Taking a Bite Out of The Common Core Standards

1. Taking a Bite Out of The Common Core Standards Making the Transition Elisha Carr District Reading Specialist

2. Text Inquiry • Educational Leadership • Building on The Common Core • By David T. Conley • Do the following as you read: • Circle the most important words • Underline important phrases • Highlight important sentences

3. Florida’s Vision Identify and support highly effective teachers and school leaders to provide world class instruction to an internationally diverse student population and ensure their capacity to move our country to the top academically and economically.

4. Standards Development Process • College and career readiness standards developed in summer 2009 • Based on the college and career readiness standards, K-12 learning progressions developed • Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public • Final Common Core State Standards released on June 2, 2010 The Common Core State Standards in Reading/Language Arts & Mathematics were adopted by the Florida State Board of Education on July 27, 2010.

5. Florida’s Common Core Implementation Timeline F - full implementation of CCSS for all content areas L - full implementation of content area literacy standards including: (1) text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12) B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0

6. Text Complexity Grade Bands andAssociated Lexile Ranges (in Lexile measures) The Common Core State Standards in Reading/Language Arts & Mathematics were adopted by the Florida State Board of Education on July 27, 2010.

7. Why Common Core State Standards? • Preparation: The standards are college- and career-ready. They support the building of success after high school. • Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. • Equity: Expectations are consistent for all – and not dependent on a student’s zip code.

8. Why Common Core State Standards? • Clarity: The standards are focused, coherent, and clear to assist stakeholders in understanding of what is expected. • Collaboration: Common standards allow for pooling resources and expertise, creating curricular tools, common professional development and other materials..

9. Design & Organization of Reading/ELA Three main sections: • K−5 (cross-disciplinary) • 6−12 English Language Arts • 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

10. Common Core “Domains” • Strands • Reading (Lit & Info) • Writing (Lit & Info) • Speaking and Listening • Language • An integrated model of literacy • Media requirements blended throughout

11. Design & Organization • College and Career Readiness (CCR) • anchor standards • Broad expectations consistent across grades and content areas • Based on evidence about college and workforce training expectations range and content

12. Design & Organization • K−12 standards • Grade-specific end-of-year expectations • Developmentally appropriate, cumulative progression of skills and understandings • One-to-one correspondence with CCR standards

13. Structural Differences • Current Standards • Subject Area • Strand • Standard • Benchmark • Language Arts • Reading Process • The student uses a variety of strategies to comprehend grade level text. • LA.7.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. • Common Core • Strand • College Career Ready Anchor • Standard • Reading Standards for Informational Text • Key Ideas and Details • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

14. Emphasis on Informational Text The Standards aim to align instruction with the National Assessment of Educational Progress (NAEP) framework Percentages do not imply that high school English teachers must teach 70% informational text; determinations are built on the foundation that a great deal of reading must occur in all disciplines.

15. Common Core vs. NGSSS • Group Sorting Activity: • Using the 7th grade NGSSS, compare them to the Common Core Standards. • What NGSSS standards are covered under the Reading, Literature Common Core Standards? • Place each NGSSS Reading Standards with the Common Core you feel it most parallels.

16. Increasing Complexity Across Grade Levels Sixth grade: Describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond to or change as the plot moves toward a resolution. Ninth/Tenth: Analyze how complex characters (those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Eleventh/Twelfth: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

17. How Do We Address the Challenge? The challenge is: how do we support teachers in effectively transitioning to the Common Core Reading expectations.?

18. Literacy in History/Social Studies 6-12 • Ten standards correlated to the study of history • Knowledge and skills spiral as grade levels progress • Common Core Literacy Standards within Social Studies course descriptions

21. More Information www.corestandards.org