Presentation on theme: "Grade Level Meetings May/June 2013"— Presentation transcript:
1 Grade Level Meetings May/June 2013 PA Common Core State StandardsELA/LITERACY/MATHShifts for Students, Teachers and the Parkland School DistrictGrade Level MeetingsMay/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 StandardsEnglish Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsCollege and Career Readiness Anchor StandardsFound in each of the strands belowKey Ideas and DetailsReadingGrade Specific StandardsWritingGrade Specific StandardsSpeaking & ListeningGrade Specific StandardsLanguageGrade Specific StandardsKey Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasRange of Reading and Level of Text ComplexityText Type and PurposesProduction and Distribution of WritingResearch to Build and Present KnowledgeRange of WritingComprehension and CollaborationsPresentation of Knowledge and IdeasConvention of Standard EnglishKnowledge of LanguageVocabulary Acquisition and UseThese 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.AppendicesFoundational SkillsGrades K-5Literacy in History/Social Studies, Science and Technical SubjectsGrades 6-12Appendix A: Research behind the standards and a glossary of termsAppendix B: Text exemplars illustrating complexity, quality, and range of reading appropriatenessAppendix C: Annotated samples of student writing at various gradesBook HandlingPrint ConceptsPhonological AwarenessPhonics and Word RecognitionFluencyReading and Writing Standards for Area Subjects
5 College and Career Readiness Anchor Standards PA Common Core Standards English Language Arts & LiteracyCollege and Career Readiness Anchor StandardsFoundational SkillsA necessary component of an effective, comprehensive reading program designed to develop proficient readers.Reading Informational TextEnables students to read, understand, and respond to informational texts.Reading LiteratureEnables students to read, understand, and respond to literature.WritingDevelops the skills ofinformational, argumentative, and narrative writing as well as the ability to engage in evidence based analysis of text and research.Speaking & ListeningFocuses students on communication skills that enablecritical listening and effective presentation of ideas.Appendix A: Research behind the standards and a glossary of termsAppendix B: Text exemplars illustrating complexity, quality, and range of reading appropriatenessAppendix C: Annotated samples of student writing at various gradesPA 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 literatureFocusing on close and careful reading of text so students are learning from the textBuilding a staircase of complexity (each grade level requires a step of growth on staircase) so students graduate college/career readySupporting 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 readStressing an academically focused vocabulary so that students can access more complex texts
6 PENNSYLVANIA COMMON CORE STANDARDS English Language ArtsCC 1.3 Reading LiteratureStudents 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 elementsAssessment anchors and eligible contentNote 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 StandardsStandards for Mathematical ContentStandards for Mathematical PracticeNumbers and OperationsCounting and CardinalityNumbers and Operations in Base TenNumbers and Operations—Fractions Ratios and Proportional RelationshipsThe Number SystemNumber and QuantityMake sense of problems and persevere in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Model with mathematicsUse appropriate tools strategically.Attend to precision.Look for and make use of structure.Look for and make sense of regularity in repeated reasoning.Algebraic ConceptsOperations and Algebraic ThinkingExpressions & EquationsFunctionsAlgebraexplainGeometryMeasurement, Data, and Probability Measurement and DataStatistics and Probability
8 PACCSS/Existing PA State Standards Compares the differences between the standards. PA academic standard, PACC and CCTalk 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 changesDiscuss curriculum connector
10 PACCSS/Existing PA State Standards PACCSS exist for pre-K -12PACCSS 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 supportsComplexity = blend of text readability, knowledge demands, and reader task
12 Ask teachers to give an example from LEAD21. Handout
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 readersCCSS require higher Lexile scores than ever before. For example in Grades 4-5 fromto
15 Shifts in ELA/Literacy Balancing Informational& Literary TextStudents read a true balance of informational and literary texts.Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activitiesShift 3Staircase of ComplexityStudents 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 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text.Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument.Shift 6Academic VocabularyStudents 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 2CoherencePrincipals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.Shift 3FluencyStudents 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 4DeepUnderstandingStudents 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 5ApplicationStudents are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.Shift 6Dual IntensityStudents are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.Discuss slide
18 Common Core and Professional Learning Communities Framework for TeachingDomain Four4d: Participating in a Professional Community4e: Growing and Developing ProfessionallyNew Teacher Effectiveness/Evaluation toolComponents of domain 4Discuss 4d and 4eWhat 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