literacy standards in:  history /social studies, science and technical subjects

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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 Presentation

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PA Common Core Standards

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 areasState led - coordinated by NGA (National Governors 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 societyWhat are the Common Core State Standards/CCSS ?National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).2Continuation 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 Tankexpectation for integration of practices in the 2013 2014 school year

BackgroundDriving Forces Leading to CC Literacy Standards in the Content AreasBased 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 (nations report card)performance declines in upper grades - students lose momentum in high schoolstudent readiness for college/work at an all time low. Inadequate:Verbal reasoning abilityUnderstanding of words used in textBackground knowledge about domains represented in textFamiliarity with semantic and syntactic structures that assist with the understanding between relationships and IDEASCommunications on a national level: discrepancy in proficiency measures across states uneven student expectations - lack of focused guideposts for parents, educators, students

International measures & comparisons: country falling behind; U.S. curriculum tends to be wide as opposed to deep - compared with other successful countriesDriving Forces -- ContinuedProfile of a Common Core GraduateResponsive 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 thinkingtechnology and digital media

Understanding of other Perspectives/CulturesCC Overarching ThemesCommon 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 -- ContinuedCommon Core Standards support and encourage:

Speaking and Listening standards are much more specific.

Writing on a daily basis for a variety of purposesacademic 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.

ReadingFoundational 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 SkillsReading Informational TextReading LiteratureWritingSpeaking and ListeningPA Common Core Standards FocusCollege and Career Readiness Anchor StandardsAppendix 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 gradesAppendix D: Literacy standards for History and Social StudiesReading Informational TextReading LiteratureFoundational SkillsWritingSpeaking & 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 SubjectsPA Common Core StandardsEnglish Language Arts & LiteracyNavigation 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/NumberingCC. 1. 5. 6. BPA Common CoreGrade LevelEnglish Language ArtsSpeaking & ListeningSpeaking & Listening Standard 2Reading PA Common Core Coding/NumberingIncrease depth of knowledge with metacognition development throughout all grade levels bands.

Metacognitive development through skill acquisition:Meta-memoryMeta-comprehensionSelf-regulation

Spiral of learning that revisits metacognitive development (learning strategies).

Overall ChangeRecognizing Rigor Depth of Knowledge tool; DOKA 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)DEFINITIONSLevel 1.0Recall & ReproductionStudent recalls facts, information, procedures, or definitions.Level 2.0Skills & ConceptsStudent uses information, conceptual knowledge, and procedures.Level 3.0Strategic ThinkingStudent uses reasoning and develops a plan or sequence of steps; process has some complexity.Level 4.0Extended ThinkingStudent conducts an investigation, needs time to think and process multiple conditions of problem or task.19Depth of KnowledgeThe Depth of Knowledge is NOTdetermined by the verb, but thecontext in which the verb is usedand the depth of thinking required.

Exploring The Cognitive Rigor Matrix (K. Hess)

Webbs Depth of Knowledge Levels applied toBlooms [Cognitive Process] Taxonomy

Recognizing Rigor; Equalizer Planning ToolConsider 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

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