Transitioning to the Common Core State Standards

1. Transitioning to the Common Core State Standards Alameda County Office of Education Dr. Veronica Aguila President of Aguila & Associates LLC

2. California and the Common Core State Standards Senate Bill 1 from the Fifth Extraordinary Session (SB X5 1): established an Academic Content Standards Commission (ACSC) to develop standards in mathematics and English–language arts stated that 85 percent of the standards were to consist of the CCSS with up to 15 percent additional material directed the State Board of Education (SBE) to adopt or reject recommendations of the ACSC 2

3. CCSS: The big picture 3

4. CCSS: The big picture 4

5. CCR ELA/Literacy strands College and Career Readiness (CCR) Anchor Standards are divided into four interrelated literacy strands. 5

6. Subheadings divide the CCR strands. The CCRs in each literacy strand are grouped into sections by subheadings. For example, 6

7. Other CCR strands, subheadings • Writing • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing • Speaking and Listening • Comprehension and Collaboration • Presentation of Knowledge and Ideas • Language • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use 7

8. Organization of the Standards 8

9. Balanced Representation of Literary and Informational Text 2009 NAEP Reading Assessment: Distribution of literary and informational passages Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/reading-2009.doc 9

11. Grade-specific Standards • Describe what all students should know and be able to do at the end of each grade or grade band. • Grade level standards at each grade K - 8 • Grade band standards at high school: 9-10 and 11-12 • Using a “back-mapping” design, grade-specific K-12 CCSS translate the aims of the CCR anchor standards into age- and attainment-appropriate terms. • At the K-5 level only, an additional set of Foundational Skills are included in the Reading Standards. 11

12. ELA/Literacy CCSS Strands 12

13. K-5 Foundational Skills 13

14. CCRs provide a parallel “backbone”Reading strand example 14

15. Example of “back mapping” design Reading CCR #5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text … relate to each other and the whole. 9-10.RI.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text …. 6-8.H.5: (History/Social Studies) Describe how a text presents information (e.g., sequentially, comparatively, causally). 4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. K.RI.5: Identify the front cover, back cover, and title page of a book. 15

16. ELA California additions • Formal presentations, Grades 1-12 • Penmanship, Grades 2-4 • Career and consumer documents for writing in Grade 8 • Analysis of text features in informational text, Grades 6-12 16

17. Critical Analysisand Use of Evidence • Distinguish their own point of view from that of the narrator or those of the characters. (3.RL.6) • Summarize the points a speaker or a media source makes and explain how each claim is supported by reason and evidence, and identify and analyze any logical fallacies. (5.SL.3) • Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (11-12.W.1.b)

18. Increased Student Collaboration • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (4.W.6) • Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (9-10.SL.1)

19. Collaborative Conversations Engage - Read Speaking and Listening Standard 1 for your grade level. • Discuss how implementation of this standard may affect teaching and learning.

20. Increased Use of Multimedia and Technology • Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). (7.RL.7) • Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (11-12.SL.5)

21. Vocabulary Acquisition and Use • Use words and phrases acquired though conversations, reading and being read to, and responding to texts. (K.L.6) • Use precise language and domain-specific vocabulary to inform about or explain the topic. (7.W.2.d) • Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9-10.RL.4)

22. The Three Priorities • Students will read sufficiently complex texts closely • Students will extract information and gain knowledge from these texts • Students will write clear arguments based on the information they have read

23. Text Dependent Questions and Tasks • Can be addressed only through careful scrutiny of the text and do not rely on outside information • Students draw evidence from the text and explain the evidence (orally and in writing) • Students demonstrate understanding of what is read before engaging opinions, evaluations, or interpretations

24. Knowledge of Language Vocabulary Acquisition and Use • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (AS.L.3) • Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (AS.L.6)

25. Language Standards “…gain adequate mastery of the essential “rules” of standard written and spoken English.” “…learn how to approach language as a matter of craft so they can communicate clearly and powerfully.” “…support student mastery of the full range of grammar and conventions as they are applied to increasingly sophisticated contexts.” 25 Source: Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3-12, CCSSO

26. Conventions of Standard English 26

27. Appendix A Glossary of Key Terms and Research on: Foundational Skills • Writing • Speaking and Listening • Language • Complexity of Texts

28. Appendix B: Text Exemplars Includes examples by grade level with sample performance tasks Stories, poetry, drama, and informational text Gives teachers an idea of achievement expectations for each grade level Includes sample performance tasks

29. Appendix C:Samples of Student Writing samples of student writing for each grade level with annotation describing what the writer did well.

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31. English Learner Resources 31

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33. Common Core Standards & ELD Update • Translation of Common Core Standards • Linguistic Modifications • ELD Standards and Assessment aligned to the Common Core • Resources for Parents Translated 33

34. Common Core Transition Plan • SBE Agenda – March • CDE Integrated Action Teams • EL Integrated Action Team • Common Core Integrated Action Team Activity: Move Fast …...Move Slow.. Share what your district is doing to transition to the Common Core. 34

35. Source: www.cde.ca.gov -JanSBECCstateplan

36. Common Core Source: www.cde.ca.gov -MarchSBECCstateplan

37. Common Core State Plan Suggestions for LEAs Source: www.cde.ca.gov -MarchSBECCstateplan

38. Implementation Update Assembly Bill 124 (Fuentes) ELD Standards Senate Bill 140 (Lowenthal) Supplemental Materials Assembly Bill 250 (Brownley) 38

39. Assembly Bill 250 (Brownley) Superintendent sponsored Begins process for the development and adoption of curriculum frameworks aligned to the Common Core State Standards Extends the operative date of the state’s assessment system by one year Creates professional learning modules 39

40. Resources for Parents Source: www.pta.org

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43. Common Core State Standards Resources ListServ Join the ListServ to receive information and updates regarding the implementation of the Common Core State Standards. To Subscribe Send a "blank" message to: join-commoncore@mlist.cde.ca.gov California Learning Resources Network (CLRN) Resource for supplemental electronic instructional materials Currently reviewing instructional materials and online courses for alignment to the Common Core State Standards http://www.clrn.org/ 43

44. CDE on iTunes U Source: http://www.cde.ca.gov/re/mm/it/ 44

45. Contact Information Dr. Veronica Aguila, President, Aguila & Associates LLC aguilaassoc@yahoo.com (916) 275-1553 Thanks to CFIR Division at CDE for granting permission to reproduce information available at www.cde.ca.gov. 45