Wiki

1. Wiki http://pugetsoundesdccss-ela.wikispaces.com Wireless Access Open Air Password: summer10

2. Give One, Get One • Consider the six shifts, share one implication for your current ELA initiatives or other responsibilities? • Continue sharing one idea with three people (or 10 minutes, whichever comes first)

4. Common Core State StandardsOur goals for today… Participants will… • Understand the vertical articulation of the standards • Deconstruct a standard and evaluate rigor as defined by Hess’s Cognitive Rigor matrix • Discuss implications for our work • Identify resources to support implementation

5. Rigor – Quick Write • What makes reading hard? • How is rigorous reading different from hard reading? • For me, rigor is…

6. Protocol for Processing Articles • Read an article individually and highlight important points, including the author’s definition of rigor. • Round 1: Each person shares and important point the author makes. Discuss implications for our work. • Round 2: Each person shares their definition of rigor. Discuss how the definitions are alike and different. • Round 3: (If time permits) share another important point and discuss implications.

7. Reflect • Look back at your definition of rigor • Mark any aspects of your definition that were confirmed by the reading. • Add to or revise your definition if your thinking has changed.

8. Common Core State Standards in English Language Arts Vertical Articulation at a Glance

9. What is Vertical Articulation Vertical alignment asks: • How are the content standards/objectives related from one year/grade to the next? • Knowledge or skills extend to a wider range of content • Deeper understanding of the (cognitive process) for same content • New content or skills

10. Back-mapping the ELA CCSS • Starting with college and career readiness • Standards for each grade level are identified • Working backward from grade 11-12 to 9-10 to 8 etc. • Establishes a clear, aligned K-12 pathway, linking elementary, middle, high school, and end-of-high school college and career readiness

11. Bloom’s Taxonomy

12. A ComparisonOriginal Revised • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

13. Analyzing the Standards

14. Your turn… • With a partner, select a different anchor standard • Highlight the additions of the grade level standard as it progresses toward College and Career Readiness • Circle the verbs describing the skills required of students R.I.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.)

15. Cognitive Rigor Matrix by Karin Hess • Combines Bloom’s Taxonomy with Webb’s Depth of Knowledge framework. • A tool for: • Designing units of study that have a range of cognitive demand. • Assessing tasks for the thinking they require of a student

16. The Cognitive Rigor Matrix

17. Your turn again… • Record the level of Bloom’s or Webb’s Depth of Knowledge for each component of the standard. R.I.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

18. Next steps?

19. Standard to Practice • Begin with the Common Core State Standards, then consider what you already have and do. • Determine whether you address: • all or part of the standards in your curriculum, • whether your practice occurs at the same grade level as the standard, • and whether you currently have any data to evaluate effectiveness of instruction relative to that practice

20. Implications • What are some of the key ideas related to vertical articulation? • How might you use the cognitive rigor matrix? • What are the similarities and differences current levels of rigor for students and the the level of rigor called for in the Common Core State Standards (CCSS)? • As you think about vertical articulation, what might be some next steps for your grade level, building and district?

21. Resources

22. Grade Level One-Pagers created by teachers in Washington State See the Resource page for the link to these documents.

23. Resources for Implementation • ELA overview documents (one-pagers) as connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel • Publisher’s Criteria in ELA and Literacy: http://k12.wa.us/CoreStandards/Resources.aspx • Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses • Parent Resource Guides: http://www.pta.org/4446.htm

24. For More Information • Common Core Website: http://www.corestandards.org/the-standards • Common Core Questions: • Email: corestandards@k12.wa.usOR • Greta Bornemann, OSPI CCSS Project Director, E-mail: Greta.Bornemann@k12.wa.us • Hunt Institute Videos • http://www.youtube.com/watch?v=9IGD9oLofks&feature=player_detailpage (overview) • http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related (writing) • http://pugetsoundesd.ccss-ela.wikispaces.com

25. Thank you. corestandards@k12.wa.us