Presentation on theme: "LOUISIANA COMMON CORE IMPLEMENTATION UPDATE June 2012."— Presentation transcript:
LOUISIANA COMMON CORE IMPLEMENTATION UPDATE June 2012
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Louisiana Instructional Priorities: Common Core and Compass are Louisiana’s top instructional priorities, and they are linked in a vision of higher student achievement. Common Core represents more rigorous expectations for student learning. Compass reflects the shifts in instructional practice required to help students meet more rigorous expectations.
Gradual changes to state curriculum & assessments Grade2012-20132013-20142014-2015 PKNo change No assessment Teach CCSS No assessment Teach CCSS No assessment KTeach CCSS No assessment Teach CCSS No assessment Teach CCSS No assessment Grade 1Teach CCSS No assessment Teach CCSS No assessment Teach CCSS No assessment Grade 2Transitional curriculum ITBS Teach CCSS ITBS Teach CCSS ITBS Grades 3 & Up Transitional curriculum Transitional LEAP & iLEAP Transitional curriculum Transitional LEAP & iLEAP Teach CCSS PARCC assessments
Assessment Changes for 2012-2013 ELA – New Writing Prompt Focuses on the shift to text-based writing Narrative writing will not be assessed Students will use the reading text provided to support their written responses Includes one or two passages with: -more emphasis on informational text -length varies by grade level -includes grade-level vocabulary -more testing time to allow students time to read Revised Writer’s Checklist Revised Scoring Rubrics
Assessment Changes for 2012-2013 Math – Fewer Content Areas Content coverage will narrow to more closely match the CCSS focus areas. Math tests will include only items that measure content common to the current GLEs and the CCSS. Grades 3 and 5 iLEAP: will no longer include an ITBS component Grade 4: will be grade-level specific rather than grade-span
INSTRUCTIONAL SHIFTS Regular practice with complex texts and its academic vocabulary Reading and writing grounded in evidence from the text Knowledge is built from content-rich nonfiction and informational texts
Research shows that the single most important factor in post- secondary success is the ability to read and understand complex texts.
What are the implications? Better balance between fiction and nonfiction texts All teachers will be teachers of reading Student answers must justified with text evidence Much more focus on writing in the content areas and writing in response to text
What are the implications? Less focus on narrative writing Grade-level texts (and above) are used during core instruction; instructional level texts used during intervention Multiple readings of complex texts Much less pre-teaching of vocabulary with limited attention to building prior knowledge
Why use text-dependent responses? They champion evidence from text. Going outside the text privileges those who have had that experience. It is easier to talk about our experiences, but analyzing the text better prepares students for college and career readiness. They require teachers to truly read and understand a text before teaching it.
Text Dependent? Gettysburg Address Why did the North fight? Have you ever been to a funeral or gravesite? Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?
Dive deeply into the book! Don’t chase butterflies!
Why limit pre-reading activities? Multiple readings often make pre-reading unnecessary. Pre-reading activities often provide information students can glean on their own from careful reading of the text. It’s difficult to wean students from this support. It’s okay for students to struggle with hard tasks.
How to use text-dependent tasks Provide rich, complex texts (above-grade-level read-alouds for K & 1; grade-level read-alongs & above-grade-level read-alouds for grades 2-5) At least 80% of should be on text-dependent questions & tasks; all culminating activities should be text-dependent First readings should focus on meaning-making; use additional tasks on subsequent readings to address additional standards; focus on connections to self, texts, and world after text is fully analyzed.
Key Instructional Shifts in Standards for Mathematics Shift One: Focus Shift Two: Coherence Shift Three: Rigor in conceptual understanding, fluency, and application
Focus Identify the focus or major work of each grade/course Students should have the ability to apply the math they know to solve problems inside and outside the math classroom
Coherence Think across the grades and link to major topics within grades The standards progress from grade to grade Each standard is not a new event, but an extension of previous learning
Rigor Conceptual understanding, fluency, and application receive equal intensity – Conceptual understanding – teachers support student’s ability to access concepts from a number perspective so that students are able to see math as more than numbers or discrete procedures – Procedural skill and fluency – teachers structure class so that class time and homework time allows for practice in the core functions such as single-digit multiplication and access to complex concepts and procedures – Application – opportunities are provided for apply the mathematical concept
Guiding Questions Why is identifying the focus or major work of each grade level important? How do we identify the focus or major work as intended by the CCSS? What impact does identifying the focus have on planning for instruction?
Important!!! Students will be tested (high- stakes) only on grade-level GLEs
COMMON CORE WEB LINKS http://www.doe.state.la.us/topics/gle.html http://www.corestandards.org/assets/Appendix_ B.pdf http://www.corestandards.org/assets/Appendix_ B.pdf www.betterschoolsla.com www.achievethecore.org http://www.sharemylesson.com/ www.readtennessee.org/teachers/common_core _standards www.readtennessee.org/teachers/common_core _standards www.explicitinstruction.org www.teachingchannel.org
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