literacy standards in: history /social studies, science and technical subjects
DESCRIPTION
Transition to Common Core Literacy Standards in the Content Areas FCASD Secondary Program Overview prepared with support from the AIU - Christopher Caton June 2012. Literacy Standards in: History /Social Studies, Science and Technical Subjects Writing Standards in: - PowerPoint PPT PresentationTRANSCRIPT
Transition to Common Core Literacy Standards in the Content
Areas
FCASD Secondary Program Overviewprepared with support from the AIU - Christopher
Caton June 2012
Literacy Standards in: History/Social Studies, Science and Technical
Subjects
Writing Standards in:History/Social Studies, Science and Technical
Subjects
FCASD is addressing this as “literacy in all content areas”
State led - coordinated by NGA (National Governor’s Association) Center and CCSSO (Council of Chief State School Officers)
Rigorous content and application of knowledge through high-order skills
Build upon strengths and lessons of current state standards
Internationally benchmarked so that all students are prepared to succeed in our global economy and society
What are the Common Core State Standards/CCSS ?
Continuation of NCLB encouraged by refined educational ideology and direction
Intent: raise educational rigor and achieve state/national standards.
48 States adopted Common Core or version thereof.
PA has altered Common Core to a minimal extent to meet existing (a) assessment tools expectations (b) common language use.
Transition timeline: phase in beginning in 2012 – 2013; guided by AIU Consultant &
FCASD Think Tank expectation for integration of practices in the 2013 – 2014 school
year
Background
Driving Forces Leading to CC Literacy Standards in the
Content Areas
Based on a range of national and internationally benchmarked assessments: 1. Intensity of Rigor:
- proficiency in most state level standardized assessments fall below the proficiency on the NAEP (nation’s report card)
- performance declines in upper grades - students lose momentum in high school
- student readiness for college/work at an all time low. Inadequate:- Verbal reasoning ability- Understanding of words used in text- Background knowledge about domains represented in
text- Familiarity with semantic and syntactic structures that
assist with the understanding between relationships and IDEAS
2. Communications on a national level: discrepancy in proficiency measures across states – uneven student expectations - lack of focused guideposts for parents, educators, students
3. International measures & comparisons: country falling behind; U.S. curriculum tends to be wide as opposed to deep - compared with other successful countries
Driving Forces -- Continued
Profile of a Common Core Graduate
Responsive to varying audience, points of view, tasks, purpose, disciplines
Independent learner and thinker -- focus on metacognition: self assessment, goal setting/plan-making….); able to comprehend and critique works of quality and substance
Values evidence and supports related to argument
Development of skills and attributes in the areas of: Communication, Collaboration, Creativity and Critical
thinking technology and digital media
Understanding of other Perspectives/Cultures
CC Overarching Themes
Common Core Standards support and encourage:
A high degree of rigor, metacognition, and student collaboration.
Emphasis on non-fiction occurs throughout the grades as well as increasing the amount of student reading.
Technology embedded throughout learning experiences and emphasis on the use of digital resources.
CC Overarching Themes -- Continued
Common Core Standards support and encourage:
Speaking and Listening standards are much more specific.
Writing on a daily basis for a variety of purposes academic writing – argument/explanation/research
Relevant levels of Text complexity - prominent addition (with exemplars) Specificity and scaffolding of standards provides vertical articulation to support text complexity.
Text connections throughout the grade levels.
Reading Foundational skill acquired K-5
Writing
Speaking & Listening
Language
Content-area subjects incorporation and cross-curricular implementation of reading & writing.
ELA/Literacy Common Core Focus
Navigation to Common Core(Non-English/Math Courses)
Download:Common Core State Standards Art & Literature in History/Social Studies, Science, & Technical Subjectshttp://www.corestandards.org/ -- Select the Standards Tab
And/Or
Navigate Website:http://www.corestandards.org/the-standards/english-language-arts-standards/reading-informational-text-6-12/grade-11-12/
Adjusted to meet State expectations/needs: Foundational Skills Reading Informational Text Reading Literature Writing Speaking and Listening
PA Common Core Standards Focus
College and Career Readiness Anchor Standards
Appendix A: Research behind the standards and a glossary of termsAppendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades
Appendix D: Literacy standards for History and Social Studies
Reading Informational
Text
Reading Literature
Foundational Skills Writing Speaking & ListeningA necessary
component of an effective,
comprehensive reading program
designed to develop proficient readers.
Enables students to read, understand, and
respond to informational texts.
Enables students to read, understand,
and respond to literature.
Develops the skills of informational,
argumentative, and narrative writing as well as the ability to engage in evidence
based analysis of text and research.
Focuses students on communication skills that enable
critical listening and effective
presentation of ideas.
Appendix E: Literacy standards for Science and Technical Subjects
PA Common Core StandardsEnglish Language Arts & Literacy
Navigation to PA Common Core
(English & Math Courses
Download:
http://pdesas.org/Standard/CommonCore
Similar to existing standard coding system
Language collaboration between existing standard and Common Core language
Standard Coding/Numbering
CC. 1. 5. 6. B
PA Common Core
Grade Level
English Language
ArtsSpeaking
& Listening
Speaking & Listening Standard 2
Reading PA Common Core
Coding/Numbering
Increase depth of knowledge with metacognition development throughout all grade levels bands.
Metacognitive development through skill acquisition: Meta-memory Meta-comprehension Self-regulation
Spiral of learning that revisits metacognitive development (learning strategies).
Overall Change
Recognizing Rigor “Depth of Knowledge” tool;
DOK
• A tool and scale of cognitive demand levels (thinking) to align standards with assessments
• Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education
• Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment
• Guides item development for state assessments
Depth of Knowledge Levels (DOK)DEFINITIONS
Level 1.0
Recall &
Reproduction
Student recalls facts, information, procedures, or definitions.
Level 2.0
Skills &
Concepts
Student uses information, conceptual knowledge,
and procedures.
Level 3.0
Strategic
Thinking
Student uses reasoning and develops a plan or sequence of
steps; process has some complexity.
Level 4.0
Extended
Thinking
Student conducts an investigation, needs time to think and
process multiple conditions of problem or task.
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Depth of Knowledge
The Depth of Knowledge is NOT
determined by the verb, but the
context in which the verb is used
and the depth of thinking required.
Exploring “The Cognitive Rigor Matrix”
(K. Hess)
Webb’s Depth of Knowledge Levels
applied toBloom’s [Cognitive Process] Taxonomy
Recognizing Rigor; Equalizer Planning Tool
Consider appropriateness in task rigor:
The zone of proximal development has been defined as
“the distance between the actual developmental
level as determined by independent problem solving and
the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978)
In other words, it is the range of abilities that a person has to perform tasks with assistance, but cannot yet perform independently.
Rigor and ZPD -The Zone of Proximal Development (ZPD)
Producing Cognitive Sweat!
Meeting the Rigor of the Common
Core