Digging into the Common Core State Standards: Building Foundation Knowledge and Pedagogy

1. Digging into the Common Core State Standards: Building Foundation Knowledge and Pedagogy Sheraton Waikiki, Oahu 5 March, 2012 Rebekah Caplan Literacy Field Services Specialist

2. Welcome and Introductions •Take a minute to introduce yourselves at your tables: Name Role (teacher, coach, administrator…) School Complex Grade Level

3. Group Survey: Show of Hands • How would you rate your background knowledge and experience with the Common Core State Standards? • 3 = Quite knowledgeable/experienced. • If a teacher (or a coach supporting teachers) I have begun implementing or piloting the standards, and I am quite familiar with the ELA expectations. • If an administrator, I have attended many seminars/trainings, and have begun hosting meetings/provided PD at my site/complex. • 2 = Somewhat knowledgeable. This is an exploratory year, and I plan going full bore this summer and next year. • 1= Just beginning to learn about the CCSS. I came to this symposium hoping to add to my growing knowledge.

4. Goals and Agenda • Deeper understanding of principles that guided development of the CCSS • Deeper understanding of college and career readiness for 21st century goals as we envision them today • A working knowledge of fundamental “shifts” in the CCSS for ELA and how we address expectations • Information about how Pearson’s Schoolwide Improvement Model (SIM) supports implementation of the CCSS

5. Common Core State Standards FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

6. Standards Organization • A comprehensive K–5 section with four strands • Reading strand (includes Foundational Skills) • Writing strand • Speaking and Listening strand • Language strand

7. Standards Organization • A comprehensive K–5 section with four strands • Reading strand (includes Foundational Skills) • Writing strand • Speaking and Listening strand • Language strand • Two content area-specific sections for grades 6-12 with four strands • • ELA • Reading strand • Writing strand • Speaking and Listening strand • Language strand • • History/Social Studies, Science, and Technical Subjects • Reading strand • Writing strand

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10. Three Appendices •Appendix A: Supplementary material on reading, writing, speaking and listening, and language, as well as a glossary of key terms. • Appendix B: Exemplar texts and sample performance tasks. • Appendix C: Annotated samples of student work demonstrating at least an adequate performance in student writing at various grade levels.

11. Big Questions • How can a K-12 set of standards be so lean? • What guided the development of these standards? Academic Language for All Students

12. Common Core State Standards Five Principles of Development David Coleman, ELA Team Coordinator for the CCSS From The Common Core Implementation Video Series Hunt Institute and the Council of Chief State School Officers

13. Common Core State Standards: Five Principles of Development • (1) College and career readiness Students must be truly college and career ready upon graduation from high school. Standards should build a staircase to readiness. • (2) Best state standards • Standards should be built not by collecting what are most common or popular standards between states but by identifying states with the most proven academic standards and performances. • (3) Solid evidence • Standards should be based on evidence for what matters most for college and career readiness—not just what we say or hope for. • (4) Focus • Standards must focus on what matters most so teachers have time to teach and students have time to practice. If standards become too long, they are a “wish list,” not standards. • (5) Local flexibility, teacher judgment • Standards should not dictate how to teach; they should not dictate a curriculum. They are a core set of expectations for college and career readiness.

14. Common Core State Standards: Five Principles of Development “Thestandards are not everything you could teach, but describe a vibrant powerful core that, if mastered, opens up wide areas of knowledge in mathematics, science, literacy, history, social studies.”

15. College and Career Readiness What does it mean to be truly college and career ready as literate individuals? What matters most?

16. College and Career Readiness Think.

17. College and Career Readiness What should we not leave to chance? Think.

18. College and Career Readiness Index Card 1-minute “portrait” Jot down ideas/phrases (a sketch, if you prefer) for what you think a student who is college and career ready should know and be able to do as a literate individual.

19. College and Career Readiness • Pass your card to the person on your right, and read the ideas. • Keep passing cards and reading until you receive your own card back.

20. College and Career Readiness Popcorn Reading Read aloud at random. If someone says the same or similar characteristic, read yours anyway. Keep going without pausing!

21. A Portrait of College and Career Readiness: “Capacities” of the Literate Individual” • Students: • • 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 • (Common Core State Standards for ELA)

22. A Portrait of College and Career Readiness • These are “brush strokes.” • Let’s go a little deeper…

23. A Portrait of College and Career Readiness • Group Assignments: • Group 1 demonstrate independence • Group 2 build strong content knowledge • Group 3 respond to varying demands of audience, task, purpose, and discipline • Group 4 comprehend as well as critique • Group 5 value evidence • Group 6 use technology and digital media strategically and capably • Group 7 come to understand other perspectives and cultures

24. A Portrait of College and Career Readiness • Task #1: • • Read your assigned characteristic. • Task #2: (5-minutes) • •Discuss with your group why this characteristic might be one of the ones that “matters the most.”

25. A Portrait of College and Career Readiness • Task #3: (2-minutes) • • Work together to select one descriptor from your characteristic and plan to explain its importance to the whole group. • Choose one of these sentence frames for explaining the descriptor, and elect a recorder to write it on the sticky-note (write large!) • • “The capacity to _____is essential for college and career readiness because_____.” • • “To be truly college and career ready, a student___ because____.” • • College and career readiness requires___ because___.

26. A Portrait of College and Career Readiness • Task #4: (1-minute) • • Elect a spokesperson to read aloud your group’s statement and post it next to the assigned characteristic.

27. A Portrait of College and Career Readiness—”Capacities” of the Literate Individual • Students: • • 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 • (Common Core State Standards for ELA)

28. A Portrait of College and Career Readiness • Congratulations! • You have met one of the CCSS standards. • Reading Informational Texts: • Key Ideas and Details • 1. Read closely to determine what the text says explicitly and to make logical inferences from it.

29. A Portrait of College and Career Readiness • Congratulations! • You have also met another CCSS standard. • Writing Standards • Text Types and Purposes • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • (You have made claims with reasons.)

30. Portrait of College and Career Readiness Congratulations! You have also met another CCSS standard. Language Vocabulary Acquisition and Use 6. Acquire and use accurately a range of academic, and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level. (You have expressed ideas using academic language.)

31. Portrait of College and Career Readiness • “The capacity to _____is essential for college and career readiness because_____.” • “To be truly college and career ready, a student___ because____.” • College and career readiness requires___ because___.

32. A Portrait of College and Career Readiness • How did we do with our CCSS Standards • for Speaking and Listening?

33. Reflections On Our Conversations • Partner Task • -Work with a partner to complete the checklist for Reflections on Our Group Conversation. • - Find your grade level for the Speaking and Listening Standards and read through Standard #1. • How did we do?

34. Academic Language for Speaking and Listening Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning. Common Core State Standards for ELA Academic Language for All Students

35. Common Core State Standards Important point The English Language Arts “interrelate.” The CCSS strands of reading, writing, speaking, listening, and language echo each other beautifully. Academic Language for All Students

36. College and Career Readiness • The “portrait” is the big picture. • The standards that will get us there are lean and focused, and will ensure college and career readiness. • The “portrait” is the backdrop for a… • vibrant • powerful • core • of expectations.

37. College and Career Readiness • What is that core? • What are fundamental “shifts” from how we have addressed literacy in the past?

38. What Matters Most • A few essential things done • Differently • Susan Pimentel, ELA Team Coordinator for CCSS

39. Fundamental “Shifts” for Realizing College and Career Readiness • •Shared responsibility for literacy development • Teachers address literacy across content areas and grades. (A staircase to readiness, across the curriculum). • • Text complexity and range • Teachers help students read, write about, and discuss texts of sufficient complexity and range—in all content areas. • • New grounding in informational texts • • 50% of all reading in the elementary grades • • 75% of all reading in the secondary grades • • Close reading of texts • Reading that requires analysis and inference based on evidence in the text; discussions are “text-dependent.”

40. High School and College U.S. History Textbooks

41. Lily’s beautiful and juicy language… • impulse borne of kindness • radical recalibration • instructional interludes • nothing but the most beautiful • texts will do

42. Fundamental “Shifts” for Realizing College and Career Readiness • • Emphasis on argument • Premium put on written and spoken arguments; focus on logical reasoning. • • Short, focused research projects…regularly • • Writing to Sources • Writing in response to reading texts • • Focus on academic language • Textual, oral, written

43. Fundamental “Shifts” for Realizing College and Career Readiness • Focus on what is truly college and career preparedness. • Focus on what matters most (the “shifts”). • Time for teachers to teach. • Time for students to practice. • K-12 • Across the disciplines.

44. Achievement of the Common Core State Standards • How does Pearson support implementation of the Common Core State Standards?

45. Achievement of the Common Core State Standards • We seek “your” journey. • We build coherence to “your” • schoolwide efforts. • We provide the “how” for bringing coherence and sustainability to your vision and efforts. • We focus on high-quality instruction for all students, in all classes, every subject, every day.

46. Pearson SchoolwideImprovementModel (SIM)

47. Standards-Aligned Curriculum, Instruction and Assessment Focus. Time for teachers to teach. Time for students to practice. Schoolwide.

48. SchoolwideInstructional Focus (SIF) A. Instructional Practices that support College and Career Readiness 1. Teach academic language in the context of content instruction 2. Teach the process and expression of logical reasoning and justification 3. Promote student collaboration including dialogue and discussion 4. Build students’ capacity for independent learning

49. Schoolwide Instructional Focus (SIF) B. CCR Learner Competencies for Becoming a Self-Directed, Independent Learner - Planning & organizing - Prioritizing - Self-assessing and revising - Collaborating - Determining when and how to seek help - Reflecting on one’s own work practices and setting goals Reflect the nature of 21st century work expectations

50. Jan Chappuis quotation: What do you think this means you know? Presentation Title runs here l 00/00/00