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Leon County Schools Understanding the Common Core Standards Summer 2012

Leon County Schools Understanding the Common Core Standards Summer 2012. What should I know about the Common Core State Standards (CCSS)?.

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Leon County Schools Understanding the Common Core Standards Summer 2012

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  1. Leon County SchoolsUnderstanding the Common Core StandardsSummer 2012

  2. What should I know about the Common Core State Standards (CCSS)? • a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). • knowledge and skills students should have so that they will graduate from high school being “college and career-ready” • English-language arts and math

  3. What should I know about Common Core State Standards (CCSS)? • The Standards are based on international models, research and Input from state departments of education, scholars, assessment developers, professional organizations, educators, parents, and students. • There were successive drafts and numerous rounds of feedback • The Standards are aligned with college and work expectations.

  4. The Standards are “fewer, deeper, clearer.” • Students will be assessed on the FCAT 2.0 (based on NGSS) through the spring of 2014. • Florida’s adoption of Common Core includes implementation of the content area literacy standards. • Florida State Board Rule includes Next Generation Content Area Professional Development (NGCARPD) for content area teachers which sets the stage for Common Core content area literacy standards. • The first assessments created by PARCC (Partnership for Assessment for College and Careers) will be administered in 2014-2015. What should I know about Common Core State Standards (CCSS)?

  5. The Partnership for Assessment of Readiness for College and Careers (PARCC) is a 24-state consortium working together to develop a common set of K-12 assessments in English and math that measure Common Core State Standards. • The PARCC assessments will be ready for states to administer during the 2014-15 school year. • PARCC is contracting with two research universities to develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. What are the PARCC Assessments?

  6. Let’s take a look at the Common Core State Standards for Literacy.

  7. an increase in reading non-fiction texts • content area literacy • increased text complexity • focus on writing arguments Four Major Shifts in Literacy

  8. K-5 Literacy Standards • 6-12 English/Language Arts Literacy Standards • 6-12 History/Social Studies, Science, and Technical Subjects Literacy Standards • Appendix A: Research that Supports the Standards • Appendix B: Text Exemplars • Appendix C: Samples of Student Writing by Grade and Type Six Major Sections

  9. Let’s look at the Anchor Standards for Reading

  10. At your table, organize the sentence strips listing the standards into four groups. • Label each group of sentence strips with a name that classifies that group of standards. • Be prepared to discuss how your group organized the standards. Anchor Standards for Reading

  11. Let’s see how you did. Turn to page 35.

  12. (1) Evidence • (2) Main idea/details (summary) • (3) Interaction across text Key Ideas and Details

  13. (4) Vocabulary • (5) Structure • (6) Point of View Craft and Structure

  14. (7) Use of Multimedia • (8) Evaluation of Argument • (9) Analysis of Multiple Texts Integration of Knowledge and Ideas

  15. (10) Text Complexity Range of Reading and Level of Text Complexity

  16. Go to page 35 for the Anchor Standards for English/Language Arts • Read the “Note on Range of Content for Student Reading.” Highlight key words that reflect the increasing demands of Common Core. • What do you see here that you haven’t seen in previous standards? College and Career Readiness Anchor Standards for Reading

  17. Reading Literature (page 36) • Reading Informational Text (page 39) • Writing (page 42) • Speaking & Listening (page 49) • Language (page 52) The Common Core Literacy Standards for English/Language Arts has five strands. Find these strands in your packet. Tag each section with Post-it notes.

  18. Now let’s look at the Anchor Standards for Writing.

  19. Organize the sentence strips into four appropriate categories. • Give each group a name that describes the organization of writing tasks. • Be prepared to explain your organization. Anchor Standards for Writing

  20. There are 10 College and Career Readiness Anchor Standards for Writing. • Let’s look at the four clusters. College and Career Readiness Anchor Standards for Writing

  21. (1) Argumentative • (2) Informative/explanatory • (3) Narrative Text Types and Purposes

  22. (4) Organization and coherence • (5) Writing process – revision and editing included • (6) Use of technology to publish Production and Distribution of Writing

  23. (7) Research • (8) Synthesis of Research • (9) Use evidence to support analysis Production and Distribution of Writing

  24. (10) Range of tasks, purposes, and audiences. Production and Distribution of Writing

  25. Read “Note on Range and Content of Student Writing” on page 41. (1) Read “Note on Range and Content of Student Writing.(2) Highlight key words and phrases that show the high expectations of Common Core State Standards for writing. Click icon above to view short video.

  26. Go to page 48 in your Standards. • Read the “Note on Range and Content of Student Speaking and Listening.” Highlight key phrases that show changes in complexity. • Look at cluster grouping of standards. Let’s look at the Anchor Standards for Speaking and Listening.

  27. Go to page 51 in your Standards. • Read the “Note on Range and Content of Language.” Highlight key phrases that show changes in complexity. • Look at cluster grouping of standards. • Page 56 shows the progression of skills which need to be unpacked at each grade. Let’s look at the Anchor Standards for Language.

  28. Let’s look at the Common Core Standards for Social Studies/History, Science, and Technical Subjects

  29. Reading for Social Studies (p. 61) and Reading for Science & Technical Subjects (p. 62) • Writing for Social Studies, Science & Technical Subjects (p. 64) Locate the standards for history/social studies, science, and technical subjects that begin on page 59. There are two strands for these subjects: Reading and Writing. Locate them and mark with Post-it notes. See below.

  30. Let’s look at the Reading Standards for Social Studies/History, Science, and Technical Subjects more closely. • Reading Standards for History/Social Studies begin on page 61. • Reading Standards for Science and Technical Subjects begin on page 62.

  31. The Anchor Standards for Reading are the same for all subject areas, but there is more specificity with individual standards with subject areas. Go to page 60. • Read the “Note on Range of Content for Student Reading” for subjects other than English. Highlight key words that reflect the increasing demands of Common Core. • What do you see here that you haven’t seen in previous standards? College and Career Readiness Anchor Standards for Reading in History, Science, and Technical Areas

  32. Locate the writing standards for Social Studies/History, Science and Technical Subjects. • Writing Standards for History/Social Studies, Science, and Other Technical Areas begin on page 64. • Read the “Note on Range and Content of Student Writing” on page 64. Highlight phrases that show the increasing demand of Common Core Standards. • Discuss.

  33. Let’s review the organization of the standards. • Three sections: K-5, 6-8 Literacy, 9-12 Literacy • Strands: Reading, Writing, Speaking, Listening, and Language • 10 anchor standards in each strand • Four clusters in each strand • Three Appendices: • Appendix A: Research Supporting Standards/Glossary • Appendix B: Text Exemplars • Appendix C: Samples of Student Writing

  34. Florida’s coding system for Common Core Standards looks like this: • LACC.910.L.3.1 • Language Arts Common Core • Grades 9-10 • Language • Cluster 3 • Standard 1 Let’s go deeper.

  35. Florida’s coding system for Common Core Standards looks like this: • LACC.68.RH.2.4 • Language Arts Common Core • Grades 6-8 • Reading Strand – History/Social Studies • Cluster 2 - Craft and Structure • Standard 1 Let’s dig deeper.

  36. Locate the Reading Strand for Social Studies/History. (LACC) (RH) Look at standard 8 in cluster 3 (evaluation of argument). Beginning with 6th grade and moving to 12th grade, read and highlight key words that show the progression from complex to more complex across grades in the standard. What do you notice about the progression of the reading anchor standards from grade to grade? Discuss at your table. Let’s go deeper.

  37. Grades 6-8: Distinguish among fact, opinion, and reasoned judgment in a text. Grades 9-10: Assess the extent to which the reasoning and evidence in a text support the author’s claims. Grades 11-12: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. Progression of Reading Standard 8

  38. Review the writing standards at your table. • Look at LACC.1112.W.1.1. • Highlight key words that show the progression in the standard from grades 6-12. • Discuss the instructional implications at your table. Let’s dig deeper into the writing standards.

  39. Read the excerpt from Churchill’s speech to Parliament. Consider the following performance task: 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. [LACC.68.RI.6.8] Can you unpack this task? A Sample Performance Item Based on CCSS

  40. Compare the similarities and differences in point of view in works by Dee Brown and Evan Connell regarding the Battle of Little Bighorn, analyzing how the authors treat the same event and which details they include and emphasize in their respective accounts. [LACC.910.RH.2.6] Sample Performance Item

  41. How do we get there?

  42. Teachers learn how to identify text of high complexity. • Teachers learn a routine (CIS Model) for helping students navigate complex texts in their subject area. • Implementation of Practicum provides site-based professional learning communities for collaboration and sharing. Next Generation Content Area Reading Professional Development

  43. Identifying appropriate learning goals and questions. • Using high complexity texts. • Reading and re-reading of texts. • Teaching academic vocabulary using contexts and word parts. • How to use questioning and discussion in the classroom. • Writing about complex texts. CIS Model emphasizes:

  44. But NGCARPD is only the beginning….

  45. It can’t be business as usual. Teachers must dig in to learn the standards. It is only through the work that teachers will learn. • Use the Common Core Standards and the appendices with exemplar texts, sample performance items, and student writing samples for school-based learning activities. • Train teacher leaders in departments and use them to facilitate discussions about instruction tailored to the high demands of Common Core. First things first.

  46. The PARCC Model Content Frameworks were developed by ELA content experts in PARCC member states and members of the Common Core State Standards writing team. • The Model Content Frameworks are voluntary resources offered by PARCC to help curriculum developers and teachers as they work to implement the standards in their states and districts. Model Content Frameworks

  47. PARCC Content Model Frameworks http://media.doe.in.gov/commoncore/MajorShift4.html

  48. Writing Committees are being organized to address specific areas of need, i.e. conventions and support in FCAT writing and Common Core Writing Standards, especially argument writing. • Identification and training of school-based instructional leaders in ELA/Literacy standards and the development of appropriate instruction • NGCARPD Practicum Implementation • Extending NGCARPD to more complex tasks, i.e. argument writing and analysis of multiple texts. • Focus on instruction that works, as specified by I-observation. In the works…

  49. Questions?

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