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Common Core State Standards K-5

Common Core State Standards K-5

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Common Core State Standards K-5

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  1. Common Core State StandardsK-5 November 26, 2012

  2. T

  3. Think About It! • Video

  4. Expected Outcomes… As a result of the CCSS session, participants will: • understand the ELA Common Core State Standards and how they prepare students to be college and career ready. • understand the critical components – Text Complexity and Student Engagement. • have identified current resources and processes to bridge the gap through the CCSS transition.

  5. Directions for making a Response Journal Fold three sheets of paper horizontally. Cut 1” slits at the top and bottom. Fold the colored sheet horizontally and cut the “guts” out of the fold leaving 1” at the top and bottom. Fold the colored sheet vertically and slide in the opening of the three sheets. Open the colored sheet and fit into the slits on the top and bottom. WOW! A Response Journal! Great project for student writing activities!

  6. 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?

  7. Welcome & Introduction • Meet and Greet – A Pre Reading Strategy: • Read your word or phrase • Share your word or phrase with at least 3 people • Try to remember the words that you hear • Return to your table and share with the group your word or phrase • Your group will make predictions as to how they all fit together • One person from the group will share to the large group

  8. Silent Reading . . . • Read page 3 of the CCSS packet • Table – Talk: evaluation of the predictions made

  9. 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.

  10. 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.

  11. CCSS Background • Voluntary, state – led effort; states, territories and D.C. • States committed to developing a Common Core of State Standards for proficiency in ELA and Math for grades K-12 • Governor Nixon signed Missouri in August 2009 • MO State Board of Education adopted the Standards June 15, 2010

  12. 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 • **MoreEnd Of Course Test will be required • **Comprehensive (End Of High School) Assessments required for 2016 Graduates -

  13. What is not covered by the Standards? • They do not enumerate all or even most of the content that students should learn. • They do not describe all that can or should be taught. • They do not define the nature of advanced work for students that meet standards prior to graduation. • They do not define particular intervention methods or materials to support varied student levels of performance. • They do not outline specific range of support for ELL and special needs students. • They do not cover every relatable component for college and career readiness preparedness.

  14. Video: A New Foundation for Student Success!

  15. What is our role as educators? Practicing Listening Skills: A quote from the book, Opening the Common Core

  16. How is the Document Organized? Using the Table of Contents as Guide Treasure Hunt

  17. 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)

  18. 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)

  19. 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.

  20. ELA Shift #1 Handout • PK-5: Balancing Informational and Literary Texts • 50/50 • What do you think the current percentage of informational text reading is in elementary classrooms?

  21. ELA Shift #2 • 6-12: Building Knowledge in the Disciplines

  22. ELA Shift #3 • The Staircase of Complexity

  23. Text Complexity Concerns • “steady decline—over time, across grades, and substantiated by several sources—in the difficulty and likely also the sophistication of content of the texts students have been asked to read in school since 1962” (Common Core Initiative, 2010)

  24. ELA Shift #4 • Text-Based Answers • Students have rich and rigorous conversations which are dependent on a common text. • Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments.

  25. ELA Shift #5 • Writing From Sources • Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts.

  26. ELA Shift #6 • Academic Vocabulary • By “focusing strategically on comprehension of pivotal and commonly found words (such as ‘discourse,’ ‘generation,’ ‘theory,’ and ‘principled’) and less on esoteric literary terms (such as ‘onomatopoeia’ or ‘homonym’), teachers constantly build students’ ability to access more complex texts across the content areas.”

  27. Supporting the Shift . . . 3-2-1 3 Minute Personal Reflection Think – Ink - Pair – Share The Cross Walk Document Handout

  28. RGSD Current Initiatives • Literacy Initiatives– Balanced Literacy Model; Reading/Writing Across Content Areas; Improving Classroom Libraries and Building Book Rooms; Increasing Time for Reading • Continuous Curriculum Review and Revision– Grade Level/Course Writing Expectations prioritizing argument and informational writing; Units of Studies to include opportunity for students to develop Speaking, Listening and Presentation Skills and integration of technology; Units including both • Improving Instruction – Effective lesson planning to continue the focus on RGSD Power Standards to keep the focus on higher order and critical thinking skills • Focus on Assessment – Utilizing the new Common Core Scholastic Reading Inventory Levels; Fountas & Pinnell Reading Assessment and Running Records; Discovery Education Benchmarks for all content areas (2013 K-2 aligned to CCSS); Common Summative and Formative Assessments • Student Support through Interventions and Enrichment • Quality Instructional Programs/MaterialsAligned to CCSS • Collaboration– Professional Learning Communities/Data Teams

  29. Time for a BREAK!

  30. Video: Why Common Core – I Choose C Are we preparing our students to be College and Career Ready? What is the evidence?

  31. Are we college and career ready? • Senior Survey Data • Post-Graduate Data • ACT Data • St. Louis Community College Data

  32. RGSD Data

  33. RGSD Data

  34. RGSDSt. Louis Community College

  35. Students who are College and Career Ready… • 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

  36. 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?

  37. Tic Tac Toe Words/phrases • Draw a Tic Tac Toe Template in your Reflective Journal • As we go through this section relating to Text Complexity, write nine words or phrases that are new to you or those that you may still have questions about.

  38. Riverview Gardens School District Text Complexity and Student Engagement in CCSS

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

  40. 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

  41. Quantitative Measures Resources • Grade Band Ranges Chart • Internet databases for quantitative measures (Lexile and F&P book level)

  42. Original Appendix A-Lexile Chart

  43. 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

  44. Qualitative Measures Resources • Rubric for Literary Text • Rubric for Informational Text

  45. Complexity Rubrics Handouts LITERARY TEXT INFORMATIONAL TEXT

  46. Informational Text Rubric Handouts Exceedingly Complex Very Complex Moderately Complex Slightly Complex Purpose Text Structure Language Features Knowledge Demands

  47. Literary Text Rubric Handouts Meaning Text Structure Language Features Knowledge Demands

  48. Reader and Task Considerations Resources See handout