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Common Core 2012 Unpacking the Standards

Unpack and deconstruct Reading for Information standards, understand instructional shifts, analyze text complexity, and grasp key ideas and details.

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Common Core 2012 Unpacking the Standards

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  1. Common Core 2012Unpacking the Standards Andy Flaherty, director of English Education

  2. “If you don’t know where you are going, any road will get you there.” - Lewis Carroll

  3. Goals for the Session • Deconstruct one Reading for Information standard • Pave the way to understanding the instructional shifts necessary to achieve the new standards

  4. “Anyway, the fascinating thing was that I read in National Geographic that there are more people alive now than have died in all of human history. In other words, if everyone wanted to play Hamlet once, they couldn’t, because there aren’t enough skulls!” —Foer, Extremely Loud and Incredibly Close (2005)

  5. What is the Struggle? • Shifting purposes for reading: • Textbook demands shift & vary • Word complexity changes • Sentence complexity increases • Structural complexity of text increases • Tables and graphic representations become more critical to understanding • Comprehension demands require more higher-level thinking • Concepts become increasingly complex

  6. RL and RI Standards are Grouped • Literature – 4 sections • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity • Informational Text – 4 sections • Same areas as listed above

  7. Strand Sections Strands = RL, RI, W, L, SL Key Ideas and Details: • Read closely to determine what the text says explicitly, cite specific textual evidence when writing or speaking to support conclusions drawn from text • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas • Analyze how and why individuals, events, and ideas develop and interact over the course of a text

  8. Strand Sections • Range of Reading Level and Text Complexity: • Read and comprehend complex literary and informational texts independently and proficiently • Refer to Appendix A (pages 3-10)

  9. Your TUrn RI Activity 1 • With your group analyze the progression of standard 1, 2, or 3 in the Informational Text strand for K through 12th grade. • Complete the think-pair-share worksheet. • Discuss and then summarize the differences. • Post your conclusions on poster.

  10. While Unpacking • Identify the nouns and verbs • Uncover repeating words • Consider Bloom’s Taxonomy: high, medium or low level • Identify key academic vocabulary • Review what is taught and assessed in the grades/courses before and after. • Consider the knowledge and skills needed to master the content standard.

  11. Progression EXAMPLE • Key Ideas and Details (1): • 6th: cite text evidence to support analysis of what text explicitly says and inferences drawn • 7th: cite several pieces of text (rest is same as 6th) • 8th: cite text evidence that most strongly supports analysis and inferences • 9th-10th : cite strong and thorough text evidence • Same as 9th-10th except students must also determine where the text leaves matters uncertain

  12. I Can’s

  13. Delaware Unpacking • http://www.doe.k12.de.us/commoncore/ela/teachertoolkit/LCO_grades/ela_grade910.shtml

  14. Common Core Website • Common Core State Standards Website:http://www.corestandards.org • Appendix A • Appendix B • Appendix C

  15. Additional Resources… • Appendixes: • Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms • Appendix B: Text Exemplars and Sample Performance Tasks • Appendix C: Samples of Student Writing

  16. And Reflection…

  17. ExpECTATIONsFOR Schools • Prepare a CCSS Action Plan • Phase 1 • Phase 2 • Phase 3 • Follow up with a Summary of activity by May 31, 2013

  18. Action PLAN Template

  19. Online Resources and Other Texts • With Rigor for All by Carol Jago • Pathways to the Common Core by Calkins • Fulfilling the Promise of the Common Core Standards from ASCD • Understanding Common Core State Standardsby John Kendall

  20. A final THought • “What we need is to infuse the work around the common core with an element of visionary thinking. The standards themselves do not confine teaching to the realm of the scripted or undemocratic, but without serious reflection and rethinking, they will. The balance depends on our collective ability to come to terms with the standards and to use them as an opportunity for reflection and growth. Let us hope that we can muster the courage and energy to do so.” • Sarah Fine • Education Week October 20, 2010

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