Status Check What best describes your knowledge of the PA Common Core Standards? Aware (I know they’re out there.) Informed (I’ve read, attended PD, explored on-line, etc.) Ready (I’m using them.) Expert (I could help others understand and implement.)
Status Check Where is you local district in PA Common Core curriculum development? Aligned to PA Common Core State Standards Have not touched curriculum in 5 years Textbook is your curriculum Waiting for further information
PA Common Core Introduction Essential Questions How do the PA Common Core Standards differ from the existing Pennsylvania Standards? What is rigor in the classroom? How does this relate to Webb’s Depth of Knowledge? What are the instructional implications of the shift to the PA Common Core Standards?
An Introduction to the PA Common Core Why Common Core? Disparate standards across states Global competition Today’s jobs require different skills States are ready and able for collective action Aligned with college and work expectations
An Introduction to the PA Common Core Why Common Core? http://www.youtube.com/watch?v=dY2mRM4i6tY
Common Core Readiness Profile Collaboration Application Communication Analysis Adaptation Evaluation Critical Thinking
Webb’s DOK A scale of cognitive demand (thinking) to align standards with assessments Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education Guides item development for state assessments
Webb’s DOK The Depth of Knowledge is NOTdetermined by the verb, but the context in which the verb is used and the depth of thinking required. DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)
Webb’s DOK Difficulty is a reference to how many students answer a question correctly. How many of you know the definition of exaggerate? If all of you know the definition, this question is an easy question. (DOK 1 - Recall ) How many of you know the definition of prescient? If most of you do not know the definition, this question is a difficult question. (DOK 1 – Recall)
What is RIGOR? • Rigor is… • more than what you teach and the standards you cover • how you teach and how students show you they understand • creating an environment in which each student is expected to learn at high levels • supporting each student so he or she can learn at high levels and demonstrates learning at high levels. • (Blackburn, 2008)
Essential Questions • How are the PA Common Core ELA standards structured? • How does ELA instruction look when it is aligned to PA Common Core standards? • What changes are needed in the current curriculum to meet the level of expectations required by PA Common Core Standards?
An Introduction to the PA Common Core ELA Standards PA Common Core Standards English Language Arts & Literacy College and Career Readiness Anchor Standards 1.5 Speaking & Listening 1.4 Writing sive 1.2 Reading Informational Text 1.3 Reading Literature Develops the skills of informational, argumentative, and narrative writing as well as the ability to engage in evidence based analysis of text and research. A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Focuses students on communication skills that enable critical listening and effective presentation of ideas. Enables students to read, understand, and respond to literature. Enables students to read, understand, and respond to informational texts. 1.1 Foundational Skills
CC. 1. 2. 3. A PA Common Core English Language Arts Grade Level Standard Categories: 1 Foundation Skills 2 Reading Informational Skills 3 Reading Literature 4 Writing 5 Speaking and Listening PA Standard English Language Arts Reading Informational Skills Standard 1
E. 03. B-K. 1. 1. 2 Grade Assessment Anchor PA Assessment Anchors and Eligible Content English Language Arts Eligible Content Anchor Descriptor Reporting Categories A = Literature Text B = Informational Text A-K and B-K = Key Ideas and Details A-C and B-C = Craft and Structure/Integration of Knowledge and Ideas A-V and B-V = Vocabulary Acquisition and Use C = Writing D = Language
Webb’s DOK Activity: What is the DOK?
Literacy Priorities Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge. At each grade level, 80 to 90 percent of the reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline-specific require students to demonstrate that they understand the text details and can provide accurate evidence.
Knowledge in the Disciplines Science and Technology History and Social Studies http://engageny.org/resource/common-core-in-ela-literacy-shift-2-6-12-building-knowledge-in-the-disciplines/
Essential Questions What is text complexity and why it is important? What considerations need to be made before selecting texts for teaching and students’ independent reading? How can teachers employ more rigorous text on a regular basis?
Think About… Think about the texts you use with your students. What makes the text appropriate for that particular grade level? How do you select the texts you use with your grade level(s) of students?
Measuring Text Complexity Grade 9 Non-Fiction Sample These words, supposedly inscribed on the tomb of Egyptian King Tutankhamen, did not deter the intrepid English archaeologist, Howard Carter. After years of searching, in 1922 Carter located King Tut’s tomb. Archaeologists had long known that pharaohs were mummified at death and buried with riches to accompany them to the afterworld. Lexile: 1150 9th-10th
Measuring Text Complexity Grade 9 Non-Fiction Sample Now create a nutritious, energy-packed smoothie in just a few seconds. Read Safety Precautions Before Operation. Do not immerse cord or base in water. Operate only on a clean, flat surface. Handle the cutting blade carefully to avoid injury. Lexile: 760 4th-5th
Making Meaning Reading is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning. Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985) Becoming a nation of readers: The report of the Commission on Reading Urbana, IL: University of Illinois
Staircase of Complexity Text complexity based upon multiple factors: • Quantitative Measures • Qualitative Measures • Reader to Text
Step 1: Quantitative Measure Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion
The Hunger Games The boy from District 1 dies before he can pull out the spear. My arrow drives deeply into the center of his neck. He falls to his knees and halves the brief remainder of his life by yanking out the arrow and drowning in his own blood. Rue has rolled to her side, her body curved in and around the spear. I shove the boy away from the net. One look at the wound and I know it’s far beyond my capacity to heal. The spearhead is buried up to the shaft in her stomach. Impulsively I lean forward and kiss him, stopping his words. This is probably overdue anyway since he’s right, we are supposed to madly in love. It’s the first time I’ve ever kissed a boy. “Well, there’s more swelling, but the pus is gone, “ I say in an unsteady voice. “I know what blood poisoning is, Katniss,” says Peeta.
What Is a Lexile? Lexile units are based on word frequency and sentence length. Word frequency is calculated based on words in Lexile databank (almost one billion). Lexiles range from 0 (beginning reading) to 2000 (highly technical texts). www.lexile.com
Step 1: Quantitative Measure Quantitative Measures Ranges for Text Complexity Grade Bands * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf
Step 1: Quantitative Measures 4-5 Lexile Range (810 L): 6.2 ATOS Book Level: Scholastic’s Book Wizard Level: 5.3
Step 1: Quantitative Measures Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle. Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations.
Step 2: Qualitative Measures Measures such as: • Layers of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands • Cultural demands • Vocabulary
Assessing Text Where on the continuum?
Step 2: Qualitative Measures http://www.ksde.org/Default.aspx?tabid=4605
Step 2: Qualitative Measures http://www.ksde.org/Default.aspx?tabid=4605
Step 2: Qualitative Measures Our initial placement of The Hunger Games into a text complexity band has changed when we examined the qualitative measures. Qualitative Remember, however, that we have completed only the first two legs of the text complexity triangle. Quantitative Reader and Task The reader and task considerations still remain.
Step 3: The Reader and Task • Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text
Step 4: Recommended Placement After reflecting upon all three legs of the text complexity model, we can make a final recommendation of placement within a text and begin to document our thinking for future reference.
Determining Text Complexity Four Step Process • Determine the quantitative measures of the text. • Analyze the qualitative measures of the text. • Reflect upon the reader and task considerations. • Recommend placement in the appropriate text complexity band. Quantitative Qualitative Reader and Task
Implications for Instruction Begin now to bring more informational text into the curriculum and focus on “disciplinary” reading. Make an effort to “bridge the gap” for students by making up to 20% of classroom reading grade-level texts with necessary levels of scaffolding. Provide frequent opportunities to work “across” texts. Source: KAREN WIXSON, PHD UNIVERSITY OF MICHIGAN/UNC
Engaging Students with the Texts Students need to engage with: • Age/grade appropriate materials for exposure to structures, content, vocabulary • Instructional level materials that allow them to progress • “Easy” materials that allow them to practice Source: KAREN WIXSON, PHD UNIVERSITY OF MICHIGAN/UNCG