“Stop asking me if we’re almost there! We’re nomads , for crying out loud!”

1. “Stop asking me if we’re almost there! We’re nomads, for crying out loud!” 1

2. NYS Common Core Learning StandardsUnderstanding the Change Being the Change How to Change http://engageny.org/ Western Suffolk BOCES August 23, 2011 2

3. Overarching goals for today… • To become familiar withNew York State P-12 Common Core Learning Standards for English Language Arts & Literacyand Standards for Literacy in History/Social Studies, Science, and Technical Subjects (CCLS) • To understand how implementing the CCLS in the classroom will impact teaching, learning, curriculum and materials

4. Caution! Before continuing… • The Common Core Learning standards are not just a new set of performance indicators…. • They are a whole new way of teaching and learning…. Common Core in ELA/ Literacy: Getting Started

5. Why Standards? Why Common Core Standards? Standards provide a shared vision of what students should know and be able to do. Standards provide a shared vision for teachers and administrators Common Core State Standards establish consistency across the states 5

6. Areas of focus Reading Writing Speaking and Listening Language Media and Technology - Research & Media skills built into the Standards as a whole 6

7. What is included in the Common Core Standards document? P-12 Anchor Standards for English Language Arts Reading Literature, Informational Texts Writing Listening and Speaking Language Progressive Skills Charts for Language Arts Conventions P-12 Grade Level Standards (We used to call these performance indicators.) 7

8. What is included in the Common Core Standards document? Foundational Skills in reading (P-5) Illustrative texts Reading Standards in History/Social Studies, Science, and Technical Subjects Writing Standards in History/Social Studies, Science, and Technical Subjects 8

9. What does the Research Document Contain? (Appendix A) Research on text complexity including exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Research on reading foundational skills Research on forms of writing: Argument Informational Narrative 9

10. Text complexity is defined by: • Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands • Quantitative measures – readability and other scores of text complexity • Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

11. What Does the Text Exemplar Document Contain? (Appendix B) Grade level text exemplars for English Language Arts Grade level sample performance tasks for English Language Arts Grade level text exemplars for Social Studies/History, Science, Math and Technical Subjects Grade level sample performance tasks for Social Studies/History, Science, Math and Technical Subjects 11

12. What Does The Document of Writing Exemplars Contain? (Appendix C) Grade level samples of student writing of Narrative Argument Informative/Explanatory 12

13. Six Shifts in ELA Literacy • Balancing Informational and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-based Answers • Writing from Sources • Academic Vocabulary

14. Balancing information and Literacy Texts: PK-5 • Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.

15. Building Knowledge in the Disciplines: 6-12 Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

16. Staircase of Complexity • In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase.” • Students read the central, grade appropriate text around which instruction is centered. • Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.

17. Text-Based Answers • Students have rich and rigorous conversations which are dependent on a common text. • Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

18. Writing From Sources • Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. • While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

19. Academic Vocabulary • Students constantly build the vocabulary they need to access grade level complex texts. • By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas. theory

20. What Does an Anchor Standard in Reading Look Like? Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 20

21. What Do Grade Level Standards Look Like For Reading? Grade 4 Explain how an author uses reasons and evidence to support particular points in a text. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Grade 7 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grade 10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 21

22. Example of Grade-Level Progression in ReadingStandard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. • Grade 3: Describecharacters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. • Grade 7: Analyzehow particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) • Grades 11-12: Evaluatevarious explanations for characters’ actions or for events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

23. Text Dependent Questions • What is (and isn’t) the meaning of “popular sovereignty”? Why does Monk claim that this is the form of government in America? • Is Lucy Stone confused when she asks “Which ‘We the People’?” Why does Monk say this question has “troubled the nation”? • What does the phrase “founding fathers” mean? Why does Marshall think the founding fathers could not have imagined a female or black Supreme Court Justice?

24. What Does a Grade Level Standard Look Like for Writing? Grade 4 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Grade 7 Write arguments to support claims with clear reasons and relevant evidence. 24

25. What Does a Grade Level Standard Look Like for Language? Grade 4 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. . . . . . . c. Use a comma before a coordinating conjunction in a compound sentence. Grade 7 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. . . . . 25

26. Overview of Writing Strand for Teachers • Students compose arguments and opinions, informative, explanatory, and narrative texts • Focus on reason and evidence to substantiate an argument or claim • Students conduct research – short projects and sustained inquiry • Students incorporate technology as they create, refine, and collaborate on writing (writing process) • Students explore writing illustrating the criteria required to meet the standards (See standards’ appendices for writing samples) 26

27. Text dependent questions • After reading Little Red Riding Hood, present an argument, based on the text, explaining why everything is not as it seems. • After reading Little Red Riding Hood, present an argument that expresses the author’s purpose and use specific lines from the text to support your response.

29. Overview of Standards for History/Social Studies, Science, and Technical Subjects Reading Standards • Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Standards • Write arguments on discipline-specific content and informative/explanatory texts • Use data, evidence and reason to support arguments and claims • Use of domain-specific vocabulary

30. What do grade level standards in literacy in social studies, science, and technical subjects look like? Social Studies Grade 9-10Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. Science Grade 9-10 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Technical Subjects Grade 9-10 Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. 30

31. Some Goals . . . Review rigor, relevance, coherence of our curricular units and interventions Develop instruction that is clear and focused Celebrate and share what we do well Revisit areas that need attention Put in place interim assessments that are standards based, and focus on literacy, not curriculum content Address knowledge and skills necessary for college and careers Integrate students’ literacy development in all areas 31

32. What We Need to Do . . . Understand and unpack the anchor standards Understand and unpack the grade level standards Develop and align curriculum with the CCLS standards in all subjects Create units that include Text based questions that promote close reading Writing that is inquiry based, using evidence to support argument 32

33. What Do We Need To Do? • By September 15, 2011, create awareness, foster fluency, and develop a common language supporting Common Core implementation. • By October 1, 2011, collaboratively diagnose school capacity for implementing The Common Core and create action plan to ensure Phase I execution: 1 Common Core Aligned Unit in every classroom, each semester. • By October 1, 2011, Introduce Common Core aligned curriculum model modules/units and unpack the qualities of a model unit. • By October 31, 2011, build capacity and foster accountability so that every teacher delivers at least one Common Core aligned unit in every classroom each semester.

34. Building as we go along http://www.youtube.com/watch?v=uWE5-KQYGl8

35. The Challenge: Linking the CCLS to Curriculum/Instruction in All Areas Curriculum & Instruction Need to focus on areas of inquiry - not specific standards in isolation Content area teachers and language arts/literacy teachers will need to plan and work together to help students meet the standards Teachers must place an emphasis on thinking with/about texts in all forms, including digital formats Develop Units that recognize that less is more 35

36. Instead of going a mile wide and an inch deep… • Go an inch wide and a mile deep

37. Data Driven Instruction Collect baseline data (student work from the classroom, more student work, standardized tests, anecdotal information) Analyze/Discuss data with students, parents and colleagues Determine what skills students need Determine an action plan to include instruction, lessons, units, essential questions, projects, etc. that address the skills necessary to improve student outcomes 37

38. Three Questions Regarding Data How has the student progressed? (value-added growth) How is the student doing compared to the class? (Differentiated Instruction) How is the class doing with the curriculum? (Teacher Reflection) 38

39. Sound Instruction Includes: Cognitive Engagement, Constructivist Learning & 21st Century Skills Creativity and innovation Critical thinking and problem solving Communication and collaboration Information and media literacy 39

40. The Bigger Picture Literacy tasks across the curriculum must address application of literacy standards in History/Social Studies, Science, Math, and Technical Subjectsin all areas of study.

41. First, a short video…. http://www.youtube.com/verify_age?next_url=http%3A//www.youtube.com/watch%3Fv%3DPOi4rvN_Yts

42. Planning Today: Choose one of the following Activities • Choose a text from Appendix B, do a close reading and create text based questions • Create an action plan for your department, or grade level group, or school to implement the ELA Common Core • Create a plan for developing literacy based interim assessments • Go to Appendix C, choose a grade level exemplar for writing an argument. Read the annotation of the piece and determine how you would create such an assignment in your classroom • Work on what you need to do in your school to implement or create understanding around the ELA Common Core Learning Standards

43. Contact • Victor Jaccarino • vicjaccarino@gmail.com