Transition to PA Common Core

Transition to PA Common Core

What best describes your knowledge of the PA Common Core Standards?
Status Check What best describes your knowledge of the PA Common Core Standards? Aware (I know they’re out there.) Informed (I’ve read, attended PD, explored on-line, etc.) Ready (I’m using them.) Expert (I could help others understand and implement.) This can be done as a 4 corner activity. Ask participants to identify where they are and go to a corner. Share among the corner group and then share out whole group.

Where is you local district in PA Common Core curriculum development?
Status Check Where is you local district in PA Common Core curriculum development? Aligned to PA Common Core State Standards Have not touched curriculum in 5 years Textbook is your curriculum Waiting for further information Have the participants move to various corner of a room depicting one of the four possible states in curriculum development. We are now going to move to a corner of the room which best depicts your district state in curriculum development from the list on the Power Point. Ask various participants why they chose the corner they selected.

PA Common Core Introduction Essential Questions
How do the PA Common Core Standards differ from the existing Pennsylvania Standards? What is rigor in the classroom? How does this relate to Webb’s Depth of Knowledge? What are the instructional implications of the shift to the PA Common Core Standards? Today we are focusing on three essential questions related to unpacking the PA Common Core State Standards. Read each question aloud.

An Introduction to the PA Common Core
Why Common Core? Disparate standards across states Global competition Today’s jobs require different skills States are ready and able for collective action Aligned with college and work expectations Why Common Core? Disparate standards across states Global competition Today’s jobs require different skills States are ready and able for collective action Aligned with college and work expectations

An Introduction to the PA Common Core
Why Common Core? Video is satirical I certainly hope no one takes offense to it. It mocks public education, but does so in order to make its points regarding

Common Core Readiness Profile
Collaboration Application Communication Analysis Adaptation Evaluation Critical Thinking Highest Order Thinking: Application, Analysis, Evaluation 21st Century Skills: collaboration, communication, adaptation, and critical thinking

Webb’s Depth of Knowledge

Webb’s DOK A scale of cognitive demand (thinking) to align standards with assessments Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education Guides item development for state assessments What is Depth of Knowledge (DOK)?

Webb’s DOK Levels of Complexity Level 1: Recall & Reproduction Student recalls facts, information, procedures, or definitions. Level 2: Skills & Concepts Student uses information, conceptual knowledge, and procedures. Level 3: Strategic Thinking Student uses reasoning and develops a plan or sequence of steps; process has some complexity. Level 4: Extended Thinking Student conducts an investigation, needs time to think and process multiple conditions of problem or task. Webb’s DOK - wheel Webb’s Definitions 1.0 Student recalls facts, information, procedures, or definitions. 2.0 Student uses information, conceptual knowledge, and procedures. 3.0 Student uses reasoning and develops a plan or sequence of steps; process has some complexity. 4.0 Student conducts an investigation, needs time to think and process multiple conditions of problem or task. DOK

Webb’s DOK The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required. DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) DOK 1- Describe three characteristics of metamorphic rocks. (simple recall) Be aware that Depth of Knowledge levels are not exclusively determined by verbs. Notice the example here of which the verb remains the same, although the examples consist of DOK Levels It is equally, if not more important, to focus on the context of the task and what the task is asking. You do not want to solely focus on the verb as the determinant of the Level of DOK the task is addressing.

Webb’s DOK Difficulty is a reference to how many students answer a question correctly. How many of you know the definition of exaggerate? If all of you know the definition, this question is an easy question. (DOK 1 - Recall ) How many of you know the definition of prescient? If most of you do not know the definition, this question is a difficult question. (DOK 1 – Recall) DOK is NOT about difficulty… Difficulty is a reference to how many students answer a question correctly. How many of you know the definition of exaggerate? If all of you know the definition, this question is an easy question. (DOK 1 - Recall How many of you know the definition of prescient? If most of you do not know the definition, this question is a difficult question. (DOK 1 – Recall )

What is RIGOR? Rigor is… more than what you teach and the standards you cover how you teach and how students show you they understand creating an environment in which each student is expected to learn at high levels supporting each student so he or she can learn at high levels and demonstrates learning at high levels. (Blackburn, 2008) Barbara Blackburn defines Rigor as ….. Read the bullet points from the slide. From the two reading selections, can we all agree that Barbara’s definition captures the definitions reflected in the “Characteristics of a Rigorous Classroom” article? PA Common Core sets a benchmark for Rigor. It’s your curriculum that brings rigor to light.

English Language Arts

Essential Questions How are the PA Common Core ELA standards structured? How does ELA instruction look when it is aligned to PA Common Core standards? What changes are needed in the current curriculum to meet the level of expectations required by PA Common Core Standards?

PA Common Core ELA Standards
An Introduction to the PA Common Core ELA Standards sive College and Career Readiness Anchor Standards 1.2 Reading Informational Text 1.3 Reading Literature 1.4 Writing 1.5 Speaking & Listening A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Enables students to read, understand, and respond to informational texts. Enables students to read, understand, and respond to literature. Develops the skills of informational, argumentative, and narrative writing as well as the ability to engage in evidence based analysis of text and research. Focuses students on communication skills that enable critical listening and effective presentation of ideas. PA Common Core Standards English Language Arts & Literacy 1.1 Foundational Skills The PA Common Core Standards are organized around five Standard Categories: Foundational Skills, Reading Informational Text, Reading Literature, Writing, and Speaking and Literature.

CC. 1. 2. 3. A PA Standard English Language Arts Standard Categories:
PA Common Core Grade Level English Language Arts Standard Categories: 1 Foundation Skills 2 Reading Informational Skills 3 Reading Literature 4 Writing 5 Speaking and Listening Reading Informational Skills Standard 1 The numbering structure of the PA Common Core Standards.

E. 03. B-K. 1. 1. 2 PA Assessment Anchors and Eligible Content
English Language Arts E B-K Grade Assessment Anchor Eligible Content Anchor Descriptor Reporting Categories A = Literature Text B = Informational Text A-K and B-K = Key Ideas and Details A-C and B-C = Craft and Structure/Integration of Knowledge and Ideas A-V and B-V = Vocabulary Acquisition and Use C = Writing D = Language The numbering structure of the PA Assessment Anchors and Elligible Content

1.2 Reading Informational Text
STANDARD CATEGORY 1.2 Reading Informational Text Students read, understand and respond to informational text-with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. GRADE LEVEL STANDARD CC A Determine the main idea of a text; recount the key details and explain how they support the main idea. ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills and concepts) that anchor the content of the PSSA. Each Assessment Anchor is part of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it. E03.B-K.1 Key Ideas and Details ANCHOR DESCRIPTOR-The Anchor Descriptor adds a level of specificity to the content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it. E03.B-K.1.1 Key Ideas and Details Demonstrate the understanding of key ideas and details in informational texts. ELIGIBLE CONTENT-The Eligible Content is the most specific description of the skills and concepts assessed on the PSSA. This level is considered the assessment limit and helps educators identify the range of the content covered on the PSSA. E03.B-K.1.1.2 This graphic shows an example of a 3rd grade standard and eligible content.

L.F.2 Analyzing and Interpreting Literature – Fiction
STANDARD CATEGORY 1.3.L: Reading, Analyzing, and Interpreting Literature – Fiction and Non-Fiction GRADE LEVEL STANDARD A Describe and compare the differing characteristics that distinguish the fiction and non-fiction forms of narrative, poetry, drama, and essay and determine how the form relates to meaning… ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills and concepts) that anchor the content of the Keystone Exam. Each Assessment Anchor is part of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it. L.F.2 Analyzing and Interpreting Literature – Fiction ANCHOR DESCRIPTOR-The Anchor Descriptor adds a level of specificity to the content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it. L.F.2.1 Use appropriate strategies to make and support interpretations of literature. ELIGIBLE CONTENT-The Eligible Content is the most specific description of the skills and concepts assessed on the Keystone Exam. This level is considered the assessment limit and helps educators identify the range of the content covered on the Keystone Exam. L.F.2.1.2 Cite evidence from a text to support generalizations. This graphic shows an example of a Grade 9-10 standard and eligible content for the Literature Keystone Exam.

Activity: What is the DOK?
Webb’s DOK Activity: What is the DOK? Levels of Complexity Level 1: Recall & Reproduction Student recalls facts, information, procedures, or definitions. Level 2: Skills & Concepts Student uses information, conceptual knowledge, and procedures. Level 3: Strategic Thinking Student uses reasoning and develops a plan or sequence of steps; process has some complexity. Level 4: Extended Thinking Student conducts an investigation, needs time to think and process multiple conditions of problem or task. In this activity, participants should determine the DOK called for in a specific standard. An extension of this activity would be to rewrite the standard on level higher than it is currently written “Turning up the Heat”.

Literacy Priorities Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge. At each grade level, 80 to 90 percent of the reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline-specific require students to demonstrate that they understand the text details and can provide accurate evidence. The CCSS really emphasize the need to read texts carefully and analyze those texts. Students are now required to cite specific text examples and provide specific evidence from the texts they are reading. The students need to draw out and discern the important information from the less relevant information.

Balancing Literary and Informational Texts
Text Emphasis Grade Literary Informational Grade 4 50% Grade 8 45% 55% Grade 12 30% 70% When Nell Duke (2000) examined the use of informational texts in 20 1st-grade classrooms, she found that on average, children spent 3.6 minutes a day on informational texts, with urban schools spending 1.9 minutes a day on informational texts.

Knowledge in the Disciplines
Science and Technology History and Social Studies Go to SAS – ELA Standards in History and Science. Have participants look at each and share discoveries. Video = 8 minutes 8 - minute video

Reading in the Disciplines

Writing in the Disciplines

Text Complexity

What is text complexity and why it is important?
Essential Questions What is text complexity and why it is important? What considerations need to be made before selecting texts for teaching and students’ independent reading? How can teachers employ more rigorous text on a regular basis? Today we are focusing on three essential questions related to a key piece of PA Common Core transition. Read each question aloud.

Think About… Think about the texts you use with your students. What makes the text appropriate for that particular grade level? How do you select the texts you use with your grade level(s) of students? Take a look at the two questions on the screen. Choose one of them. On an index card, write a response to it. What makes a text appropriate for your particular grade level? How do you select the texts you use with your grade level (s) of students? Allow a 1 – 2 minute wait time. After participants have responded, divide the room in half. Have Question 1 respondees move to the left side of the room and Question 2 respondees to the right side. Have each group list (or some of their) ideas on chart paper. Have one member from each group summarize the responses. Wrap up the activity with this question: What have we discovered?

Measuring Text Complexity
Grade 9 Non-Fiction Sample These words, supposedly inscribed on the tomb of Egyptian King Tutankhamen, did not deter the intrepid English archaeologist, Howard Carter. After years of searching, in 1922 Carter located King Tut’s tomb. Archaeologists had long known that pharaohs were mummified at death and buried with riches to accompany them to the afterworld. Lexile: th-10th

Measuring Text Complexity
Grade 9 Non-Fiction Sample Now create a nutritious, energy-packed smoothie in just a few seconds. Read Safety Precautions Before Operation. Do not immerse cord or base in water. Operate only on a clean, flat surface. Handle the cutting blade carefully to avoid injury. Lexile: th-5th

Making Meaning Reading is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning. Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985) Becoming a nation of readers: The report of the Commission on Reading Urbana, IL: University of Illinois Making Meaning Slide- emphasizes the reader as central to understanding text. The reader is at the heart of how a text is comprehended. A reader’s background, vocabulary understanding, and other variables will all affect how a text is understood and how meaning is made.

Staircase of Complexity
Text complexity based upon multiple factors: Quantitative Measures Qualitative Measures Reader to Text

Step 1: Quantitative Measure
Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Quantitative focuses on: Word length Word frequency Word difficulty Sentence length Text length Text cohesion (One type of cohesion refers to overlap in content words between sentences within paragraphs or sections of a text.) Quantitative Measures – Readability and other scores of text complexity often best measured by computer software. This is where the various readability formulas fit. Be knowledgeable in which are best to use for the ages of your students. As part of Microsoft Office Word, you have the Flesch Reading Ease and the Flesch-Kincaid readability formulas. The Flesch Reading Ease gives a score from 0 to The higher the number, the easier it is to read. A score between is considered easily understandable by an average 5th grader. Scores between 60.0 and 70.0 are considered easily understood by 8th and 9th graders. Scores between 0.0 and 30.0 are considered easily understood by college graduates. The Flesch-Kincaid Grade Level outputs a U.S. school grade level; this indicates that the average student in that grade level can read the text. The SPACHE Readability Formula is best used to calculate the difficulty of text that falls at the 3rd grade or below. Unfortunately, this is one you have to purchase to use. Take 1-2 minutes to turn and talk to your elbow partner about quantitative measures and what your district uses to assess text complexity. Do a quick debrief to gather feedback from participants.

The Hunger Games The boy from District 1 dies before he can pull out the spear. My arrow drives deeply into the center of his neck. He falls to his knees and halves the brief remainder of his life by yanking out the arrow and drowning in his own blood. Rue has rolled to her side, her body curved in and around the spear. I shove the boy away from the net. One look at the wound and I know it’s far beyond my capacity to heal. The spearhead is buried up to the shaft in her stomach. Impulsively I lean forward and kiss him, stopping his words. This is probably overdue anyway since he’s right, we are supposed to madly in love. It’s the first time I’ve ever kissed a boy. “Well, there’s more swelling, but the pus is gone, “ I say in an unsteady voice. “I know what blood poisoning is, Katniss,” says Peeta. Part 1: Ask participants to look at the screen and predict the reading age (grade level) for The Hunger Games excerpt and write it on the index card. Briefly share at tables.

What Is a Lexile? Lexile units are based on word frequency and sentence length. Word frequency is calculated based on words in Lexile databank (almost one billion). Lexiles range from 0 (beginning reading) to 2000 (highly technical texts). Many districts also use Lexiles to determine appropriate text levels. Lexiles are also addressed in the CCSS as well. Basically lexiles use sentence length (similar to Fry) and word frequency (based on the Lexile databank) to determine a range between 0 and 2000.

Quantitative Measures Ranges for Text Complexity Grade Bands
Step 1: Quantitative Measure Quantitative Measures Ranges for Text Complexity Grade Bands Text Complexity Grade Bands Suggested Lexile Range Suggested ATOS Book Level Range** K-1 100L – 500L* 1.0 – 2.5 2-3 450L – 790L 2.0 – 4.0 4-5 770L – 980L 3.0 – 5.7 6-8 955L – 1155L 4.0 – 8.0 9-10 1080L – 1305L 4.6 – 10.0 11-CCR 1215L – 1355L 4.8 – 12.0 What is a text complexity band? It’s a grade band with corresponding text levels assigned to it. If you draw your eye to the first two columns, you’ll see the correspondence. It is a grade level band that has assigned readability levels. In the grade 4-5 text complexity grade band, the lexile range of a given text should be in the 770 to 980 range. For example, in Accelerated Reader, the book level range is 3.0 – 5.7. * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL:

Step 1: Quantitative Measures
4-5 Lexile Range (810 L): 6.2 ATOS Book Level: Scholastic’s Book Wizard Level: 5.3 Because the Lexile score and the ATOS didn’t seem to be on the same page and we had a book with the AD code, we also ran this title through Scholastic’s Book Wizard leveling system to get more information. Scholastic put this book at a 5.3 grade level. What is our conclusion? (Solicit from audience!) Text complexity ranges anywhere from grade 4 through grade 6. This is only one part of the text complexity triangle. We need more. Does the content of the book have any impact on the text complexity?

Step 1: Quantitative Measures
Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle. Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations. This slide sums up the one triangle component to remind participants that it is only 1/3 and there are other components to consider. Remember, however, that the quantitative measure is only the first of three “legs” of the text complexity triangle. Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations. Now the fun begins!

Step 2: Qualitative Measures
Measures such as: Layers of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Cultural demands Vocabulary Introduction to qualitative measures Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. What Are the Qualitative Measures? Only a human reader can analyze this. It is characterized by: Layers of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Cultural demands Vocabulary How about this metaphor? Is this an apple book where you can just bite into it? OR Is it an onion book that you have to peel back the layers? Table Talk: At your tables, share titles of apple and onion books with one another. In 2-3 minutes, ask table to share out titles.

Assessing Text Where on the continuum?
There is a continuum for each of the qualitative measures. Just because a text may be exceeding complex in meaning, it may only require a small amount of knowledge demands. Text complexity requires teachers to be thinking about these elements as they select text and work with students. What is appropriate for the students and what will it require of them cognitively are important considerations.

Text Complexity: Qualitative Measures Rubric for Literary Text (Handout) As the kids we work with need basically a new book most days to read, the steps here are not feasible for us to do for every book we hand a child. However, if you assign a chapter book that several days will be spent reading and working with it, you may want to consider using some of the following resources to help you match a book to your readers. The first are the rubrics; one for literary texts and one for informational texts. Since the demand for students to be able to read and critique informational text has increased with the adoption of the PA CCSS, it is imperative for teachers to be thinking about this genre of texts and how to increase time students spend with informational text and the time spent teaching using informational text. TableTalk: Have tables look at both rubrics to determine design, categories, and content. Ask tables to compare and contrast the two rubrics. How are they alike? How are they different?

Text Complexity: Qualitative Measures Rubric for Informational Text (Handout)

Our initial placement of The Hunger Games into a text complexity band has changed when we examined the qualitative measures. Remember, however, that we have completed only the first two legs of the text complexity triangle. Quantitative Qualitative Reader and Task Summary of the 2 “legs” together; one more to go Qualitative Results Our initial placement of The Hunger Games into a text complexity band has shifted the appropriateness of the book. It would not seem realistic to imagine that the content of the book is appropriate for a fourth or fifth grade child. Remember, however, that we have completed only the first two legs of the text complexity triangle. The reader and task considerations still remain. The reader and task considerations still remain.

Step 3: The Reader and Task
Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Introduction to the Reader and the Task We must be careful to really look closely at the reader and task considerations when matching a book to the right reader. This is really important. It is where you as a professional educator use your judgment in matching the right book to the right kid at the right time. You also need to look at who your readers are. What background experiences do they bring or not bring to the book in question?

Step 4: Recommended Placement
After reflecting upon all three legs of the text complexity model, we can make a final recommendation of placement within a text and begin to document our thinking for future reference. Using this protocol, we progressed through each leg of the text complexity model: (1) quantitative measures, (2) qualitative measures, and (3) reader and task considerations. Now we are ready to review all three legs one last time and make a final recommendation for placement of this text into a text complexity grade band.

Determining Text Complexity
Four Step Process Determine the quantitative measures of the text. Analyze the qualitative measures of the text. Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band. Quantitative Qualitative Reader and Task Read the four step process on the screen. What is important to note is that we need to re-evaluate and validate what books we do use.

Putting it All Together The Hunger Games

Implications for Instruction
Begin now to bring more informational text into the curriculum and focus on “disciplinary” reading. Make an effort to “bridge the gap” for students by making up to 20% of classroom reading grade-level texts with necessary levels of scaffolding. Provide frequent opportunities to work “across” texts. Source: KAREN WIXSON, PHD UNIVERSITY OF MICHIGAN/UNC There is an expectation that all students in K-5 should have balanced exposure to literary texts and informational texts. That means students should have 50/50 exposure to both genres and be proficient at understanding the structures and reading them critically. At the secondary level the CCSS requires a 70/30 split with the emphasis on informational text. That is going to be addressed and the gap is going to need to be made up somehow.

Engaging Students with the Texts
Students need to engage with: Age/grade appropriate materials for exposure to structures, content, vocabulary Instructional level materials that allow them to progress “Easy” materials that allow them to practice Source: KAREN WIXSON, PHD UNIVERSITY OF MICHIGAN/UNCG Please take a look at this list of types of text. All three types are necessary for students to be able to become proficient at higher level reading skills. If I am a secondary English teacher asking my students to read A Tale of Two Cities or Canterbury Tales, I have to also be considering how I can provide my students with access to materials that are “easy” and allow them to practice. The same is true for a 3rd grade teacher who uses novels or anthologies to teach reading. When do students have a chance to read and practice their craft? Keep in mind the “Matthew Effect” that the rich keep getting richer, meaning that the students who read well are able to and want to read more where our less proficient readers read less and never get better.

Close Reading The New Colossus Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. "Keep ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!" Read and consider We do too much “spoon feeding” Need to re-read, grapple, look up, etc. Also, not interrupt – interrupt train wreck to make a connection: Have you ever taken a train ride? Click on Recently Viewed at top of page: Symbolism in The Lottery

Writing

Essential Questions How are the PA Common Core Writing standards structured? How does the focus for writing instruction progress from grade to grade as reflected in the PA Common Core Writing Standards? How does student writing look when it meets a grade level’s PA Common Core standards? What changes are needed in the current curriculum to meet the level of expectations required by PA Common Core Standards? Slide 4: PA Common Core Writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Today we are focusing on 4 essential questions related to a key piece of PA Common Core transition. Read each question aloud.

Organizational Structure
Types of Writing Informative/Explanatory Opinion/Argumentative Narrative Slide 7: PA Common Core Standards are organized according to Styles of Writing, Quality of Writing and the capacity to build knowledge through research and publication. According to PA Common Core, PA students are expected to understand and write: informative/explanatory texts that examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content; arguments that support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; and narratives that develop real or imagined experiences or events using effective technique, well-chosen details. What is the difference between PA Academic Writing Standards and PA Common Core Writing Standards? Turn and Talk: Discuss this question with your elbow partner (Participants should recognize the absence of persuasive writing and PA Common Core’s Opinion/Argumentative writing.) Table Talk: What is the difference between persuasive and argumentative writing? Ask each table to summarize their discussion around this question. Presenter information: Argumentative writing is much more balanced. It requires the development of both sides of an issue, offering several claims for one side while acknowledging that there are valid counterclaims from the opposition. Argumentative writing is not about winning to "get" something, but rather giving the reader another perspective to consider on a debatable topic. Persuasive writing is designed to draw the reader to the author's point of view. In a persuasive essay, the author only presents one side of the premise, that which they are defending, leaving the other aspect alone. The essay is designed to inform and convince in a fairly passive manner, without introducing conflict or highlighting the possible negatives of the opposite view. The goal is to woo and win over the reader by the explanation and the extolling of the merits of the author's premise, without exploring the other side of the issue at all.

Quality of Writing Focus Content Organization Style Conventions Slide 8: The Quality of Writing is integrated into each writing type and purpose. For each writing style presented in the previous slide, as indicated in PA Common Core, students are expected to: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach; and Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Response to Literature Production and Distribution of Writing/Process Technology and Publication Conducting Research Credibility, Reliability, Validity of Sources Range of Writing Slide 9: PA Common Core Writing Standards emphasizes the importance of students developing the capacity to build their knowledge through research projects and to reflect and respond analytically to literary and informational sources; then, use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. What are the challenges and benefits of putting a renewed emphasis on writing from sources rather than keeping the current focus on personal narrative? Start at 3 minutes. End at 4:00.

Learning Progressions
Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Slide 10: The PA Common Core Writing Standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year, in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Let's see how another state created grade specific rubrics. Share the State of Delaware’s grade level rubrics and have the participants explore the rubrics. Then, move to the PA Common Core Learning Progressions and related activity. Let’s take a look at how learning progresses through PA Common Core Writing. To do this you will need the document titled, “Understanding the Learning Progressions” and a highlighter. The Style of Writing addressed in this document is Opinion/Argument. The Quality of Writing focus is Organization. Directions: Working independently, start at the bottom of the document with the Kindergarten PA Common Core Writing Standard. Read the Standard; then, move up to the First Grade Standard. When you notice a change in wording from one grade level standard to the next grade level standard, highlight the words that changed from one grade level to another. When you have gone through all the grades and highlighted the changes from one grade to another, turn to your elbow partner and discuss what you noticed. Be prepared to complete the following statement: After reviewing the learning progressions and highlighting the changes, we conclude________________________. [If participants are not sure of the task – use a “think aloud” structure to model the task. Using a document camera, overhead projector, or a chart paper with K, 1, and 2 statements from the handout on it. Model a “think aloud” highlighting changes in wording that you see. For example as a starter: Using the K, 1, and 2 standards – what words do I see changing? In Grade 1 – I see “create” and I don’t see that in K. In first grade I see organizational structure and sense of closure. As I look at second grade I see the expectation of a concluding statement……] After the group works through the process - Responses should reflect: increasing sophistication, difficulty, or rigor. Have participants share their answers to the statement, “After reviewing the learning progressions and highlighting the changes, we conclude____.”

Common Core Learning Progressions
The Common Core Standards are woven into clear and developmentally aligned learning progressions that chart a course from kindergarten through college readiness. A learning progression is a sequenced set of aligned standards that students must master in order to graduate prepared for life beyond school. The Common Core Standards reflect a spiraling progression that is sequential and yet recursive. As students progress, the learning targets do not change essentially, but continue to expand in breadth and depth, allowing teachers and students multiple opportunities to develop the knowledge and skills defined by the standards.

Writing: Looks like… Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.

And more… Read the three texts below: “Biography of Amelia Earhart”
“Earhart's Final Resting Place Believed Found” “Amelia Earhart’s Life and Disappearance” Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

Comparing PSSA/Keystone
This is an example from the 11th grade PSSA from 2009 Explain how the author attempts to convince the reader that native species should be protected. Use at least 2 examples from the passage to support your explanation. This is an example from the Keystone Exam Analyze how the author constructs the argument in the passage. Use examples from the passage to support your analysis. The first example is from 11th grade PSSA released item from 2009 and the second example is a Keystone Exam example questions. Keystone Standard L.N Explain, interpret, describe, and/or analyze, the author’s defense of a claim to make, a point or construct an argument in nonfictional text. *Are we in agreement that the second question example (Keystone Exam example) is more rigorous? With your teachers you might choose to discuss what students need to understand and be able to do to succeed in the task.

Text Based Answers http://vimeo.com/27076243
What does it take to create opportunities for students to have deep evidence-based conversations about text? What change in practice must occur? What are the implications for teachers’ planning? What questions will take the student deeper into text and cause them to pay careful attention to it? Discussion of need for educators to use questioning methods that lead students to direct analysis of text, requiring evidence-based responses that consistently reference text to support arguments. Slide 20 Shift 4 brings these questions to mind.

Academic Vocabulary

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. Tier 1 Words Tier 2 Words Tier 3 Words Tier One words are the words of everyday speech usually learned in the early grades. They are not considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them. Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts. Tier Two words often represent subtle or precise ways to say relatively simple things. Because Tier Two words are found across many types of texts, they are highly generalizable. Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers, they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded.

Look like… Tier 1 Words Tier 2 Words Tier 3 Words cloud arm pizza
house school walk friend relative accumulate misfortune expectation falter vary itemize Impressionism lava carburetor legislature circumference eclipse aorta

Tier 2 Words for Focused Instruction
Word is central to understanding the text Word choice and nuance are significant Students are likely to see this word frequently Word is a more mature or precise label for concepts already known to students Word lends itself to teaching a web of words and concepts around it Rhode Island Department of Education

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.

Mathematics

Essential Questions How are the PA Common Core Mathematic standards structured? How does the focus for mathematics instruction progress from grade to grade as reflected in the PA Common Core Writing Standards? How does mathematics instruction look when it is aligned to PA Common Core standards? What changes are needed in the current curriculum to meet the level of expectations required by PA Common Core Standards?

Dan Meyer describes why we need to makeover math classrooms.
Math Class Makeover Dan Meyer describes why we need to makeover math classrooms. Watch and discuss the Dan Meyer video Click on the icon to view the video. NOTE: If you have time to extend the presentation: A scale drawing of a very small object is larger than the object. The scale of the drawing is 2 cm:14 mm. Find the unknown measure (in cm). width of object = 70 mm; width on drawing = ? Use Dan Meyer’s problem example. Take a drawing and scale it for a mural. What content standard is addressed (comparing fractions, ratios, proportion, scale drawing)? What practices standard(s) is addressed in your problem? Take this traditional problem and change it to a problem that addresses both content and practice? How? Why would you want to?

NCTM – Principles and Standards for School Mathematics
Problem solving Reasoning and proof Connections Communication Representation “NCTM’s Principals and Standards for School Mathematics included a set of “process standards:” problem solving, reasoning and proof, communication, representation, and connections. Many of you may be familiar with these process standards.”

Standards of Proficiency of Mathematical Practice
The National Research Council’s Adding It Up includes five strands of Mathematical Proficiency. Conceptual Understanding: Comprehension of mathematical concepts, operations, and relations. Procedural Fluency: Skill in carrying out procedures flexibly, accurately, efficiently, and appropriately. Strategic Competence: Ability to formulate, represent, and solve mathematical problems. Adaptive Reasoning: Capacity for logical thought, reflection, explanation, and justification. Productive Disposition: Habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. The Mathematical Practices are intertwined with the Common Core Standards and neither should be taught separately from one another.” Adding It Up: Helping Children Learn Mathematics By Jeremy Kilpatrick, Jane Swafford, & Bob Findell (Editors). (2001). Washington, DC: National Academy Press p. 117

Standards for Mathematical Practice
1. Make sense of complex problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Using the process standards and the five strands of mathematical proficiency, the writers of the Common Core for Mathematics developed eight Standards for Mathematical Practice. An important note about these standards is that they are for students. The purpose of the Mathematical Practices is to help the students know and understand the core standards at a deeper level. They engage the students in the content of your course. While they have implications on teachers and their instruction, in and of themselves, they are not goals for teachers.” Looking at the Mathematical Practices, take a few minutes, individually, to read the highlighted words for each of the practices. What do you notice? Also, think about the implications the standards might have on your classroom. Allow a few minutes for participants to think individually. Now take a few minutes to work with a partner to discuss the highlighted words as well as the implications of the mathematical practices in the classroom. Allow a few minutes for participants to discuss in partners. Have the partners share their thoughts with the group.

Grouping the Standards for Mathematical Practice
Distribute Handout: Mathematical Practice Grouping Chart Bill McCallum, one of the writers of the Common Core State Standards for Mathematics, described grouping the mathematical practices into four general categories: Reasoning & Explaining (practice 2 & 3). Modeling Using Tools (practice 4 & 5). Seeing structure and generalizing (practice 7 & 8). Read the first three words for each mathematical practice. What do you notice? Allow several minutes for participants to work and then ask, What do you notice? What are the phrases and words you listed earlier that describe these practices? Lead discussion to help clarify what these practices look and sound like in the classroom as students become proficient in all of the practices. These areas would not be expected every day; however, as often as appropriate for the tasks and as needed for students to be proficient in all practices. (McCallum, 2011)

Structure of Math Content Standards

Math Standards: Development and Progression

Next steps in Curriculum
Is the current content grade appropriate? What implications might the standards of mathematical practice have on your classrooms? What evidence exists that we are addressing the Standards for Mathematical Practices throughout the curriculum? Does the curriculum address procedural skills and conceptual understanding to ensure students are learning and applying the critical information they need to succeed at higher levels? Give the group time to read the statements and reflect. Ask the table to discuss the last two slides. Will these questions have an impact of their curriculum development?

Shifts in Mathematics Shift 1 Focus
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.

Curriculum Development

Status Check Have we acknowledged the instructional shifts?
Is the rigor of our curriculum aligned with PA Common Core? Do our local assessments mirror the rigor of PA Common Core? Are we adequately addressing academic vocabulary? Give the group time to read the statements and reflect.

What do you already have in regard to curricula? Does your curriculum meet Chapter 4 requirements and align to PA Common Core Standards? How do you evaluate local curriculum? What are the next steps in your district’s curriculum development? Today we are focusing on two essential questions related to a key piece of PA Common Core transition. Read each question aloud.

Curriculum refers to the specific blueprint for learning and is derived from content and performance standards. - Grant Wiggins and Jay McTighe

The curriculum should focus on powerful knowledge. All students should experience a thinking curriculum. The best results come from having an aligned curriculum. - Peter Hill

Curriculum Mapping is a collaborative, dynamic process for systematically aligning local content with the essential elements of Pennsylvania’s Standards Aligned System. Curriculum Mapping: Optimizes individual student achievement. Organizes course content into an easily accessed online tool that informs teaching and learning. Serves as a means to communicate curriculum to stakeholders.

A Core Map is a document that reflects the curriculum that all teachers are expected to address during a course of study. Each teacher in the course receives the Core Map. Although teachers may add to the Core Map, they may not edit or remove parts of the Core.

Building Capacity The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design…the house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner-while also meeting the building code along the way. (Wiggins and McTighe) Read the following quote from Wiggins and McTighe. “The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design…the house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner-while also meeting the building code along the way.” Reflect on what you have learned as related to this quote. Write at least five lines that will extend the analogy of homebuilding or applies the concepts discussed today to this analogy. This should be used as the culmination of this module’s learning. Draw on the participants responses to review key points and take-aways.

What components or items should we consider when building or developing curriculum? For CC, let’s just brainstorm as a group and place components on big paper. (Post components on big sheets of paper.)

School Code Public education provides planned instruction to enable students to attain academic standards under § Planned instruction must consist of at least the following elements: (1) Objectives (i.e. competencies) of a planned course, instructional unit or interdisciplinary studies to be achieved by all students. (2) Content, including materials and activities, and estimated instructional time to be devoted to achieving the academic standards. Courses, instructional units or interdisciplinary studies of varying lengths of time may be taught. (3) The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards specified under § 4.12 and any additional academic standards as determined by the school entity. (4) Procedures for measurement of the objectives of a planned course, instructional unit or interdisciplinary studies.

What components are missing?
Next Steps Does your current local curriculum meet all the requirement of Chapter 4 in the areas of curriculum and planned instruction? What components are missing? Have the table discuss each questions and write down any notes for future reference? Have the tables share out their finding? Please read the following questions and answer them to yourself. Write your answers on a piece of paper. Wait Now share your answers with the person beside you. Discuss the similarities and differences. Next share with the entire table and then the room.

What are some tools necessary for curriculum development?
Next Steps What are some tools necessary for curriculum development? PA Common Core Standards* Assessment Anchors and Eligible Content* Curriculum Frameworks* Emphasis Guides* PA Common Core Crosswalks* Local Resources and Assessments Mapping Tool Other *SAS  Standards  Common Core Ask the participants if they can find these items on Give the participants time to ensure they can find all necessary tools on the SAS Portal. Once you are comfortable with the groups accessing SAS and developing their individual tools/resource kits have them share resources with the entire group. You can move on to examples of curriculum review. Tell the participants they can make any additions to their own tools/resource kits whenever they feel the need.

Learning Progressions
SAS Component Frameworks Assessment Anchors Curriculum Framework Learning Progressions Standards Assess. Anchors Describe what students should know and be able to do at the end of a specific grade. Ties standards to assessment reporting. e.g. M11.A.1: Demonstrate an understanding of numbers, ways of rep. numbers, relationships among numbers, and number systems. Big Ideas A set of declarative statements of enduring understandings for all students at all grade/course levels. Essential Qs They frame student inquiry and promote critical thinking. They should assist in learning transfer. Standards Describe what students should know and be able to do at the end of a specific grade. Unit Plans A segment of the learning progression focused on a critical topic or theme necessary for success within a course/grade level. Each unit includes samples of sequenced lesson plans. Subject: Math = 2. Content Strand: Numbers, Number Systems, and Number Relationships =2.1. Grade Level: 11 = Standard: Model and compare values of irrational and complex numbers = A Concepts Describe what students should know, key knowledge, as a result of this instruction, specific to grade level. Anchor Descriptors More specific descriptors that can be used for instructional purposes. Both they and the descriptors (which appear one per page) are part of the Anchor. e.g. M11.A.1.1: Represent and/or use numbers in equivalent forms…. Vocabulary TIER 3 vocabulary - Key terminology linked to the standards, big Ideas, concepts and competencies in a specific content area and grade level. Lesson Plans Competencies Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level. Eligible Content Helps teachers identify how deeply they need to cover an Anchor and/or the range of the content they should teach to best prepare their students for the PSSA. e.g. M11.A.1.1.1: Find the square root of an integer to the nearest tenth using either a calculator or estimation. M11.A.1.1.2: Express numbers and/or expressions using scientific notation. M11.A.1.1.3: Simplify square roots. A written guide that specifically outlines the intended learning outcomes. It provides clear learning objectives, instructional procedures, strategies, resources and materials, and tools to assess student progress. Exemplars Performance tasks that can be used for assessment, instruction, or professional development. They provide educators with concrete examples of assessing students' understanding. Materials & Resources Resources for teaching- including: simulations, manipulatives, etc. Aligned, tagged, and quality controlled to optimize classroom utility

Curriculum Framework Eligible Content Big Ideas Essential Qs Concepts
Numbers, measures, expressions, equations, and inequalities can represent mathematical situations and structures in many equivalent forms. Essential Qs What strategies and models help us understand how to solve multiplication and division problems and how multiplication and division are related/connected? Concepts Multiplication and division of whole numbers and the relationship between operations Vocabulary Equivalent Forms Multiple Competencies Develop an understanding of multiplication and division of whole numbers by building on knowledge of the base ten system/operations and through the use of representations (e.g., equal-sized groups, arrays, area models, equal "jumps" on number lines, successive subtraction, partitioning, and sharing) in order to describe relationships, make estimations, and solve problems. Standard 2.5.3.A: Develop a plan to analyze a problem identifying the information needed to solve the problem… etc. Exemplars Insects have 6 legs. How many legs are on 3 insects? How many legs are on 6 insects? Anchor M.3.A.2: Understand the meaning of operations and the relationships between them. Anchor Descriptor M.3.A.2.1: Understand the meaning of operations and the relationships between them. Eligible Content M.3.A.2.1.1 Represent multiplication as repeated addition.

Curriculum Mapping http://www.pdesas.org/
Define the Mapping Elements Note-taking Organizer

Next steps in Curriculum
What do you need? How can the data reports help you? What are your immediate and long-term goals? What is your timeline? This is the time given to the local district on developing a process for curriculum evaluation. Have the tables work in teams to discuss local curriclum.

List 1 question or concern.
3-2-1 List 3 new learnings. List 2 next steps. List 1 question or concern. Complete a about the entire PA Common Core Standards documents. If time permits, discuss one thing they still have questions about.

Any Questions? Are there any questions that need to be answered??

Transition to PA Common Core

Similar presentations

Presentation on theme: "Transition to PA Common Core"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Transition to PA Common Core

Similar presentations

Presentation on theme: "Transition to PA Common Core"— Presentation transcript:

Similar presentations

About project

Feedback