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Transition to Common Core State Standards: Focus on Literacy

Transition to Common Core State Standards: Focus on Literacy. Principals’ Meeting, August 16, 2012 Anita Ravi, V.P. Professional Development & CCSS Implementation Toya Tate-Rose, Director of ELA Philip Gedeon , Director of Mathematics. Our Work This Morning.

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Transition to Common Core State Standards: Focus on Literacy

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  1. Transition to Common Core State Standards:Focus on Literacy Principals’ Meeting, August 16, 2012 Anita Ravi, V.P. Professional Development & CCSS Implementation Toya Tate-Rose, Director of ELA Philip Gedeon, Director of Mathematics

  2. Our Work This Morning • Experience an ELA lesson to gain an understanding of the shifts that Common Core State Standards demand in literacy. • Discuss the Calkins reading to increase our understanding of the intent and purpose of the Common Core State Standards and what we can do to support students to reach these standards. • Learn about the support plan for the transition to CCSS.

  3. Experience a Literacy Lesson Our Norms: • Stay in the lesson as a learner. • Save questions about implementation and the work of teachers for the lesson debrief. • Make sure all voices are heard in table and small group discussion.

  4. Do Now: Quick Write Respond in writing to the following prompt: What is the Dream Act? What progress was made this summer on the Dream Act? Be prepared to share your quick write with a partner.

  5. Common Read & Discussion: “What Is the Dream Act?” DO: • Read Document 1: “What is the Dream Act?” • With a partner, discuss and mark your text in response to the following questions: • According to this author, what is the DREAM Act? (Underline the text that answers this question. Then summarize what it says in the margin) • What criteria do you have to meet to qualify for the DREAM Act? (Number these criteria in the text).

  6. 2nd Common Read & Discussion: Gathering Evidence from 2 Sources DO: • Read Document 2 together as a whole group. • Using the graphic organizer provided, work with a partner to gather evidence from the document in response to the questions posed. • Read Document 3 on your own. • Work with a partner to complete the graphic organizer. Analysis Questions (see graphic organizer): • What did President Obama’s June 15th remarks say about the status of young illegal immigrants? • According to this source, what are the benefits for those affected by this Executive Order? • According to this source, what are the drawbacks?

  7. Summing Up • Re-read your Do Now Quick Write: • What is the Dream Act? • What progress was made this summer on the Dream Act? • Revise OR rewrite your response to these questions using evidence from the texts you’ve read today to support your responses.

  8. Analyze the Architecture of the Lesson Reading Standards for Informational Text DO: • Turn to p. 21 in your CA Common Core State Standards for English Language Arts, Literacy in History/Social Studies, Science, and Technical Subjects. • Read through the 8th grade standards. DISCUSS: • Which of these standards did we meet in today’s lesson? • Which standards could we meet if we extended the learning/ lesson? How could we meet these standards? (by adding another viewpoint, by spending extended time on the language use, etc.)

  9. Analyze the Architecture of the Lesson Writing Standards for Informational Text DO: • Turn to p. 23 in your Standards document • Read the Grade 8 standards for Text Types & Purposes, Production & Distribution of Writing, and Research to Build and Present Knowledge. DISCUSS: • What kind of writing did today’s lesson set you up to do? How? • What additional support is needed to enable you to write an argument piece that meets these standards?

  10. Analyze the Architecture of the Lesson Speaking & Listening Standards DO: • Turn to p. 28 of your Standards document. • Read through the standards for Comprehension and Collaboration presented here for grade 8. DISCUSS: • How were these standards supported today? What talk structures were designed by the teacher? What did you notice about the type of questions posed? • What more could we do to fully meet these standards?

  11. The CCSS Requires Three Shifts in ELA/Literacy • Building knowledge through content-rich non-fiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language Source: www.achievethecore.org

  12. Article Discussion: Chapter 1 of Pathways to the Common Core DISCUSSION QUESTIONS: • Was it helpful to begin by “reading like a curmudgeon?” Why or why not? • What concerns of yours were addressed up front by this approach (“reading like a curmudgeon”)? • According to these authors what is positive about these standards? • Which point do you agree with most and why?

  13. Article Discussion: Chapter 1 of Pathways to the Common Core DISCUSS & PLAN: • Re-read the recommendations for reform on pages 16-20. • Choose 1 recommendation that is most relevant for your school site and discuss why this recommendation should/could guide your literacy focus this year. The Authors’ Recommendations: • Implement a spiral, cross-curricular K-12 writing workshop curriculum. • Move students up levels of text complexity by providing them with lots of just-right high-interest texts and the time to read them. • Prioritize argument and informational writing. • Focus on higher-order comprehension instruction. • Increase cross-curricular, analytical non-fiction reading.

  14. Supporting the Alliance’s Transition to CCSS Home Office will: • Provide professional development for teachers and school leaders aimed at supporting understanding of the shifts that need to take place in planning, classroom instruction, and use of instructional materials. • Provide professional development modules (beginning in September) for use by Principals and Assistant Principals in school-based PD. • Pilot sample assessment items beginning with Q2 benchmarks following in-depth study of sample items with Principals and teachers. • Pilot CCSS tasks & modules via PLC teachers and/or other interested schools via ongoing work of the ELA and Math Directors.

  15. Supporting the Alliance’s Transition to CCSS Support for Principals and Assistant Principals: • CCSS study and implementation sessions built into monthly Principal and AP meetings. • PD modules focused on CCSS transition made available beginning in September (4 modules provided by the Alliance, references to other training materials provided as well). • PLC math and ELA members become school-based “experts” in CCSS.

  16. Supporting the Alliance’s Transition to CCSS Support for Teachers: • Common Core Professional Learning Communities formed in ELA and Mathematics to develop school-based expertise • Professional Learning for all teachers during Pupil-free PD days • Ongoing pilots of readers/writers workshop and math design collaborative tasks aligned with CCSS

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