Today is about:

Building a professional learning community through the Academy

Developing a deeper understanding of the Common Core State Standards “shifts”

Understanding and analyzing changes that will occur within the classroom

Professional learning

Educators develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels.

Something most teachers and educators do everyday, as we reflect on our professional practice, work together and share ideas, and strive to improve student outcomes.

The kind of change that builds teacher capacity and professional culture

Today is about:

• Counselors?• Instructors?• Academy leaders?• Advisory Board members?• NAF staff?

Who is in our audience? What is your role?

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Taking a “snapshot…..

ELA

How would you describe where your academy, department or classroom is in the implementation process?

Just beginning Developing processes Full plan

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Share out

What are the Common Core State Standards?

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…describe/define the knowledge and skills in the areas of English language arts and mathematics that students will need throughout their K-12 education careers so they graduate high school able to succeed in careers and college, whatever their choice of college or career.

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• Promotes interdisciplinary content literacy

• Prepares students for a competitive global job market

• Ensures consistent expectations from state to state

Why are the CCSS Important?

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What the Standards do NOT define:

• How teachers should teach• Standards must be complemented by a well-developed content-rich

curriculum

• All that can or should be taught• A great deal is left to the discretion of the teachers and curriculum

developers.• The aim of the Standards is to articulate the fundamentals, not to set

an exhaustive list or set of restrictions that limits what can be taught beyond the Common core.

www.corestandards.org

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• 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 Student require a wide ranging, rigorous academic preparation As well, as social, emotional, and physical development approaches to learning

What the Standards do NOT define:

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Common Core State Standards The Big Ideas in English language arts

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Current Standards

Common Core ELA Standards – Grades K-12

Reading WritingCommunication

(includes Speaking and Listening)

ELA Common Core Standards

Speaking and Listening

Reading Writing

LanguageMedia & Tech

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Standards Comparisons

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K 1 2 3 4 5 6 7 8 9-10 11-12

Foundational Skills: Print Concepts & Phonological Awareness

 

Foundational Skills: Phonics & Word Recognition, Fluency

 

 

Reading Literature & Informational text, including literary nonfiction:

Balance K-5 = 50% literature* & 50%* informational text

 

Reading Literature – stories, drama, poetry:

Balance grade 6-8 = 45%*Balance gr. 9-12 = 30%*

Reading informational, including literary nonfiction:

Balance 6-8 = 55%*Balance gr. 9-12 = 70%*

Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects

Writing Standards:Balance of Text Types:

grades 4 – opinion = 30%; information = 35%; narrative = 35%

Literacy (Writing) in History/Social Studies, Science, and Other Technical Subjects:

Grade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%

 

Speaking & Listening Standards 

Language Standards, including vocabulary acquisition and use 

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Instruction ChangesApproach to Teaching• Teaching changes from giving students the answer to

having students apply knowledge to real world situations

• Students must find the answer and explain

• From… Content knowledge primarily from teacher-led lecture

• To…. Content knowledge from a balance of reading, writing, lecture, and hands on experience

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Think integrated : • Don’t teach one CCSS at a time• Plan lessons around multiple standards, integrating

reading, writing, speaking/listening, and language.

Think interdisciplinary:• Pair up with other disciplines and create a unit• Cross-curricular conversations among teachers and

between them

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What about the Academy curriculum and the CCSS?

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State Learning Standards (CCSS – ELA/M)• What ALL students

need to know and be able to do

Academy curriculum • Industry-specific• Focused for academy

theme

• Math Practices

• Habits of Mind

• 21st Century

Skills

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What changes would you make to create conditions for high quality professional learning in implementing the instructional changes of the common core state standards?

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Share out

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Focus is on the foundational knowledge and skills to prepare all students for the outcome of College and Career Readiness

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Shared responsibility across ALL educators! Literacy Standards for All Content Areas

Embedded expectations for grades K-5Separate documents for grades 6-12

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Technical Subjects

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English Language Arts Major Shifts These apply to content area (social studies, science, and technical

subject) teachers as well as to English teachers.

1. Building knowledge through content-rich nonfiction.

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3. Regular practice with complex text and its academic language

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Instructional ShiftsImplementation of the CCSS

Shift One“Building knowledge through content-rich nonfiction and informational texts”

• Use content expertise to help students meet challenges of reading, writing, speaking and listening within discipline

• Content area teachers emphasize literacy experiences in their planning and instruction.

• Students learn through domain-specific texts – rather than referring to the text, they are expected to learn from what they read.

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Instructional ShiftsImplementation of the CCSS

Build background knowledge

Teach different approaches for different type of text

Teach strategies for information text

Teach “through” and “with” text “What is connected here? How does this fit together? What details tell you that?”

Teach through less telling and more summarizing

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What’s in the NAF Resources

The NAF Learning Handbook

Correlations to ELA and Math Common Core State Standards

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Instructional ShiftsImplementation of the CCSS

Shift Two“Reading, writing, and speaking grounded in evidence from the text, both literary and informational”

• Text-based Answers

• Writing from Sources

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James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.

Example?

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Non-Examples and Examples

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In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

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

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

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Text based evidence• Conversations dependent on text

• Build and develop habit of evidentiary arguments in conversation and writing based on comprehension of reading

• Read, re-read, reference text, dig deeper

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Use evidence to inform or make an argument

Write from multiple sources

Conduct short focused research

Model expectations – use rubrics and examples of work samples to learn to self-evaluate

Emphasis argumentative focused on discipline-specific content

Emphasis Informative/explanatory texts, including narration of scientific procedures/experiments, or technical processes

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Instructional ShiftsImplementation of the CCSS

Shift Three“Regular practice with complex text and its academic language”

• Staircase of complexity

• Academic Vocabulary

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What this looks like in classroom:

• Grade appropriate text requiring close reading

• More time and space in curriculum

• Scaffolding and support

• Conversation around text

• Independence

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Academic Vocabulary

Focus on building vocabulary

Tier 1 words are very common words

Tier 2 word are powerfully useful and frequently occurring; taught before, during and after reading, listening and viewing

Tier 3 words domain-specific words taught in context of discipline

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ImplementingEnglish Language Arts Major Shifts

In your role what do you think about the three major shifts?

Based on what you know, what changes to instruction would you recommend?

Defend your position

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Share out

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7 ways Common Core will change the classroom; your Academy

1. Depth not width—

2. Nonfiction, not fiction

3. Evidence is required

4. Speaking and listening

5. Technology is part of most/all standards

6. 21st century skills are emphasized across subject area

7. An increase in rigor

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NAF CURRICULUM OVERVIEW aligns with CCSS

Courses are learner-centric, engage students with the subject matter.

Students are active

Learning activities challengestudents in a deep and direct way.

Project work requires students to utilize communication, time-management, and other career skills.

A literacy component is included in each lesson to ensure students build reading and writing skills in parallel with subject-matter skills.

Cross-curricular activities help students make connections and construct a broad knowledge and skill base.

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1. What key messages stand out for you around the CCSS?

2. What stands out for you that has implications in your role and your work?

3. What leadership capacity do you have to support CCSS implementation?

4. What is your plan of action for next steps? What changes will you recommend?

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Implementation Activities… Exit TicketWhat is your current context?

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THANK YOU

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Marianna GoheenMG Education Consulting

Program Supervisor for Health Science for Superintendent of Public Instruction (part-time)

Former College and Career Readiness Director of Local district

Former district Director for Academy of Engineering and Health Science