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Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects. Patty Ewen, Office of Early Childhood Education, NH DOE Christine Downing, CCSS Consultant NH DOE. Who’s in the room?. Line Plot – 1 – 4
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects Patty Ewen, Office of Early Childhood Education, NH DOE Christine Downing, CCSS Consultant NH DOE
Who’s in the room? • Line Plot – 1 – 4 • If you’re representing K – 5, how familiar are you with the Literacy Common Core Standards? (Repeat 6 – 12) • General Questions – • Level currently teaching • number of years in the classroom • current experience teaching with the core • current familiarity with curriculum year above/below current teaching assignment.
Goals of Presentation • To increase (or start) your application of the common core in your classroom, building and district using your current curriculum. • To provide you with the foundations of CC expertise on literacy instruction across the curriculum so it can be shared with colleagues in the content area and non-tested subjects. • To decrease your fear, increase your confidence, ease your worried minds!
Criteria for New Standards • Fewer, clearer, and higher (Consistent, rigorous, and shared aligned with college and work expectations) • Aligned with college and career expectations • Include rigorous content and application of knowledge through high-order skills – Habits of the Mind • Build upon strengths and lessons of current state standards (think DNA of education) • Internationally benchmarked, so that all students are prepared to succeed in our global economy and society • Based on evidence and research
CCSS “Habits of the Mind” Literacy Capacities The introduction of the CCSS include descriptions of knowledge, skills and dispositions that operate in tandem with the academic content in the standards. These cognitive and psychological aptitudes are described in the literacy standards as “capacities” and in the math standards as “practices”. As students advance through the grades and master the standards in reading, writing, listening, speaking, viewing and language, they should be able to exhibit with increasing fullness and regularity the following listed capacities of the literate individual; CCSSO to Advance Student Success, 2011
Literacy and Language Habits of the Mind • They demonstrate independence. • They build strong content knowledge. • They respond to the varying demands of audience, task, purpose, and discipline. • They comprehend as well as critique. • They value evidence. • They use technology and digital media strategically and capably. • They come to understand other perspectives and cultures.
English Language Arts and Literacy • Focus and coherence – backwards design, grade 12 • Coherent progressions develop literacy skills across grade levels (pg 30,33) • Focus on text complexity ( pg 30, 32, 33) • Students required to read texts of increasing complexity • Literacy as a shared responsibility • Literacy skills in reading and writing included in history/social studies, science, and technical areas • College and Career Readiness text /writing • Students required to write using evidence from informational reading. (pg 5)
Numbering Conventions • Focus on Numbering Conventions of CCSS • Grades K – 5 RL, RI, RF, W, SL, L • Grades 6 – 12 RL, RI, W, SL, L, RH, RST, WHST, • Exercise – using any curriculum unit you teach, write learning objectives in Literacy from the core – use three different conventions
PK-5, Balancing Informational & Literary Texts 1 Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.
2 6-12, Knowledge in the Disciplines Content area teachers outside of the LA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.
3 Staircase of Complexity In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.
4 Text-Based Answers Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.
5 Writing from Sources Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of de-contextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.
6 Academic Vocabulary Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.
Gary L. Williamson (2006) found a 350L (Lexile) Gap between the difficulty of end-of-high school and college texts – a gap equivalent to 1.5 standard deviations or the difference between grade 4 and grade 8 texts on NAEP Source: Gary Williamon 2006)(from Appendix A of the CCSS)
Considerations for Reader and Task • Cognitive Capabilities • Reading Skills • Motivation and Engagement with Task and Text • Prior Knowledge and Experience • Content and/or theme concerns • Complexity of Associated Tasks
Framework of Literacy Assessment • Review • Apply to current curriculum and the core • Feedback
Definition of Good Teaching • Effective Teachers focus relentlessly on the achievements of their learners. Research has shown that teacher knowledge and skills in key areas – the learner and learning, content knowledge, instructional practice, and professional responsibilities – contribute, in varying degrees, to student growth and achievement. (see hand out)
“I appreciate the text, Kate, but next time you can just raise your hand.”
Prompts Grade 6 Item Prompt: Weather satellites and map-satellites are different from each other. Find two details from the text to support this statement.
Grade 8 • Based on the text, what inference can be made about how tests and testing should occur to ensure an accurate measurement of overall water quality? Explain your inference using details from the text.
Grade 11 • Item Prompt • Identify the idea common to these two texts. Explain how the ideas in Locke’s treatise support the ideas in Anthony’s argument.
English Language Arts and Literacy • College and career readiness in writing • Students required to write using evidence from informational reading. • Literacy as a shared responsibility • Literacy skills in reading and writing included in history/social studies, science, and technical areas • Technology
Unpacking CCSS • North Carolina Example • http://www.dpi.state.nc.us/acre/standards/common-core-tools/#unpacking • Unpack!
Comparing GLEs/GSEs to Common Core • Discussion - do you need to do this in Literacy? • Where do you begin increasing your literacy capacity? • Planning for school wide resources – books, library, media – leveling text at the high school
SMARTER Balanced • Computer Adaptive • Multiple Choice, Constructed Response, Technology Enhanced • Performance Tasks • Writing, listening and speaking • Emphasis of mathematical practices
Components of SBAC System • Summative Assessments • Grades 3-8 and 11 in ELA and Mathematics • Computer Adaptive Testing • Performance Tasks • Interim Assessments • Optional • Progress of Students • Linked to content clusters in CCSS • Formative Tools and Processes • Evidence of progress toward learning goals
Other Common Core Literacy Resources • Websites to support Common Core Instruction • Math Teachers – www.nctm.org • Common Core – www.corestandards.org • Testing – www.smarterbalanced.org • College and Career Ready Standards - https://www.epiconline.org/ • APPS to support Common Core Instruction • Math lesson evaluation - $1.99 • Study Island • Common Core App - look like a green atom/moving part • NECAP SERVICE CENTER – 1-877-632-7774
Questions/Comments Thank you! Patty Ewen 603-271-3841 Patricia.email@example.com Christine Downing Christine.firstname.lastname@example.org