The WV NxT Gen-Core Task Project

Session 1: March 14th, 2015

WV Next Gen-Core Task Project Leadership TeamChristy Schwartz- 3rd grade, G.W ElementaryMary-Jo Jividen- 1st grade, G.W ElementaryAmy Brown- High School ELA, Sherman High Katherine Mohn-Lowe – Middle School ELA, Madison MiddleMandy Flora-RESA 3 Coordinator

Essential Question

How do we more closely align instruction to the expectations of the Common Core/Next Gen State Standards?

Objectives

Review the Instructional shifts inherent in the CCSS/Next Gen

Engage in one instructional approach matched to the standards

Plan for a common experience to facilitate conversations moving forward

Provide tools and resources to facilitate ongoing conversations around shifts in instruction

Washoe County School District

Includes Reno, Sparks, Verdi, Incline Village, and Gerlach

63,000 students

93 schools

Minority Majority District 49% white; 37% Hispanic; 5% Asian; 3% Black

44% FRL; 18% LEP, 13% IEP

https://www.youtube.com/watch?v=eSYiwPJFMM8&safe=active

Our Principles

1 Let’s honor our classroom peers and allow them to hear the CCSS message unfiltered• The authors • Work team members• Validation team members (both sides)• And just about anyone else willing to put

their voice out there for free

Our Principles

2 The resources we use and promote are vetted, scalable and free• www.coretaskproject.com• www.achievethecore.org • www.63000resources.com• www.projecttahoe.org • And lots of Edmodo groups

Our Principles

3 This takes time. We have to be patient.• Teachers need time• Students need time

4 Corners

Let’s see where we are at.

1 Strongly Agree

2 Agree

3 Disagree

4 Strongly Disagree

Front of Room

I know what WV Schools have to do in order to implement Common Core/Next Gen well.

Let’s see where we are at.

1 Strongly Agree

2 Agree

3 Disagree

4 Strongly Disagree

I know what I have to do in order to implement Common Core/Next Gen well.

Let’s see where we are at.

1 Strongly Agree

2 Agree

3 Disagree

4 Strongly Disagree

I am very confident that parents know why the transition to Common Core/Next Gen is so important.

Let’s see where we are at.

1 Strongly Agree

2 Agree

3 Disagree

4 Strongly Disagree

Spring 2011

David Coleman

Contributing author to the ELA standards

Co-founded Student Achievement Partners

Current President of the College Board

At CTP trainings: Minutes 13:00 through 26:33

http://vimeo.com/24930297

http://www.educationalresourcecompany.com/page/news/keynote_speech_from_david_coleman_contributing_author_of_the_common_core_standards_12

Connecting the Shifts Back to the Standards

Read your standard and move to the sign to which it is most applicable.

In turn, each person read his or her anchor standard to the group. Look at the back to see which strand it belongs to (they’re color coded by strand too).

Discuss whether each person has come to the right place (does the standard fit this category?). During this discussion, a few people will probably be moving to stand by another sign.

Once you are settled near a sign or in the “uncategorized” section, discuss the questions below with the other participants near you about your Anchor Standards Cards and the category you decided to stand near.

Connecting the Shifts Back to the Standards

What are the categories around the room that have more people standing by them?

Can you connect any of those “crowded” categories to the instructional shifts? Which ones?

Do any of the standards in your group seem to connect to more than one shift? Which ones?

What strands of Common Core/Next Gen ELA are represented in your group? Remember: the four strands are reading, writing, listening and speaking, and language.

What statements can your group make about the way Common Core/Next Gen ELA standards are designed? About what is prioritized in them? 

Break

Disclaimer

This is one approach to instruction. It should be part of a comprehensive literacy approach.

Coleman before State Leaders

Bringing the Common Core to Life

http://vimeo.com/25206110

Minutes 4:08 to 8:12

BEFORE VIEWING, discuss-

Lessons aligned to Common Core/Next Gen: What do you traditionally do before reading a text with students?

The New Colossus

https://www.youtube.com/watch?v=z_t1t8ytZ3c

What is the rhyme scheme of the poem? What does it reveal about the structure of the poem?

What other information in the poem reveals the structure?

Exemplar Lesson: The New Colossus

The first eight lines of the poem compare two statues. What lines are about the first statue and what lines are about the second? What comparisons are made?

What can we deduce about the location of the second statue? What other characteristics of the second statue are revealed in the second 8 lines?

Exemplar Lesson: The New Colossus

Culminating activity: Based on what you’ve learned, rewrite a translation of the speech of the second statue.

Parts of the Lesson

Reading Task

Vocabulary Task

Sentence and Syntax Task

Discussion Task

Writing Task

Lunch

Planning

Identify exemplar for grade-level

Work with grade-level/ grade-band partners

Read through lesson

Consider when you will implement- fill in blue sheet

Discuss foreseeable challenges—see if your group can help problem solve

Next Steps

Implement your lesson

Plan to bring ALL teaching and student artifacts to next session on Tuesday, April 14th

Be thinking about 3 to 5 “focus” students

Consider what future lessons fit well with the “instructional shifts”

Essential Question

How do we more closely align instruction to the expectations of the Common Core/Next Gen State Standards?

Objectives

Reflect independently, then with grade-band partners your close-reading experience

Review how the exemplar demonstrated the shifts

Further learning about text complexity and discussion

Plan for next close reading experience

Important Notes The purpose of Core Task Project 1.0 is to help teachers

reach Common Core outcomes through Close Reading Exemplars. These allow teachers to explore one instructional approach that aligns with most of the Reading Anchor Standards including numbers 1 and 10.

The work of the Core Task Project and the Close Reading Exemplars does not supplant all literacy instruction or even address all parts of a well-researched literacy block. Instead, this is one instructional model that demonstrates how literacy instruction might shift.

Close Reading Exemplar & The Shifts

How does the close-reading approach address the shifts?

Find one or two standards that were addressed in your close reading exemplar and read them.

First, do you feel it addressed those standards?

Next, identify and be prepared to describe which shift it is most closely connected to.

ACT Report (2006): Reading Between the

Lines “College readiness” was defined as students who equaled

or exceeded the benchmark ACT reading score

These students were found to have a high probability of earning a C or better in an credit-bearing “101” level course in U.S. history or psychology.

ACT Report: Reading Between the Lines

ACT Report: Reading Between the Lines

ACT Report: Reading Between the Lines

MetaMetrics & Lexiles

A book, article or piece of text gets a Lexile text measure when it's analyzed by MetaMetrics. For example, the first "Harry Potter" book measures 880L, so it's called an 880 Lexile book. A Lexile text measure is based on two strong predictors of how difficult a text is to comprehend: word frequency and sentence length. 

You will get a chance to discuss the video, but wait until we review the slides one more time.

Right Reasons Technologies Minutes 0:45 to Minute 4:30

http://www.youtube.com/watch?v=35avLmHi4xc

Copyright © 2012 Right Reason Technologies, LLC

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)Reading Study Summary

Quantitative Data

Grade Level: Lexile Range:

K-1 N/A

2-3 420-820

4-5 740-1010

6-8 925-1185

9-10 1050-1335

11-CCR 1185-1385

37

Dr. David Pearson

Doing What Works

Take Notes

According to Dr. Pearson, what are the purposes of discussing texts?

What advice does he give for improving classroom discussions?

What constitutes a good discussion?

http://www.youtube.com/watch?v=rwQtqZyOhCw&feature=youtu.be

For Classroom Teachers

Basal Alignment Project Edmodo Code F4Q6NM

Anthology Alignment Project Edmodo Code pkx4sp

Read Aloud Project Edmodo Code pkx52i

Close Reading Exemplars (here)

Social Studies Units—4th through 6th (here)

Social Studies CAR (here)

6th grade BAP (here)

Discussion Lessons (here)

www.63000resources.com & www.coretaskproject.com

Thank you!

Everything from today is posted at:

www.coretaskproject.com

www.resa3tools.com

Follow on Twitter @coretaskproject

@resa3dunbar

Additional free materials at

www.63000resources.com

www.achievethecore.org