand

Key

Idea

s and

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ails

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Speaking and

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Language Strand

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Reading Strand

Reading: Literature

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s and

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Reading: Informational Text

Key

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Reading: Foundationa

l Skills

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Sub Strands

Topics

Standards

Writing Strand

Text Types and

Purposes

Standard Statement

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Standard Statement

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Standard Statement

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Production and Distribution of

Writing

Standard Statement

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Standard Statement

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Standard Statement

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Research and Presentation of

Knowledge

Standard Statement

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Standard Statement

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Standard Statement

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Range of

Writing

Standard Statement

10

Topics

Standards

Speaking and Listening Strand

Comprehension and Collaboration

Standard Statement

1

Standard Statement

2

Standard Statement

3

Presentation of Knowledge and Ideas

Standard Statement

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Standard Statement

5

Standard Statement

6

Topics

Standards

Language Strand

Conventions of Standard English

Standard Statement

1

Standard Statement

2

Knowledge of

Language

Standard Statement

3

Vocabulary Acquisition and Use

Standard Statement

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Standard Statement

5

Standard Statement

6

Standards

Topics

Writing Strand 10 Standard Statements

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Speaking and

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6 Standard Statements

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Language Strand

6 Standard Statements

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Reading Strand 24 Standard Statements

Literature(10)

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Informational Text(10)

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Founda-tional Skills

(4) K- 5 only

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Strands

Topics

Standard Statement

ELA Common Core Format

Common Core Coding

• RL = Reading for Literature• RI = Reading for Information • RF = Reading Foundations• W = Writing• SL = Speaking and Listening• L = Language

Sample Code

RL.1.1Reading

Literature Standard 1

Grade 1

CCSS Coding Quiz

W.4.3Writing, Grade 4, Standard 3

RF.2.4Reading Foundations, Grade 2, Standard 4

L.10.3aLanguage, Grade 10, Standard 3a

Complete questions 1-10 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.

Practice #1

Break- 10 minutes

Wikispace…

Additional Components of the Common Core State Standards

• Broad, foundational standards that define skills that students must demonstrate in order to be college and career ready.– Example: CCR.R.6

• Assess how point of view or purpose shapes the content and style of a text.

Anchor Standards

• Each strand has a set of College and Career Readiness Anchor Standards (CCR)– Reading – 10 Anchor Standards– Writing – 10 Anchor Standards– Speaking and Listening – 6 Anchor Standards– Language – 6 Anchor Standards

Anchor Standards

Writing Standard 8Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Grade 3: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Grade 6: Gather relevant information from multiple print and digital sources; assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Grade 9: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Anchor Standards

Complete questions 11-13 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.

Practice #2

• Standards for reading and writing in:– Science– Social Studies– History– Other Technical Subjects*

*A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music. (CCSS Glossary)

Literacy in History/Social Studies, Science, and Technical Subjects

• Grades 6 – 12

• Why not K – 5?– The Literacy Standards are predicated on the

assumption that K-5 teachers teach reading and writing across content areas.

– Video Resources

To What Grade Levels Do They Apply?

• The Introduction – pp. 1 – 8

• K – 5 Standards – pp. 9-33

• 6-12 Standards – pp.34 – 58

• Literacy Standards – pp.59 - 66

Where Are They Located?

“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.”

Introduction to the CCSS, p. 4

Who is Responsible for Teaching the Literacy Standards?

Lunch 11:30-12:30

Appendices

• Appendix A– Explains the topic and standard statements that

focus on text complexity– Research supporting key elements of the

standards– Glossary of Key Terms

• Appendix B– Focuses on texts that can be used to meet the

standards• Text Exemplars• Sample Performance Tasks

Appendices

• Appendix C– Offers writing exemplars that highlight the

standard statements• Student writing exemplars

Appendices

• Text Complexity– How do you decide what is the appropriate

level of text complexity for your students when you assign reading?

– Research indicates that the majority of students are presented with levels of text complexity below their grade level. They are not being S-T-R-E-T-C-H-E-D.

Several Key Shifts

Strand: ReadingTopic: Range of Reading and

Level of Text ComplexityStandard 10: Read and comprehend

complex literary and informational texts independently and proficiently.

Text Complexity

A Three-Part Model for Measuring Text Complexity:

• Qualitative – Those aspects of text complexity best measured or

only measurable by an attentive human reader, such as levels or purpose; structure; language conventionality and clarity; and knowledge demands.

The Common Core Standards Approach to Text Complexity

• Quantitative– Those aspects of text complexity, such as word length or

frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and thus today are typically measured by computer software.

The Common Core Standards Approach to Text Complexity

• Reader and Task Considerations– Those aspects of text complexity that focus on the

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 that must be considered when determining whether a text is appropriate for a given student. Determination best made by teachers using professional judgment, experience and knowledge of their students and the subject.

The Common Core Standards Approach to Text Complexity

Those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and thus today are typically measured by computer software.

Those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels or purpose; structure; language conventionality and clarity; and knowledge demands.

Those aspects of text complexity that focus on the 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 that must be considered when determining whether a text is appropriate for a given student. Determination best made by teachers using professional judgment, experience and knowledge of their students and the subject.

Text Complexity

• Text-Dependent Questions– Require students to follow the details of what is

explicitly stated and make valid claims that square with text evidence

– Text-dependent questions do not require information or evidence from outside the text

Several Key Shifts

Samples From the Gettysburg Address

TEXT – DEPENDENT NONTEXT - DEPENDENTWhat are the people who are assembled at Gettysburg there to do?

Have you ever been to a funeral?

What is the unfinished work that Lincoln asks those listening to commit themselves to at the end of the speech?

Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

Trace the meaning of the word “dedicate” throughout the speech.(Lincoln uses it 6x)

Why did the North fight the Civil War?

• Writing to sources

• Research (short projects)

• Marshaling arguments (using evidence, evidence, evidence)

Several Key Shifts

1. Make close reading of texts central to lesson

2. Structure majority of instruction so all students read grade-level complex texts

3. Emphasize informational texts from early grades on

4. Provide scaffolding that does not preempt or replace text

5. Ask text-dependent questions

Ten Guiding Principles for ELA Instructional Shift

6. Provide extensive research and writing opportunities (claims and evidence)

7. Offer regular opportunities for students to share ideas, evidence, and research

8. Offer systematic instruction in vocabulary9. Provide explicit instruction in grammar

and conventions10. Cultivate students’ independence

Ten Guiding Principles for Instructional Shifts

Transitioning to Revised Standards

• Familiarize yourself with structure and content of new standards

• Understand commonalities and differences between current and revised standards

• Discuss implications for instruction and assessment

Complete questions 14-15 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.

Practice #3

TOOLS AND RESOURCES

ELA Crosswalk

• Aligns current ELA Standards to Revised ELA Common Core Standards (in a broad way)

• Available at www.education.ohio.gov (Academic Content Standards>English Language Arts>Comparison of the K-12 Ohio Academic Content Standards and the Common Core Standards)

Grade Common Core State Standards Ohio – 2001 Academic Content Standards Benchmarks

Grade

Five

Reading for LiteratureKey Ideas and Details1. Quote accurately from a text when explaining what the

text says explicitly and when drawing inferences from the text.

5RPC-Make meaning through asking and responding to a variety of questions related to text.

2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

5RPB-Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.5LTE-Demonstrate comprehension by inferring themes, patterns and symbols.

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

5RPB-Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.

Craft and Structure4. Determine the meaning of words and phrases as they

are used in a text, including figurative language such as metaphors and similes.

5AVA-Use context clues and text structures to determine the meaning of new vocabulary.5AVB-Infer word meaning through identification and analysis of analogies and other word relationships.

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

5RPA-Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.

6. Describe how a narrator’s or speaker’s point of view influences how events are described.

5LTD-Differentiate between the points of view in narrative text.

SAMPLE CROSSWALK

Not intended to be an exact match, rather to be used as a tool for orienting educators as they work on implementation.

A grade-level specific tool designed to help teachers understand the overall similarities and changes between the Ohio Academic Content Standards and the Common Core State Standards.

Content that has been shifted or changed in grade band 9-10

Content that appears in both documents

Content new to content area/grade level

The concepts and skills found in the Reading Process Standard of the Ohio Academic Content Standards are embedded in larger ideas within Reading, Writing, Speaking and Listening, and Language Strands of the Common Core State Standards

Reading for Literature• Citing textual evidence• Drawing inferences• Identifying theme• Analyzing character

development• Determining tone• Analyzing point of view• Determining meanings of

words and phrases• Analyzing diction• Analyzing treatment, scope &

organization of text.

Reading for Literature• Analyzing a subject or key

scene in different artistic mediums (RL.9-10.7)

• Analyzing how an author draws on and transforms source material (RL.9)

• Text complexity: the inherent difficulty of reading &comprehending a text combined with consideration of reader and text variables. (RL.9-10.10)

Comparative Analysis

Helpful Websites

• www.corestandards.org (Use link at top of page, The Standards.)

• www.commoncore.org(Curriculum maps linked to Common Core Standards)

• www.education.ohio.gov (Academic Content Standards>English Language Arts>Common Core State Standards and Model Curriculum) MANY RESOURCES HERE

• James B. Hunt, Jr. Institute for Educational Leadership and Policy – http://www.hunt-institute.org/

• James B. Hunt, Jr. CCSS Articles – http://www.hunt-institute.org/knowledge-library/

articles/#articles-by-common-state-standards

Additional Resources

Begin the Instructional Gap Analysis document. Refer to question #16 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout for additional directions.

Practice #4

READING GRADE: New Concepts/

Skills/TerminologyShifts/Changes Required

In My TeachingTopics/Concepts I Need to

Understand More FullyKey Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Readingand Level of TextComplexity

Instructional Gap AnalysisEnglish Language Arts

K-12

Break- 10 minutes

Revised Academic Content

Standards: June 2010

Model Curricula:

March 2011

Aligned Systemof Assessments:

2014

Next Step: Model Curricula

Why a Model Curriculum?

…the state board shall adopt a model curriculum…The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor.

– ORC §3301.079(B)

What is the Model Curriculum?

A Web-based tool, aligned to the standards, that:

• Presents information specific to the content area by grade level, grade band, and course

• Provides curricular and instructional guidance

• Includes instructional strategies and resources

• Informs assessment development

MODEL CURRICULUMProgressions – these statements provide educators with a general description of the content students had prior to that grade band and the content students are expected to master in the next grade band.

Enduring Understanding – Jay McTighe (Understanding by Design, 1998) developed this definition, enduring understandings provide a larger purpose for learning the targeted content, and they implicitly answer the question, “Why is this topic worth studying?”

Content Elaborations – Information for the teacher designed to clarify and extend understanding of the content standards. Content elaborations are specific to topics and grade/grade bands.

Standard Statements

MODEL CURRICULUM

Instructional Strategies – Suggestions of research based instructional methods that can be used to address the content standards and topics.Instructional Resources – Materials (print and nonprint) designed for use in instruction or to provide professional development/ enrichment that address the content standards. Technology – ideas for authentic and ethical use of technology and multimedia tools to increase content understanding as well as enhance productivity and communication for both students and classroom teachers.

Diverse Learners--ideas for adapting instruction and content to meet the needs of all students.

Practice #5

Complete questions 17-20 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.

Revised Academic Content

Standards: June 2010

Model Curricula:

March 2011

Aligned Systemof Assessments:

2014

Ohio’s Comprehensive Educational System

Assessment Timeline

2011 2012 20152013 2014

State Board Adopted Model

CurriculumMarch, 2011

State Board Adopted StandardsJune, 2010

First Assessment Administration

2014-2015

Development Phase:•Test development•Field testing•Standards setting 2012 - 2014

Assessments

Field testing:2012-2013Standard setting: 2013-2014New tests begin: 2014-2015

2010-2011

•Introduce new standards•Participate in creating model curricula

2011-2012•Build awareness of new standards•Introduce model curricula•Conduct crosswalk activities•Initiate formative instruction PD•Begin using CCSS for K-2.

2012-2013•Introduce performance tasks and scoring rubrics•Continue formative instruction PD•Practice online formative assessments•Introduce instructional improvement system

2013-2014•Integrate standards and curricula into district curricula and teachers’ course planning•Integrate performance tasks in course activities•Prepare for online testing•Complete formative instruction PD

Preparation for New StandardsTasks for Districts

What we know today doesnot make yesterday wrong,it makes tomorrowbetter.

Carol Commodore

Mapping

Phase 1- Foundation

Why?

Common Vision

Achievement of Results

LuckyHigh results, low understanding of antecedentsReplication of success unlikely

LeadingHigh results, high understanding of antecedentsReplication of success likely

LosingLow results, low understanding of antecedentsReplication of failure likely

LearningLow results, high understanding of antecedentsReplication of success unlikely

Antecedents of Excellence

The Leadership for Learning Framework, Reeves (2006)

Benefits of Mapping

Selecting a Focus Area

First things first- Get in teams comprised of K-2 representing all districts

Select one of the STRANDSReading Writing Speaking and Listening

Language

If Reading- determine a sub strandAll others determine a topic

Next Steps…• Watch your e-mail for the wikispace invitation. Create a wikispace account so you can

access the space I created. Post to the discussions and or check out the resources I linked for you.

• Get comfortable accessing the Common Core Site http://corestandards.org/

• Bring your “tried and true unit/lessons” that support the Strand and TOPIC. We will check for alignment using the comparatives on Day 2

• Brainstorm ideas that support the STRAND and TOPIC that are NEW from the comparatives for your group task on Day 2.

REMEMBER Day 3 will be graduate credit registration for Ashland Univ. 2 semester hours at $175 per hour.

Questions?