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Getting Started Name and Role Experience with Common Core
1 – Novice 5 – Prepared to lead this work
Agenda
Materials on Wiki – http://pugetsoundesdccss-ela.wikispaces.com
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Participants will be able to… Navigate the document Summarize the major shifts within the ELA
CCSS standards Understand how the standards are
articulated from Kindergarten to 12th grade Evaluate Text Complexity Identify implications to your work and
resources to support further learning
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Common Core State Standards Overview August 2011| 4Common Core State Standards Overview August 2011| 4
Common Core State Standards
Source: www.corestandards.org
Define the knowledge and skills students need for college and career
Developed voluntarily by states; more than 46 states have adopted.
Provide clear, consistent standards in English Language Arts/Literacy and Mathematics
Common Core State Standards Overview August 2011| 5Common Core State Standards Overview August 2011| 5
Washington State’s Implementation Timeline2010-11 2011-12 2012-13 2013-14 2014-15
Phase 1: Awareness and Understanding, Alignment, and Adoption
Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials
Phase 3: Classroom Transitions
Phase 4: Statewide Implementation through the Assessment System
Common Core State Standards Overview August 2011| 6Common Core State Standards Overview August 2011| 6
Smarter Balanced Assessment Consortium (SBAC)
29 states representing 48% of K-12 students
21 governing, 8 advisory states
Washington state is fiscal agent
Common Core State Standards Overview August 2011| 7Common Core State Standards Overview August 2011| 7
A Balanced Assessment System
Common Core State Standards
specify K-12
expectations for college and career readiness
All students leave
high school college
and career ready
Teachers and schools have
information and tools they need
to improve teaching and
learning Interim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to college and career
readiness
Teacher resources for formative
assessment practices
to improve instruction
For more informationSmarter Balanced Assessment Consortium Website:
http://www.smarterbalanced.org/
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Common Core State Standards Overview August 2011| 9Common Core State Standards Overview August 2011| 9
Six Shifts1. PK – 5th Balance of Informational and Literary
Texts2. 6-12th Building Knowledge in Disciplines3. Staircase of Complexity4. Text-Based Answers5. Increased Writing from Sources (Writing Using
Evidence)6. Academic Vocabulary
As you watch the video, take notes on the graphic organizer for your assigned shift
Video – Why Common Core?https://www.teachingchannel.org/videos/common-core-standards-ela?fd=1#
As you take notes on “Important Ideas to Remember” for your specific shift, also think about why states are moving to the CCSS.10
Six Shifts JigsawConsider the shift that you were assigned:
What were some important ideas about this shift you heard in the video? What are the implications for your work? Why is this shift important?
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Heterogeneous Group Reconvene in table groups representing all 6
shifts Each group member takes up to 3 minutes to:
Important ideas related to assigned shift Implications for our work Rationale for the shift
As each person shares, complete your graphic organizer learning about the other shifts.
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From 6 Shifts to 3
9/20/2012LLC
Building content knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text both literary and informational.
Regular practice with complex text and its academic language
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ELA / LiteracyRead the What is Not Covered by the
Standards section and record both an AHA! and an OH NO! thought. (page 6)
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AHA! OH NO!
Common Core State Standards Overview August 2011| 16Common Core State Standards Overview August 2011| 16
K 1 2 3 4 5 6 7 8 9-10 11-12
Foundational Skills
Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency
Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.
Reading Literature and Informational Texts
Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read.*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance grades K-5 = 50%* literature; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text
Balance grades 9-12 = 30%* literature; 70%* informational text
Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects
Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.
Writing Standards
Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance of writing types, including writing in the content areas By grade 4—opinion =30%; information = 35%; narrative =35%
Balance of writing types, including writing in the content areas Grade 8 – argument = 35%; information = 35%; narrative = 30% Grade 12 – argument = 40%; information = 40%; narrative = 20%
Speaking & Listening Standards
Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of view.
Language Standards
Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.
A Shift to comprehensive literacy
Common Core State Standards Overview August 2011| 17Common Core State Standards Overview August 2011| 17
The ELA Document Structure
6-12 page 35
Reading Writing Speaking and Listening Language Literacy in History/Social
Studies, Science, and Technical SubjectsAppendices A, B, C
Introduction page 10
K-5 page 11
Reading Foundational Skills
Writing Speaking &
Listening Language
Common Core State Standards Overview August 2011| 18Common Core State Standards Overview August 2011| 18
College and Career Readiness Anchor Standards for ELA
College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards
• Reading - 10• Writing - 10• Speaking and
Listening - 6• Language - 6
Organization & Terminology Grade LevelsStrand
StrandAbbreviation
Sub-heading
20
Reading
21
Peruse the reading standards for the grade level you work with (or have experience with). Compare the standards for the Literature strand with that of the Informational Text strand. What connections do you notice?
Reading Foundational SkillsTurn to the Foundational Skills (pg 15-17). How do the foundational skills progress from K-5th?
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WritingTurn to the writing standards (pg 19-21 for K-5 or 42-47 for grades 6-12). What genres of writing will all students be responsible for learning? What else jumps out for you?
23
Speaking & ListeningTurn to the Speaking and Listening Standards (pg 23-24 for K-5 or 49-50 for grades 6-12. What is the relationship between the Speaking & Listening, Reading, and Writing strands?
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LanguageTurn to the language standards (pg. 25- 26 for K-5 and 51 – 52 for grades 6-12). Which language skills were previously categorized in reading and writing in the Washington GLEs?
25
?
Literacy Standards for History/Social Studies, Science, and Technical Subjects
Turn to the literacy in the content area standards section (pg. 60 – 64). What connections to the language, reading and writing standards do you notice?
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History / Social StudiesScience, and Technical Subjects
It is important to note that these reading standards are meant to complement the specific content demands of the disciplines, not replace them.
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“
”page 60
Appendices A, B, C Jigsaw Assign each person at your
table appendix A, B or C Preview the appendix you
have been assigned (10 minutes) What is contained in this
appendix? What stands out regarding
content and/or organization? Share your findings with
your tablemates (up to 3 min per person) 28
AB
C
What is Vertical Alignment?Vertical alignment asks: How are the content
standards/objectives related from one year/grade to the next?
Knowledge or skills extend to a wider range of content
Deeper understanding of same contentNew content or skills
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Bloom’s Taxonomy
31
A Comparison Original Revised
Evaluation
Synthesis
Analysis
Application
Comprehensio
n
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Back-mapping the ELA CCSS Starting with college and
career readiness Standards for each grade level
are identified Working backward from grade
11-12 to 9-10 to 8 etc. Establishes a clear, aligned K-
12 pathway, linking elementary, middle, high school, and end-of-high school college and career readiness33
Analyzing the Standards
34
READING STANDARDS FOR LITERATURE Key Ideas and Details
College and Career Ready Anchor Standards #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Grade 11-12
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Grade 9-10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Grade 8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Grade 7
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Grade 6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Grade 5
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Grade 4
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Grade 3
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Grade 2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Grade 1
Ask and answer questions about key details in a text. Grade K
With prompting and support, ask and answer questions about key details in a text.
Your turn…1. With a partner, select a different anchor
standard2. Highlight the additions of the grade level
standard as it progresses toward College and Career Readiness
3. Circle the verbs describing the skills required of students
4. What level of Blooms do verbs represent?
R.I.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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Next steps?
36
Standard to Practice Begin with the Common Core State
Standards, then consider what you already have and do.
Considerations: Do you address all or part of the standards in your
curriculum? Does classroom practice occur at the same grade
level as the standard? What data do you have currently available to
evaluate the effectiveness of instruction relative to that practice?37
Implications What are some of the key ideas related to
vertical articulation?
What are the similarities and differences current levels of rigor for students and the the level of rigor called for in the Common Core State Standards (CCSS)?
As you think about vertical articulation, what might be some next steps for your grade level, building and district?
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Specifically, within reading standard #10:
Anchor Standard: R.CCR.10 Read and comprehend complex literary and
informational texts independently and proficiently.
Progression of the Reading Standard 10 - Appendix A, page 10
Text Complexity
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Protocol – part 1 Read Appendix A, pages 2, 3 and top half of 4 Identify a passage that you feel has
implications for your work Identify a back up passage
Three Levels of Text Protocol1. Form a group of three people2. Identify a time keeper and a facilitator3. One person has up to three minutes to:
Level 1- read the passage you selected aloudLevel 2 – tell about what he/she thinks about the passageLevel 3 – Tell about what implications for his/her work
4. The group responds for up to two minutes5. Repeat steps 3 and 4 until everyone has
shared their passage.
Reflect the processRefer to the anchor standards, what were the Reading and Speaking/Listening standards that were addressed during this activity?
Overview of Text Complexity
Text complexity is defined by:
Qual
itativ
e
2. 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 Task3. 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.
Where do we find texts in the appropriate text complexity band?
Choose an excerpt of text from Appendix B:
We could...
or…
Use available resources to determine the text complexity of other materials on our own.
A Four-step Process:
Determining Text Complexity
46
QuantitativeQual
itativ
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.
47
Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion
Step 1: Quantitative Measures
Step 1: Quantitative Measures
Lexiles
48
The Quantitative Measures Ranges for Text Complexity
Step 1: Quantitative Measures
49
Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using the Lexile text measures.
For illustrative purposes, let’s choose Harper Lee’s 1960 novel To Kill a Mockingbird.
Finding a Lexile Measure for Text: http://www.lexile.com/findabook/
Step 1: Quantitative Measures
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Step 1: Quantitative Measures
51
Quantitative Measures Ranges for Text Complexity Grade Bands
Kansas Common Core Standards
* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.
** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf
Step 1: Quantitative Measures
53
Lexile Text Measure:
ATOS Book Level
870L
5.6
Step 1: Quantitative Measures
54
For texts not in the Lexile database, consider using the Lexile Analyzer: http://www.lexile.com/analyzer/
• Registration is required (free) http://www.lexile.com/account/register/
• Allows user to receive an “estimated” Lexile score
• Accommodates texts up to 1000 words in length
• Texts of any length can be evaluated using the Professional Lexile Analyzer—educators can upgrade to this tool for free by requesting access http://www.lexile.com/account/profile/access/
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Step 2: Qualitative Measures
Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language
conventionality• Language clarity• Prior knowledge
demands
Step 2: Qualitative Measures
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The Qualitative Measures Rubrics for Literary and Informational Text:
Partner Share How do the demands for text complexity
increase from low to high?
Step 2: Qualitative Measures
Lexile Text Measure:
ATOS Book Level:
870L
5.6
From examining the quantitative measures, we knew:
But after reflecting upon the qualitative measures, we believed:
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Considerations such as:• Motivation• Knowledge and
experience• Purpose for reading• Complexity of task
assigned regarding text
• Complexity of questions asked regarding text
Step 3:Reader and Task Considerations
Step 3:Reader andTask Considerations
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The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom.
Step 4: Recommended Placement
63
Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is….
Step 4: Recommended Placement
64
In this instance, Appendix Bconfirms our evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band.
Step 4: Recommended Placement
65
Template for Text Complexity Analysis and Recommended
Placement Form:
Evaluate a text Using the Surface Tension selection from the
Foss Water Unit, evaluate the text complexity. Use the four-step process to make a
placement recommendation What level is this text?
Surface Tension Article
Applying to Practice Video Questions to consider as you watchWhy is "The Sneetches" a good choice for this lesson?How does Ms. Noonan encourage students to build on each other’s ideas?Notice how Ms. Noonan's prompts for evidence and asks students to defend their answer.
https://www.teachingchannel.org/videos/using-touchstone-texts
Resources
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Twitter@PSESDLiteracy
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See the Resource page for the link to these documents.
Grade Level One-Pagers created by teachers in
Washington State
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Resources for Implementation ELA overview documents (one-pagers) as
connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel
Publisher’s Criteria in ELA and Literacy: http://k12.wa.us/CoreStandards/Resources.aspx
Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses
Parent Resource Guides: http://www.pta.org/4446.htm
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Basal Alignment Project Go to edmodo.com
Use code "etuyrm" to join BAP group
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For More Information• Common Core Website:
http://www.corestandards.org/the-standards • Common Core Questions:
– Email: [email protected] OR – Greta Bornemann, OSPI CCSS Project Director, E-
mail: [email protected]• Hunt Institute Videos
– http://www.youtube.com/watch?v=9IGD9oLofks&feature=player_detailpage (overview)
– http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related (writing)
• http://pugetsoundesd.ccss-ela.wikispaces.com74
Research Base ACT, INC. Report (2006)
Common Core State Standards (2010)
National Reading Panel Report (2000)
Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy Grades K-2 and Grades 3-12 (2011)
RAND Report: Reading for Understanding: Toward an R&D Program in Reading Comprehension (Snow, 2002)
Reading in the Disciplines: The Challenge of Adolescent Literacy (Lee & Spratley, 2010)
Wrap Up
1.Exit Ticket2.Feedback Form3.Clock Hours
Clock Hours Title: ELA Common Core Standards Class # - SEC560 Date: August 17 Total Hours: 6 Cost: $12 - Check, Visa or Mastercard only
Card #, Expiration Date, csc #, (add to bottom of form)
Don’t have $ today? Send to ESD within 3 weeks Instructor: Krissy Soltman
Thank you.
