Common Core State Standards

1. Common Core State Standards November 26, 2012

2. Essential Questions • What is the correlation between RGSD’s Mission/Vision and the CCSS? • How will the CCSS affect instructional practices? • How will the CCSS impact students’ academic performance preparing them to be college and career ready?

3. Common Core Defined: • The Common Core State Standards, also called the Core Academic Standards in Missouri, define what students should know and be able to do at every grade level in grades K-12. • The standards are more rigorous than the previous standards. The focus of the standards closes the gap between high school and college/ career readiness. In addition, the standards will require less rote memorization and more concepts applicable to real-world problem solving.

4. We know that . . . • CCSS is a charge by states to ensure that all students are college and career ready by graduation. • Standards are set requirements for ELA and Literacy in Social Studies/History, Science, Math and Tech subjects • Standards lay out a vision of what it means to be a literate person in the twenty-first century.

5. Assessments Transitions • Grade Level and End Of Course Tests • 2012-13: Normal testing, return of Performance Events and Writing Prompts in all content areas • 2013-14: Normal testing, except for movement of CA and Math assessments to align to CCSS (without changing test design and blueprint) • 2014-15: Implement SMARTER Balance Assessments in ELA, math • 2014-15: All assessments will be online • **More End Of Course Test will be required • **Comprehensive (End Of High School) Assessments required for 2016 Graduates -

6. Overview of Reading Strand • Reading • Progressive development of reading comprehension; students gain more from what they read • Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated • Standards for Reading Foundational Skills (K-5) • Reading Standards for Literature (K-12) • Reading Standards for Informational Text (K-12) • Reading Standards for Literacy in History/Social Studies (6-12) • Reading Standards for Literacy in Science and Technical Subjects (6-12)

7. Overview of Writing Strand Writing • Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts • Focus on the use of reason and evidence to substantiate an argument or claim • Emphasize ability to conduct research – short projects and sustained inquiry • Require students to incorporate technology as they create, refine, and collaborate on writing • Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendix for writing samples)

8. Overview of Speaking and Listeningand Language Strands Speaking and Listening • Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions • Emphasize effective communication practices • Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language • Include conventions for writing and speaking • Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading • To be addressed in context of reading, writing, speaking and listening Media and Technology are integrated throughout the standards.

10. Students who are College and Career Ready (CCR) … • Demonstrate independence • Construct viable arguments and critique the evidence of others • Participate in a range of effective conversations • Collaborate with diverse partners • Use technology and digital evidence strategically and capably • Make sense of problems and persevere in solving them

11. College and Career Readiness Anchor Standard 10 for Reading • Read and comprehend complex literary and informational texts independently and proficiently.

12. Text Complexity Model • Text complexity is defined by: 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. Quantitative Qualitative 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

13. Scientist Teacher Executive Nurse Supervisor Sales Secretary Foreman Clerk Craftman Construction Clerk Labor 700 900 1100 1300 1500 Lexile Score On-the Job Lexile RequirementsNational Adult Literacy Study

14. Text Complexity Resources http://www.lexile.com/findabook http://www.arbookfind.com/

15. A Question to Remember . . . How is knowing a text’s complexity level assist us in improving our students’ reading engagement and comprehension?

16. Text Complexity & Engagement: Assessments • Reading Interest Inventory • Engagement Inventory • Adequate Range of Reading Rates • Book Logs

17. Assessing and Measuring Reading Engagement

18. Reading Interest Inventory Handout • Administered at the beginning of the year and repeated periodically throughout the year • Make sure the students answer honestly without penalty • Constructed response inventories will give you a deeper understanding of each student • Results of inventory will allow teacher to: • Pull small groups to guide students (book tastes, reading habits, student attitudes, who each student is a reader, etc.) • Form groups/partners/book clubs • Modify unit plans for the year (including read aloud choices) • Reorganize classroom library

19. Engagement Inventory Handouts • Results of the engagement inventory will allow teacher to: • Clearly target the length of time that students stay engaged during independent reading time • Determine distracters • Form groups/partners/book clubs • Develop intervention plans • Small groups • Individual conferences

20. Book Logs Handout • Results of the book log will allow teacher to: • Determine reading rate • Analyze the types of books the student is reading at home and school • Look at stamina tied to genre • Determine indications for difficulty with word study and fluency • Pull small groups and confer about: book choice, stamina and reading rate

21. Book Logs • Completed weekly by the student • Learn about student’s habits and stamina • Types of book a student chooses—is there a good variety or is it time to broaden the student’s reading tastes? • Time spent reading at home • Time spent reading at school • Page per minute rate (Reading Rate Handout)

22. Reading Strategies to Increase Student Engagement • Pre – • During - • Post –

23. Resources • Teaching Reading in Small Groups by Jennifer Serravallo • When Kids Can’t Read, What Teachers Can Do by Kylene Beers • Pathways to the Common Core: Accelerating Achievement by Lucy Calkins, Mary Ehrenworth and Christopher Lehman

24. Resources and Supports • Professional Development - State Workshops , CSD Workshops and Regional Consortiums (Language Arts Regional Consortiums) • DESE Common Core Information Page • Crosswalk • FAQs • PowerPoints and Videos • CCSS Websites and Curriculum Maps Websites • CCSS Appendices: • A – Defines Terms • B – Suggested Text and Student Tasks Samples • C – Writing Exemplars • Various State Websites ----KS, MA, DE • District Website – The Standards, Appendices, FAQs and Parent Resource