Transition to ~ PA Common Core Standards ~ English Language Arts, Literacy across the Curriculum

Transition to ~ PA Common Core Standards ~

English Language Arts,Literacy across the Curriculum

An Overview: Background, Expectation, & Exploration

FCASD prepared with support from the AIU June/August 2012

What are the Common Core State Standards/CCSS ?

State led - coordinated by NGA (National Governor’s Association) Center and CCSSO (Council of Chief State School Officers)

Rigorous content and application of knowledge through high-order skills

Build upon strengths and lessons of current state standards

Internationally benchmarked so that all students are prepared to succeed in our global economy and society

Background

• Continuation of NCLB encouraged by refined educational ideology and direction.

• Intent: raise educational rigor and achieve state/national standards.

• 48 States adopted Common Core or version thereof.

• PA has altered Common Core to a minimal extent to meet existing – (a) assessment tools expectations– (b) common language use.

• Transition: expectation for integration of practices in the 2013 – 2014 school year

Driving Forces Leading to CC Literacy Standards for All

Based on a range of national and internationally benchmarked assessments:1.Students are losing momentum during high school.2.Student readiness for college/work at an all time low.

– Inadequate:• Verbal reasoning ability• Understanding of words used in text• Background knowledge about domains represented in text• Familiarity with semantic and syntactic structures that

assist with the understanding between relationships and IDEAS

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Profile of a Common Core Graduate

• Responsive to varying audience, task, purpose, and discipline

• Independent learner able to comprehend and critique works of quality and substance

• Value Evidence – relevant support

• Technology and Digital Media

• Understand other Perspectives/Cultures

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Overarching themes

• Common Core supports a high degree of rigor and student collaboration.

• An emphasis on non-fiction occurs throughout the grades as well as increasing the amount of student reading.

• Technology is embedded and emphasizes the use of digital resources.

• Speaking and Listening standards are much more specific.

• Writing on a daily basis for a variety of purposes is encouraged.– Academic writing – argument/explanation/research

• Text complexity is a prominent addition with exemplar texts.– Specificity and scaffolding of standards providing vertical articulation to support

text complexity.

• Text connections are emphasized throughout the grade levels.

ELA/Literacy Common Core Focus

• Reading– Foundational skill acquired K-5

• Writing• Speaking & Listening• Language• Content-area subjects incorporation and

cross-curricular implementation for reading & writing.

Navigation to Common Core Download

(non-English/Math subjects)

http://www.corestandards.org/The Standards Tab

Download:Common Core State Standards Arts & Literacy in History/Social Studies, Science, & Technical Subjects

Navigating Common Core Standards

(non-English/Math subjects)

http://www.corestandards.org/the-standards/english-language-arts-standards/reading-informational-text-6-12/grade-11-12/

Reviewing standards throughout the website:

Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects (bottom left side)

•Anchor Standards•History/Social Studies•Science & Technical Subjects•Writing

PA Common Core Standards Focus

• Adjusted to meet State expectations/needs:– Foundational Skills– Reading Informational Text– Reading Literature– Writing– Speaking and Listening

College and Career Readiness Anchor Standards

Appendix A: Research behind the standards and a glossary of terms

Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness

Appendix C: Annotated samples of student writing at various grades

Appendix D: Literacy standards for History and Social Studies

Reading Informational

Text

Reading Literature

Foundational Skills

Writing Speaking & Listening

A necessary component of an

effective, comprehensive

reading program designed to develop proficient readers.

Enables students to read, understand, and

respond to informational texts.

Enables students to read, understand,

and respond to literature.

Develops the skills of informational,

argumentative, and narrative writing as well as the ability to engage in evidence

based analysis of text and research.

Focuses students on communication skills that enable

critical listening and effective

presentation of ideas.

Appendix E: Literacy standards for Science and Technical Subjects

PA Common Core StandardsEnglish Language Arts & Literacy

Navigating to PA Common Core Standards

(English Language Arts & Mathematics)

http://pdesas.org/Standards Tab (circle)Common Core Tab (far right)

1. Pennsylvania Common Core Standards (Draft Versions)•English Language Arts PreK-5•English Language Arts 6-12•Math PreK-12

2. PA Common Core Appendices•ELA Appendix A-C •Mathematic Appendix A & B

3. ELA Assessment Anchors and Eligible Content (Draft Versions)4. Mathematics Assessment Anchors and Eligible Content (Draft Versions)5. ELA Emphasis Guides6. Mathematics Emphasis Guides and Cluster Matrices

Standard Coding/Numbering

• Similar to existing standard coding system

• Language collaboration between existing standard and Common Core language

CC. 1. 5. 6. B

PA Common Core

Grade Level

English Language

Arts

Speaking &

Listening

Speaking & Listening Standard 2

Reading PA Common Core Coding/Numbering

Overall Charge

• Increase depth of knowledge with metacognition development throughout all grade levels (bands).

• Metacognition development through learning skill acquisition within bands.

• Cyclone of learning that revisits metacognition development (learning strategies) throughout bands.

Rigor: What is Depth of Knowledge (DOK) ?

• A scale of cognitive demand levels (thinking) to align standards with assessments

• Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

• Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment

• Guides item development for state assessments

WebbWebb’’s DOKs DOKDEFINITIONS

Level 1.0

Recall &

Reproduction

Student recalls facts, information, procedures, or definitions.

Level 2.0

Skills &

Concepts

Student uses information, conceptual knowledge,

and procedures.

Level 3.0

Strategic

Thinking

Student uses reasoning and develops a plan or sequence of

steps; process has some complexity.

Level 4.0

Extended

Thinking

Student conducts an investigation, needs time to think and

process multiple conditions of problem or task.1818

Depth of Knowledge

The Depth of Knowledge is NOT

determined by the verb, but the

context in which the verb is used

and the depth of thinking required.

Exploring ……The Cognitive Rigor Matrix

(K. Hess)

Producing Cognitive Sweat!

Meeting the Rigor of the Common Core