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Digging into the Common Core State Standards: Building Foundation Knowledge and Pedagogy
Rebekah Caplan
Literacy Field Services Specialist
Sheraton Waikiki, Oahu
5 March, 2012
Welcome and Introductions
• Take a minute to introduce yourselves at your tables:
Name
Role (teacher, coach, administrator…)
School
Complex
Grade Level
2
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.
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
4
Common Core State Standards FOR
English Language Arts
&
Literacy in History/Social Studies,
Science, and Technical Subjects
Standards Organization
A comprehensive K–5 section with four strands- Reading strand (includes Foundational Skills)
- Writing strand
- Speaking and Listening strand
- Language strand
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
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.
10
Big Questions
• How can a K-12 set of standards be so lean?
• What guided the development of these standards?
Academic Language for All Students11
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
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.
Common Core State Standards: Five Principles of Development
“The standards 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.”
College and Career Readiness
What does it mean
to be truly college and career ready
as literate individuals?
What matters most?
15
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.
18
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.
19
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!
20
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)
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
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.”
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___.
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.
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)
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.
A Portrait of College and Career Readiness
Congratulations!
You have also met another CCSS standard.
Writing Standards
Text Types and Purposes
1. 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.)
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.)
30
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___.
31
A Portrait of College and Career Readiness
How did we do with our CCSS Standards
for Speaking and Listening?
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?
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 Speaking and Listening
Academic Language for All Students34
Important point
The English Language Arts “interrelate.”
The CCSS strands of reading, writing, speaking, listening, and language echo each other beautifully.
Common Core State Standards
Academic Language for All Students35
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.
College and Career Readiness
What is that core?
What are fundamental “shifts” from how we have addressed literacy in the past?
What Matters Most
A few essential things done
Differently
Susan Pimentel, ELA Team Coordinator for CCSS
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.”
Lily’s beautiful and juicy language…
impulse borne of kindness
radical recalibration
instructional interludes
nothing but the most beautiful
texts will do
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
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.
Achievement of the Common Core State Standards
How does Pearson support implementation of the Common Core State Standards?
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.
Standards-Aligned Curriculum, Instruction and Assessment
Focus.
Time for teachers to teach.
Time for students to practice.
Schoolwide.
47
Schoolwide Instructional 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
48
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
49
Jan Chappuis quotation:
What do you think this means you know?
Presentation Title runs here l 00/00/0050
Pearson’s Schoolwide Improvement Model (SIM)Schoolwide Instructional Focus
Portrait of College and Career Readiness
1. Teach academic language in the context of content
instruction2. Teach the process and expression of logical reasoning and justification3. Promote student
collaboration including dialogue and discussion4. Build students’ capacity for
independent learning5. CCR Learner Competencies
for becoming independent learners
6. Content Area Concentrations - ELA - Math
• 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
52
High-Performance Leadership, Management, and Organization
Focus.
SIM’s Leadership component drives implementation and change.
• Empowers staff through distributive leadership; “work groups” share in decision-
making, goal setting, and monitoring.
• Focuses the school on the “organization-wide” activities proven to positively impact student
success
54
Summing Up the Common Core State Standards
A Summary Statement about the CCSS Standards
A Perspective
from David Coleman, ELA Team Coordinator
“What the standards demand is for students to
read like a detective and to write like an
investigative reporter.”
In Closing…
Becoming a “Self-Reflective Learner”
A fifth grader reads his earlier elementary writing (like a detective) and reports his findings (like an
investigator)…
57