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Common Core Overview

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Common Core Overview

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  1. Understanding the New Standards Common CoreOverview

  2. Common Core Learning Objectives will answer these Essential Questions: What are Common Core Standards? Why is Common Core necessary? What do these standards mean in the context of my school, my classroom, my students? What is “text complexity,” and how can I implement it in my teaching? What are text-dependent questions?

  3. Common Core Why is it necessary?

  4. Common Core WHY??? “A largegapstill exists between how high school teachers perceive the college readiness of high school graduates and how college instructors perceive the readiness of their incoming first-year students. This suggests a lack of curricular alignment between the K-12 and postsecondary educations systems that may be hampering the efforts of K-12 to prepare students for life after high school.” Policy Implications for Preparing for Higher Standards (ACT National Curriculum Survey 2012)

  5. Common Core How did it all begin?

  6. Common Core Previous state standards did not improve student achievement. • Gaps in achievement • Gaps in expectations • NAEP results • ACT 2012 data – College Readiness Benchmark All 4 subject areas: 25% 3 subject areas: 15% 2 subject areas: 17% 1 subject area: 15% None 28% • College remediation rates

  7. Beginning in the spring of 2009, Governorsandstate commissioners of education from 48 states,2 territories and the District of Columbiacommitted to developing a common core of state K-12 English-language arts (ELA) and mathematics standards. The Common Core State Standards Initiative (CCSSI) is a state-ledeffort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). www.corestandards.org History

  8. Common Core Standards: Aclear set of shared goals and expectations

  9. Common Core Narrowed focus Strong emphasis on foundational basics Text complexity Skill reinforcement

  10. Common Core Common Core will focus Teachers will cover more on process with fewer standards more less emphasis on thoroughly. rote memorization. Deeper knowledge is required for students to be properly equipped for the technologically-advanced jobs of the future.

  11. CCSS Math Domain Cluster Standard

  12. Standards Define what students shouldunderstand and be able to do.

  13. Domain A bigideathat bridgesacross grade levels. Domain: Operations & Algebraic Thinking (OA)

  14. Clusters Groups of related standards

  15. Common Core - Math • The Mathstandards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels ‐ rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year. • Having built a strong foundation K‐5, students can do hands on learning in geometry, algebra and probability and statistics. Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well‐ prepared for algebra in grade 8.

  16. Common Core • The high school Math standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically. • The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do. • The high school standards emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions.

  17. Common Core

  18. Common Core - ELA • The ELA standards establish a “staircase” of increasing complexity in what students must be able to read so all are ready for the demands of college‐ and career‐level reading. • The standards require the progressive development of reading comprehension so that students advancing through the grades gain more from whatever they read. • Through reading a diverse array of classic and contemporary literature (classic myths, American literature, and Shakespeare) as well as challenging informational texts in a range of subjects (foundational U.S. documents), students build knowledge, gain insights, explore possibilities, and broaden their perspective. • The standards are building blocks for successful classrooms.

  19. Common Core: 4 Strands of ELA

  20. CCSS Requires 3 Shifts in ELA (TDOE’s Focus Standards) • Building knowledge through content- richnonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

  21. Common Core The 1st Major Shift in CC Build knowledge using informational text 50/50narrative/informational elementary 45/55narrative/informational middle grades 25/75 narrative /informational high school

  22. Building Knowledge Through Content-Rich Nonfiction (Informational): Why? • Students are required to read very little informational text in elementary and middle school. • Non-fiction makes up the vast majority of required reading in college/workplace. • Informational text is harderfor students to comprehend than narrative text. • Supports students learning how to read different types of informational text.

  23. What is Informational Text ?? Source: Reading Framework for the 2011 National Assessment of Educational Progress, September 2010

  24. Common Core The 2nd Major Shift in CC Reading, writing, and speaking grounded in evidence from text, both literary and informational

  25. Common CoreWhy Adjust Our Questioning? Asking students to make connections to themselves, other texts, and the world guides them away from the text and doesnotlead to a deep understanding of it. Students expend excessive time and energy answering low-level questions rather than meaningful, text-specific questions that will incite a deeper understanding.

  26. Text-dependent Questions: • are onlyanswered correctly with careful attention to the text. • extend beyond recalling facts. • often require inference. • require no outside sources. • allow students to gather evidence and build knowledge. • provide access to increasing levelsof complex text. • necessitate thoughtful teacher preparation. • require timefor students to process. • are meaningful.

  27. What makes Casey’s experiences at bat humorous? Find examples from the text to support your answer. What can you infer from King’sletter about the letter that he received? Non-Examples and Examples Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

  28. Common Core Content Shift #2 Which question is text-dependent? In “The Gettysburg Address, “Lincoln states that the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? or “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

  29. Common Core The 3rd major shift in CC Regular practice with complex text and its academic language

  30. Common Core What is “text complexity”? and Why is text complexity important?

  31. Common Core Text Complexity IS a concentrated effort to expose our students to more difficult texts. Transport them to realms outside of their comfort zones. Expose them to a vast assortment of genres, prompting them to become “literary entrepreneurs” who are willing to take risks.

  32. What constitutes a complex text? “Complex text is typified by a combination of longer sentences, a higher proportion of less-frequent words, and a greater number and variety of words with multiple meanings.” PARCC Model Content Frameworks

  33. Text Complexity Why is Text Complexity important? “The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skillsand the conceptual knowledge they need for success in school and life” (p. 3).

  34. Text Complexity Model Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Qualitative Quantitative Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Reader and Task

  35. Text Complexity AGAIN….... Why is it important? “A large gap still exists between how high school teachers perceive the college readiness of high school graduates and how college instructors perceive the readiness of their incoming first-year students. This suggests a lack of curricular alignment between the K-12 and postsecondary educations systems that may be hampering the efforts of K-12 to prepare students for life after high school.” Policy Implications on Preparing for Higher Standards (ACT National Curriculum Survey 2012)

  36. introducing background knowledge • immersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge Scaffolding for Text Complexity • engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible • modelinghow to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument • engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level

  37. Common Core Thinking Maps

  38. The Circle Map For defining in context

  39. An Overview of all 8 Thinking Maps The Circle Map Defining in Context

  40. While at your desk, you should sit with your spine straight. The Backbone; Spinal Column A pointed, hard growth on a plant, as a thorn The spines of the cactus really hurt me. The hinged back of a book SPINE A pointed, hard growth of an animal; as a porcupine’s quill

  41. Evaluating Sources

  42. A student uses a circle map to display knowledge of the Renaissance.

  43. The Bubble Map For describing things

  44. is is is is Bubble Map Accommodations bright round The sun yellow hot The sun is bright. The sun is hot.

  45. The Double Bubble Map For comparing & contrasting

  46. Mice Step daughter goose Step Daughter Younger Step Daughters Older Mean Step sisters Cinderella Mei Ping and The Silver Shoe Old lady Prince has party Fairy God Mother Lost shoe Magic Goose Feathers Magic Wand Prince Went house to house Married prince Shoe In hut By Marisa