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Inquiry #1 What has happened so far in your school to introduce the Common Core Learning Standards?

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Presentation on theme: "Inquiry #1 What has happened so far in your school to introduce the Common Core Learning Standards?"— Presentation transcript:

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5 Inquiry #1 What has happened so far in your school to introduce the Common Core Learning Standards?

6 Inquiry #2 What has been the greatest success in your school introducing the Common Core Learning Standards?

7 Inquiry #3 What do you see has the greatest challenge with Common Core Learning standards and your school?

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9 We’ve gone interactive!

10 OVERARCHING ESSENTIAL QUESTION: How do we support successful implementation and embedded application of the Common Core Learning Standards in our school? SESSION ESSENTIAL QUESTIONS: How can we ensure basic understanding of the needed impact of CCLS in our school? How will my school respond to or show CCLS in reading across all faculties?

11 But what are yours?

12 Find out about the background of the CCLS Understand the vision of the writers See how reading standards grow across the grades Learn the features of each section of the standards Find out about the shifts in learning Get an understanding of new assessments Learn how to unpack a standard Identify the value of common learning tasks Understand the scaffolds of writing standards Learn how to surface a gap Identify power standards Dig into the zany world of complex text

13 Work out the impact of CCLS on rubrics & checklists Learn how to give feedback to students Learn how the CCLS affects low achieving students Find your priority standards and power units Learn how to audit your current curriculum Create curriculum maps with a CCLS balance Make rigorous tasks Refine whole school assessment practices Learn how to meaningfully learn from student work Create sequenced CCLS activities Discover how tier 2 words can change the way you think and talk

14 21 ST CENTURY LEARNERS What are the skills and understandings you believe a twenty-first century literate person needs to have?

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16 The Vision of the Writers Students who meet the Standards: Readily undertake the close, attentive reading that is at the heart of understanding and enjoying great works of literature. Habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. Actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. Reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic society.

17 Who’s in?

18 The Standards Fewer, clearer, more rigorous Aligned with college readiness expectations Include rigorous content and application of knowledge through higher order thinking skills Built upon strengths and lessons of current state standards Internationally benchmarked so that all students are prepared to achieve in a global society Evidence and/or research based

19 CCSS are now CCLS

20 Common Core Learning Standards

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22 Writing Language Speaking & Listening Literacy in History/Social Studies, Science & Technical Subjects Reading Literature Information

23 DEVELOPMENTAL STAIRCASE OF THE COMMON CORE STANDARDS KINDERGARTEN GRADE ONE GRADE TWO GRADE THREE GRADE FOUR GRADE FIVE GRADE SIX GRADE SEVEN GRADE EIGHT GRADES NINE AND TEN GRADES ELEVEN AND TWELVE INCREASING DEPTH AND BREADTH OF COMPLEXITY COLLEGE AND CAREER READINESS COLLEGE AND CAREER READINESS

24 ANCHOR STANDARDS 11 READING 11 WRITING 6 SPEAK/LISTEN 6 LANGUAGE LiteratureInformational GRADE SPECIFIC STANDARDS 44 is the magic number!!

25 Individual CCR anchor standards can be identified by their strand, CCR status, and number (R.CCR.6, for example). Individual grade-specific standards can be identified by their strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3. W.5.1a stands for Writing, grade 5, standard 1a.

26 We’ve gone interactive!

27 Advertise the Common Core Learning Standards Reading Writing Speaking and listening Language

28 MAKE A POSTER ADVERTISEMENT Talk about: Structure and design- how it works Main outstanding features Significant key words that describe the component Impact it will have on teachers Based on an attractive design

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31 ELA/Literacy & Math Shifts 6 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity 6 Shifts in ELA/Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary

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33  Shift One:A 50/50 split on the use of informational text and literary text  Shift Two:Literacy across content learning is fundamental

34 ELA/Literacy Shift 1: Balancing Informational and Literary Text What the Student Does…What the Teacher Does…What the Principal Does… Build background knowledge to increase reading skill Exposure to the world through reading Apply strategies to reading informational text. Provide students equal #s of informational and literary texts Ensure coherent instruction about content Teach strategies for informational texts Teach “through” and “with” informational texts Scaffold for the difficulties that informational text present to students Ask students, “What is connected here? How does this fit together? What details tell you that? “ Purchase and provide equal amounts of informational and literacy text to students Hold teachers accountable for building student content knowledge through text Provide PD and co-planning opportunities for teachers to become more intimate with non fiction texts and the way they spiral together

35 ELA/Literacy Shift 2: 6-12 Knowledge in the Disciplines What the Student Does…What the Teacher Does…What the Principal Does… Become better readers by building background knowledge Handle primary source documents with confidence Infer, like a detective, where the evidence is in a text to support an argument or opinion See the text itself as a source of evidence (what did it say vs. what did it not say?) Shift identity: “I teach reading.” Stop referring and summarizing and start reading Slow down the history and science classroom Teach different approaches for different types of texts Treat the text itself as a source of evidence Teach students to write about evidence from the text Teach students to support their opinion with evidence. Ask : “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion. “ Support and demand the role of all teachers in advancing students’ literacy Provide guidance and support to ensure the shift to informational texts for 6-12 Give teachers permission to slow down and deeply study texts with students

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38  Shift Three:Text Complexity Matters  Shift Four:Text Dependent Questions

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41 ELA/Literacy Shift 3: Staircase of Complexity What the Student Does…What the Teacher Does…What the Principal Does… Read to see what more they can find and learn as they re-read texts again and again Read material at own level to build joy of reading and pleasure in the world Be persistent despite challenges when reading; good readers tolerate frustration Ensure students are engaged in more complex texts at every grade level Engage students in rigorous conversation Provide experience with complex texts Give students less to read, let them re-read Use leveled texts carefully to build independence in struggling readers More time on more complex texts Provide scaffolding Engage with texts w/ other adults Get kids inspired and excited about the beauty of language Ensure that complexity of text builds from grade to grade. Look at current scope and sequence to determine where/how to incorporate greater text complexity Allow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over time Allow and encourage teachers the opportunity to share texts with students that may be at frustration level

42 ELA/Literacy Shift 4: Text Based Answers What the Student Does… What the Teacher Does… What the Principal Does… Go back to text to find evidence to support their argument in a thoughtful, careful, precise way Develop a fascination with reading Create own judgments and become scholars, rather than witnesses of the text Conducting reading as a close reading of the text and engaging with the author and what the author is trying to say Facilitate evidence based conversations with students, dependent on the text Have discipline about asking students where in the text to find evidence, where they saw certain details, where the author communicated something, why the author may believe something; show all this in the words from the text. Plan and conduct rich conversations about the stuff that the writer is writing about. Keep students in the text Identify questions that are text- dependent, worth asking/exploring, deliver richly, Provide students the opportunity to read the text, encounter references to another text, another event and to dig in more deeply into the text to try and figure out what is going on. Spend much more time preparing for instruction by reading deeply. Allow teachers the time to spend more time with students writing about the texts they read- and to revisit the texts to find more evidence to write stronger arguments. Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions. Create working groups to establish common understanding for what to expect from student writing at different grade levels for text based answers. Structure student work protocols for teachers to compare student work products; particularly in the area of providing evidence to support arguments/conclusions.

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44  Shift Five:More Emphasis on Writing Arguments with Evidence  Shift Six:A Greater Emphasis on Academic Vocabulary

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46 ELA/Literacy Shift 5: Writing from Sources What the Student Does…What the Teacher Does…What the Principal Does… Begin to generate own informational texts Expect that students will generate their own informational texts (spending much less time on personal narratives) Present opportunities to write from multiple sources about a single topic. Give opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion. Find ways to push towards a style of writing where the voice comes from drawing on powerful, meaningful evidence. Give permission to students to start to have their own reaction and draw their own connections. Build teacher capacity and hold teachers accountable to move students towards informational writing

47 ELA/Literacy Shift 6: Academic Vocabulary What the Student Does…What the Teacher Does…What the Principal Does… Spend more time learning words across “webs” and associating words with others instead of learning individual, isolated vocabulary words. Develop students’ ability to use and access words that show up in everyday text and that may be slightly out of reach Be strategic about the kind of vocabulary you’re developing and figure out which words fall into which categories- tier 2 vs. tier 3 Determine the words that students are going to read most frequently and spend time mostly on those words Teach fewer words but teach the webs of words around it Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies Provide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner.

48 What are the connections across the shifts?

49 We’ve gone interactive!

50 The Instructional Core STUDENT CONTENT TEACHER

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52 The Partnership for Assessment of Readiness for College and Careers

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54 Benefits: Assessment is distributed across the year to provide teachers information on their students’ performance at key points during the year, allowing them to adjust instruction and target interventions before it’s too late Results will be returned quickly so they are useful to schools Through-course assessments will feature rich performance tasks that will signal the kinds of student performance and instructional strategies called for by the CCSS * Through-Course 4 is only in ELA, and will assess Speaking/Listening. This will be required but not part of summative score – could be used for course grades. Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)

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58 57 SY Development begins SY First year pilot/field testing and related research and data collection SY Second year pilot/field testing and related research and data collection SY Full administration of PARCC assessments SY Launch and design phase Summer 2015 Set achievement levels, including college-ready performance levels

59 Work on your PARCC assessment sheet

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64 What will be a positive spin-off for your school as you go through this process?

65 We’ve gone interactive!

66 SPEED STANDARDS

67 READING STANDARDS MADE SIMPLE 1. Read it closely, make sense of it, infer and cite evidence 2. Main idea/ how the text works/ key details 3. How things develop through the text 4. Interpreting words, phrases and meaning 5. How the text is organized 6. Point of view 7. Evaluating the content 8. Evaluate arguments and claims 9. Compare two or more texts 10. Read text at grade level

68 UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know. SKILLS (verbs) what the students should be able to do.

69 UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

70 UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know.

71 UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know. Inferences, conclusion, textual evidence

72 UNPACKING LEARNING STANDARDS STANDARD: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know. Inferences, conclusion, textual evidence SKILLS (verbs) what the students should be able to do.

73 UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know. Inferences, conclusion, textual evidence SKILLS (verbs) what the students should be able to do.

74 UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know. Inferences, conclusion, textual evidence SKILLS (verbs) what the students should be able to do. Read closely, make logical inferences, cite specific textual evidence, support conclusions

75 UNPACKING LEARNING STANDARDS  Provides the information ready for the next step. Can be: 1. determining adjectives 2. Determining big ideas, then, 3. Determining essential questions. NOUNSVERBSADJECTIVES specific

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77 If you were going to teach this text tomorrow, how would you teach it? How long would it take to teach this text effectively? What are the stages students would need to go through to engage with this text deeply? What questions should be asked and in which order? What is a task we could ask students to answer at the end to determine whether they have conducted a close reading of this text? INFORMATIONAL TEXT AND TASKS APPENDIX B- COMMON CORE LEARNING STANDARDS

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79 Milestone Tool

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81 Meet with their capacity builders and share the important information they learned today Give the students the baseline assessment-don’t score it- bring back on Thursday Bring any writing rubrics or checklists that you use in your grades


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