Getting Started

Name and Role

Experience with Common Core1 – Novice 5 – Prepared to lead this work

Agenda

Participants will be able to… Articulate the rationale behind the creation

of the Common Core State Standards (CCSS)

Understand the timeline for CCSS implementation in Washington

Navigate the CCSS document

Understand the vertical alignment of the CCSS

Identify implications to your work with students at Shoreline Community College

Video – Why Common Core?https://www.teachingchannel.org/videos/common-core-standards-ela?fd=1#

As you take notes on your specific strand, also think about why states are moving to the CCSS.

ELA Strands Jigsaw

Jigsaw: Each group member takes up to 3 minutes to

share:

Important ideas related to assigned strand Any questions you might have Responses or thoughts

As each person shares, complete your graphic organizer.

Standards Jigsaw

Jigsaw: Then as a group discuss:

How do the expectations of the CCSS match the preparedness for college-level work of the students with whom you are currently working?

Do you agree that students meeting these new standards will be college ready? How so?

What are any other implications for your work?

CCSS Adoption and Implementation:

Minnesota

Nebraska

Texas

Virginia

Alaska

CCSS Adoption and Implementation: Defined the knowledge and skills students need for

college and career readiness Provided clear, consistent expectations in ELA and

Math Based on solid research and evidence

More than 3/4 of students who completed a college prep curriculum were unprepared to do college level work (ACT).

51% of students entering college need remedial reading (College Board).

Text complexity gap – like asking 4th grader to read the materials you would give an 8th grader (NAEP).

Performance on Complex Text Reading Tasks was the clearest indicator between students who are likely to be ready for college and those who are not (ACT).

Internationally benchmarked

CCSS Adoption and Implementation:

Initiated by the National Governers Association (NGA) and Council of Chief State School Officers (CCSS)

Developed voluntarily by states

States began to adopt the CCSS starting in 2010

Washington adopted CCSS July 20, 2011

Washington State’s Implementation Timeline

2010-11 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

Smarter Balanced Assessment Consortium (SBAC)

29 states representing 48% of K-12 students

21 governing, 8 advisory states

Washington state is fiscal agent

Overarching 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

Anchor Standards

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

Reading

Determining Importance Card Sort:

With a partner, review the reading grade level standard (grades 11-12) cards.

Put the cards in order of which skills are most necessary for students to be college ready.

Now group the cards according to sub-heading (Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity).

WritingNow we will look at how writing anchor standard one (write arguments to support claims) is vertically aligned from grades K-12.

Writing

1. Read writing standard one beginning at Kindergarten

2. As you read “up” the standard highlight any new information in the grade level standard as it progresses toward College and Career Readiness

3. Circle the verbs describing the skills required of students

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.

Writing Review what you have highlighted/circled and

try to write a one sentence summary that captures the gist of writing standard one AND how it changes in complexity over the grade levels

Post your sentence on a quadrant of a consensus board

Look for common patterns. What words, phrases and ideas appear in most or all sentences?

Craft a consensus summary sentence.

Speaking & Listening

Brainstorm a list of behaviors and expectations you have of your college students when they participate in class discussion or present information.

Now turn to the Speaking and Listening Standards (49-50 for grades 6-12). Compare your list to the CCSS for Speaking and Listening. Are most or all of your expectations present in the

CCSS? Are there additional expectations in the CCSS that

weren’t on your list? Do you feel anything is missing from the standards?

Next steps?

Next Session: Will focus on:

Three Shifts - How are the CCSS are different from the current Washington State standards?

SBAC – What will this test look like? When will students be assessed? How do the performance tasks compare to actual work students are expected to do in college?

Hope to see you all on May 10th!

More Resources: If you can’t make it next time, but you would

like to learn more about the Common Core State Standards check out these websites:

www.corestandards.org

http://www.k12.wa.us/CoreStandards/

http://www.smarterbalanced.org/