Common Core Standards

Old FormatStandardsBenchmarkIndicator

New Format

– English / Language Arts (E/LA)

• Strands• Boxed subheadings• Anchors

– Math• Domains• Clusters• Standards

Common Core Standards

• State Assessment question/answer formats have changed drastically.– In the past the answers were right/wrong multiple

choice answers.– Now the answers are more complex with the

‘why’ and ‘how’ included• Guide students and encourage expression of

the ‘why’ and ‘how’ answers were formulated.

We could learn a lot from a box of crayons… Some are sharp, some are pretty and some are dull. Some have weird names and all are different colors, but they all live in the same box.

A Process, not a Product.

DESIGN

DEVELOP

IMPLEMENTMONITOR

EVALUATE

REVIEW

THE CURRICULUM DEVELOPMENT

PROCESS

What the Student Does… What the Teacher Does… What the Principal Does…

•Build background knowledge to increase reading skill•Exposure to the world through reading•Apply strategies to reading informational text.

•Provide students equal #s of informational and literary texts•Ensure coherent instruction about content•Teach strategies for informational texts•Teach “through” and “with” informational texts•Scaffold for the difficulties that informational text present to students•Ask students, “What is connected here? How does this fit together? What details tell you that? “

•Purchase and provide equal amounts of informational and literacy text to students•Hold teachers accountable for building student content knowledge through text•Provide PD and co-planning opportunities for teachers to become more intimate with non fiction texts and the way they spiral together

ELA/Literacy Shift 1: Balancing Informational and Literary Text

7

SHIFT 1

GradesK-5

Balancing Informational & Literary Texts

Range of Text Types Literature = Stories, Dramas, Poetry

Informational = Literary Nonfiction, Historical, Scientific,

& Technical Texts

50% literature 50% inform.

40% literature 60% inform.

20% literature 80% inform.

4th grade

8th grade

12th grade

Increase in teaching and learning with

non-fiction text

SHIFT 1

Balancing Informational and Literary

Texts

SHIFT 2(Link to 6-12)

Building Knowledge

in the Disciplines

Core Text(s) K-5

Pre-CCSS

The Human Body

SHIFT 1

Balancing Informational and Literary

Texts

SHIFT 2(Link to 6-12)

Building Knowledge

in the Disciplines

Core Text(s) K-5

Pre-CCSS

The Human Body

SHIFT 1

Balancing Informational and Literary

Texts

SHIFT 2(Link to 6-12)

Building Knowledge

in the Disciplines

Paired Texts:

The Human Body

Core Texts K-5Post-CCSS

Kindergarten First Grade

Second-Third Grade Fourth-Sixth Grade

What the Student Does…

What the Teacher Does…

What the Principal Does…

•Become better readers by building background knowledge•Handle primary source documents with confidence•Infer, like a detective, where the evidence is in a text to support an argument or opinion•See the text itself as a source of evidence (what did it say vs. what did it not say?)

•Shift identity: “I teach reading.”•Stop referring and summarizing and start reading•Slow down the history and science classroom•Teach different approaches for different types of texts •Treat the text itself as a source of evidence•Teach students to write about evidence from the text•Teach students to support their opinion with evidence.•Ask : “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion. “

•Support and demand the role of all teachers in advancing students’ literacy•Provide guidance and support to ensure the shift to informational texts•Give teachers permission to slow down and deeply study texts with students

ELA/Literacy Shift 2: 6-12 Building Knowledge in the Disciplines

12

SHIFT 2

Grades6-12

Knowledge in the disciplines

Reading & Writing Literacy Standards

• Complement, not replace content standards

Depending on text rather than

referring to it

• Read a president’s speech & write a response

• Read scientific papers & write an analysis

Think sophisticated non-fiction

• Analyze and evaluate texts within disciplines

• Gain knowledge from texts that convey complex information through diagrams, charts, evidence, & illustrations

Expectation of rigorous

domain specific literacy

instruction outside of

ELA

SHIFT 3Staircase of complexity

Increase in text complexity at each grade level

QualitativeLevels of meaning

Structure

Clarity of language

Knowledge demands

Quantitative Word length

Sentence length

Text cohesion

Reader & Task

Motivation

Knowledge

Experience

Appendix B:

Text Exemplars

and Sample Performance

Tasks

Expectation of proficiency

and independence

in reading grade level

text

SHIFT 3

Staircase of Complexity

Pre-ccSsK-5

Thank you for hands and feet

that keep a beat,for ears that hear,and eyes that see.

Thank you for each bendy knee.

SHIFT 3

Staircase of Complexity

Post-ccSsK-5When you eat fresh

fruitsand vegetables and proteinfoods like meat, milk, andbeans you are giving your body the things it needs togrow.

SHIFT 3

Staircase of

Complexity

General information about the body

High picture-text relationship

Read-aloud

Kindergarten

Kindergarten:

My amazing Body

SHIFT 3

Staircase of Complexity

First Grade

Presents specific parts of the body and their functions

Sidebars containing information

Read aloud or individually

First Grade:

Me and My amazing Body

SHIFT 3

Staircase of Complexity

Information is specific to nutrition and how it impacts the body

Layers of text formats and facts

Read Individually

2nd & 3rd Grade

2nd-3rd Grade

Good Enough to Eat

2nd-3rd Grade

Good Enough to Eat

SHIFT 3

Staircase of Complexity

In-depth exploration of nutrition

Chapter book, table of contents, glossary, index, etc.

Read individually

4th-5th Grade

4th-5th Grade

A Healthy Diet

4th-5th Grade

A Healthy Diet

4th-5th Grade

A Healthy Diet

SHIFT 4Text-based answers

Questions tied directly to the

text, but extend beyond the

literal

Students must cite text to

support answers

Personal opinions,

experiences, and connections to

the text are minimized in

favor of what the text actually says

or doesn’t say

Questions are purposefully planned &

direct students to

closely examine the

text

SHIFT 4

Text-based Answers

Can you name three healthy foods?Kindergarten

Pre-CCSS

Post-CCSS

SHIFT 4

Text-based Answers

Why does your body need food?

Pre-CCSS

First Grade

Post-CCSS

SHIFT 4

Text-based Answers

What are three ways that food helps your body?

We have learned that food keeps you alive, healthy, and strong. Find three reasons from the text which support how this happens.

Pre-CCSS

2nd – 3rd Grade

Post-CCSS

SHIFT 4

Text-based Answers

What are three ways that food helps your body?

We have learned that food keeps you alive, healthy, and strong. Find three reasons from the text which support how this happens.

Pre-CCSS

2nd – 3rd Grade

Post-CCSS

SHIFT 4

Text-based Answers

Why is it important to maintain a healthy diet?

What reasons and evidence does the author provide in the text to argue the importance of a healthy diet?

Pre-CCSS

4th – 5th Grade

Post-CCSS

Comparison of Standards to Common Core Grade 3 Example

Kansas Reading Assessed Standard, Benchmark, and Indicator

• Standard 1 - Reading: The student reads and comprehends text across the curriculum.

• Benchmark 3: The student expands vocabulary.

• R.3.1.3.2 • ▲Determines the meaning of

unknown words or phrases using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs. (4 items)

Common Core Grade Level Standard and Strand

• Language Standard • Vocabulary Acquisition and Use • 4. Determine or clarify the

meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

• a. Use sentence-level context as a clue to the

Sample Math and English problemshttp://www.smarterbalanced.org/sample-items-and-performance-tasks/

.

Assessment HelpSmarter Balanced Assessment ConsortiumAssessment information including specifications can be found at:http://www.smarterbalanced.org/smarter-balanced-assessments/

CETE is currently working on formative assessments that are to be ready in the Fall of 2012 (Check the CETE website in September)