EngageNY.org The Common CoreImplications for Teacher Educators
What Has Happened to Public Education while your Students have been in College • Nearly every state set common expectations for what students should know and be able to do. • Unlike previous standards, these standards are tied to college and career readiness, and students who meet the standards are expected to be able to go on to postsecondary education without the need for remedial classes. • These standards are internationally benchmarked, and match the expectations of the highest-performing nations. • These standards are tied to evaluation of teacher efficacy.
Standards Key Ideas and Details: CCSS.ELA-LITERACY.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.9-10.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Craft and Structure: CCSS.ELA-LITERACY.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
The Common Core asks That text be central to the English Language Arts curriculum Teachers to assign texts that provide language complexity appropriate to grade level That students have substantial experience reading informational text Many still Try to fit texts to skills, instead of grounding skills instruction in appropriate texts Assign texts based on students’ present reading prowess, especially in elementary school Need to use more non fiction text in the classroom, especially at the middle and upper level. The Asks (Finn Jr. & Porter-Magee, Common Core in the Schools: A First Look at Reading Assignments 2013)
6 Shifts in ELA/Literacy • Balancing Informational and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-based Answers • Writing from Sources • Academic Vocabulary Instructional Shifts Demanded by the Core Why We Can’t Fake It 5 5
ELA/Literacy Shift 1: Balancing Informational and Literary Text EngageNY.org
ELA/Literacy Shift 2: Knowledge in the Disciplines • Principal’s Role: • Hold teachers accountable for building student content knowledge through text • Support and demand the role of all teachers in advancing students’ literacy • Give teachers permission to slow down and deeply study texts with students EngageNY.org
ELA/Literacy Shift 3: Staircase of Complexity EngageNY.org
ELA/Literacy Shift 4: Text-Based Answers • Principal’s Role: • Support and demand that teachers work through and tolerate student frustration with complex texts and learn to chunk and scaffold that text • Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions. • Hold teachers accountable for fostering evidence based conversations about texts with and amongst students. EngageNY.org
ELA/Literacy Shift 5: Writing from Sources • Principal’s Role: • Support , enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text EngageNY.org
ELA/Literacy Shift 6: Academic Vocabulary • Principal’s Role: • Shift attention on how to plan vocabulary meaningfully using tiers and • transferability strategies • Demand the spiraling of increasingly complex texts within particular • domains EngageNY.org
What this Means for Your Students • Reasons for becoming a teacher • Favorite books • Favorite teachers • How they were taught to write • What they were taught to read for • How they and their peers were placed • Roles of teacher and students • Expectations
The Statistics of Success The ELA proficiency results (NYS Levels 3 or 4) for race/ethnicity groups across grades 3-8 reveal the persistence of the achievement gap
EngageNY.org “Students living in poverty often have a gap in their knowledge of words and knowledge about the world.” -David Liben
The Teacher Lounge • It matters where you place them. • The attitudes about the Common Core and its Implementation vary……Greatly. • The New Uncomfortable • Keeping students first in the classroom • Developing a mature perspective • Empowerment with local control
Options • Take apart a module • Close-Read the appendices – particularly Appendix A • http://achievethecore.org • www.engageny.org