Grade Level MeetingsMay/June 2013

PA Common Core State Standards

ELA/LITERACY/MATHShifts for Students, Teachers and the

Parkland School District

Goals for Presentation

• What are the Common Core State Standards and how do they relate to the PA Common Core State Standards?

• How do the PACCSS relate to the existing PA Standards?

• What are the instructional implications of the shifts to PACCSS for students, teachers, and PSD?

• What is the role of Professional Learning Communities in the implementation of the PACCSS?

Common Core Standards: A New Foundation for Student

Success

College and Career Readiness Anchor StandardsFound in each of the strands below

Common Core StandardsEnglish Language Arts & Literacy in History/Social Studies, Science, and Technical

Subjects

Key Ideas and DetailsKey Ideas and Details

ReadingGrade Specific

Standards

WritingGrade Specific Standards

Speaking & Listening Grade Specific Standards

LanguageGrade Specific

StandardsKey Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasRange of Reading and Level of Text Complexity

Text Type and PurposesProduction and Distribution of WritingResearch to Build and Present KnowledgeRange of Writing

Appendices

Comprehension and CollaborationsPresentation of Knowledge and Ideas

Foundational SkillsGrades K-5

Book HandlingPrint ConceptsPhonological AwarenessPhonics and Word RecognitionFluency

Convention of Standard EnglishKnowledge of LanguageVocabulary Acquisition and Use

Literacy in History/Social Studies, Science and Technical Subjects

Grades 6-12

Reading and Writing Standards for Area Subjects

Appendix A: Research behind the standards and a glossary of termsAppendix B: Text exemplars illustrating complexity, quality, and range of reading appropriatenessAppendix C: Annotated samples of student writing at various grades

PA Common Core Standards English Language Arts &

LiteracyCollege 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

PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft)

PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)

Reading Information

al TextEnables students to read,

understand, and respond to informational texts.

Reading Literature

Enables students to read, understand,

and respond to literature.

Foundational Skills

A necessary component of an effective, comprehensive reading program designed

to develop proficient readers.

Writing

Develops the skills ofinformational, argumentative, and narrative writing as well as the ability to engage in

evidence based analysis of text and research.

Speaking & Listening

Focuses students on communication skills that

enablecritical listening and

effective presentation of ideas.

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts

CC 1.3 Reading Literature Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.

PA Common Core StandardsMathematical Content and Mathematical Practice

College and Career Readiness Anchor Standards

Standards for Mathematical Content Standards for Mathematical PracticeNumbers and OperationsCounting and CardinalityNumbers and Operations in Base Ten Numbers and Operations—Fractions Ratios and Proportional RelationshipsThe Number System Number and Quantity

• Make sense of problems and persevere in solving them.

• Reason abstractly and quantitatively.• Construct viable arguments and

critique the reasoning of others.• Model with mathematics • Use appropriate tools strategically.• Attend to precision. • Look for and make use of structure. • Look for and make sense of regularity

in repeated reasoning.

Algebraic Concepts Operations and Algebraic ThinkingExpressions & Equations Functions Algebra

Geometry Geometry

Measurement, Data, and

Probability Measurement and Data Statistics and Probability

PACCSS/Existing PA State Standards

PACCSS/Existing PA State Standards

PACCSS/Existing PA State Standards

• PACCSS exist for pre-K -12• PACCSS build rigor and complexity into existing

standards as opposed to altering them a great deal.• Rigor = students are expected to learn and demonstrate

high levels of learning through teacher appropriate supports• Complexity = blend of text readability, knowledge demands,

and reader task

Depth of Knowledge

Overview of Text ComplexityQuantitative Measures – Readability

and other scores of text complexity often best measured by computer software.

Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Reader and Task Considerations – Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

• Lexile levels are based on a readability formula that examines word frequency & sentence length.

• Scores range from below 200L to above 1600L for advanced readers

• CCSS require higher Lexile scores than ever before. For example in Grades 4-5 from

645-845 to 770-980

Increase in Required Lexile Levels

Shift 1 Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Shifts in ELA/Literacy

Shifts in MathematicsShift 1 Focus Teachers significantly narrow and deepen the scope of how

time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4 Deep Understanding

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

Common Core Standards: Elementary School

Common Core and Professional Learning Communities

Framework for TeachingDomain Four

4d: Participating in a Professional Community

4e: Growing and Developing Professionally

“A critical reader in the classroom makes for a discerning reader outside of school.” Kelly Gallagher