Christy Stanley English/Language Arts Common Core Training

“Building the Base”with Common Core State StandardsCommon Core State Standards

As you arrive…

1) Log in to a computer.

2) Access the Wiki http://pcsmsla.pbworks.com

How will we work together today?

• Active Participation• Positive Attitude• Sense of responsibility

for the group as a community of learners

• Valuing Differences

What are the learning targets for morning?

To LITERACY

and beyond!

What is the Common Core Standard Initiative?

* Pre-Assessment- 1 through 4 The Common Core State Standard Initiative is a significant and historic opportunity for states to collectively develop and adopt historic opportunity for states to collectively develop and adopt a core set of standards in Mathematics and English Languagea core set of standards in Mathematics and English Language ArtsArts including literacy standards for Science and Social Studies and Technology

Who is Participating?

• Forty eight statesForty eight states, Washington D.C., Puerto Rico and the Virgin Islands have signed on to the Common Core State Standards Initiative led by the National Governors Association Center and the Council of Chief State School Officers.

• This initiative will potentially reach 43.5 million students which is about 87% of the total student population.

Source--SchoolDataDirect.org 2007

“Silent Marker” Activity

• On your own, please write down the skills and understandings (at least 3) you believe a twenty-first century literate person needs to have.

• Share with the whole group on the “silent “marker wall

Throughout the workshop…Please record on Post-its:

Ideas that come to mind for your

instructional practice.

Places where I can improve the workshop.

Questions you have during the workshop . .

Any sidebars you just can’t wait for . . .

Setting the stage

2121stst Century Skills Rainbow Century Skills Rainbow

Why this SHIFT?

It made sense then…• Schooling in the Medieval

Age: Learning the rules of the church

• Schooling in the Industrial Age: Preparing factory workers

But now…• Schooling in the Current

Age: The purposes of schooling are changing– New kinds of thinking for new

kinds of problems

Shared Language

ACRE RTTT CCS CCRCCR RBTRBT Essential Essential

StandardsStandards NC FalconNC Falcon

Accountability and Curriculum Accountability and Curriculum Reform Effort (seeking to Reform Effort (seeking to redefine the SCOS, the student redefine the SCOS, the student assessment and the school assessment and the school accountability model)accountability model)

Race to the TopRace to the Top Common Core StandardsCommon Core Standards College Career ReadinessCollege Career Readiness Revised Bloom’s TaxonomyRevised Bloom’s Taxonomy All other subjects (not ELA & All other subjects (not ELA &

Math)Math) Formative Assessment Learning Formative Assessment Learning

Community's Online NetworkCommunity's Online Network

TimelineTimeline 2/14/2011 • page 13

Essential Standards

1

Want to Learn About the Assessments?

Want to Learn About the Assessments?

Summative Assessment of the Common Core State Standards

for English Language Arts & Literacy in History/Social

Studies, Science, and Technical Subjects

Summative Assessment of the Common Core State Standards

for English Language Arts & Literacy in History/Social

Studies, Science, and Technical Subjects

Professional Development: Access and Support

04/08/23 • page 15

MODULES

Online support to increase teacher understanding and implementation of standards

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Let’s review!

• Where is the Common Core coming from?

• What are the implications?

• Why is it important? • What are some key

terms to know?

That’s nice, but…

What will this actually look like for my school?

“Face the brutal facts with unwavering optimism.”

And now…

What are the major difference between the NCSCoS and new CCSS?

Standards for reading and writing in social studies, science, and technical subjects• Complement rather than replace content standards in those subjects• Responsibility of teachers in those subjects

Alignment with college and career ready expectations

Standards for reading and writing in social studies, science, and technical subjects• Complement rather than replace content standards in those subjects• Responsibility of teachers in those subjects

Alignment with college and career ready expectations

Foundation of literacy

What resources are we using?

“Fewer, clearer, higher”

Brand new STRAND!

Activity• By yourself: Read the Introduction to the

Common Core Standards page 3-8 (10 minutes or so)

• By yourself: Stop and Jot: note the 3 most important facts about the standards

• Together: Speak at your tables and review each other’s ideas-

• Together: narrow it further and select 2 facts per table on a sticky note that you deem the most important to add to the silent “marker” wall-

• Sharing of Ideas

Overview of ELA ShiftsOverview of ELA Shifts • Organized in K-12 structure• Writing begins in K• Addition of argumentation argumentation

to writing• Emphasis on info text• Deep integration of reading integration of reading

& writing& writing• Greater emphasis on emphasis on

grammar grammar

• More emphasis on digital digital reading, writing, & multi-reading, writing, & multi-media productionmedia production

• Greater attention to comprehension

• Pervasive demand for higher-order thinking & higher-order thinking & productionproduction

• Specific standards for speaking & listeningspeaking & listening

• Standards for literacy in literacy in science, social studies, and science, social studies, and instructional technologyinstructional technology

6 Shifts in ELA

Shifts in ELA

See for yourself…

What is the organization of the ELA standards?

CCR Anchor Standards• Broad expectations

consistent across grades and content areas (K-12)

• Based on evidence about college and workforce training expectations

• Range and content p. 10

Further Considerations…• Fewer, clearer, higher: (NC DPI Language)

– produce a set of fewer, clearer and higher standards. – cover only those areas that are critical for student success– scaffolded and developmental

• Internationally benchmarked: – informed by the content, rigor and organization of standards

of high-performing countries and states – all students are prepared to succeed in a global economy

and society.

• Special populations: – the inclusion of all types of learners was a priority– recognized that special populations may require additional

time and appropriate instructional support with aligned assessments

– selected language intended to make the standards documents accessible to different learners

Annotating the AnchorsAnnotating the AnchorsK-12 College & Career Readiness

• Draw a box around each STRANDSTRAND

• Underline each CLUSTERCLUSTER

• Star the most challenging STANDARDSTANDARD within each STRANDSTRAND

DEVELOPMENTAL STAIRCASE OF THE COMMON CORE STANDARDS

KINDERGARTEN

GRADE ONE

GRADE TWO

GRADE THREE

GRADE FOUR

GRADE FIVE

GRADE SIX

GRADE SEVEN

GRADE EIGHT

GRADES NINE AND TEN

GRADES ELEVEN AND TWELVE

INCREASIN

G DEPTH A

ND BREADTH O

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COLLEGE AND CAREER READINESS

COLLEGE AND CAREERREADINESS

What is the organization of the ELA standards?

K-12 Standards• Grade-specific end-

of-year expectations

• Developmentally appropriate, cumulative progression of skills

• One-to-one correspondence with CCR standards

p. 11

Reader’s TheaterReader’s Theater• Assign roles• Read through the script to

ensure that roles are clear. • Read aloud your grade or

grade-span components of the ELA CCSS,

• Listen for the commonalities and differences

• Discuss the findings (discoveries) from the whole group.

What does the developmental staircase show us about college and career readiness?

Vertical Alignment of StandardsVertical Alignment of Standards

• In a small group, determine to which ANCHORANCHOR the STANDARDSSTANDARDS belong

• Arrange the STANDARDSSTANDARDS in order of developmental skill

• What do you NOTICE?• What questions do you

have?

Are you ready to dig deeper?

Organization of the English Language Arts Standards

Contains an “Introduction”

Comprised of Three Main Sections•One Comprehensive K-5•One ELA content area specific sections for 6-12•One History/Social Studies, Science, Technical Subjects content section for 6-12

Each Section is divided into Strands•K-5 and 6-12 are Reading, Writing, Listening and Speaking and Language•The 6-12 History/Social Studies, Science, Technical Subjects section focuses on Reading and Writing only

Each Strand is headed by College and Career Readiness Anchor Standards that are identical across all grades and content areas--where we want the children to be at the end of Grade 12.

Each CCR Anchor Standard has an accompanying grade specific standard translating the broader CCR statement into grade appropriate end of year expectations.

What are the major differences in the NCSCoS and the ELA CCSS?

Standards for reading and writing in social studies, science, and technical subjects• Complement rather than replace content standards in those subjects• Responsibility of teachers in those subjects

Alignment with college and career ready expectations

Standards for reading and writing in social studies, science, and technical subjects• Complement rather than replace content standards in those subjects• Responsibility of teachers in those subjects

Alignment with college and career ready expectations

What resources are we using?

An Overview of Common Core Standards

Appendices A,B,C

Text ComplexityText Complexity

• What does this term mean to you?

• What do you currently do to determine text complexity?

• THINK-• WRITE-• PAIR-• SHARE

Appendix A•Research Supporting Key Elements of the Standards

•Why text complexity matters•Increasing complexity of texts and tasks in college, careers and citizenship•Declining complexity of texts and a lack of reading complex texts independently•Consequences – growing numbers of students reading at lower levels•Explanation: the standards approach to measuring text complexity

•Glossary of Terms

Appendix A

•Levels of Meaning- •Structure•Language Conventionality•Knowledge Demands – life experiences, cultural knowledge, content or discipline

Summary of Appendix A

How does CCS measure text complexity?

Language/Text structure and accessibility, levels of meaning and

knowledge demands (prior knowledge and/or academic content)

Language/Text structure and accessibility, levels of meaning and

knowledge demands (prior knowledge and/or academic content)

Readability measures (lexiles) and other scores of text complexity

(AIMSWEB/DIBELS)

Readability measures (lexiles) and other scores of text complexity

(AIMSWEB/DIBELS)

Reader: Motivation, knowledge, experiences

Task: Purpose and complexity

Reader: Motivation, knowledge, experiences

Task: Purpose and complexity

• Examine Range in Text Complexity rubric.

• Read Less Complex and Very Complex columns

• As a group, read a few paragraphs from Narrative of the Life of Frederick Douglass with facilitator.

• Evaluate the text using the rubric.

• Page 11 (in Appendix A)

Appendix A Activity

Text Complexity Video

• Please use your critical viewing lens• Record ideas that make you say “Hmmm”

Are the texts I use hard to read?

2. Review your rubric of Range of Text complexity. Resource: Range of Text Complexity OR Qualitative Measures Rubric

3. Pick two features and determine the level of text complexity, for your categories.

• Remember to write down evidence, and be prepared to share with the whole group!

4. Extend: How do characteristics of the reader, and features of the task, make the text more or less complex?

• Resource: Text Complexity packet

1. Read the academic text.• Resource: Text of your choice

Processing New InformationProcessing New Information

• 3 things you learned• 22 things you have a

question about• 11 thing that will impact

your instruction and/or your thinking about texts

• Think- Pair-Share Activity

Time for a brain break!

Appendix B Text Exemplars and

Sample Performance Tasks

•Texts chosen based upon Complexity, Quality, & Range•Browse Appendix B (Preview Sample Performance Tasks)•In partnerships… (page 8- Exemplar 6-8 texts)•Select a sample text and create a new performance assessment that supports general population, special needs, enrichment and ELL learners. •Use the blank performance task draft template•Make sure that the text you choose is well matched to the grade levels and needs of your students.

Reflection on Part IReflection on Part I

• GlowGlow (Tell some things you liked)

• GrowGrow (Tell some things you still need to learn or investigate)

• GoGo (Tell some things you will do because of this workshop)

• GiveGive (give me explicit feedback on which activities/information was the most clear and WHY)

• AND which areas of the presentation/workshop need to be revised for clarity (shortened/ lengthened/pacing?)

Time for a LUNCH break!

Welcome Back! Welcome Back! Formative Assessment ActivityFormative Assessment Activity

• Using your Using your agenda/notes, agenda/notes, REFLECT REFLECT on the day’s activitieson the day’s activities thus farthus far

• Please complete Please complete at least at least 5 statements5 statements with the with the corresponding symbol corresponding symbol

• Be prepared to Be prepared to share at share at least 2 statementsleast 2 statements

What are the key advances in ELA CCS?

Standards for reading and writing in social studies, science, and technical subjects• Complement rather than replace content standards in those subjects• Responsibility of teachers in those subjects

Alignment with college and career ready expectations

Standards for reading and writing in social studies, science, and technical subjects• Complement rather than replace content standards in those subjects• Responsibility of teachers in those subjects

Alignment with college and career ready expectations

“Fewer, clearer, higher”

Lucy Calkins says…

“Writing is becoming a major force for democracy across the world.

Not only to take in information, but to be able to talk back in ways that are compelling.”

Appendix C: What are our expectations for student writing?

Diving Into Persuasive WritingDiving Into Persuasive Writing

2. Evaluate: Standard 1 using the Deep Dive! Template for your grade span with a partner.

3. Record: Write your responses on the Deep Dive template

1.Read: CCR Anchor Standard 1 for Writing

2. Reflect: Share your findings with the group.

Putting It All Back Together

Speaking and Listening

Gallery Walk Activity • Preview S&L • Independently

brainstorm ways you currently address the 6 SL standards

• Record future ideas to meet the standard.

• Record your ideas on chart paper

• Walk around record NEW ideas

• Put in SONG

LANGUAGELANGUAGE

• Conventions of Standard English

• Knowledge of Language

• Vocabulary Acquisition and Use

• Examine page 30 in your CC packet

• Page 51 CCR Language Anchor Standards

• Pages 52-53 6-8 progression

• Identify areas where you will need support

• Target areas during my rotations

What are our challenges and responsibilities for this year?

• Brainstorm the following:

• Ideas for PD needs at your school

• Resources you’ll need• Vertical teaming ideas• Interdisciplinary ideas • Put on your chart paper

How do all the pieces fit together?

2. Fit: Work together to put each “puzzle piece” in its place.

3. Extend: You are a mentor to a new teacher…how do you explain this concept to them?You have a parent night…how do you explain this concept to the parents? You are in you summative meeting with your admin. …how do you explain your synthesis of the pieces into your practice?

1. Find: (1) envelope with puzzle pieces inside.

The Big PictureThe Big Picture

So…

Mining Our Resources

• PB Wiki (6-8)• PB Wiki (9-12)• Common Core State

Standards • CCSS Free Units

Getting Your Feet Wet

• Examine an example Common Core Unit

• Pick an exemplar informational text

• Identify 2 to 4 standards from (RI, W, and SL and/or L) as your focus

• Create performance tasks for each standard

• Determine what the assessment will be for the tasks (formative, etc.)

• USE it this year !

• HAVE a product within the next hour; these will be posted to the Wiki

Elementary PD Dates & Writing Elementary PD Dates & Writing Portfolio PlanningPortfolio Planning

Dates• Kindergarten PD (9.13.11 &

9.29.11)• 1st Grade PD

(10.4. & 10.11)• 2nd Grade PD

(10.18 & 10.25)• 3rd Grade (10.28)• 4th Grade (10.27)• 5th Grade (1.23.12)

Expectations• January 23, 2012 • (9 AM-12 PM) • Meet as grade level/

vertical teams to begin 2012-13 Writing Portfolio Planning

• Grade level chairs will post plans to the Wiki

Middle School Homework Middle School Homework

Dates • 6th Grade PD (9.15.11)

• 7th Grade PD (9.29.11)

• 8th Grade PD (10.6.11)

• January 23, 2012 work on school based vertical units

• FOCUS on informational text & writing

Let’s refresh our memory…

Anticipation Guide Survey

• 1. The Common Core is a passing fad like many educational initiatives.

• 2. The Common Core will require me to change most of my instructional practices.

• 3. The Common Core is an extension of the state’s essential standards.

• 4. I am excited about the changing curriculum.

• 5. I need growth in teaching writing.

• 6. I need growth in teaching language (a.k.a. grammar).

• 7. I need growth in teaching speaking & listening skills.

• 8. I need growth in teaching literature.

• 9. I need growth in teaching informational text.

• 10. I know how to choose appropriate texts for students and how to scaffold my instruction for all students.

Developing a Common Language• What’s the difference between a section, a

strand, standard components and standards?• What are college and career anchor

standards?• HUH????

Time for a brain break!

Line Up: Call Out Activity

•Find a “standard ticket” from inside your folder •Come on up and receive a standard•Read the standard to yourself•Meet up with colleagues who also have cards •Discuss•Holding your card – Line up: arrange yourselves in a line that shows developmental progression•Call out your standard from most fundamental to most challenging

•Noticings? •Implications?

As you are settling in…Please record on Post-its and help

yourself to some chocolate:

What activities or information have

sparked your interest today?

What question(s) do you have so far?

College and Career ReadinessLet’s Follow the Development…

In table teamsChoose one anchor standard in writing (1-10) on page 18

Add it to the bottom of the staircase handoutFollow it’s progression through the grades (K-12)

Write each grade-specific standard on the given lines in the staircase for the standard you chose

Pick a table presenterOne table member will share out their noticings with the larger group

*** A Sharing of Information***