Transition to PA Common Core 2012. Teaching Content Copyright ©2011 Commonwealth of Pennsylvania 2.

Transition to PA Common CoreTransition to PA Common Core20122012

• Teaching Content

Copyright ©2011 Commonwealth of Pennsylvania 2

http://www.youtube.com/watch?v=RiP-ijdxqEc

PA Common

Core

Toolbox

http://www.clker.com/clipart-25771.html

PA Common Core Introduction Essential Questions

•How do the PA Common Core Standards relate to the current Pennsylvania Standards and the National Common Core?•What is rigor in the classroom, and how does this relate to Webb’s Depth of Knowledge?•What are the instructional implications of the shift What are the instructional implications of the shift to the PA Common Core Standards? to the PA Common Core Standards? •What is the meaning of “A staircase of growing What is the meaning of “A staircase of growing text complexity”?text complexity”?


An Introduction to the PA Common Core

PENNSYLVANIA COMMON CORE STANDARDS

The Structure of the PA Common Core Standards


College and Career Readiness Anchor Standards

Appendix A: Research behind the standards and a glossary of terms

Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades

Appendix D: Literacy standards for History and Social Studies

Reading Informational

Text

Reading Literature

Foundational Skills Writing Speaking & Listening

A necessary component of an

effective, comprehensive

reading program designed to develop proficient readers.

Enables students to read, understand, and

respond to informational texts.

Enables students to read, understand,

and respond to literature.

Develops the skills of informational,

argumentative, and narrative writing as well as the ability to engage in evidence

based analysis of text and research.

Focuses students on communication skills that enable

critical listening and effective

presentation of ideas.

Appendix E: Literacy standards for Science and Technical Subjects

PA Common Core StandardsEnglish Language Arts & Literacy



Text

Reading Literature















PA Common Core StandardsReading for History and Social Studies 6-12



Text

Reading Literature















PA Common Core StandardsWriting for History and Social Studies 6-12



Text

Reading Literature















PA Common Core StandardsReading for Science and Technical Subjects 6-12



Text

Reading Literature















PA Common Core StandardsWriting for Science and Technical Subjects 6-12

12PA StandardsReading History & Social Studies

1212

CC.8.5.6-8.A.

Common Core

Grades

Standard #A-C: Key Ideas and DetailsD-F: Craft and StructureG-I: Integration of Knowledge & IdeasJ: Range and Level of Complex TextsReading

Informational Text

Range and Content Analysis



Why Common Core? • Disparate standards across states• Global competition• Today’s jobs require different skills• States are ready and able for collective action• Aligned with college and work expectations



Why Common Core?•Focused and coherent•Include rigorous content and application of knowledge through high-order skills•Build upon strengths and lessons of current state standards•Internationally benchmarked•Based on evidence and research


What the Common Core Standards are Not

• Directions for how teachers should teach

• An exhaustive list of what should be taught

• Inclusive of work for advanced students

• Encompassing of intervention methods to support students who are well below grade level or English language learners

What is Depth of Knowledge (DOK)?

• A scale of cognitive demand (thinking) to align standards with assessments

• Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

• Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment

• Guides item development for state assessments

WebbWebb’’s DOKs DOK

DEFINITIONS

1.0Student recalls facts, information, procedures, or

definitions.

2.0Student uses information, conceptual knowledge, and

procedures.

3.0Student uses reasoning and develops a plan or sequence

of steps; process has some complexity.

4.0Student conducts an investigation, needs time to think

and process multiple conditions of problem or task.1818

• Level 1: Recall and Reproduction

• Level 2: Skills & Concepts• Level 3: Strategic Thinking• Level 4: Extended Thinking

Levels of Cognitive Complexity

Depth of Knowledge

The Depth of Knowledge is NOT

determined by the verb, but the

context in which the verb is used

and the depth of thinking required.

DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

HESS Matrix

One verb—three DOK levels

Activity

• Sort the activity cards to determine what DOK each one represents.

Activity

•Select one level 2 and “turn up the heat” to create a level 3.

Difficulty is a reference to how many students answer a question correctly.

“How many of you know the definition of exaggerate?” DOK 1 – recall If all of you know the definition, this question is an easy question.

“How many of you know the definition of solipsism?” DOK 1 – recall If most of you do not know the definition, this question is a difficult question.

Now Lets Read “4 Myths of Rigor”

DOK is not about difficulty...

Producing Cognitive Sweat!

Meeting the Rigor of the Common Core

Knowledge Building of the PA Common Core

Vertical Progression of a Standard•Look at one standard – Pre-K-Grade 12 – Pick a Standard• A. In pairs – begin at Pre-K and go to K – what is different. Progress from there through Grade 12.• B. Discussion – At what grade levels are you seeing significant shifts or additions?



• Take a look at look at your grade level first and highlight the Common Core Shifts you may have already addressed.

• Provide evidence of how this occurred.

• Propose how the ones not highlighted will be addressed will be addressed.

Text Complexity

The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life (p. 3).

29

Literacy Priorities

Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge.

•At each grade level, 80 to 90 percent of the reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline-specific require students to demonstrate that they understand the text details and can provide accurate evidence.

30

Text Complexity


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

2. Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

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

Overview of Text Complexity

32

Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 1: Quantitative Measures

Quantitative Measure

33

Step 2: Qualitative Measures

Measures such as:• Layers of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands• Cultural demands• Vocabulary

Qualitative Measures

34

Step 3: Reader and Task

Considerations such as:•Motivation•Knowledge and experience•Purpose for reading•Complexity of task assigned regarding text•Complexity of questions asked regarding text

The Reader and Task

35

Text Complexity Evaluation


Vocabulary

• What is an “Academically focused vocabulary” and how do we work together to achieve this?


Selecting the Words

• Let’s divide the corpus of the language into three parts.

Tier One: the most basic wordsTier Two: high-frequency words

for skilled language users.Tier Three: specific words with

low frequency of general use.

Beck, I., McKeown, M., & Kucan, L. (2002)

• Tier 1: Basic words that rarely need to be taught, such as hair, always, dress, & laugh.

• Beck, I., McKeown, M., & Kucan, L. (2002)


• Tier 2: High-frequency words that are important for capable language learners to have in their vocabulary, such as remorse, capricious, distinguished, & devious.

Beck, I., McKeown, M., & Kucan, L. (2002)


• Tier 3: Low-frequency words, usually specific to an academic domain & best learned in the related content area, such as isotope, photosynthesis & onomatopoeia.

• Beck, I., McKeown, M., & Kucan, L. (2002)


Transition to PA Common Core 2012. Teaching Content Copyright ©2011 Commonwealth of Pennsylvania 2.

Documents

Transcript of Transition to PA Common Core 2012. Teaching Content Copyright ©2011 Commonwealth of Pennsylvania 2.