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CVES. NYS P-12 Common Core Learning Standards for ELA and Literacy Next Steps Winter 2012 Cheryl Dodds, Facilitator. ELA/Literacy & Math Shifts. 6 Shifts in Mathematics. 6 Shifts in ELA/Literacy. Focus Coherence Fluency Deep Understanding Applications Dual Intensity.
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CVES NYS P-12 Common Core Learning Standards for ELA and Literacy Next Steps Winter 2012 Cheryl Dodds, Facilitator
ELA/Literacy & Math Shifts 6 Shifts in Mathematics 6 Shifts in ELA/Literacy Focus Coherence Fluency Deep Understanding Applications Dual Intensity Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary 2
College and Career Readiness Aspirational Performance Measures Regents Diploma with Advanced Designation Attainment of a 75 on the ELA Regents and an 80 on Math Other College and Career Readiness Indicators International Baccalaureate Diplomas Advanced Placement Courses Earning College Credits in High School www.engageNY.org 4
Capacities of the Literate Individual • They demonstrate independence. • They build strong content knowledge. • They respond to the varying demands of audience, task, purpose, and discipline. • They value evidence. • They comprehend as well as critique. • They use technology and digital media strategically and capably. • They come to understand other perspectives and cultures.
2005 NYS Test Item vs. NYS P-12 Common Core Learning Standards
The Partnership for Assessment of Readiness for College and Careers www.PARCConline.org PARCC Assessments
Example Common Core Performance Task English Language Arts & Literacy Richard Wright struggles to find his ‘place’ in society. He refuses to forgo his morality and beliefs to conform to the status quo. Examine Wright’s pride. Find examples in the text that demonstrate the influence pride has on Wright’s actions. How does his pride influence his decisions? Is pride a positive or negative influence in Wright’s life? How does Wright’s pride affect how his family members treat him?”
Example Annotated Student Work The Student organizes complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole. Wright’s pride prompts him to make principled decisions and carry out actions that illustrate his morality and inherent beliefs. Wright refuses to neglect his values and chooses right over wrong even when he recognizes that failure to adhere to what is expected of him will ultimately result in negative and often violent consequences. When he receives the title of valedictorian and refuses to read the speech prepared for him by his principal, choosing instead to present his own speech in spite of the threat of being held back, Wright’s pride is demonstrated. Although he comprehends the consequences and the gravity of his decision, Wright refuses to compromise his beliefs: “I know that I’m not educated, professor . . . But the people are coming to hear the students, and I won’t make a speech that you’ve written” (174). Though urged by his family members and his classmates to avoid conflict and to comply with the principal’s demand, Wright refuses because he does not believe it is the morally correct thing to do…. Student uses appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. The Student develops the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples knowledge of the topic.
2011-12 NYS Assessments Changes 12/19/11 Grades 3-8 (secured) ELA April 17-19 (3 days) Grades 3-8 (secured) Math April 25-27 (3 days) Field test questions will be incorporated to prepare for the 2013 alignment – it will not be apparent to students which are field test questions (do not count toward the score) or operational ones (count toward the score) Embedding field test questions will reduce the amount of stand-alone field tests during the spring but will not eliminate the need to conduct stand-alone field tests later this year ELA day one Book 1 will be administered in two consecutive parts with a break midway (no talking during break) Days 2 and 3 for ELA and all mathematics will be in a single session per day Schools must schedule 90 minutes for each session on each day at each grade – if all students done earlier teacher can end the session ELA Scoring Rubric is changed by adding writing mechanics (meaning, development, organization, language use and writing mechanics)
2011-12 NYS Assessments Times • Grades 3-5 ELA (Estimated times do not include prep time or read aloud for listening time.) • Book 1 - 70 min., Book 2 – 60 min., Book 3- 45 min. • Grade 6 ELA • Book 1 – 70 min., Book 2 – 60 min., Book 3 – 50 min. • Grade 3 Math (Estimated times do not include prep time) • Book 1 – 60 min., Book 2 – 60 min., Book 3 – 50 min. • Grades 4-6 Math • Book 1 – 60 min., Book 2 – 60 min., Book 3 – 60 min. • The Guide to the 2012 Testing Program is now posted on NYSED. • Schools must schedule 90 minutes of testing time for each session, on each day, at each grade.
ELA/Literacy Shift 1: Balancing Informational and Literary Text
Learning New Words Depends on Reading Written Spoken Marilyn.adams@yerizon.net Cunningham & Stanovich. (1998) What reading does for the mind. American Educator, Spring/Summer, pp. 8-15. 20
Lexile Range Shifts Grades Old Lexiles New Lexiles 2-3 450-725 450-790 4-5 645-845 770-980 6-8 860-1010 955-1155 9-10 960-1115 1080-1305 11-CCR 1070-1220 1215-1355 NYSCCS Appendix A
NYSCC Appendix BText Exemplars Charlotte’s Web (1952) by E.B.White has shifted from the grade 4-5 span to the grade 2-3 span. The Narrative Life of Frederick Douglass (1845) by F.Douglass has shifted from the grade 9-10 span to the grade 6-8 span. Note: Appendix B also includes sample performance tasks for literary and informational text by grade span.
Reading: Text complexity and the growth of comprehension • Places equal emphasis on the sophistication of what students read and the skill with which they read. • Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. • Students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts. NYSCCS
Question-Answer Relationships (QAR) • Right There in the Text - Theanswer is found in the text by looking for thesame words used in the question. • Think and Search in the Text – The answer is found by looking at different parts of the text and thinking about how ideas are put together. • On My Own requires tapping into student understandings and background knowledge. • Author and You requires student background knowledge, looking at what the author says in the text, and making and drawing conclusions. • (Vacca 1999)
Writing Samples Appendix C
Looking at Student Work Is there a difference between the work currently being produced in your school at this grade level and the student work in the Appendix C of the Common Core State Standards? If so, what is it? What are the implications for our practice? 30
Looking at Student Work – Working Together What do these students know and do? What are the implications for our practice? Assemble in grade span groups. Collect all of the writing samples for your grade span. Compare student work with the exemplars in the Common Core Standards Appendix C Assign a recorder for your group. Create a T chart and draw conclusions about the student work: 31
Writing: Text types, responding to reading, and research The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary andinformational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document. NYSCCS
Tiered Vocabulary(Fisher, Frey 2008) Tier 1-General Vocabulary (hero, walk, marry) Tier 2-Specialized Vocabulary (table, fortunate, itemize, layer, calibrate) Tier 3-Technical Vocabulary (concerto, metaphor, aorta, circumference, carburetor)
Words in Context Strategies Direct Explanation/Definition: Occurs when sentences within a paragraph explain the meaning or give a definition immediately following the unknown word/phrase. Look for commas, dashes or parentheses. Fire is a terrifying force. A conflagration, an out of control fire, used to happen frequently in big cities when most of the buildings were made of wood. (Taken from Taming Fire - Scholastic)
Antonym Clues: Use of “but”, “even though”, “however”, “yet” or “on the other hand” signal an opposite meaning of an unknown word. Even happy families like the Bear family …don’t get along all the time. It didn’t happen very often but there were days when the whole family woke up grouchy and got up on the wrong side of the bed. When it happened it make for a bad day in the tree house. (Taken from a story of the Berenstain Bears.)
Words in a List Robins, blue jays and grackles are native to North Carolina.
Suggested Meaning: Inferred from the information in passage. Field Mouse left the grass behind and continued his search for a friend. He ventured farther than he ever had before. When he saw some cattails, he wondered if he was nearing the pond his grandfather had described to him in his stories. (Taken from FriendFrog by A, Ada)
Roots/Affixes Hypodermic needle: “hypo” means “under” “derm” means “skin” “ic” means “having the nature of”
Word-part clues Look for the root: basic part of a word. It might be a whole word (e.g., happy) or a meaningful part of a word (e.g., vis-, vid- = to see or view). Look for a prefix: a word part added to the beginning of a word that changes its meaning (e.g., un-, in- = not). Look for a suffix: a word part added to the end of a word that changes its meaning (e.g., -ness = “state or quality of”; -ible, -able = “capable of”). Put the meanings of the root and any prefix or suffix together to see if you can build the meaning of the word (e.g., unhappy, happiness, unhappiness, vision, visible, invisible, television, videotape, vivid, evident). (adapted from Baumann, Edwards, et.al, 2003)
Vocabulary Rule When you come to an unfamiliar word, use: Context Clues: Read the sentences around the word to see if there are clues to its meaning. Word-part Clues: See if you can break the workd into a root and prefix or suffix to help figure out its meaning. Context Clues: Read the sentences around the word again to see if you have figured out its meaning. (adapted from Ruddell 1999)
Vocabulary Strategies Resource Sheet
Vocabulary Strategies Words in Context Multiple Meaning Words Figurative Language Common Roots and Affixes
MINOR Catherine the Great, a minor aristocrat from Germany, became empress of Russia when her husband, Peter, the grandson of Peter the Great, was killed. Majority of 6th graders said she ……………………… Majority of 7th graders said she ………………………. Majority of 10th graders said she ………………………
Language: Conventions, effective use, and vocabulary Essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. Vocabulary focuses on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases. NYSCCS
Key Advances of the Common Core ANCHORED IN COLLEGE AND CAREER READINESS www.engageNY.org
Close Reading/Listening Slow, concentrated, deliberate reading / listening Immersion into the craft of the author Devotion to evidence of the text Postpones building of background knowledge Text speaks for itself “Reading like a detective.” Listening for details. Focus on the “four corners” of the text. NYSCCLS
“Four Corners” of the Text Focus on the author’s individual word choice and vocabulary. Focus on the order of sentences. Focus on the author’s development of ideas from the beginning of the text to the end. (Coleman 2011)
