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1 “Stop asking me if we’re almost there! We’re nomads, for crying out loud!”

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Presentation on theme: "1 “Stop asking me if we’re almost there! We’re nomads, for crying out loud!”"— Presentation transcript:

1 1 “Stop asking me if we’re almost there! We’re nomads, for crying out loud!”

2 2 New York State P-12 Common Core Learning Standards for English Language Arts & Literacy East Moriches March 18, 2011 Presented by Victor Jaccarino

3 3 Why Standards? Why Common Core Standards? Standards provide a shared vision of what students should know and be able to do. Standards provide a shared vision for teachers and administrators Common Core Standards establish consistency across the states

4 4 Areas of focus Reading Writing Speaking and Listening Language Media and Technology - Research & Media skills built into the Standards as a whole

5 5 What is included in the Common Core Standards document? p-12 Anchor Standards for English Language Arts Reading Literature, Informational Texts Writing Listening and Speaking Language Progressive Skills Charts for Language Arts Conventions P-12 Grade Level Standards (We used to call these performance indicators.)

6 6 What is included in the Common Core Standards document? Foundational Skills in reading (p-5) Illustrative texts Reading Standards in History/Social Studies, Science, and Technical Subjects Writing Standards in History/Social Studies, Science, and Technical Subjects

7 7 What does the Research Document Contain? (Appendix A) Research on text complexity including exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Research on reading foundational skills Research on forms of writing: Argument Informational Narrative

8  Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands  Quantitative measures – readability and other scores of text complexity  Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Text complexity is defined by:

9 9 What Does the Text Exemplar Document Contain? (Appendix B) Grade level text exemplars for English Language Arts Grade level sample performance tasks for English Language Arts Grade level text exemplars for Social Studies/History, Science, Math and Technical Subjects Grade level sample performance tasks for Social Studies/History, Science, Math and Technical Subjects

10 10 What Does The Document of Writing Exemplars Contain? (Appendix C) Grade level samples of student writing of Narrative Argument Informative/Explanatory

11 11 What Does an Anchor Standard in Reading Look Like? Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

12 12 What Does a Grade Level Standard Look Like For Reading? Grade 7 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

13 Example of Grade-Level Progression in Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) Grades 11-12: Evaluate various explanations for characters’ actions or for events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

14 14 What Does a Grade Level Standard Look Like for Writing? Grade 7 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

15 15 What Does a Grade Level Standard Look Like for Language? Grade 7 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

16 16 Overview of Writing Strand for Teachers  Expect students to compose arguments and opinions, informative/explanatory, and narrative texts  Focus on reason and evidence to substantiate an argument or claim  Emphasize ability to conduct research – short projects and sustained inquiry  Require students to incorporate technology as they create, refine, and collaborate on writing (writing process)  Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)

17 Overview of Standards for History/Social Studies, Science, and Technical Subjects Reading Standards Knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Standards Write arguments on discipline-specific content and informative/explanatory texts Use data, evidence and reason to support arguments and claims Use of domain-specific vocabulary

18 18 What do grade level standards in literacy in social studies, science, and technical subjects look like? Social Studies Grade 9-10 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. Science Grade 9-10 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Technical Subjects Grade 9-10 Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline- appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

19 19 Some Goals... Review rigor, relevance, coherence of our curricular units and interventions Develop instruction that is clear and focused Celebrate and share what we do well Revisit areas that need attention Develop performance assessments that are measurable and demonstrable Address knowledge and skills necessary for college and careers Integrate students’ literacy development in all areas

20 20 What We Need to Do... Understand and unpack the anchor standards Understand and unpack the grade level standards Develop thoughtful & effective professional development Develop and align curriculum with the standards Prepare for the assessments

21 21 The Challenge: Linking the CCLS to Curriculum/Instruction & Assessment Curriculum & Instruction Need to focus on areas of inquiry - not specific standards in isolation Content area teachers and language arts/literacy teachers will need to plan and work together to help students meet the standards Teachers must place an emphasis on thinking with/about texts in all forms, including digital formats

22 22 College and Career Ready Students … Demonstrate independence Have strong content knowledge Respond to audience, task, purpose, and discipline Comprehend Create projects, different kinds of writing genres, and presentations Value evidence Use technology and digital media well Understand other perspectives and cultures

23 23 Effective Professional Development... Is embedded Is long term Involves all relevant personnel Is motivated by teachers’ needs Addresses improvement of instruction and learning Includes effective coaching Aligns skills necessary to succeed on assessments with sound classroom instruction

24 24 Professional Development includes Responsible Test Preparation Collect baseline data (student work from the classroom, more student work, standardized tests, anecdotal information) Analyze/Discuss data with students, parents and colleagues Determine what skills students need Develop instructional and performance assessments, lessons, units, essential questions, projects, etc. that address the skills necessary to improve student outcomes

25 25 A sound model of professional development can integrate... Standards Curriculum and instruction Assessment (for all involved) with Responsible test preparation: Teach the skills for the test without teaching to the test –This can be done! NO DRILL AND KILL, PLEASE

26 26 Responsible Test Preparation Addresses... Creativity and innovation Critical thinking and problem solving Communication and collaboration Information and media Literacy Thinking

27 27 Three Questions Regarding Assessment Data How has the student progressed? (value-added growth) How is the student doing compared to the class? (Differentiated Instruction) How is the class doing with the curriculum? (Teacher Reflection)

28 The Bigger Picture Assessment tasks across the curriculum must address application of literacy standards in History/Social Studies, Science, Math, and Technical Subjects in all areas of study.

29 29 2010-2011  Student achievement expectations are based on the 2005 ELA and Mathematics Learning Standards and Core Curricula.  Districts begin developing curricula aligned to CCLS (Jan. 2011) with a goal of implementing an aligned curriculum in Sept. 2012.

30 30 2011-2012  Student achievement expectations are based on the 2005 ELA and Mathematics Learning Standards.  Districts continue to develop curricula and begin implementing instruction aligned to CCLS.  The 3-8 Testing program and Regents examinations in ELA and Mathematics are aligned to the 2005 ELA and Mathematics Learning Standards.

31 31 2012-2013  Student achievement expectations are based on NYS CCLS.  Curriculum models will be available for schools.  Partnership for Assessment of Readiness for College and Careers (PARCC) field testing will occur.

32 32 2013-2014  Student achievement expectations are based on CCLS and state standards as added.

33 33 2014-2015 CCSS PARCC formative and summative assessments to be on line by 2014/15

34 34 A mix of item types – short answer, longer open response and performance-based – in addition to richer multiple choice items that: Better reflect the sophisticated knowledge and skills found in the English Common Core State Standards and Will encourage teachers to focus on helping each student develop a deep understanding of the subject matter, rather than just narrowing their instruction in order to “teach to the test” Testing at key points throughout the year to give teachers, parents and students better information about whether students are “on track” or need some additional support in particular areas The PARCC assessment system will include (from PARCC website)

35 35 When will the assessments be administered? (from PARCC website) Three “through-course” components distributed throughout the year in ELA and mathematics, grades 3-11 One Speaking/Listening assessment administered after students complete the third through-course component in ELA; required but not part of summative score (could be used for course grades) One end-of-year assessment

36 36 What do we do now? We do what we do best:

37 We Teach!

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