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Objectives and Goal

OSSE CSSS Educator Leader Institute Secondary English Language Arts July 31 st to Aug 3 rd , 2012 Day 1 Facilitated by Heidi Beeman. Objectives and Goal. Objectives. By the end of this institute, participants will: R eview the CCSS, its appendices, skills and understandings

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Objectives and Goal

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  1. OSSE CSSS Educator Leader InstituteSecondary English Language ArtsJuly 31st to Aug 3rd, 2012Day 1Facilitated by Heidi Beeman

  2. Objectives and Goal

  3. Objectives By the end of this institute, participants will: • Review the CCSS, its appendices, skills and understandings • Examine and promote instructional shifts • Evaluate, create, practice and provide constructive feedback on lessons aligned to the CCSS • Share and discuss assessments of the CCSS • Hone and discuss leadership strategies to support others in the implantation of the CCSS • Establish next steps for ongoing support of the CCSS

  4. Goal To build capacity, promote and hone implementation of the Common Core State Standards to prepare all District of Columbia students for college and career readiness.

  5. Day One - Agenda • Welcome and Greetings from OSSE • Why “College and Career” ready? • Key Instructional Shifts • The Common Core for ELA – Overview • Sharing previous work with the CCSS • What have we learned? • Appendices A, B, C Overview • Performance Task deconstruction/standards alignment • Close Reading/Video/Feedback • Selection of Performance Tasks • Lesson/Practice sign-up and disucssion • Closure and Feedback

  6. Group Norms • Understand that those who work, learn. • Phrase questions for the benefit of all. • Recognize that everyone has expertise. • Challenge ideas, not people. • Share talk time. • Be kind.

  7. College and Career Ready In Reading, Writing, Speaking, Listening, and Language, students… • demonstrate independence • build strong content knowledge • respond to the varying demands of audience, task, purpose, and discipline • comprehend as well as critique • value evidence • use technology and digital media strategically and capably • understand other perspectives and cultures

  8. Six Key ELA Instructional Shifts • Increased emphasis on informational text • Building knowledge in the disciplines • Increase complex text • Evidence/text based answers • Writing from primary and secondary sources • Academic vocabulary (tiers 2 and 3) What do these shifts mean for you and your students?

  9. How the ELA CCSS are Organized… 10 Anchor Standards These are College and Career Readiness standards that “Anchor” the Common Core State Standards. They define general expectations that must be met to ensure students are ready to succeed.

  10. How the ELA CCSS are Organized… 4 Strands and 3 Sub-Strands in Reading Strand – A broad idea that describes the areas of focus for an English Language Arts Standard.(Reading, Writing, Listening and Speaking, and Language). Sub-strand – Literature (RL), Informational Text (RI), Foundational Stills (RF)

  11. How the ELA CCSS are Organized… 4 Types of Organizing Elements These categorize the ideas and standards within a strand; e.g. Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, Range of Reading and Level of Text Complexity

  12. How the ELA CCSS are Organized? Turn and Talk: How does the organization of these standards compare to other standards?

  13. Grades 6 – 12 CCSS Skills and Understandings Key Ideas and Details 1. 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  14. Grades 6 – 12 CCSS Skills and Understandings Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. 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. 6. Assess how point of view or purpose shapes the content and style of a text.

  15. Grades 6 – 12 CCSS Skills and Understandings Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. 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. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  16. Grades 6 – 12 CCSS Skills and Understandings Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

  17. Our Work with the CCSS • What have we done with the CCSS? • What have we learned after a year of implementing the CCSS?

  18. Appendix A Measuring Text Complexity – Three Factors • Qualitative evaluation of the text • Quantitative evaluation of the text • Matching reader to text and task

  19. Appendix B • Grade Level Text Exemplars • Performance Tasks

  20. Appendix C • Student Writing Prompts • Examples • Scoring Rational

  21. What is a Performance Task? • How do we use Performance Tasks? • What standards are addressed? • What do they measure? • Can they be extended?

  22. Sample Performance Task Performance Task (Grade(s) 11/12 Students provide an objective summary of Henry David Thoreau’s Walden wherein they analyze how he articulates the central ideas of living simply and being self-reliant and how those ideas interact and build on one another (e.g., “According to Thoreau, how specifically does moving toward complexity in one’s life undermine self-reliance?”) [RI.11–12.2]

  23. Constructive Feedback Share an example of constructive feedback with your neighbor. Ask your neighbor what they think made the feedback positive?

  24. Capturing Feedback CCSS demo/practice feedback sheet…

  25. David Coleman and Close Reading David Coleman in action…

  26. Constructive Feedback Feedback for David Coleman!

  27. Performance Task Selection • Choose a task within your grade-level • You will practice and demo an aspect (or all) of the task for the group • We will give you constructive feedback • Sign-up on the chart!

  28. Closure • Please complete the day one exit ticket and give me your valuable perspective/feedback • See you tomorrow.

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