WHAT DIFFERENCE WILL THEY MAKE? July 13-15, 2010

1. WHAT DIFFERENCE WILL THEY MAKE? July 13-15, 2010

2. 3 – 2 - 1 • things you know 2 things you are interested in knowing more about 1 question

3. Overview • State-led and developed common core standards for K-12 in English/language arts and mathematics • Focus on learning expectations for students, not how students get there.

4. Why now? • Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training 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. • Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. • Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

5. Process and Timeline • K-12 Common Standards: • Core writing teams in English Language Arts and Mathematics • External and state feedback teams provided on-going feedback to writing teams throughout the process • Draft K-12 standards were released for public comment on March 10, 2010; 9,600 comments received • Validation Committee of leading experts reviews standards • Final standards were released June 2, 2010

6. Feedback and Review • External and State Feedback teams included: • K-12 teachers • Postsecondary faculty • State curriculum and assessments experts • Researchers • National organizations (including, but not limited, to):

7. Common Core State Standards Design • Building on the strength of current state standards, the CCSS are designed to be: • Focused, coherent, clear and rigorous • Internationally benchmarked • Anchored in college and career readiness • Evidence and research based

8. Common Core State Standards Evidence Base • Evidence was used to guide critical decisions in the following areas: • Inclusion of particular content • Timing of when content should be introduced and the progression of that content • Ensuring focus and coherence • Organizing and formatting the standards • Determining emphasis on particular topics in standards • Evidence includes: • Standards from high-performing countries, leading states, and nationally-regarded frameworks • Research on adolescent literacy, text complexity, mathematics instruction, quantitative literacy • Lists of works consulted and research base included in standards’ appendices

9. Common Core State Standards Evidence Base • English language arts • Australia • New South Wales • Victoria • Canada • Alberta • British Columbia • Ontario • England • Finland • Hong Kong • Ireland • Singapore Mathematics Belgium (Flemish) Canada (Alberta) China Chinese Taipei England Finland Hong Kong India Ireland Japan Korea Singapore • For example: Standards from individual high-performing countries and provinces were used to inform content, structure, and language.

10. What Momentum is There for the Initiative? • 48 states, the District of Columbia, and two territories have signed on to the Common Core State Standards Initiative

11. Criteria for the Standards • Fewer, clearer, and higher • Aligned with college and work expectations • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards Internationally benchmarked, so that all students are prepared to succeed in our global economy and society • Based on evidence and research

12. K-12 ELA Common Core Standards: Fewer, Clearer, Higher/DeeperReading and WritingSally Hampton

13. What Does Reading Instruction Look Like in Your Schools?

14. NAEP Reading Framework Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness.

15. Table Talk #1 • What are the implications of the Reading Framework: • for you? • for principals? • for teachers? • for students and parents?

16. Overall Organization • A comprehensive K-5 section • Reading Strand - Writing Strand • Speaking and Listening Strands - Language Strand • Two content-area specific sections for grades 6-12 • ELA • Reading Strand - Writing Strand • Speaking and Listening Strands - Language Strand • History/Social Studies, Science, and Technical Subjects • Reading and Writing Strands • Three appendices • Appendix A: contains supplementary material on reading, writing, speaking and listening, and language as well as a glossary of key terms. • Appendix B: consists of text and accompanying sample performance tasks. • Appendix C: includes annotated samples demonstrating at least adequate performance in student writing at various grade levels.

17. Reading Standards 10 standards per grade level clustered under 4 bands that remain constant up through the grades • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity • Types of text: Literature Informational • Complexity

18. College and Career ReadinessReading Standards 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. • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

19. College and Career ReadinessReading Standards Craft and Structure • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and explain how specific word choices shape meaning or tone. • 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. • Assess how point of view or purpose shapes the content and style of a text.

20. College and Career ReadinessReading Standards Integration of Knowledge and Ideas • Integrate and evaluate content presented graphically, visually, orally, and multimodally as well as in words within and across print and digital sources. • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

21. College and Career ReadinessReading Standards Range and Level of Text Complexity • Read and comprehend complex literary and informational texts independently and proficiently.

22. The Text Complexity Issue Research shows that the ability to read and comprehend complex text is the best predictor of college success. Issue The books that students read, or certainly many of the books that students read at K-12, became easier after 1962. College books have not become easier. Recent text measurement studies have found that college textbooks, workplace texts, domestic newspapers, international English newspapers, and citizenship texts (IRS 1040 form, juror instructions, health advisories, Wikipedia feature articles) all share a remarkably consistent range of text complexity (1200L to 1400L). The medium demand for grade 12 text is 1130L.

23. The Text Complexity Issue What Compounds the Problem? Students in high school are not only reading texts that are significantly less demanding that those they will encounter in college, but instruction with any text they do read is heavily scaffolded. In college students are expected to read independently. Furthermore The amount of reading in college is substantially more that what students typically experience in high school. It can be up to 8 times greater.

24. Table Activity #2: Reviewing Reading Standards for Literature • Review the first reading standard for literature from kindergarten to grade 12. • Focus on the progression of skills students are expected to acquire as they move across grade levels in standard 1. • Discuss the following question: • What stands out to you in terms of the progression in what students need to know and be able to do from grades K-12?

25. From Standards for Reading Literature

26. From Standards for Reading Literature

27. Texts Illustrating the Complexity, Quality, and Range of Student Reading 6-12

28. Texts Illustrating the Complexity, Quality, and Range of Student Reading 6-12

29. Texts Illustrating the Complexity, Quality, and Range of Student Reading 6-12 Note: Given space limitations, the illustrative texts listed above are meant only to show individual titles that are representative of a range of topics and genres. (See Appendix B for excerpts of these and other texts illustrative of grades 6–12 text complexity, quality, and range.) At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow students to study those topics or themes in depth.

30. Text Complexity Grade Bands and Associated Lexile Ranges (in Lexiles)

31. Text Complexity Demands

32. Text Complexity Demands

33. Table Activity #3 Sample Performance Tasks for Informational Texts: English Language Arts • Review the sample performance tasks for informational texts • TABLE TALK: Discuss the following question: • What stands out to you in terms of what students need to know and be able to do?

34. Sample Performance Tasks for Informational Texts: English Language Arts • Students determine the point of view of John Adams in his “Letter on Thomas Jefferson” and analyze how he distinguishes his position from an alternative approach articulated by Thomas Jefferson. [RI.7.6] • Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text. [RI.8.2] • Students trace the line of argument in Winston Churchill’s “Blood, Toil, Tears and Sweat” address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not. [RI.6.8]

35. Sample Performance Tasks for Informational Texts: English Language Arts • Students analyze in detail how the early years of Harriet Tubman (as related by author Ann Petry) contributed to her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life. [RI.6.3] • Students determine the figurative and connotative meanings of words such as wayfaring, laconic, and taciturnity as well as of phrases such as hold his peace in John Steinbeck’s Travels with Charley: In Search of America. They analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes. [RI.7.4]

36. Reading Standards Note: Grades K-5 also include Foundational Skills • Kindergarten: • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Recognition and Fluency • Read emergent-reader texts with purpose and understanding • Grade 1: • Demonstrate understanding of the organization and basic features of point • Demonstrate understanding of spoken words, syllables, and sounds (phonemes) • Know and apply grade-level phonics and word analysis skills in decoding words • Read with sufficient accuracy and fluency to support comprehension

37. Reading Standards • Grade 2: • Know and apply grade-level phonics and word analysis skills in decoding words • distinguish long and short vowels when reading regularly speed one syllable words • know spelling sound correspondences for additional common vowel teams • Read with sufficient accuracy and fluency to support comprehension • read on-level text with purpose and understanding • read on-level text orally with accuracy, appropriate rate, and expression

38. Reading Standards • Grade 3: • Know and apply grade-level phonics and word analysis skills in decoding words • identify and know the meaning of the most common prefixes and derivational suffixes • decode words with common Latin suffixes • Read with sufficient accuracy and fluency to support comprehension • read on-level text with purpose and understanding • read on-level prose and poetry orally with accuracy, appropriate rate, and expression

39. Reading Standards • Grade 4: • Know and apply grade-level phonics and word analysis skills in decoding words • use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllable words in context and out of context • Read with sufficient accuracy and fluency to support comprehension • read on-level text with purpose and understanding • read on-level prose and poetry orally with accuracy, appropriate rate, and expression

40. Reading Standards • Grade 5: • Know and apply grade-level phonics and word analysis skills in decoding words • use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllable words in context and out of context • Read with sufficient accuracy and fluency to support comprehension • read on-level text with purpose and understanding • read on-level prose and poetry orally with accuracy, appropriate rate, and expression

41. Becoming Familiar with the Standards • Review the Reading Standards by marking them up with questions/comments that focus on changes that these standards will require of teachers across all disciplines. • Think through the instructional changes that will arise as a result of the CCS by talking through the issues that these standards will engender and the problems with resources, including time and the need for professional development.

42. Activity #4: Observing a Reading Lesson • Watch a fourth grade reading lesson with the lens of the CCSS. • Compare the lesson to • current instructional practice • focus • resulting student performance • CCSS

43. Implications • Each table prepares a list of the five most important changes they see as a result of the Reading Standards for each of the 5 levers. • Curriculum: What are the academic tasks (content, knowledge, skills) that we ask students to do? • Pedagogy: How do teachers support student learning? • Assessment: How do we know students are learning? • Collaboration: How do adults learn and improve their practice? • Structure: How do we use time, space, technology, and other resources to enable student learning?

44. Writing Standards

45. What Does Writing Instruction Look Like in Your Schools?

46. NAEP Writing Framework Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework Writing assessments aligned with the Common Core should adhere to the distribution of writing purposes across grades outlined by NAEP. Classroom assignments/instruction should address all three writing types.

47. Whole Group Discussion • What are the implications of the Writing Framework: • for you? • for principals? • for teachers? • for students and parents?

48. Writing Standards 10 standards per grade level clustered under 4 bands that remain constant up through the grades • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing Text Types • Narrative • Fictional • Personal • Informative/Explanatory • Opinion Argument • Grade K-5: Opinion/Evidence • Grade 6: Claim/Evidence/Reasoning (warrant) • Grade 7-12: Claim/Evidence/Reasoning/Counterclaim

49. College and Career Readiness Writing Standards Text Types and Purposes • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. • Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

50. College and Career Readiness Writing Standards Production and Distribution of Writing • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.