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Welcome Teachers, Specialists, and School Psychologists

Welcome Teachers, Specialists, and School Psychologists . ELA Common Core State Standards. A mind that is stretched by new experience can never go back to its old dimensions”. -Oliver Wendell Holmes . Welcome.

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Welcome Teachers, Specialists, and School Psychologists

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  1. Welcome Teachers, Specialists, and School Psychologists ELA Common Core State Standards A mind that is stretched by new experience can never go back to its old dimensions”. -Oliver Wendell Holmes

  2. Welcome • You may access the morning presentation by going to http://tburzynski.weebly.com/ -Go to Title I and CCSS Jan. 17 • Please participate in an ongoing conversation by sharing at http://todaysmeet.com/CC

  3. Agenda Morning: Why these Standards? Why now? Overview of the Standards LAYOUT Shifts in these standards BreakProgressionsHess’s Depth Of Knowledge (DOK) SMARTER Balanced Assessment LUNCH Afternoon:Math CCSS

  4. What’s the Big Deal? • The CCSS mandates outcomes for every grade level/grade band. • The CCSS force a common language. • Students will be tested and instructional effectiveness will be measured based on CCSS. • Federal funding is tied to CCSS adoption, implementation, and accountability. • More subject area standards are being developed.

  5. Organization of CCSS Four Domains: • Reading (3 parts) • Writing • Speaking & Listening • Language Each Domain: • College & Career Readiness (CCR) Anchor Standards • Content Standards

  6. NOTE: Reading is broken into 3 parts: 1) Literature 2) Informational 3) Foundational

  7. English Language Arts & Literacy Standards:What IS Included • Focus on results, rather than means-teachers determine the how • Integrated model of literacy • Research and media skills are blended in • Shared responsibility and interdisciplinary approach

  8. English Language Arts & Literacy Standards:What Is NOT Included • Define what students should know and be able to do, not how teachers should teach • Focus on what is most essential, they do not describe all that can or should be taught • Do not define the nature of interventions or advanced work • Do not define the “whole of college and career readiness”

  9. Around the Table: What does it mean to be a literate individual?

  10. Portrait of a Literate Individual • Demonstrate independence • Build strong content knowledge • Respond to varying demands of audience, task, purpose, and discipline • Comprehend as well as critique • Value evidence • Use technology and digital media strategically and capably • Come to understand other perspectives and cultures -CCSS Introduction

  11. Reading Standards • The same skill set is in the 10 standards for literary and informational reading • The first 9 require deep comprehension and high-level thinking • 1-3 Reading for meaning • 4-6 Reading for craft • 7-9 Thinking across texts • Standard #10 – TEXT COMPLEXITY

  12. Speaking and Listening: • 6 Anchor Standards Divided into 2 groupings • Comprehension and Collaboration (Standards 1-3) • Presentation of Knowledge and Ideas (Standards 4-6)

  13. Language • The language standards are written to suggest that language work should be interwoven across the day so that conventions , vocabulary, and craft become a seamless part of your reading writing speaking and listening already underway in your classroom. (Pathways p. 170) • 6 Anchor Standards Divided into 3 Categories

  14. Language Cont’d • 6 Anchor Standards Divided into 3 Categories • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use \\\\\\\\\\\\\\\\\\\\\\\

  15. Standard Progressions • CESA 10 (CESA 10) • Progression Guide H.O.

  16. Progressions Activity: Reading Standards for Literacy Text Task: Getting Acquainted with Progressions in Understanding Literacy Text • Select a CCR Anchor Standard category (ie. Key Ideas, Craft and Structure) • Select a grade level standard in that CCR category to trace the progressions. • Look at each grade level standard and note the major concepts for each in the organizer. • Discuss a prompt/question for each grade level that a teacher might ask students to demonstrate understanding

  17. Major Shifts: • Literacy is a ‘shared’ educational responsibility • The teaching of more informational texts • Technology is more than a tool • The role of argument • Attention to the purposes and range of writing • Use of more complex texts (g. 2-12) w/explicit teaching and scaffolding to independence. • Attention to vocabulary instruction across all disciplines

  18. CCSS: EMPHASIS-COMPLEX TEXT Remember: Lexile is only piece of information related to text complexity

  19. Standard 10The Standards’ Approach to Text Complexity Qualitative Quantitative Reader and Task

  20. Connection to the Continuum of Literacy Learning • Link that displays links to grade-level standards with connections to pertinent parts of the Continuum of Literacy Learning (white edition). http://www.heinemann.com/fountasandpinnell/ccssAndStateSpecificResources.aspx

  21. SBAC Sample Items http://sampleitems.smarterbalanced.org

  22. Depth of Knowledge (DOK) • Bloom Meets WebbHandout

  23. SBAC Evidence-Based Design • Identify what students should know and be able to do to demonstrate readiness for college and career: Four Claims

  24. Turn & Talk: Four Claims • Students can read closely and analytically to comprehend a range of increasingly complex literacy and informational texts • Students can produce effective and well-grounded writing for a range of purposes and audiences • Students can employ effective speaking and listening skills for a range of purposes and audiences • Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information

  25. RtI – The Why Behind RtI • Please read page 12 The ‘How do we implement RtI section.’ Discuss at your table 

  26. What is the Fundamental Purpose of School? “ Learning specific academic standards and passing state tests are meaningless if the student does not become an intelligent, responsible adult who possesses the knowledge and quality of character to live a happy rewarding adult life.” Pg. 14 - The Why Behind RtI

  27. Bibliography: Achieve. 2010. “English Language Arts Common Core State Standards: History/Social Studies, Science and Technical Subjects. Achieve. Allington,Rrichard, 2002. “You Can’t Learn Much from Books Yu Can’t Read.” 2005. What Really Matters for Struggling Readers: Designing Research Based Programs. 2d ed. Boston: Allyn and Bacon. Buffum, Mattos, & Weber. “The Why Behind RtI.” Educational Leadership. Oct. 2010. Battelle for Kids. 2011. “Verticle Progression Guide for the Common Core.” Calkins, Lucy, Ehrenworth, Mary, Lehman, Christopher. 2012. “Pathways to the Common Core: Accelerating Achievement.” Heinemann. Dobbertin, Cheryl, Dina Strasser. July 10, 2012. “ Four Myths About the ELA Common Core.” Education Week: Teacher.

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