Mapping to the Core Professional Learning
CommunityELA AVON
Facilitator
Moira ErwineESCLC/SST 2
Director of School Improvement & Professional Development
[email protected] ext 1156
Housekeeping
Just Like ME
Day 1 Phase 1 of Curriculum Mapping
• Establishing Routines and Expectations• Becoming a Professional Learning Community• Deepening your understanding of the Common Core
Standards for ELA• Lunch 11:30-12:30 on your own• Making Connections• Next Steps
Big/Ideas for this course
Day 1-Laying the Foundation- Phase 1, deep understanding of the CC, Comparative Analysis, and Model Curriculum
3/2/2012 LEXILE TRAINING3/19 Day 2- Consensus Mapping-Phase 24/23 Day 3- Unit Development for Informational
Text Phase 3
Learning Goals-
Work as vertical K-2 teams to better understand the New Common Core Standards and the Ohio Model Curriculum.
Work as grade level teams to do consensus mapping.
Use the components of curriculum mapping to do unit planning (essential understandings, concepts, skills (including Differentiation) and assessments).
Learn how to upgrade your units/lessons to include web 2.0 tools.
Use Web 2.0 programs to collaborate.
Essential Questions
How can we ensure a guaranteed viable curriculum for all students?
How can we develop quality consensus maps and units?
How can we develop a structure that will allow us to integrate 21stcenturyskills, assessments, and tools to better prepare our students for their futures?
Learning TargetsI Can…• Access the Common Core Standards, Model Curriculum,
Comparatives and Crosswalks online
• Review the Crosswalks and Comparative documents for ELA Common Core standards and revised standards to identify the non-negotiables and targeted levels of instruction
• Collaborate with peers to develop scaffolded curriculum units that emphasizes coherence, focus, and rigor
I Can…• Use standards and Model Curriculum as a launching point to
strengthen alignment and vertical articulation among all of the critical components on the map
• Create a Curriculum Pacing Guide for my grade level
• Upgrade the curriculum to incorporate engaging 21st Century instructional strategies, assessments, skills, and resources
• Use mapping software that will allow for gap analysis. (through Avon)
Wikispace…
Back to Back Partner…
The very essence of a
learning community is a focus on and a commitment to the learning of each student.
Establishing NormsWhat will it take for you to be able to participate to your fullest?
Listen to understandSet aside preconceived notionsSpeak openly and honestlyPay attention to your “feathers”
*Manage electronic devices
Members of a professional learning community recognize they cannot accomplish their fundamental purpose of high levels of learning for all students unless they work together collaboratively.
English Language Arts Common Core Standards and
Model Curriculum
• Overview of the English Language Arts Common Core Standards
• Description of the English Language Arts Model Curriculum
• Update on the future of Ohio’s assessment system
Session Objectives
Revised Academic Content
Standards: June 2010
Model Curricula:
March 2011
Aligned Systemof Assessments:
2014
First Step: Revised Standards
Not later than June 30, 2010… the state board of education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, science, and social studies.
– ORC §3301.079(A)(1)
Standards Revision
Strands
Topics
Standard Statements
by Grade Level
Standards Statements
by Grade Level
Standards Statements
by Grade Level
“What” students should know and be
able to do at each grade level and
band.
The main focus of the content within each
strand.
The major areas or disciplines of study within
each content area.
ELA Common Core Standards Framework
Writing Strand 10 Standard Statements
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Speaking and
Listening Strand
6 Standard Statements
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Language Strand
6 Standard Statements
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Reading Strand 24 Standard Statements
Literature(10)
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Informational Text(10)
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Founda-tional Skills
(4) K- 5 only
Topi
cSt
anda
rd S
tate
men
tTo
pic
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
English Language Arts Common Core Standards
Reading Strand
Writing Strand
Speaking and
Listening Strand
Language Strand
English Language Arts Common Core Standards
Reading Strand
Topics (4)
Writing Strand
Topics (4)
Speaking and
Listening
Topics (2)
Language Strand
Topics (3)
English Language Arts Common Core Standards
Reading Strand
Key
Idea
s and
Det
ails
Craft
and
Str
uctu
re
Inte
grati
on o
f Kno
wle
dge
and
Idea
s
Rang
e of
Rea
ding
and
Lev
el
of Te
xt C
ompl
exity
Writing StrandTe
xt T
ypes
and
Pur
pose
s
Prod
uctio
n an
d Di
strib
ution
of
Writi
ng
Rese
arch
to B
uild
Kno
wle
dge
Rang
e of
Writi
ng
Speaking and
Listening Strand
Com
preh
ensio
n an
d Co
llabo
ratio
n
Pres
enta
tion
of K
now
ledg
e an
d Id
eas
Language Strand
Conv
entio
ns o
f St
anda
rd E
nglis
h
Know
ledg
e of
Lang
uage
Voca
bula
ry A
cqui
sition
and
Use
Reading Strand
Reading: Literature
Key
Idea
s and
Det
ails
Stan
dard
Sta
tem
ent
1
Stan
dard
Sta
tem
ent 2
Stan
dard
Sta
tem
ent 3
Craft
and
Str
uctu
re
Stan
dard
Sta
tem
ent 4
Stan
dard
Sta
tem
ent 5
Stan
dard
Sta
tem
ent 6
Inte
grati
on o
f Kno
wle
dge
and
Idea
s
Stan
dard
Sta
tem
ent 7
Stan
dard
Sta
tem
ent 8
Stan
dard
Sta
tem
ent 9
Rang
e of
Rea
ding
and
Le
vel o
f Tex
t Com
plex
itySt
anda
rd S
tate
men
t 10
Reading: Informational Text
Key
Idea
s and
Det
ails
Stan
dard
Sta
tem
ent 1
Stan
dard
Sta
tem
ent 2
Stan
dard
Sta
tem
ent 3
Craft
and
Str
uctu
re
Stan
dard
Sta
tem
ent 4
Stan
dard
Sta
tem
ent 5
Stan
dard
Sta
tem
ent 6
Inte
grati
on o
f Kno
wle
dge
and
Idea
s
Stan
dard
Sta
tem
ent 7
Stan
dard
Sta
tem
ent 8
Stan
dard
Sta
tem
ent 9
Rang
e of
Rea
ding
and
Le
vel o
f Tex
t Com
plex
itySt
anda
rd S
tate
men
t 10
Reading: Foundationa
l Skills
Prin
t Con
cept
sSt
anda
rd S
tate
men
t 1
Phon
olog
ical
Aw
aren
ess
Stan
dard
Sta
tem
ent 2
Phon
ics a
nd W
ord
Rec
ogni
tion
Stan
dard
Sta
tem
ent 3
Flue
ncy
Stan
dard
Sta
tem
ent 4
Sub Strands
Topics
Standards
Writing Strand
Text Types and
Purposes
Standard Statement
1
Standard Statement
2
Standard Statement
3
Production and Distribution of
Writing
Standard Statement
4
Standard Statement
5
Standard Statement
6
Research and Presentation of
Knowledge
Standard Statement
7
Standard Statement
8
Standard Statement
9
Range of
Writing
Standard Statement
10
Topics
Standards
Speaking and Listening Strand
Comprehension and Collaboration
Standard Statement
1
Standard Statement
2
Standard Statement
3
Presentation of Knowledge and Ideas
Standard Statement
4
Standard Statement
5
Standard Statement
6
Topics
Standards
Language Strand
Conventions of Standard English
Standard Statement
1
Standard Statement
2
Knowledge of
Language
Standard Statement
3
Vocabulary Acquisition and Use
Standard Statement
4
Standard Statement
5
Standard Statement
6
Standards
Topics
Writing Strand 10 Standard Statements
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Speaking and
Listening Strand
6 Standard Statements
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Language Strand
6 Standard Statements
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Reading Strand 24 Standard Statements
Literature(10)
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Informational Text(10)
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Stan
dard
Sta
tem
ent
Founda-tional Skills
(4) K- 5 only
Topi
cSt
anda
rd S
tate
men
tTo
pic
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Strands
Topics
Standard Statement
ELA Common Core Format
Common Core Coding
• RL = Reading for Literature• RI = Reading for Information • RF = Reading Foundations• W = Writing• SL = Speaking and Listening• L = Language
Sample Code
RL.1.1Reading
Literature Standard 1
Grade 1
CCSS Coding Quiz
W.4.3Writing, Grade 4, Standard 3
RF.2.4Reading Foundations, Grade 2, Standard 4
L.10.3aLanguage, Grade 10, Standard 3a
Complete questions 1-10 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.
Practice #1
Break- 10 minutes
Wikispace…
Additional Components of the Common Core State Standards
• Broad, foundational standards that define skills that students must demonstrate in order to be college and career ready.– Example: CCR.RL.1
• Read and comprehend complex literary and informational texts independently and proficiently.
(Look at your flip book for RL -Range of Reading and Level of Text Complexity to see what this looks like at your grade level.)
Anchor Standards
• Each strand has a set of College and Career Readiness Anchor Standards (CCR)– Reading – 10 Anchor Standards– Writing – 10 Anchor Standards– Speaking and Listening – 6 Anchor Standards– Language – 6 Anchor Standards
Anchor Standards
Writing Standard 8Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Grade 3: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Grade 6: Gather relevant information from multiple print and digital sources; assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Grade 9: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Anchor Standards
Complete questions 11-13 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.
Practice #2
• Standards for reading and writing in:– Science– Social Studies– History– Other Technical Subjects*
*A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music. (CCSS Glossary)
Literacy in History/Social Studies, Science, and Technical Subjects
• Grades 6 – 12
• Why not K – 5?– The Literacy Standards are predicated on the
assumption that K-5 teachers teach reading and writing across content areas.
– Video Resources
To What Grade Levels Do They Apply?
• The Introduction – pp. 1 – 8
• K – 5 Standards – pp. 9-33
• 6-12 Standards – pp.34 – 58
• Literacy Standards – pp.59 - 66
Where Are They Located?
“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.”
Introduction to the CCSS, p. 4
Who is Responsible for Teaching the Literacy Standards?
Appendices
• Appendix A– Explains the topic and standard statements that
focus on text complexity– Research supporting key elements of the
standards– Glossary of Key Terms
Lunch 11:30-12:30
• Appendix B– Focuses on texts that can be used to meet the
standards• Text Exemplars• Sample Performance Tasks
THIS IS NOT A READING LIST, understanding Lexile levels is what you will be introduced to on March 2.
Appendices
• Appendix C– Offers writing exemplars that highlight the
standard statements• Student writing exemplars
In roll alike groups chart what are the strengths of having such a document and what are your concerns.
Appendices
• Text Complexity– How do you decide what is the appropriate
level of text complexity for your students when you assign reading? Share out
– Research indicates that the majority of students are presented with levels of text complexity below their grade level. They are not being S-T-R-E-T-C-H-E-D.
Several Key Shifts
Strand: ReadingTopic: Range of Reading and
Level of Text ComplexityStandard 10: Read and comprehend
complex literary and informational texts independently and proficiently.
Text Complexity
A Three-Part Model for Measuring Text Complexity:
• Qualitative – Those aspects of text complexity best measured or
only measurable by an attentive human reader, such as levels or purpose; structure; language conventionality and clarity; and knowledge demands.
The Common Core Standards Approach to Text Complexity
• Quantitative– Those aspects of text complexity, such as word length or
frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and thus today are typically measured by computer software.
The Common Core Standards Approach to Text Complexity
Those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and thus today are typically measured by computer software.
Those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels or purpose; structure; language conventionality and clarity; and knowledge demands.
Those aspects of text complexity that focus on the variables specific to particular readers (such as motivation, knowledge and experiences) and to particular tasks (such as purpose and the complexity of the task assigned) and the questions posed that must be considered when determining whether a text is appropriate for a given student. Determination best made by teachers using professional judgment, experience and knowledge of their students and the subject.
Text Complexity
• Writing to sources
• Research (short projects)
• Marshaling arguments (using evidence, evidence, evidence)
Several Key Shifts
1. Make close reading of texts central to lesson
2. Structure majority of instruction so all students read grade-level complex texts
3. Emphasize informational texts from early grades on
4. Provide scaffolding that does not preempt or replace text
5. Ask text-dependent questions
Ten Guiding Principles for ELA Instructional Shift
6. Provide extensive research and writing opportunities (claims and evidence)
7. Offer regular opportunities for students to share ideas, evidence, and research
8. Offer systematic instruction in vocabulary9. Provide explicit instruction in grammar
and conventions10. Cultivate students’ independence
Ten Guiding Principles for Instructional Shifts
Complete questions 14-15 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.
Practice #3
ELA Crosswalk
• Aligns current ELA Standards to Revised ELA Common Core Standards (in a broad way)
• Available at www.education.ohio.gov (Academic Content Standards>English Language Arts>Comparison of the K-12 Ohio Academic Content Standards and the Common Core Standards)
Grade Common Core State Standards Ohio – 2001 Academic Content Standards Benchmarks
Grade
Five
Reading for LiteratureKey Ideas and Details1. Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from the text.
5RPC-Make meaning through asking and responding to a variety of questions related to text.
2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5RPB-Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.5LTE-Demonstrate comprehension by inferring themes, patterns and symbols.
3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5RPB-Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.
Craft and Structure4. Determine the meaning of words and phrases as they
are used in a text, including figurative language such as metaphors and similes.
5AVA-Use context clues and text structures to determine the meaning of new vocabulary.5AVB-Infer word meaning through identification and analysis of analogies and other word relationships.
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5RPA-Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.
6. Describe how a narrator’s or speaker’s point of view influences how events are described.
5LTD-Differentiate between the points of view in narrative text.
SAMPLE CROSSWALK
Not intended to be an exact match, rather to be used as a tool for orienting educators as they work on implementation.
A grade-level specific tool designed to help teachers understand the overall similarities and changes between the Ohio Academic Content Standards and the Common Core State Standards.
Content that has been shifted or changed in grade band 9-10
Content that appears in both documents
Content new to content area/grade level
The concepts and skills found in the Reading Process Standard of the Ohio Academic Content Standards are embedded in larger ideas within Reading, Writing, Speaking and Listening, and Language Strands of the Common Core State Standards
Reading for Literature• Citing textual evidence• Drawing inferences• Identifying theme• Analyzing character
development• Determining tone• Analyzing point of view• Determining meanings of
words and phrases• Analyzing diction• Analyzing treatment, scope &
organization of text.
Reading for Literature• Analyzing a subject or key
scene in different artistic mediums (RL.9-10.7)
• Analyzing how an author draws on and transforms source material (RL.9)
• Text complexity: the inherent difficulty of reading &comprehending a text combined with consideration of reader and text variables. (RL.9-10.10)
Comparative Analysis
Helpful Websites
• www.corestandards.org (Use link at top of page, The Standards.)
• www.commoncore.org(Curriculum maps linked to Common Core Standards)
• www.education.ohio.gov (Academic Content Standards>English Language Arts>Common Core State Standards and Model Curriculum) MANY RESOURCES HERE
• James B. Hunt, Jr. Institute for Educational Leadership and Policy – http://www.hunt-institute.org/
• James B. Hunt, Jr. CCSS Articles – http://www.hunt-institute.org/knowledge-library/
articles/#articles-by-common-state-standards
Additional Resources
Begin the Instructional Gap Analysis document. Refer to question #16 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout for additional directions.
Practice #4
READING GRADE: New Concepts/
Skills/TerminologyShifts/Changes Required
In My TeachingTopics/Concepts I Need to
Understand More FullyKey Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Readingand Level of TextComplexity
Instructional Gap AnalysisEnglish Language Arts
Second Grade
What is the Model Curriculum?
A Web-based tool, aligned to the standards, that:
• Presents information specific to the content area by grade level, grade band, and course
• Provides curricular and instructional guidance
• Includes instructional strategies and resources
• Informs assessment development
MODEL CURRICULUMProgressions – these statements provide educators with a general description of the content students had prior to that grade band and the content students are expected to master in the next grade band.
Enduring Understanding – Jay McTighe (Understanding by Design, 1998) developed this definition, enduring understandings provide a larger purpose for learning the targeted content, and they implicitly answer the question, “Why is this topic worth studying?”
Content Elaborations – Information for the teacher designed to clarify and extend understanding of the content standards. Content elaborations are specific to topics and grade/grade bands.
Standard Statements
MODEL CURRICULUM
Instructional Strategies – Suggestions of research based instructional methods that can be used to address the content standards and topics.Instructional Resources – Materials (print and nonprint) designed for use in instruction or to provide professional development/ enrichment that address the content standards. Technology – ideas for authentic and ethical use of technology and multimedia tools to increase content understanding as well as enhance productivity and communication for both students and classroom teachers.
Diverse Learners--ideas for adapting instruction and content to meet the needs of all students.
Practice #5
Complete questions 17-20 in the Understanding the English Language Arts Common Core State Standards and Model Curriculum handout.
FOR HOMEWORK
Revised Academic Content
Standards: June 2010
Model Curricula:
March 2011
Aligned Systemof Assessments:
2014
Ohio’s Comprehensive Educational System
Assessment Timeline
2011 2012 20152013 2014
State Board Adopted Model
CurriculumMarch, 2011
State Board Adopted StandardsJune, 2010
First Assessment Administration
2014-2015
Development Phase:•Test development•Field testing•Standards setting 2012 - 2014
Assessments
Field testing:2012-2013Standard setting: 2013-2014New tests begin: 2014-2015
2010-2011
• Introduce new standards
• Participate in creating model curricula
2011-2012
• Build awareness of new standards
• Introduce model curricula
• Conduct crosswalk activities
• Initiate formative instruction PD
• Begin using CCSS for K-2.
2012-2013
• Introduce performance tasks and scoring rubrics
• Continue formative instruction PD
• Practice online formative assessments
• Introduce instructional improvement system
2013-2014
• Integrate standards and curricula into district curricula and teachers’ course planning
• Integrate performance tasks in course activities
• Prepare for online testing
• Complete formative instruction PD
Preparation for New StandardsTasks for Districts
What we know today doesnot make yesterday wrong,it makes tomorrowbetter.
Carol Commodore
Next Steps…• Check your e-mail for the wikispace invitation. Create a wikispace account so you can
access the space I created. Post to the discussions and or check out the resources I linked for you.
• Get comfortable accessing the Common Core Site http://corestandards.org/
• Finish questions on Treasure Hunt for Model Curriculum
• Our goal is to map out the Common Core by quarter, trimester, or Monthly.
REMEMBER Day 3 will be graduate credit registration for Ashland Univ. 1 semester hours at $175 per hour.
Wikispace…
Questions?
PLUS/DELTA