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Transitioning to The Common Core

Transitioning to The Common Core. SoMIRAC Conference March 29, 2012. The Transition Continues. A Review. The ELA CCSS has how many strands? In Maryland, groups of related standards within a strand are called _________. What grades do the literacy standards address?.

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Transitioning to The Common Core

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  1. Transitioning to The Common Core SoMIRAC Conference March 29, 2012

  2. The Transition Continues

  3. A Review • The ELA CCSS has how many strands? • In Maryland, groups of related standards within a strand are called _________. • What grades do the literacy standards address? • 4 – Reading, Writing, Speaking & Listening, & Language • Clusters • Pre-k – Gr. 12. Embedded in elementary, separate in 6-12.

  4. Model Unit Planning

  5. Our Goal • 2 model units at every grade (Pre-k - Gr. 12) • First unit is in final revisions stage • Second unit is being created • Next year we will develop 2 more units per grade • These units will be placed on the new Curriculum Management System by summer, 2012

  6. Resources Considered Neither document presents a sequence Both documents can work together! • Overall organizational structure • Balance of text types & writings • Integration of strands & standards • Essential Skills and Knowledge • brings standards to lesson level • Shows direct paths to the strands • Integration of strands and MD SLM & TL

  7. For more information . . . • Common Core State Standards website: http://www.corestandards.org/the-standards • PARCC http://parcconline.org/ • Links also on MDK.12 http://www.mdk12.org/

  8. At least 2 developed lessons Units include - Lesson Seeds Based on a model text, suggested model texts or model multi-media May address multiple days of instruction Identify unit CCSS that could be addressed during this series of lessons (show integration of more than one strand) Suggested student outcomes Based on a model text or model multi-media example May address multiple days of instruction Instruction focused on one or more major standard but showing integration of standards from other strands Fully developed lesson reflecting increase in rigor

  9. Lesson template components • Grade, Unit • Lesson Overview • Teacher Planning and Preparation • Essential Question • Unit Standards Applicable to This Lesson • Student Outcomes • Materials • Pre-Assessment • Lesson Procedure • Lesson Closure

  10. Units and lessons model: Integration of the Standards

  11. Integration • Modeled in MD Common Core State Curriculum Frameworks • Integration among standards in the 4 strands • Integration of standards within a strand • Integration of School Library Media and Technology Standards

  12. Integration in the PARCC Frameworks

  13. Study & Apply Vocabulary • To focus vocabulary instruction on words that students would be encouraged to use in writing and speaking, students should be given 5–10 Tier 2 academic words per week for each text (L.3.4–6). • Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’ meaning(s) and use the words effectively when writing and speaking.

  14. Integration in the PARCC Frameworks

  15. Conduct Discussions • Students should engage in a range of collaborative discussions (one-on-one, small group, teacher-led), enabling them to ask questions to check their understanding and stay on topic while explaining their own understanding in light of the discussion (SL.3.1).

  16. Elementary Grades 3-5

  17. Reading Foundation Skills • In each module, students are expected to recognize words and read with fluency through the lenses of the following skills rooted in the standards. • Decode words: Students should apply their knowledge of phonics and word analysis to be able to recognize the words they encounter when reading texts (RF.3.3). • Read fluently: Students should be able to read with accuracy and fluency to be able to comprehend texts sufficiently (RF.3.4).

  18. Choosing the right text

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

  20. Choosing texts that: • Exemplify the standards chosen for development • Meet the text complexity expectations for the grade (access for all students) • Stretching students through read aloud text • Reflect the recommended balance of informational/literary texts

  21. Text Content • The content of each text should determine which standards (RL/RI.2–9 and SL.2–3) to target, allowing teachers to focus instruction and ensure that all the standards have been taught by the end of the year . PARCC Model Content Frameworks, 2011

  22. This does NOT mean: • Only whole class instruction • Round robin or “pop corn” reading • “One size fits all” daily instruction

  23. Instructional implications Informational Texts Literature Teacher weaving a program that uses:

  24. Utilizing grade appropriate close analytic reading practices

  25. PARCC’s Definition • Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately.

  26. Close Reading • …enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. “It is important to love where you live, and Solomon Singer loved where he lived not at all, and it was this that drove him out into the street each night.”

  27. Asking text dependent questions

  28. Text Dependent Questions • Rigorous, text-dependent questions require students to demonstrate that they can follow the details of what is explicitly stated and make valid claims and inferences that square with the evidence in the text. PARCC Model Content Frameworks, 2011

  29. Text Dependent Questions • RI.1 and RL.1 – always utilized when asking text dependent questions • Used in combination with RI.2-9 and RL.2-9. • Have rich conversations that pull students back to the text • Challenge – keep students motivated through the text

  30. Responding to the Questions • Always begin with discussion of text • Written responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.

  31. Responding in writing – routine writing and analytic writing

  32. Routine Writing • …each module includes routine writing in response to prompts designed to answer questions and even to brainstorm ideas — the type of writing critical for improving reading comprehension as well as for building writing skills. This writing can take the form of notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.

  33. Analytic Writing • PARCC suggests at least two analyses per module (quarter) • All analytic writing should put a premium on using evidence (RL/RI.1), as well as on crafting works that display some logical integration and coherence (W.4, W.5 and L.1–3). PARCC Model Content Frameworks

  34. Analytic Writing • These responses can vary in length based on the questions asked and task performed, from answering brief questions to crafting longer responses, allowing teachers to assess students’ ability to paraphrase, infer and ultimately integrate the ideas they have gleaned from what they have read. Over the course of the year, analytic writing should include comparative analysis and compositions that incorporate research.

  35. Research • Each module (quarter) includes the opportunity for students to compose one extended project that uses research to address a significant topic, problem or issue. This task should entail integrating knowledge about a topic drawn from one or more texts from the module, taking brief notes on sources, and sorting evidence into provided categories.

  36. Balance of Student Writing • At all levels there should be a mix of “on demand” and “process” writing • Balance of writing types

  37. What about a rubric? • Rubrics have not been developed by PARCC • Use the standards and supporting standards to create writer’s checklists and scoring tools while we wait for the rubrics

  38. Use the CCSS to create writer’s checklists

  39. Thank you!! Kathy Lauritzen klauritzen@msde.state.md.us

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