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May 7, 2012

Needed Shifts: Common Core State Standards and Implications for Transforming Teaching and Learning . May 7, 2012. Agenda. Opening Session: Goals, norms, priorities Introduction to CCSS and required shifts in practice Break (9:30 am – 9:45 am) CCSS Literacy Examples Lunch (11:15-12:15)

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May 7, 2012

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  1. Needed Shifts: Common Core State Standards and Implications for Transforming Teaching and Learning May 7, 2012

  2. Agenda • Opening Session: • Goals, norms, priorities • Introduction to CCSS and required shifts in practice Break (9:30 am – 9:45 am) • CCSS Literacy Examples Lunch (11:15-12:15) • Planning and Preparation • Debrief and Feedback

  3. Standards From a district that To a district that Used or referred to * WI Model Academic Standards * MPS Learning Targets Understands and infuses the * Common Core State Standards

  4. Compare WMAS to CCSS 4

  5. CCSS Instructional Shifts for ELA/Literacy • Building knowledge through content-rich nonfiction and informational texts • Reading and writing grounded in evidence from text • Regular practice with complex text and its academic vocabulary

  6. Alignment of Shifts in ELA/Literacy • Building knowledge through content-rich informational texts [Reading Standards #1-10 in ELA and Reading Standards for History/SS, Science, and Technical Subjects] • Reading, writing, and speaking grounded in evidence [Reading Standard #1, Speaking and Listening Standard #1, and Writing Standards #1, #2, & #9] • Regular practice with complex texts (and its vocabulary) [Reading Standards #10 & #4]

  7. CCSS Instructional Shifts for ELA/Literacy • Building knowledge through content-rich nonfiction and informational texts

  8. CCSS Instructional Shifts for ELA/Literacy

  9. CCSS Instructional Shifts for ELA/Literacy 2. Reading and writing grounded in evidence from text

  10. CCSS Instructional Shifts for ELA/Literacy 3. Regular practice with complex text and its academic vocabulary

  11. Importance of Text Complexity • The CCSS call for strong use of evidence and for the reading of complex text. • Close analytic reading models how to gather evidence from complex text. • Proficient readers have a higher standard of coherence than weak readers; they have the expectation that text will make sense, and they possess the determination to stay with text until that meaning is revealed.

  12. Importance of Text Complexity (Con’t) • Text Complexity research highlights the critical role of syntax and vocabulary in causing reading difficulty. • Struggling readers, English language learners and students with special education needs receive more practice beyond regular exposure to close analytic reading but must have the same access to the same complex text as their peers.

  13. According to The Council of Chief State School Officers (CCSSO) • Too many students are reading at too low a level (<50% of graduates can read sufficiently complex texts) • The complexity of what students can read is greatest predictor of success in college (ACT study)

  14. 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

  15. Overview of Text Complexity Text complexity is defined by: • Qualitative measures- levels of meaning, structure, language conventionality and clarity, and knowledge demands • Quantitative measures- word length or frequency, sentence length, and text cohesion • Reader and task considerations- motivation, knowledge, and experiences

  16. Qualitative Measures Qualitative dimensions and factors are those aspects of text complexity only measureable by an attentive reader.

  17. Qualitative Measures • Levels of Meaning or Purpose • Structure of Text • Language Conventionality and Clarity • Knowledge Demands

  18. Quantitative Measure Quantitative dimensions and factors are those aspects that are not easily measureable by a human and are typically measured by programs.

  19. Quantitative Measure • Flesch-Kincaid Grade Level Test • Dale-Chall Readability Formula and Lexile Framework for Reading • ATOS formula (Accelerated Reader)

  20. Quantitative Measure Lexile There are two measures: a Lexile reader measure and a Lexile text measure.

  21. Realigned Levels- Adjusted Upward

  22. Reader and Task Considerations Reader and task considerations must also be made when determining a text’s appropriateness.

  23. Reader and Task Considerations • Motivation • Knowledge • Experiences • Purpose

  24. Three Tiers of Words High Frequency Words Tier One Tier Two Tier Three Academic Vocabulary Discipline-specific Words 24

  25. Example Lesson Please refer to pages 4-5 in your handouts: Grade K-1 Garden Helpers Grade 2-3 Tooth on the Roof Grade 4-5 Horses Grade 6-8 Letter on Thomas Jefferson 25

  26. Guiding Questions for Deep Study –Informational Text What do the pictures tell us about the author’s message or purpose? How do you feel about the author’s message? Why? What does the author want us to answer, explain or describe? How do you know? What direct evidence from the text do we have that supports our response? Can you describe similar experiences? What are the differences from the author’s information? Use evidence from the text to support your response. 26

  27. Turn and Talk Look at the progression between the first question What do the pictures tell us about the author’s message or purpose? and last question Can you describe similar experiences? What are the differences from the author’s information? Use evidence from the text to support your response. What scaffolding questions might we consider between the two questions? 27

  28. What Can We Do? • Give all students access to content-rich non-fiction texts and informational texts (with support) • Teach students specific strategies to address content-rich non-fiction texts and informational texts (CLP resources) • Practice questioning strategies • Slow down, read, and re-read • Place a premium on stamina and persistence (model persistence)

  29. What Can We Do? Teacher does little to introduce Students read to themselves Teacher reads portion out loud Students paraphrase or translate into own words Teacher asks series of specific, text- dependent, questions Students write and speak, using evidence as they respond to questions about the text 29

  30. Write Around Directions: Take out a piece of paper. Begin with one of the following, or a question/stem of your own on a topic related to the three shifts. Pass the paper when you are told. • How do the shifts fit into the CLP and instructional design (small and whole group)? • How does this work in Tier 1 and Tier 2? • What do I consider when I select grade level text vs. leveled text? • Other…

  31. Working on the Work Reflect upon how you will incorporate these questions as you “work on the work” this afternoon. 31

  32. Learning Intention Participants will deepen their understanding of the connections between the Common Core State Standards and the MPS Comprehensive Literacy Plan.

  33. Success Criterion We will know we are successful when we are able to enhance our current level of use of the adopted Common Core State Standards, as evidenced in our daily and long-term lesson planning.

  34. Thank You! Lunch (11:15-12:15)

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