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Grade Level Meetings May/June 2013

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1 Grade Level Meetings May/June 2013
PA Common Core State Standards ELA/LITERACY/MATH Shifts for Students, Teachers and the Parkland School District Grade Level Meetings May/June 2013

2 Goals for Presentation
What are the Common Core State Standards and how do they relate to the PA Common Core State Standards? How do the PACCSS relate to the existing PA Standards? What are the instructional implications of the shifts to PACCSS for students, teachers, and PSD? What is the role of Professional Learning Communities in the implementation of the PACCSS? These are the questions that will be answered by this presentation.

3 Common Core Standards: A New Foundation for Student Success

4 Literacy in History/Social Studies, Science and Technical Subjects
Common Core Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness Anchor Standards Found in each of the strands below Key Ideas and Details Reading Grade Specific Standards Writing Grade Specific Standards Speaking & Listening Grade Specific Standards Language Grade Specific Standards Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Text Type and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Comprehension and Collaborations Presentation of Knowledge and Ideas Convention of Standard English Knowledge of Language Vocabulary Acquisition and Use These standards describe what students should know and be able to do with the English language, PK-12. Standards provide targets for instruction and student learning essential for success in all academic areas not just language arts classrooms. Appendices Foundational Skills Grades K-5 Literacy in History/Social Studies, Science and Technical Subjects Grades 6-12 Appendix A: Research behind the standards and a glossary of terms Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades Book Handling Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Reading and Writing Standards for Area Subjects

5 College and Career Readiness Anchor Standards
PA Common Core Standards English Language Arts & Literacy College and Career Readiness Anchor Standards Foundational Skills A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Reading Informational Text Enables students to read, understand, and respond to informational texts. Reading Literature Enables students to read, understand, and respond to literature. Writing Develops the skills of informational, argumentative, and narrative writing as well as the ability to engage in evidence based analysis of text and research. Speaking & Listening Focuses students on communication skills that enable critical listening and effective presentation of ideas. Appendix A: Research behind the standards and a glossary of terms Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft) PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft) With a focus on College and career readiness, the instructional shifts as reflected in CC ore evident throughout the PACCS: Balancing the reading of informational and literary texts so students can access non-fiction and authentic texts as well as literature Focusing on close and careful reading of text so students are learning from the text Building a staircase of complexity (each grade level requires a step of growth on staircase) so students graduate college/career ready Supporting writing from sources (using evidence from text to inform or make an argument) so that students use evidence and respond to the ideas, events, facts, and arguments presented in the texts they read Stressing an academically focused vocabulary so that students can access more complex texts

English Language Arts CC 1.3 Reading Literature Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. Explain the numbers and what they mean. Make connection that CC (common core) 1.3 means reading literature, grade level, key ideas and details-Literary elements Assessment anchors and eligible content Note even slight differences between the grades. See how it relates to LEAD21. Will mention Curriculum Connector – what it is and who is involved at this point.

7 PA Common Core Standards Mathematical Content and Mathematical Practice College and Career Readiness Anchor Standards Standards for Mathematical Content Standards for Mathematical Practice Numbers and Operations Counting and Cardinality Numbers and Operations in Base Ten Numbers and Operations—Fractions Ratios and Proportional Relationships The Number System Number and Quantity Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and make sense of regularity in repeated reasoning. Algebraic Concepts Operations and Algebraic Thinking Expressions & Equations Functions Algebra explain Geometry Measurement, Data, and Probability Measurement and Data Statistics and Probability

8 PACCSS/Existing PA State Standards
Compares the differences between the standards. PA academic standard, PACC and CC Talk about the changes that you see. Connect the middle to LEAD21. Note that the shifts are not huge but it is much more explicit. Word study in terms of understanding vocabulary which will help with comprehension. Word study to help with decoding – application to text as opposed to isolated skills. Diane will show how to access this at the end of the presentation.

9 PACCSS/Existing PA State Standards
Report card changes Discuss curriculum connector

10 PACCSS/Existing PA State Standards
PACCSS exist for pre-K -12 PACCSS build rigor and complexity into existing standards as opposed to altering them a great deal. Rigor = students are expected to learn and demonstrate high levels of learning through teacher appropriate supports Complexity = blend of text readability, knowledge demands, and reader task

11 Depth of Knowledge

12 Ask teachers to give an example from LEAD21.

13 Overview of Text Complexity
Quantitative Measures – Readability and other scores of text complexity often best measured by computer software. Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Reader and Task Considerations – Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Reading Specialists will discuss this slide. Consider where we were and where we are now. To address the CCSS we need to think about the the complexity of the text.

14 Increase in Required Lexile Levels
Lexile levels are based on a readability formula that examines word frequency & sentence length. Scores range from below 200L to above 1600L for advanced readers CCSS require higher Lexile scores than ever before. For example in Grades 4-5 from to

15 Shifts in ELA/Literacy
Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text. Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts. Close reading.

16 Shifts in Mathematics Shift 1 Focus Shift 2 Coherence Shift 3 Fluency
Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. Shift 4 Deep Understanding Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity. Discuss slide

17 Common Core Standards: Elementary School

18 Common Core and Professional Learning Communities
Framework for Teaching Domain Four 4d: Participating in a Professional Community 4e: Growing and Developing Professionally New Teacher Effectiveness/Evaluation tool Components of domain 4 Discuss 4d and 4e What should a PLC look like, what should be discussed-talk about students, how they are performing, what are their needs, how can you meet them. Look at data to make decisions. This directly relates to RTII.

19 “A critical reader in the classroom makes for a discerning reader outside of school.”
Kelly Gallagher

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