Common Core State StandardsK-5

November 26, 2012

1

T

Think About It! Video

Expected Outcomes…As a result of the CCSS session,

participants will:

understand the ELA Common Core State Standards and how they prepare students to be college and career ready.

understand the critical components – Text Complexity and Student Engagement.

have identified current resources and processes to bridge the gap through the CCSS transition.

Directions for making a Response Journal

1. Fold three sheets of paper horizontally. Cut 1” slits at the top and bottom.

2. Fold the colored sheet horizontally and cut the “guts” out of the fold leaving 1” at the top and bottom.

3. Fold the colored sheet vertically and slide in the opening of the three sheets.

4. Open the colored sheet and fit into the slits on the top and bottom.

WOW! A Response Journal!Great project for student writing activities!

Essential Questions

1. What is the correlation between RGSD’s Mission/Vision and the CCSS?

2. How will the CCSS affect instructional practices?

3. How will the CCSS impact students’ academic performance preparing them to be college and career ready?

Welcome & Introduction Meet and Greet – A Pre Reading Strategy:

Read your word or phrase Share your word or phrase with at least 3 people Try to remember the words that you hear Return to your table and share with the group your

word or phrase Your group will make predictions as to how they all

fit together One person from the group will share to the large

group

Silent Reading . . .

Read page 3 of the CCSS packet

Table – Talk: evaluation of the predictions made

•The Common Core State Standards, also called the Core Academic Standards in Missouri, define what students should know and be able to do at every grade level in grades K-12.

•The standards are more rigorous than the previous standards. The focus of the standards closes the gap between high school and college/ career readiness. In addition, the standards will require less rote memorization and more concepts applicable to real-world problem solving.

Common Core Defined:

We know that . . .

CCSS is a charge by states to ensure that all students are college and career ready by graduation.

Standards are set requirements for ELA and Literacy in Social Studies/History, Science, Math and Tech subjects

Standards lay out a vision of what it means to be a literate person in the twenty-first century.

CCSS Background

Voluntary, state – led effort; states, territories and D.C.

States committed to developing a Common Core of State Standards for proficiency in ELA and Math for grades K-12

Governor Nixon signed Missouri in August 2009

MO State Board of Education adopted the Standards June 15, 2010

Grade Level and End Of Course Tests• 2012-13: Normal testing, return of Performance Events

and Writing Prompts in all content areas

• 2013-14: Normal testing, except for movement of CA and Math assessments to align to CCSS (without changing test design and blueprint)

• 2014-15: Implement SMARTER Balance Assessments in ELA, math

• 2014-15: All assessments will be online

• **More End Of Course Test will be required • **Comprehensive (End Of High School) Assessments

required for 2016 Graduates -

Assessments Transitions

12

What is not covered by the Standards?1. They do not enumerate all or even most of the

content that students should learn.2. They do not describe all that can or should be

taught.3. They do not define the nature of advanced work for

students that meet standards prior to graduation.4. They do not define particular intervention methods

or materials to support varied student levels of performance.

5. They do not outline specific range of support for ELL and special needs students.

6. They do not cover every relatable component for college and career readiness preparedness.

Video: A New Foundation for Student Success!

What is our role as educators?

Practicing Listening Skills: A quote from the book, Opening the Common Core

How is the Document Organized?

Using the Table of Contents as Guide

Treasure Hunt

17

Overview of Reading Strand

Reading

Progressive development of reading comprehension; students gain more from what they read

Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated Standards for Reading Foundational Skills (K-5)

Reading Standards for Literature (K-12)

Reading Standards for Informational Text (K-12)

Reading Standards for Literacy in History/Social Studies (6-12)

Reading Standards for Literacy in Science and Technical Subjects (6-12)

18

Overview of Writing Strand

Writing Expect students to compose arguments and opinions,

informative/explanatory pieces, and narrative texts

Focus on the use of reason and evidence to substantiate an argument or claim

Emphasize ability to conduct research – short projects and sustained inquiry

Require students to incorporate technology as they create, refine, and collaborate on writing

Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendix for writing samples)

19

Overview of Speaking and Listening and Language Strands

Speaking and Listening Focus on speaking and listening in a range of settings, both formal and

informal – academic, small-group, whole-class discussions

Emphasize effective communication practices

Require interpretation and analysis of message as presented through oral, visual, or multimodal formats

Language Include conventions for writing and speaking

Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading

To be addressed in context of reading, writing, speaking and listening

Media and Technology are integrated throughout the standards.

PK-5: Balancing Informational and Literary Texts

50/50 What do you think the current percentage of

informational text reading is in elementary classrooms?

ELA Shift #1Handout

6-12: Building Knowledge in the Disciplines

ELA Shift #2

The Staircase of Complexity

ELA Shift #3

“steady decline—over time, across grades, and substantiated by several sources—in the difficulty and likely also the sophistication of content of the texts students have been asked to read in school since 1962”

(Common Core Initiative, 2010)

Text Complexity Concerns

Text-Based Answers Students have rich and rigorous conversations

which are dependent on a common text. Teachers insist that classroom experiences

stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments.

ELA Shift #4

Writing From Sources Writing needs to emphasize use of evidence

to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts.

ELA Shift #5

Academic Vocabulary By “focusing strategically on comprehension

of pivotal and commonly found words (such as ‘discourse,’ ‘generation,’ ‘theory,’ and ‘principled’) and less on esoteric literary terms (such as ‘onomatopoeia’ or ‘homonym’), teachers constantly build students’ ability to access more complex texts across the content areas.”

ELA Shift #6

Supporting the Shift . . .

3-2-1 3 Minute Personal Reflection

Think – Ink - Pair – Share

The Cross Walk Document

28

Handout

RGSD Current Initiatives • Literacy Initiatives – Balanced Literacy Model; Reading/Writing Across

Content Areas; Improving Classroom Libraries and Building Book Rooms; Increasing Time for Reading

• Continuous Curriculum Review and Revision – Grade Level/Course Writing Expectations prioritizing argument and informational writing; Units of Studies to include opportunity for students to develop Speaking, Listening and Presentation Skills and integration of technology; Units including both

• Improving Instruction – Effective lesson planning to continue the focus on RGSD Power Standards to keep the focus on higher order and critical thinking skills

• Focus on Assessment – Utilizing the new Common Core Scholastic Reading Inventory Levels; Fountas & Pinnell Reading Assessment and Running Records; Discovery Education Benchmarks for all content areas (2013 K-2 aligned to CCSS); Common Summative and Formative Assessments

• Student Support through Interventions and Enrichment• Quality Instructional Programs/Materials Aligned to CCSS • Collaboration – Professional Learning Communities/Data Teams

Time for a BREAK!

30

Video: Why Common Core – I Choose C

Are we preparing our students to be College and Career Ready?

What is the evidence?

Are we college and career ready?

Senior Survey Data

Post-Graduate Data

ACT Data

St. Louis Community College Data

RGSD Data

ACT 2009

2010

2011

2012

Number or Graduates 343 354 349 303

Number of Graduates Scoring at or Above National Average

31 15 15 11

Percent of Graduates Scoring at or Above National Average

9 4.2 4.3 3.6

Graduation 2009

2010

2011

2012

Number or Graduates 343 354 349 303

Graduation Rate 85.5 67.7

81 77.3

RGSD Data

College Placement 2009

2010

2011

Number or Graduates 343 354 349

Number or Graduates Entering College 203 187 259

Percent of Graduates Entering College 59.2 52.8

74.2

Career Education Placement

2009

2010

2011

Number or Graduates Completing Career Education Program

242 312 303

Percent of Career Education Completers who Were Placed

74 57.4

89.4

RGSDSt. Louis Community College

ENGLISH2007 2008 2009 2010 2011

ENG020 17% 36% 26% 35% 27%

ENG030 54% 31% 50% 35% 45%

ENG101 27% 33% 23% 30% 27%

# of students

59 36 62 57 71

READING2007 2008 2009 2010 2011

RDG020 41% 44% 50% 44% 39%

RDG030 32% 25% 35% 37% 34%

RDG100 15% 19% 8% 11% 8%

# of students

59 36 62 57 71

Students who are College and Career Ready…

Demonstrate independenceConstruct viable arguments and

critique the evidence of othersParticipate in a range of

effective conversationsCollaborate with diverse

partnersUse technology and digital

evidence strategically and capably

Make sense of problems and persevere in solving them

Essential Questions

1. What is the correlation between RGSD’s Mission/Vision and the CCSS?

2. How will the CCSS affect instructional practices?

3. How will the CCSS impact students’ academic performance preparing them to be college and career ready?

Tic Tac Toe Words/phrases Draw a Tic Tac Toe Template in your

Reflective Journal

As we go through this section relating to Text Complexity, write nine words or phrases that are new to you or those that you may still have questions about.

Riverview Gardens School District

Text Complexity and Student Engagement in

CCSS

40

College and Career Readiness Anchor Standard 10 for Reading

Read and comprehend complex

literary and informational texts independently and

proficiently.41

Text Complexity Model

Text complexity is defined by:

Qua

litat

ive2. Qualitative measures – levels of meaning,

structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

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

Reader and Task

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.

42

Quantitative Measures Resources

• Grade Band Ranges Chart• Internet databases for

quantitative measures (Lexile and F&P book level)

43

Original Appendix A-Lexile Chart

44

45

ScientistScientist

TeacherTeacherExecutiveExecutive

NurseNurseSupervisorSupervisor

SalesSales

SecretarySecretary

ForemanForeman

ClerkClerk

CraftmanCraftman

ConstructionConstructionClerkClerk

LaborLabor

Lexile ScoreLexile ScoreLexile ScoreLexile Score

150015001300130011001100900900700700

On-the Job Lexile RequirementsOn-the Job Lexile RequirementsNational Adult Literacy Study

Qualitative Measures Resources

• Rubric for Literary Text• Rubric for Informational

Text

46

Complexity Rubrics

LITERARY TEXT INFORMATIONAL TEXT

Handouts

47

Informational Text Rubric

Purpose

Text Structure

Language Features

Knowledge Demands

Exceedingly Complex

Very Complex

Moderately Complex

Slightly Complex

Handouts

48

Literary Text Rubric

Meaning

Text Structure

Language Features

Knowledge Demands

Handouts

49

Reader and Task Considerations Resources

See handout

50

Text Complexity Resources

http://www.lexile.com/findabook

http://www.arbookfind.com/

51

Tic-Tac-Toe Words (Post Strategy) Draw a Tic-Tac-Toe Template

As we go through this session, write nine words or phrases that are new to you or those that you may still have questions about.

Choose one line of Tic-Tac-Toe ( 3 words/phrases in a row) to write a sentence about what you have learned in this section of the presentation.

Determining Text Complexity

A Four-step Process:

QuantitativeQ

ualit

ativ

e

Reader and Task

4. Recommend placement in the appropriate text complexity band.

3. Reflect upon the reader and task

considerations.

2. Analyze the qualitative measures of the text.

1. Determine the quantitative measures of the text.

53

Lunch

Determining Text Complexity

A Four-step Process:

QuantitativeQ

ualit

ativ

e

Reader and Task

4. Recommend placement in the appropriate text complexity band.

3. Reflect upon the reader and task

considerations.

2. Analyze the qualitative measures of the text.

1. Determine the quantitative measures of the text.

55

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

Step 1: Quantitative Measures

56

Step 2: Qualitative Measures

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

57

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

58

Step 4: Recommended Placement

After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.

59

Your Turn - Book Walk

Text Level I – T, Important Behaviors Guide Bands of Text Information Evaluating Level Text (No Title) Text Levels A – I

Handouts

60

Text Complexity DescriptorsAnchor Chart:

What surprised you?

What was new?

Sharing-Out in a Whole Group Discussion

61

Time for a BREAK!

62

Text Complexity and Student Engagement in

CCSS

Reading and Writing can look like this . . .

Or it can look like this…

If not Engagement, then what?

“Reading is something that one gets better at with practice. It is not surprising, then, that for children to become better readers, they must read for long stretches of time, with just-right material, joyfully engaged in their reading (Allington 2000; Calkins 2000; Serravallo and Goldberg 2007). Without engagement during reading, this ‘time spent reading’ doesn’t count. As responsible reading teachers, it is important to be vigilant when it comes to our students’ engagement and to offer them strategies and techniques to help them stay motivated and engaged while reading (Guthrie and Wigfield 1997).”

CCSS calls for us to “markedly increase the opportunity for regular independent reading of texts that appeal to students’ interests to develop both their knowledge and joy in reading.”

RGSD Committed to The 3 V’s . . .

1. Increase Valued time for reading2. Increase the Volume of reading3. Increase the Variety in reading

Building Book Rooms

Classroom Libraries

Roadmap for Lifelong Literacy

Comprehension

Strategies

MetacognitiveStrategies

The Reading-Thinking

Cycle

Text Complexity & EngagementSilent Chart-Talk

How is knowing a text’s complexity level assist us in

improving our students’ reading engagement and comprehension?

Cory Booker’s Story

Listen One and Gripe Moment about CCSS frustration Think – What are the implications/connections

between CCSS and Student Achievement? Pair Share

A Change in Beliefs lead to a Change in Thinking which leads to a Change in

Action!

Students Who Are Behind

Far too often, students who have fallen behind are given only less complex texts rather than the support they need to read texts at the appropriate level of complexity. Complex text is a rich repository to which all readers need access, although some students will need more scaffolding to do so.

Common Core Publishers’ Guidance

RGSD 3 Vs of Reading

The sheer Volume of reading is the greatest factor in impacting students’ improvement in reading!

Increase Valued time for Reading

Increase the Volume of Reading

Increase the Variety of Reading

Text Complexity & Engagement: Assessments

Reading Interest Inventory

Engagement Inventory

Adequate Range of Reading Rates

Book Logs

Assessing and Measuring Reading Engagement

Qualitative Quantitative

Engagement Inventory-Are the child’s eyes on the print?-Is the child giggling at the funny parts?-Is the child turning pages at an acceptable pace?-What types of things distract a child from reading?Book Logs-What types of books (genres, authors, levels) does the child tend to choose?Reading Inventory-What are a child’s attitudes toward reading?-Whom does a child like to share his reading with?What types of books (genres, authors) does the child report liking & disliking?

Engagement Inventory-How many minutes can a child stay engaged with a book?Book Log-How many pages is the child reading per minute?-How many books does the child read per week?-How much time is spent reading at home versus reading at school?

Reading Interest Inventory Administered at the beginning of the year and

repeated periodically throughout the year Make sure the students answer honestly without

penalty Constructed response inventories will give you a

deeper understanding of each student Results of inventory will allow teacher to:

Pull small groups to guide students (book tastes, reading habits, student attitudes, who each student is a reader, etc.)

Form groups/partners/book clubs Modify unit plans for the year (including read aloud

choices) Reorganize classroom library

Handout

Reading Assignment

Wanted: A Volunteer Reader

Without Engagement, We’ve Got Nothing: Helping Students Want to Read, cont. Assessing for engagement can be both qualitative

and quantitative. Certain behaviors are observable when it comes to determining whether a child is engaged or not: giggling at the funny part, keeping eyes on the book, turning pages at an acceptable pace. There are also measures, though, that help quantify how fully a child is engaged. We can look at the number of pages students read per reading workshop period and the number of books they read acress the course of a week. Engagement inventories, book logs, and reading interest inventories provide both quantitive and qualitative data to help us plan for individuals and small groups. (Guthrie and Wigfield 1997).”

78

Engagement Inventory

Results of the engagement inventory will allow teacher to: Clearly target the length of time that students stay

engaged during independent reading time Determine distractors Form groups/partners/book clubs Develop intervention plans

Small groups Individual conferences

Handouts

Book Logs

Results of the book log will allow teacher to: Determine reading rate Analyze the types of books the student is reading

at home and school Look at stamina tied to genre Determine indications for difficulty with word

study and fluency Pull small groups and confer about: book choice,

stamina and reading rate

Handout

Book Logs Completed weekly by the student Learn about student’s habits and stamina Types of book a student chooses—is there a

good variety or is it time to broaden the student’s reading tastes?

Time spent reading at home Time spent reading at school Page per minute rate (Reading Rate Handout)

Assessing and Measuring Reading Engagement

Qualitative Quantitative

Engagement Inventory-Are the child’s eyes on the print?-Is the child giggling at the funny parts?-Is the child turning pages at an acceptable pace?-What types of things distract a child from reading?Book Logs-What types of books (genres, authors, levels) does the child tend to choose?Reading Inventory-What are a child’s attitudes toward reading?-Whom does a child like to share his reading with?What types of books (genres, authors) does the child report liking & disliking?

Engagement Inventory-How many minutes can a child stay engaged with a book?Book Log-How many pages is the child reading per minute?-How many books does the child read per week?-How much time is spent reading at home versus reading at school?

Reading Strategies to Increase Student Engagement

•Pre – Meet and Greet

•During - Tic Tac Toe (Word Listing)

•Post – Tic Tac Toe (Writing Sentences)

Re-reading is not failure?

Set an expectation of repeated re-reading. As something necessary

to be successful in school As something people do

every day

Do your students realize that . . .

84

Resources

Teaching Reading in Small Groups by Jennifer Serravallo

When Kids Can’t Read, What Teachers Can Do by Kylene Beers

Pathways to the Common Core: Accelerating Achievement by Lucy Calkins, Mary Ehrenworth and Christopher Lehman

Professional Development - State Workshops , CSD Workshops and Regional Consortiums (Language Arts Regional Consortiums)

DESE Common Core Information Page Crosswalk FAQs PowerPoints and Videos

CCSS Websites and Curriculum Maps Websites CCSS Appendices:

A – Defines Terms B – Suggested Text and Student Tasks Samples C – Writing Exemplars

Various State Websites ----KS, MA, DE District Website – The Standards, Appendices, FAQs and Parent

Resource

Resources and Supports

86

What is our role as educators?

Practicing Listening Skills: A quote from the book, Opening the Common Core

Essential Questions

1. What is the correlation between RGSD’s Mission/Vision and the CCSS?

2. How will the CCSS affect instructional practices?

3. How will the CCSS impact students’ academic performance preparing them to be college and career ready?