Common Core State Standards

Secondary MeetingNovember 29, 2011

THINK DIFFERENT

• Here’s to the crazy ones,the misfits, the rebels, the troublemakers,the round pegs in the square holes.The ones who see things differently,they’re not fond of rules. You can quote them, disagree with them, glorify or vilify them,but the only thing you can’t do is ignore thembecause they change things, they push the human race forward,and while some may see them as the crazy ones, we see genius,because the ones who are crazy enoughto think that they can change the world,are the ones who do.

Desired Outcomes:

Awareness of the Major Shifts in the Common Core State Standards

Deeper Understanding of the Big Ideas in the Common Core State Standards

• Text Complexity/Text Dependent Questions• The Written Argument

Deeper Understanding of College Readiness in English

Expectations

• Work with your department to share and discuss the ideas of CCSS shifts, text-dependent questions, college readiness and the written argument.

• Sub day to be provided by OCISS

• It comes from saying no to 1,000 things to make sure we don’t get on the wrong track or try to do too much.- Steve Jobs

The Common Core State Standards Expect Students to:

Read Like a Detective and Write Like a Reporter

-David Coleman- contributing writer, Common Core State Standards

7

College and Career Ready

Percent of Hawaii DOE GraduatesEnrolled in Remediation-level Courses in the University of Hawaii system*

*Source: Hawaii P-20 Partnerships for Education “College and Career Indicators Report”

1. Read Text of Sufficient Complexity and Range2. Read Closely to Analyze, Infer and Give Evidence3. Write to Sources4. Short, Focused Research 5. Written and Spoken Argument6. Academic Vocabulary 7. Shared Responsibility for Literacy Development

Among All Teachers

The English Language Arts Standards Key Changes and Their Evidence

REFLECTION

• THINK ABOUT THE KEY CHANGES AND THEIR RELATED REFLECTION QUESTIONS:

• WHERE ARE YOU?

• WHERE IS YOUR SCHOOL?

http://engageny.org/

Gettysburg Address Exemplar

• Lavish love and attention on the text (3 days of study)

• Interplay of scaffolds and building students’ independent capacity

• Represents several key shifts in the CCSSo Text is central to the lesson (read, re-read, slow down)o Focus on complex text. . .complex, informational text (R.10)o Questions require evidence (R.1)o Focus on academic vocabulary (R.4; L.6)o Analyze the text in writing (W.9)

Overview of the Three Days

• Day One: What’s at stake: A nation as a place and as an idea (first two paragraphs)

• Day Two: From funeral to new birth (third paragraph)

• Day Three: Dedication as national identity and personal devotion

So where to start?

Well, first where not to start. . .

The lesson does not:

• Provide context about Lincoln or the Civil War

• Provide the main idea, purpose, or theme

• Ask students to predict what Lincoln will say

Recap of Instructional Moves

• First move: teacher does little to introduce

So as not to simplify the text or rob students of discovering things for themselves

• Second move: students read to themselves

Research shows students reading and re-reading improves their comprehension

• Third move: teacher reads portion of speech out loud

Research shows that teachers reading out loud improves fluency and builds vocabulary—smoothes out comprehension bumps caused by dysfluency, allowing all to access challenging text

Recap of Instructional Moves• Fourth move: students paraphrase or translate into own words

Research shows asking students to write about what they read strengthens their comprehension of texts

• Fifth move: teacher asks a series of specific, text-dependent questions

Text-dependent questions serve as the scaffolding. They sustain focus on the paragraphs, sentences and even words of the text. They ask for evidence to support claims.

• Sixth move: students write an independent essay on what Lincoln says is the task left to those listening to his speech

Day Three: Trace How the Power of a Word Grows

• How many times does Lincoln use the word dedicate?

• What verb is first associated with dedicate?

• What verb is associated with the next two uses?

• What word is associated with the final two uses of dedicate?

Importance of Text-Dependent Q’s in the Lesson

• Require students to follow the details of what is explicitly stated and make valid claims that square with text evidence

• Do not require information or evidence from outside the text

• Linger over specific phrases and sentences • Questions build on each other so students stay focused

on the text & learn fully from it • 80--90% of reading standards require text-dependent

analysis yet about over 30% of Q’s in major textbooks do not

Let’s look at some samples from Lincoln’s Gettysburg Address. . .

Text Dependent Questions?

What are the people who are assembled at Gettysburg there to do?

Have you ever been to a funeral?

What is the unfinished work that Lincoln asks those listening to commit themselves to at the end of the speech?

Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

Did Lincoln think that the north was going to “pass the test” that the civil war posed?

Why did Lincoln give this speech?

Explain the logical progression of Lincoln’s argument.

Note What the Lesson Does:

• Allows the mystery to unfold

• Includes scaffolding that doesn’t simplify the text (series of specific questions)

• Asks questions that require evidence

• Provides keen focus on paragraphs, sentences, and even words

Note What the Lesson Doesn’t Do:

• Doesn’t ask students for their personal opinion or what they are feeling

• Doesn’t ask big, broad questions just to get students talking (no bigger questions than how Lincoln secures his claim)

• Doesn’t ask students to compare another text to Lincoln’s speech

GROUP WORK

Carefully Review The Exemplar Lesson (15 min pgs. 1-13)

Using the Gettysburg Address Exemplar

as a model create a series of engaging

text dependent questions (6-10) for your

group’s selected Appendix B grade 9-10

informational text excerpt.

GROUP WORK• Chart and Be Prepared to Share Your

Work

Writing- Three Text Types

• Argument

• Informational/Explanatory

• Narrative Writing

Writing-The Special Place of Argument

Among the most important skills expected of incoming students were articulating a clear thesis’ identifying, evaluating, and using evidence to support or challenge the thesis and considering and incorporating counterarguments into their writing.

• (Intersegmental Committee of The Academic Senates of the California Community Colleges, the California State University, and the University of California, 2002)

Argument and Persuasion

Thank You For Coming

• Reminders:

• Webinar Series: – December 8, 2011 Literacy Standards

in Science– February 14, 2012 The Written

Argument