2.  For PLCs to effectively engage with change processes and reinvent practice, a collective focus and the commitment of all individuals is essential.  To achieve this, a sustained effort based on a shared vision is required, in a climate that supports risk taking and problem solving, with all members of the PLC committed to the process. Collective Responsibility

3.  A willingness to learn and acknowledgement of responsibility for both individual and group learning is required of all PLC members.  Common goals:  Commitment to ensure student learning  True collaboration  Distributed leadership and decision-making  Reflection and inquiry 3 Collective Responsibility

4. Previously, every state had its own set of academic standards and different expectations of student performance. Consistency Common standards can help create more equal access to an excellent education. Equity All students must be prepared to compete with not only their American peers, but also with students from around the world. Competition Clear and coherent standards will help students (and parents and teachers) understand what is expected of them. Clarity Common Standards create a foundation for districts and states to share resources and work collaboratively. Collaboration Source: www.corestandards.org Strengths of the Common Core

5. Informational text and literature Comprehending complex texts Writing in response to texts Conducting and reporting on research Language and grammar skills Speaking and listening Cross-content literacy 5 Features of the Common Core State Standards – English Language Arts

6. Emphasis on mathematical practices Attention to focus and coherence Increased focus on algebra in middle school Problem solving and reasoning Mathematical modeling Standards for STEM readiness 6 Features of the Common Core State Standards – Math

7. 1.Lead High-Level, Text-Based Discussions 2.Focus on Process, Not Just Content 3.Create Assignments for Real Audiences and with Real Purpose 4.Teach Argument, Not Persuasion 5.Increased Text Complexity 7 Shifts in Teaching These areas are outlined in the article titled “Five Things That Every Teacher Should Be Doing To Meet the Common Core State Standards.” Please take the time to review the article’s insights about the following:

8.  If you are in Math or Science, please join Rick and Terri in H-95.  Those remaining should begin the pre-assessment in your handouts.  Thank you for doing this in a timely manner. 8 Room Shift

9.  1. B  2. C  3. D  4. C  5. A  6. D  7. A  8. B  9. C  10. C Answers to assessment

10.  Shifts in ELA/Literacy Shifts in ELA/Literacy  Standards Analysis Standards Analysis  Interdisciplinary Approach Interdisciplinary Approach  Helpful Websites Helpful Websites Contents

11. 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language 11 The CCSS Requires Three Shifts in ELA/Literacy

12. Video, “Education Update: The Common Core State Standards for ELA and Literacy,” discusses the structure and emphasis of the standards. https://www.teachingchannel.org/videos/commo n-core-standards-ela While watching the video:  The emphasis of the Reading Standards  The role of content-area teachers 12 Examining the CCSS for ELA/Literacy

13. 13 CCR Anchor Standards The CCR Anchor Standards represent the expectations for students who are college and career ready. The CCSS are organized around the College and Career Readiness (CCR) Standards for Reading, Writing, Speaking and Listening, and Language. Each strand is headed by a set of CCR anchor standards that is identical across all grades and content areas.

14.  The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. 14 Compare the CCR and the CCSS

15. While Standard 1, about citing evidence, is very similar across these reading standards, Standard 9 varies the most. CCR ANCHOR STANDARD FOR READING STANDARD 9 “Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ” 15 Comparing Standards for Informational Text/Literacy in all disciplines.

16. 16 Comparing Standards for Informational Text: History/Social Studies/ Science/Technical Subjects 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 9. Compare and contrast treatments of the same topic in several primary and secondary sources. 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 9-10 grade CCS Standard 11 th -12 th grade CCS Standard History & Social Science Science & Technical Subjects

17. Research shows that currently students:  Are not reading enough informational text  Are not understanding challenging and complex informational text Educators must meet the challenges of preparing students for college and career by:  Implementing effective reading comprehension strategies that support students in reading and understanding complex informational text  Supplementing classroom texts with rigorous and complex informational text Source: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects p.4. 17 Interdisciplinary Approach to Literacy

18. Students are required to read very little informational text in elementary and middle school. Non-fiction makes up the vast majority of required reading in college/workplace. Informational text is harder for students to comprehend than narrative text. Supports students learning how to read different types of informational text. 18 Building Knowledge Through Content-rich Nonfiction – Why?

19. 19 Text Type Examples Informational Text Literary Nonfiction and Historical, Scientific, and Technical Texts Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

20. “Nonfiction texts include all books about the sciences (natural, social, and physical), history, sports, crafts, the arts, how-tos, newspapers, articles, the World Wide Web, and so on, that discuss factual information about a topic, as well as biographies, autobiographies, and memoirs.” Source: Pike, Kathy, and G. Jean Mumper. Making Nonfiction and Other Informational Texts Come Alive: A Practical Approach to Reading, Writing, and Using Nonfiction and Other Informational Texts Across the Curriculum. Boston, MA: Allyn & Bacon, 2003 20 Importance of Informational Text

21. Shared Responsibility 21 “The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.” from the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, page 4.

22. All Teachers Support Literacy 22 This interdisciplinary approach to literacy stems from extensive research establishing the need for college and career ready students to be proficient in reading complex informational texts, independently, in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content Postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding.

23.  Logically, these standards are available at the California Department of Education  However, both CoreStandards.org and CoreStand.com have the information as well.CoreStandards.orgCoreStand.com  Please consider adding a shortcut to your computer that leads to the MVHS SharePoint site, as many Common Core resources have been uploaded here in the Shared Documents. (It is also how you sign up for time in the computer labs.)MVHS SharePoint site  If you would like to view videos on the shifts in Common Core, please considering viewing the Hunt Institute and Teaching Channel playlists.Hunt Institute Teaching Channel Resources