Lisa BrownZach Fletcher

Palmyra Area School DistrictAugust 3, 2011

Goals

Develop an understanding of the Common Core State Standards (CCSS) in the area of ELA, including the design/organization of the Standards and the appendices

Develop an understanding of the key advances of the CCSS

Examine and discuss the CCSS and their alignment to PA Standards

Review Pennsylvania transition plans/timeline and resources

Consider the impact of the adoption of the CCSS with regard to your teaching

Common Core State Standards

Anticipation Guide

Fact or Myth???

Overview of the Initiative

State-led and developed common core standards for K-12 in English/language arts and mathematics

Initiative led by Council of Chief State School Officers (CCSSO) and National Governors Association (NGA)

Overview of the Initiative

Focus on learning expectations for students, not how students get there

Why do We Need Common Standards? Why Now?

Disparate standards across states

Global competition

Today’s jobs require different skills

States are ready and able for collective action

Why is This Important for Students, Teachers, and Parents?

Prepares students with the knowledge and skills they need to succeed in college and work

Ensures consistent expectations regardless of a student’s zip code

Provides educators, parents, and students with clear, focused guideposts

Offers economies of scale

Features of the Standards

Aligned with college and work expectations

Focused and coherent

Include rigorous content and application of knowledge through high-order skills

Build upon strengths and lessons of current state standards

Internationally benchmarked

Based on evidence and research

Standards Development Process

College- and career-readiness standards for English/language arts and mathematics developed summer of 2009

Based on the college and career readiness standards, K-12 learning progressions developed

Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public

Final standards released on June 2, 2010

Pennsylvania Timeline

Adopted by State Board on July 1, 2010Professional development and alignment

work for next three school yearsFull implementation of standards by July 1,

2013

Transition Timeline

COMMON CORE ACTIVITIES

YEAR DISTRICT RESPONSIBILITY PDE RESPONSIBILITY

2010/2011

Curriculum and instruction based on the current PA Academic Standards

Common Core transition teams complete alignment study and develop PA Common Core framework

Spring 2011 PSSA based on current eligible content aligned to PA Standards

Continued development of Keystone Exams based on eligible content and completing comparison to the Common Core Standards

Attendance at IU professional development sessions to begin transition planning

Awareness sessions for staff to introduce Common Core Standards

Statewide train the trainer workshops offered to IUs and PLUS Districts to assist districts in understanding CC and implementing Keystone Exams

SAS populated with CC resources (e.g., CC Standards, standards alignment crosswalks, Anchor and Eligible Content alignment)

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Transition Timeline

TRANSITIONING TO COMMON COREYEAR DISTRICT RESPONSIBILITY PDE RESPONSIBILITY

2011-2012

Curriculum and instruction based on the current PA Academic Standards Ongoing professional development

provided by IUs and supported by PDE to assist districts in understanding Common Core and its focus on college and career ready

Evaluate curricula in English Language Arts and Mathematics through study of the Common Core Standards

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Transition Timeline

TRANSITIONING TO COMMON CORE

YEAR DISTRICT RESPONSIBILITY PDE RESPONSIBILITY

2012 - 2013

Continue with curriculum rewrites, with July 1, 2013, target date for utilization of Common Core resources

Ongoing IU/PDE professional development to assist districts in Common Core

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STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL STUDIES,

SCIENCE, AND TECHNICAL SUBJECTS

JUNE 2010

PA Standards Aligned Systemhttp://www.pdesas.org

Clear Standards

FairAssessments

CurriculumFramework

Instruction

Materials & Resources

Interventions

StudentAchievement

www.corestandards.org

Design and Organization

Major design goals Align with best evidence on college and career readiness

expectations Build on the best standards work of the states Maintain focus on what matters most for readiness

Design and Organization

Three main sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies,

Science, and Technical SubjectsShared responsibility for students’ literacy development

Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance tasks• C: Annotated student writing samples

Design and Organization

Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language

An integrated model of literacy

Media requirements blended throughout

Design and Organization

College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence

about college and

workforce training

expectations Range and content

Design and Organization

K−12 standardsGrade-specific end-of-

year expectationsDevelopmentally

appropriate, cumulative progression of skills and understandings

One-to-one correspondence with CCR standards

Reading

Comprehension (standards 1−9) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on

students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework

Range of reading and level of text complexity(standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range

of genres and subgenres

Reading Foundational Skills

Four categories (standards 1−4) Print concepts (K−1) Phonological awareness (K−1) Phonics and word recognition (K−5) Fluency (K−5)

• Not an end in and of themselves• Differentiated instruction

Writing

Writing types/purposes (standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives

Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts

Aligned with NAEP Writing framework

Writing

Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing

Research (standards 7−9) Engaging in research and writing about sources

Range of writing (standard 10) Writing routinely over various time frames

Speaking and Listening

Comprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one,

small-group, and large-group settings

Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts,

including through the use of technology

Language

Conventions of standard EnglishKnowledge of language (standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties

Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and

phrases

ELA Key Advances

Reading Balance of literature and informational texts Text complexity

Writing Emphasis on argument and

informative/explanatory writing Writing about sources

ELA Key Advances

Speaking and Listening Inclusion of formal and informal talkLanguage Stress on general academic and domain-specific

vocabulary

Standards for reading and writing in history/

social studies, science, and technical subjects Complement rather than replace content standards

in those subjects Responsibility of teachers in those subjects

Intentional Design Limitations

What the Standards do NOT define: How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well

below grade level The full range of support for English language

learners and students with special needs Everything needed to be college- and career-

ready

• Level 1: Recall and Reproduction

• Level 2: Skills & Concepts• Level 3: Strategic Thinking• Level 4: Extended Thinking

Webb’s Four Levels of Cognitive Complexity

Webb’s DOK

DEFINITIONS

1.0 Student recalls facts, information, procedures, or definitions.

2.0 Student uses information, conceptual knowledge, and procedures.

3.0Student uses reasoning and develops a plan or sequence of steps;

process has some complexity.

4.0Student conducts an investigation, needs time to think and process

multiple conditions of problem or task.

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“Extending the length of an activity alone does not

necessarily create rigor!”

DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

Same verb—three DOK levels

DOK Level 1 Task

Identify the main points of the text Penguin Chick.

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DOK Level 2 Task

Imagine that a friend has asked you what Penguin Chick is about. In four or five sentences, write a summary of the story.

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DOK Level 3 Task

Compare and contrast the main points of the text Penguin Chick to the main points of the text Penguins On Parade.

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DOK Level 4 Task

Relate the main points of the text, Penguin Chick, to a real world/current situation.

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Your Turn - DOK 1, 2, 3, or 4

• Identify and summarize the major events, problems, solutions, conflicts in a literary text.

• Locate or recall facts explicitly found in text.

• Explain, generalize or connect ideas, using supporting evidence from a text or source.

• List the characters in the story. • Predict a logical outcome based on information in a reading selection. • Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report.

Common Core Curriculum Maps - ELA

http://commoncore.org/maps/

Common Core’s Curriculum Maps in English Language Arts translate the new Common Core State Standards for Kindergarten through 12th grade into unit maps that teachers can use to plan their year, craft their own more detailed curriculum, and create lesson plans. They were written by public school teachers for public school teachers and are available free of charge to anyone who would like to use them. The maps are flexible and adaptable, yet they address every standard in the CCSS. Any teacher, school, or district that chooses to follow the Common Core maps can be confident that they are adhering to the standards. A 2011 edition of the maps is available for a nominal yearly fee.

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Palmyra Area School District

How do we handle the incorporation of the CCSS?

Initial steps – Elementary Scope & Sequence; 9th & 10th grade English courses

Suggestions for “spreading the word”?