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
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
Common Core State Standards • 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 Source: www.corestandards.org
Smarter Balanced Assessment Consortium (SBAC) • 29 states representing 48% of K-12 students • 21 governing, 8 advisory states • Washington state is fiscal agent
A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback
For more information Smarter Balanced Assessment Consortium Website: http://www.smarterbalanced.org/
Six Shifts • PK – 5th Balance of Informational and Literary Texts • 6-12th Building Knowledge in Disciplines • Staircase of Complexity • Text-Based Answers • Increased Writing from Sources (Writing Using Evidence) • 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.
Six Shifts Jigsaw Consider 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?
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.
From 6 Shifts to 3 • 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 LLC
ELA / Literacy Read the What is Not Covered by the Standardssection and record both an AHA! and an OH NO! thought. (page 6) AHA! OH NO!
The ELA Document Structure Introduction page 10 • K-5 page 11 • Reading • Foundational Skills • Writing • Speaking & Listening • Language • 6-12 page 35 • Reading • Writing • Speaking and Listening • Language • Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C
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 Strand Abbreviation Grade Levels Strand Sub-heading
Reading 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 Skills Turn to the Foundational Skills (pg 15-17). How do the foundational skills progress from K-5th?
Writing Turn 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?
Speaking & Listening Turn 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?
Language Turn 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? ?
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?
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. “ ” 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) A B 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 content • New content or skills
A Comparison Original Revised Evaluation Synthesis Analysis Application Comprehension 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 readiness
Your turn… • With a partner, select a different anchor standard • Highlight the additions of the grade level standard as it progresses toward College and Career Readiness • Circle the verbs describing the skills required of students • 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.
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?
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?
Text Complexity 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
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 Protocol • Form a group of three people • Identify a time keeper and a facilitator • One person has up to three minutes to: Level 1- read the passage you selected aloud Level 2 – tell about what he/she thinks about the passage Level 3 – Tell about what implications for his/her work • The group responds for up to two minutes • Repeat steps 3 and 4 until everyone has shared their passage.
Reflect the process Refer to the anchor standards, what were the Reading and Speaking/Listening standards that were addressed during this activity?
Overviewof Text Complexity • Text complexity is defined by: Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative Qualitative 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. Reader and Task
Where do we find texts in the appropriate text complexity band? We could... Use available resources to determine the text complexity of other materials on our own. or… Choose an excerpt of text from Appendix B:
Determining Text Complexity • A Four-step Process: Determine the quantitative measures of the text. Quantitative Qualitative Analyze the qualitative measures of the text. Reader and Task Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band.
Step 1: Quantitative Measures Step 1: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion
Lexiles The Quantitative Measures Ranges for Text Complexity
Step 1: Quantitative Measures 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.
Step 1: Quantitative Measures • Finding a Lexile Measure for Text: http://www.lexile.com/findabook/