Transition to PA Common Core

Common Core Introduction Essential Questions What are the Common Core Standards? What are the instructional implications of the shift to the Common Core Standards? Copyright ©2011 Commonwealth of Pennsylvania 2

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Diving Into the PA Common Core Objective 1: Investigate the Common Core State Standards Copyright ©2011 Commonwealth of Pennsylvania 4

What is this new thing called COMMON CORE and why is this so IMPORTANT? Copyright ©2011 Commonwealth of Pennsylvania 5

College Instructors and Employers Say Graduates Are Not Prepared for College and Work Average estimated proportions of recent high school graduates who are not prepared Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

Rationale for the CCSS Declining US competitiveness with other developed countries NAEP performance that is largely flat over the past 40 years in 8th grade – Slight improvement at the 4th grade level – Slight decline at the high school level High rates of college remediation 7

Principles of the CCSS Aligned to requirements for college and career readiness Based on evidence Honest about time 8

COMMON CORE STATE STANDARDS INITIATIVE Where it started State-led and developed Common Core standards for K-12 in Englishlanguage arts and mathematics. Focus on learning expectations for students, not how students get there. Copyright ©2011 Commonwealth of Pennsylvania 9

Again, Why is COMMON CORE so IMPORTANT? Copyright ©2011 Commonwealth of Pennsylvania 10

ELA/Literacy & Math Shifts 11 6 Shifts in Mathematics 3 Shifts in ELA/Literacy Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language Focus – strongly where Standards focus Coherence – Think across grades and link to major topics within grades Rigor – In major topics, pursue conceptual understanding, procedural skill and fluency, and application

An Introduction to the PA Common Core PENNSYLVANIA COMMON CORE STANDARDS English Language Arts An Introduction The Structure of the PA Common Core Standards Copyright ©2011 Commonwealth of Pennsylvania 12

Copyright ©2011 Commonwealth of Pennsylvania 13

sive College and Career Readiness Anchor Standards 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 Reading Informational Text Reading Literature Foundational Skills Writing 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 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)

An Introduction to the PA Common Core Golden Line Activity: Step 1: On your own, read the first section of the Range and Content notes. As you read, underline or highlight words or phrases that stand out as profound. Step 2: From the words or phrases you selected, choose the one word or phrase that you would classify as gold. Step 3: Turn and share with a partner or small group. Build consensus and choose the one word or phrase that you can all agree on as most valuable. Copyright ©2011 Commonwealth of Pennsylvania 15

16 PA Standard English Language Arts 16 CC A 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

17 PA Assessment Anchors and Eligible Content English Language Arts 17 E. 03. B-K Grade Assessment Ancho r 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

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 Determine the main idea of a text; recount the key details and explain how they support the main idea.

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 Cite evidence from a text to support generalizations.

An Introduction to the PA Common Core PENNSYLVANIA COMMON CORE STANDARDS MATH An Introduction The Structure of the PA Common Core Standards Copyright ©2011 Commonwealth of Pennsylvania 20

Structure of Math Content Standards Domain Cluster Standards Copyright ©2011 Commonwealth of Pennsylvania 21

Grade 6 Overview Copyright ©2011 Commonwealth of Pennsylvania 22

Grade 6 Overview Copyright ©2011 Commonwealth of Pennsylvania 23

Grade 6 Overview Copyright ©2011 Commonwealth of Pennsylvania 24

25 YOUR TASK IS TO LOG INTO THE SAS PORTAL AND EXPLORE THE COMMON CORE STATE RESOURCES. 25 Copyright ©2011 Commonwealth of Pennsylvania

Drawing Conclusions Copyright ©2011 Commonwealth of Pennsylvania 26 Content Currently Taught Content MissingNew Content

27 ACTIVITY 27

Knowledge: Common Core State Standards Overview: Rationale, Principles, and Shifts Vision – An opportunity to bring focus and coherence Metrics – Clear goals, a picture of progress, and a commitment to monitor and adjust Build Capacity – Support our learning organization in which learning together is valued Stay Engaged – The work is developing. Stay engaged and continue learning. Copyright ©2011 Commonwealth of Pennsylvania 28