“Building the Base” with Common Core State Standards

1. “Building the Base”with Common Core State Standards How will the new Common Core improve teaching and learning to ensure that 21st century high school graduates have the knowledge and skills they need for college or a career?

2. While you are settling in…Please take online survey! • What are the skills and understandings you believe a 21st century literate person needs to have?

3. How will we work together today? • Sense of responsibility for the group as a community of learners • Positive Attitude • Active Participation • Valuing Differences

4. How will we work together this morning? To LITERACY and beyond!

5. Setting the stage

6. What are we preparing our students for? “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” –Alvin Toffler Am I prepared??

7. Why did this happen? It made sense then… But now… Schooling in the Current Age: The purposes of schooling are changing New kinds of thinking for new kinds of problems • Schooling in the Medieval Age: Learning the rules of the church • Schooling in the Industrial Age: Preparing factory workers

8. Call for Change • ACRE – Accountability and Curriculum Reform Effort • RttT – Race to the Top

9. Has Curriculum Changed? Has it really changed? No, not in 100 years. What is needed? Then • Reading • Writing • Arithmetic • Gym • History and Geography • Science Now • Language Arts • Mathematics • P.E. • Social Studies • Science

10. Call for Change • ACRE – Accountability and Curriculum Reform Effort • RttT – Race to the Top

11. Has Curriculum Changed? Has it really changed? No, not in 100 years. What is needed? Then • Reading • Writing • Arithmetic • Gym • History and Geography • Science Now • Language Arts • Mathematics • P.E. • Social Studies • Science

12. Call for Change • ACRE – Accountability and Curriculum Reform Effort • RttT – Race to the Top

13. As of 2012-2013 • NC Standard Course of Study will no longer be used • Common Core – Math and ELA standards developed with 44 states • ELA – English and Language Arts • Mathematics • Essential Standards – new standards developed for other content areas

14. Has Curriculum Changed? Has it really changed? No, not in 100 years. What is needed? Then • Reading • Writing • Arithmetic • Gym • History and Geography • Science Now • Language Arts • Mathematics • P.E. • Social Studies • Science

15. Call for Change • ACRE – Accountability and Curriculum Reform Effort • RttT – Race to the Top

16. As of 2012-2013 • NC Standard Course of Study will no longer be used • Common Core – Math and ELA standards developed with 44 states • ELA – English and Language Arts • Mathematics • Essential Standards – new standards developed for other content areas

17. Timeline for Implementation • 2011-2012 • Professional development on new standards • Development of county-wide curriculum based on new standards • Teach the 2004 curriculum • Implement Information and Technology Essential Standards • 2012-2013 • All content areas implement new standards, curriculum, and tests

18. 21st Century Skills • Information and communication skills • Thinking and problem-solving • Interpersonal and self-direction skills • Global awareness • Financial, economic and business literacy, and developing entrepreneurial skills to enhance workplace productivity and career options • Civic literacy

19. That’s nice, but… What will this actually look like for my school?

20. “Face the brutal facts with unwavering optimism.”

21. And now…

22. Lucy Calkins says… “Writing is becoming a major force for democracy across the world. Not only to take in information, but to be able to talk back in ways that are compelling.”

23. What are the key advances in ELA CCSS? Brand new! “Fewer, clearer, higher” What resources are we using? Foundation of literacy • Standards for reading and writing in social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects • Alignment with college and career ready expectations

24. See for yourself…

25. Introduction to the ELA CCSS 7 min. 3 min. 5 min. Where is there evidence of the key advances?

26. What are the implications for our practice? Variety of assessments Standards are not curriculum The curriculum that is developed will continue to be a local responsibility There are multiple ways to teach these standards, and therefore, there will be multiple approaches that could help students accomplish the goals set out in the standards • Basis for anassessment system that will include multiple measures of student performance

27. What is the organization of the ELA standards? pp. 10, 18, 22, 25 In your folder CCSS p. 9 CCSS p. 34 CCSS p. 59 Appendix AAppendix BAppendix C Research; glossary Text exemplars; Student writing performance tasks samples

28. What is the organization of the ELA standards? CCR Anchor Standards • Broad expectations consistent across grades and content areas • Based on evidence about college and workforce training expectations • Range and content p. 10

29. What is the organization of the ELA standards? K-12 Standards • Grade-specific end-of-year expectations • Developmentally appropriate, cumulative progression of skills • One-to-one correspondence with CCR standards p. 11

30. See for yourself…

31. Line Up/Call Out! • Find a “Golden Ticket” from inside your folder • Read the standard • Meet with colleagues who also have cards • Arrange yourselves in a line that shows developmental progression • Call out your standards from most fundamental to most challenging Shhh! Find the “answers”: pp. 11-12, 36

32. Anchor Standard 4Reading Standards for Literature • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific work choices shape meaning or tone.

33. Anchor Standard 4 • K: Ask and answer questions about unknown words in a text • 1: Identify words and phrases in stories or poems that suggest feeling or appeal to the senses • 2: Describe how words and phrases supply rhythm and meaning • 3: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal • 4: Determine the meaning of words as they are used in a text, including those that allude to significant characters found in mythology • 5: Determine the meaning of words and phrases that are used in a text, including figurative language such as metaphors and similes

34. Anchor Standard 4 • 6: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings, analyze the impact of specific word choice on meaning and tone • 7: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds • 8: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone • 9-10: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone • 11-12: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the impact of word choice on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, and beautiful

35. COLLEGE AND CAREER READINESS GRADES ELEVEN AND TWELVE GRADES NINE AND TEN DEVELOPMENTAL STAIRCASE OF THE COMMON CORE STANDARDS GRADE EIGHT GRADE SEVEN GRADE SIX GRADE FIVE INCREASING DEPTH AND BREADTH OF COMPLEXITY GRADE FOUR GRADE THREE GRADE TWO GRADE ONE KINDERGARTEN COLLEGE AND CAREER READINESS

36. Developmental Staircase • Choose one anchor standard in writing (p. 18) • Add it to the bottom of the staircase handout • Follow its progression through grades K-12 • Write each grade-specific standard on the given lines in the staircase for the standard you chose • Pick a table presenter. One table member will share out their noticingswith the larger group!

37. What does the developmental staircase show us about college and career readiness?

38. Time for a brain break!

39. As you are settling in…Please record on Post-its: What insight(s) will you share with your colleagues who are not here? What question(s) do you want to have answered before you leave?

40. Are you ready to dig deeper?

41. What are the key advances in ELA CCCSS? What resources are we using? • Standards for reading and writing in social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects • Alignment with college and career ready expectations

42. Which reading skills differentiate students who meet/exceed benchmark in reading? • The clearest differentiator was students’ ability to answer questions associated with complex texts. • The most important implication of this study was that a pedagogy focused only on “higher-order” thinkingwas insufficient to ensure that students were ready for college and careers • While the reading demands of college, workforce training programs, and citizenship have held steady or risen over the past fifty years or so, K–12 texts have, if anything, become less demanding. “Reading Between the Lines,” ACT, 2006 [Appendix A, p. 2]

43. Appendix A: What are our expectations for teaching and learning reading? “This finding is the impetus behind the Standards’ strong emphasis on increasing text complexity as a key requirement in reading.”

44. What is the CCSS model of text complexity? Readibility measures and other scores of text complexity Levels of meaning, structure, language conventionality and clarity, and knowledge demands Reader: Motivation, knowledge, experiences Task: Purpose and complexity

45. Are you hard to read? Text complexity Get to know Catherine! • Describes the idea that there are three dynamic factors that make texts more or less difficult for any given reader. • We are also complex and others react to us in different ways, depending on the context and how well they know us. • This activity draws an analogy between the complexity of a person and the complexity of texts. 1. Read information about Catherine, in each of three categories. 2. Consider your own background and interests, relative to Catherine’s. 3. Reflect on what you know about Catherine/yourself, and discuss: how would you plan a successful interaction with Catherine?

46. Are the texts I use hard to read? • Read the academic text. • Resource: “Amusement Park Physics” • Review your group’s feature of text complexity. • Resource: “Range of Text Complexity” • Discuss and determine the level of text complexity, for your group’s category • Resource: Text Complexity packet (p. 2) • Remember to write down evidence, and be prepared to share with the whole group! • Extend: How do characteristics of the reader, and features of the task, make the text more or less complex? • Resource: Text Complexity packet (p. 3)

47. Appendix B: What does text complexity look like in our practice? How does this connect to text complexity and Appendix A?

48. What are the key advances in ELA CCCSS? “Fewer, clearer, higher” • Standards for reading and writing in social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects • Alignment with college and career ready expectations

49. Why do we teach/learn/use writing?

50. Appendix C: What are our expectations for student writing?