Welcome to the Pecos Valley Curriculum Design and Construction Team
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Transcript of Welcome to the Pecos Valley Curriculum Design and Construction Team
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Aligning Curriculum to the Common Core State Standards
Pecos Valley Regional Education Cooperative #8
Welcome to the Pecos Valley Curriculum
Design and Construction Team
Elizabeth [email protected]
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Admit Slip
On a scale of 1-10 with 1 being no familiarity and 10 being thoroughly knowledgeable, where are you in relation to the CCSS?
What is your biggest concern about the shift to CCSS?
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Introductions
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Where do we stand on the CCSS?
Line up based on your admit slip score
Fold the line Share your concerns with your
partner Share out
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Let’s Get to know the Common Core State
Standards.
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Mission
Work with your team Read the mission statement on p. 3 in
planner Write a 15 word summary of the
mission Create a visual illustration to
accompany the summary Put on chart paper Share/respond
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A Vision for Implementation
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Alphabet Review
1. Use the Alphabet Review (p. 4) as a learning aid.
2. Refer/match each letter to CCSS terms that you learn during this day’s session.
3. Use the ABC Review to keep track of terms (new vocabulary), recording them by the appropriate letters (Example: “A” = Alphabet Review).
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1. Jigsaw these six reading assignments on the Common Core State Standards:
#1 page 3#2 page 4#3 page 5#4 page 6#5 page 7#6 page 8
2. Read your section silently as an individual.
3. Take notes from your reading, marking at least three important facts or themes.
4. Report back to your team. Have each member of the team report out on his/her assigned section.
5. Complete your notes.
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Five Key Ideas about Common Core, the
Blueprint1. Outline the most essential skills and knowledge every student needs to master to be college and career ready.
2. Distribute responsibility for students’ literacy development through grade 12.
3. Include rigorous content and application of knowledge through high-order skills.
4. Written so that all students are prepared to succeed in the global economy and society.
5. Are evidence and/or research based.
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Investigating the Standards:
CCSS English Language
Arts11
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Overall ELA Structure
K-56-12 ELA6-12 Literacy in
History/Social Studies, Science & Technical Subjects
Appendix AAppendix BAppendix C
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ELA
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Standards Documents Walk-Through
Use sticky notes to mark important sections Introduction: pp. 2-8
Standards for English Language Arts, K-5, pp. 9-33
Standards for English Language Arts, 6-12, pp. 34-58
Standards for Literacy in History/Social Studies, Science, and Technical Subjects, 6-12, pp. 59-66
Appendix A (Research Supporting Key Elements of the Standards and Glossary of Key Terms), 43 pages
Appendix B (Text Exemplars and Sample Performance Tasks) -183 pages
Appendix C (Samples of Student Writing)- 107 pages
Sticky note
divider
INTRO
K-5 ELA
APPEN. A &
LIT - CONTENT
6-12 ELA
APPEN. B
APPEN. C
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College and Career Readiness Anchor
Standards Flowing throughout all strands of
standards Anchoring the document Defining general, cross-
disciplinary literacy expectations Defining expectations that must
be met for entry into college and workforce training programs
Expressing cumulative progressions through the grades to meet CCR by end of high school
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Key Design Features
CCR (College and Career Readiness) & Grade specific standards
Grade Levels and Grade Bands
Focus on Results Integrated Model of Literacy Research and Media Blended Shared Responsibility
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Common Core Standards Reading Directions:[ ] Put a bracket around a note.
Circle the strand.
_______ Underline the organizing elements (subheadings).
Put a down arrow by the grade level. Put a check by the specific standard.
Or Draw a rectangle around the standard.
Anchor Standards for Reading-pages 35-40Anchor Standards for Writing-pages 41-48
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Reading the Blueprint-Checking the Details and
Making Marks
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Blueprint Standard Code Reminders
1. Reading has three subareas. literature information foundational skills (only through 5th grade)
2. Writing has no subareas.
3. Both have ten rules/standards to live by.
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4. Anchor Writing Standards require three types and purposes for writing:
argumentativeinformative/explanatorynarrative
5. Speaking/Listening and Language each have six standards.
6. Research and technology use are embedded throughout.
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Web Assistance for Planning Your Core Blueprint
Common Core State Standards’ Information-http://www.corestandards.org
Listing of States that have adopted Common Core-http://www.corestandards.org/in-the-states
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Blueprint CORE STANDARDS Review and Processing:
Team Table Talk
What is still rolling around in my mind?
What squares with my thinking?
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ELA
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READING & CCR Reading Anchor Standards
• Reading Literature
• Reading Informational Text
• Foundational Skills (K-5)
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College & Career Readiness (CCR) Anchor Standards for Reading
CCR Categories Key Ideas and
DetailsCraft and
StructureIntegration of
Knowledge and Ideas
Range of Reading and Level of Text Complexity
Specific Standards
are Provided in Each
Category by Grade
Level/Band
Major Organizing Structure
Throughout the Reading
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Activity # 2: Investigating College & Career Readiness
Anchor Standards for Reading
Task: PART A. Read the CCR Reading
standards on p. 35. Discuss the major concepts in each
CCR category. Complete the chart provided with
your thinking on p. 5. PART B. Read the paragraph in
italics on the right of page 35. Highlight key words and phrases. Discuss your thinking about range
and content of text with your table partners, and make notes below the chart.
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Literary Text
Literary text is a narrative form of text and can be viewed as fiction, nonfiction, or poetry.
Fiction: Text that is imagined more than real and its main purpose is to entertain and engage readers. Examples include traditional literature, fantasy, science fiction, realistic fiction, and historical fiction.
Nonfiction: Text that contains ideas, facts, and principles related to the natural and social world. Broad enough to include nature writing, travel writing, biographies, memoirs, essays.
Poetry: Text that is more compact writing as well as imaginative and artistic.
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Reading Standards for Literature
Note the grade levels
Note CCR Categories
Each category provides specific reading (literature) standards by grade
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Informational TextInformational text is a kind of
nonfiction text that includes exposition; argumentation and persuasive text; and procedural
text and documents. Expository text: (e.g. textbooks,
reports, workplace documents, essays)
Argumentation and persuasive text: (e.g. writing to persuade, appeal to emotions, or sway an audience)
Procedural text: (e.g. “how-to” text, directions)
Documents: (e.g. primary and secondary sources)
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Activity: The Importance of Informational Text and Text
Complexity
Task:Go to page 3 in Appendix A.Find paragraph beginning “There
is also evidence. . .”On page 4 read paragraph
beginning “Being able to read complex . . .”
ReadNote your “aha’s and questions” Share with your group
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Investigating Reading Standards for
Informational Text
Go to Reading Informational Texts standards for your grade.
Note that informational text standards are by grade level.
Note the same CCR Categories, but with specific informational text standards per category.
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Activity: ReadingInformational Text Standards
Task: Place the pages for your grade’s
Literature and Informational Text side-by-side in front of you.
Highlight the major concepts in standards. Compare and contrast the major concepts of the literature text standards and informational text standards for the selected category.
Complete the Compare/Contrast Chart on p. 6.
Summarize your analysis.
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Standard 10: 3 Facets of Complexity
Qualitative complexity
Quantitative complexity
Reader and Task complexity
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Analyzing Texts That Have Appropriate Challenges for Students
Guiding Questions:• How do you make informed
decisions about choosing appropriate texts for students to read?
• How do you insure that all students are exposed to texts that are appropriate for them to read as well as exposing them to increasing text complexity?33
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Activity: Investigating Text Complexity Dimensions
Jigsaw Go to Appendix A, pages 4-10. Assign each of the three
dimensions to your table partners (qualitative, quantitative, reader & task).
Read the descriptions of each dimension and note key concepts in the graphic organizer provided (p. 7).
Share your key concepts from readings and your thoughts.
Discuss the importance of each and how to balance all three when selecting texts for students.
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• Note reference in the CCSS to the Lexile Framework in pages 7-8, Appendix A.
• Page 8 in Appendix A provides a chart with new Lexile ranges aligned to CCR expectations.
• More information is included from http://lexile.com/
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Activity: Analyzing Text Complexity
Jigsaw-Go to Appendix A, pages 11-16
-Examine three samples of text passages.
-Read assigned passage and its analysis according to the three dimensions (qualitative, quantitative, and reader-task). Make notes (p. 8) and respond to recommendation.
-Share out.
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Choosing Appropriate Texts
Note exemplars in Appendix B Factors for text selection:
complexity, quality and range The text exemplars provided on
the CCSS list inAppendix B are …• Examples only• Not required reading
Exemplars provided are LIMITED in …• Including multicultural examples• Current young adult literature
(that students would find relevant and meaningful) 37
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Reading Standards: Foundational Skills (K-5)
The Foundational Skills are necessary and important components of an effective comprehensive reading program which is designed to develop proficient readers with the capacity to comprehend a wide variety of text materials.
Foundational skills foster understanding and knowledge of:
Concepts of print Alphabetic principle Other basic conventions of English
writing system 38
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Analyze Progression of Reading Standards
Directions on p. 13 Progression charts p. 14, 16 Reflection pp. 15, 17
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ELA
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Standards for Writing
CCR for WritingK-5
6-12Appendix C
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College & Career Readiness Anchor Standards for Writing
CCR Categories forGrades 6-12
Text Types & Purposes
Production & Distribution of Writing
Research to Build & Present Knowledge
Range of Writing
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Specific Standards are
Provided in Each Category
by Grade Level/Band
Major Organizing Structure
Throughout the Writing Standards
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Activity: Investigating College& Career Standards for Writing
Task:PART A. Read the CCR Writing standards for your gradeDiscuss the major concepts in each CCR
category.Complete the chart provided with your thinking.------------------------------------------------------------PART B. Read the paragraph (Range and Content of
Student Writing) in italics on the right of pageHighlight key words and phrases.Discuss your thinking about range and content
of text with your table partners, and make notes below the chart.
Watch the time.
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Standards for Writing: Text types, responding to reading, and
research
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•arguments• informative/explanatory texts
•Narratives
•See definitions in Appendix A, pp.23-24
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Analyze Progression of Writing Standards
Directions on p. 13 Progression chart p. 18 Reflection p. 19
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ELA
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Speaking & Listening Standards:
Flexible Communication & Collaboration
Comprehension & Collaboration
Presentation of Knowledge & Ideas
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Activity: Investigating Listening & Speaking Standards
Think-Pair-Share • What is the range of this CCR
Standard (p. 48)?• What are the expectations for
student performance?• What are the implications for
instruction? Questions on a sticky note to
share
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Analyze Progression of Speaking & Listening
Standards Directions on p. 13 Progression chart p. 20 Reflection p. 21
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ELA
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Language Standards: Conventions, Effective use, and Vocabulary
Essential Rules (language conventions)• Craft and making appropriate
choices Understanding words & phrases
• Word relationships & nuances Acquiring new vocabulary
• Emphasis on academic vocabulary
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Activity: Investigating CCR Standards for Language
Task: Read the paragraph “Range and
Content in Student Language Use” on page 51.
Discuss and note the Big Ideas in organizer on p.
Discuss and note the CCR (College & Career Readiness) Standards on page 51. Make observations regarding what the emphasis is in these standards in organizer on p. 12
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Activity: Investigating Knowledge of Language and Vocabulary Acquisition and
Use1. Table Talk:
2. Study language standards and the charts for Progressive Skills on pp. 30 or 56
3. Draw a conclusion about the meaning of the * in the standards.
4. What are the implications?
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Analyzing the Progression of Language
Standards Directions on p. 13 Progression chart p. 22 Reflection p. 23
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Determining Implications and Next Steps
We’ve been investigating the standards – now,
what’s next?
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How Are You Doing?
Foundations for 57
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Day 2: Your Questions
How do we address all? How will new standards help
motivate students toward further success?
How do I motivate my students to want to work harder?
Rubrics for lessons? How to present in classroom? What about current standards—do
we throw them away? Is there any book list?
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How do the standards break down, so that we can be sure to meet each standards during the school year?
When will NM officially start to use these standards?
How do we get teachers to build units and get away from [dependence] on textbooks?
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Putting the CCSS into the classroom
An assignment or assessment based on the Common Core literacy standards
Clear, measurable goal for learningCompleted as a result of scaffolded instruction over the course of several days or even 1-2 weeks.
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Create Clear Learning Objectives tied to CCSS
Ask, “What should my students know and what should they be able to do with what they know?”
Create an objective that is tied to what they should learn and the specific kind of writing they will use to show what they have learned.
Deconstruct a standard, pp. 25-27. Share
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Standard: RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
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Requirements for Assignment targeted to
CCSS1. Read, analyze, and comprehend texts as specified by the Common Core. 2. Write products (as specified by the Common Core) focusing on persuasion, informational/explanatory, and narrative. 3. Apply Common Core literacy standards to content (ELA, social studies, and/or science).
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Assignment Example.
*Aligns with Core Standards.*Connects reading and writing instruction to “lead with literacy” as all teachers’ responsibility.* Combines literacy and content instruction in rigorous academic reading and writing tasks for college/work success.*Encourages choice.
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Examples of Assignment with Differentiation
Can there be true community in the work place? After reading The Prologue to Canterbury Tales and assigned informational texts, write a persuasive essay that addresses the question and support your position with evidence from the text. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events to illustrate your position.
Making instructional/planning decisions about:
Reading text types/genre Written products Content Rigor level
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Write an assignment to build a foundation.
Work in twos or threes.
Using the argumentation
assignment handout (p. 28 ),
write a prompt that you might
use with students.
Be prepared to share your
task with the whole group.66
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What are some strategies for scaffolding instruction? • Generating and answering
questions. Actively processing text to form questions has been shown to yield a 23 percentile-point gain on standardized reading tests.
Cubing Q Notes Reciprocal Notes
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• Summarizing and note taking. Intentionally instructing students in how to differentiate between the main idea of the text and peripheral information has been shown to yield a 34 percentile-point gain on standardized reading tests.
GIST Cornell Notes Concept Maps
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• Identifying similarities and differences. Students who are taught to compare, classify, and analyze information using metaphors and analogies score 45 percentile points higher than their peers without this strategy.
Open Compare-Contrast
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• Sentence combining. Teaching students to construct more complex and sophisticated sentences by combining two or more basic sentences has been shown to yield a 19 percentile-point gain on standardized writing and reading tests.
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Combine the following into one sentence:
I adopted a plan. The plan I adopted was the most
successful of my plans. The plan was of making friends. The plan was making friends with
little white boys. I met the white boys on the street.
Combine all parts into one, coherent, correctly punctuated sentence.
Share/ Discuss 71
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Compare to the original
“The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street.”
Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave, Written by Himself. Boston: Anti-Slavery Office, 1845. (1845)
(Appendix B, p. 90) 72
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Step back and evaluate
How will this information impact your practice?
Let’s look at aligning ourUnits to the CCSS. . .
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Celebration
ABC Review Team Winner?
3-2-1 Exit Slips
Homework for tomorrow: Bring a unit to revise or materials for a new unit
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THANK YOU!
I appreciate your participation.
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