Common Core State Standards District Instructional Leadership Team

1. Common Core State StandardsDistrict Instructional Leadership Team August 14 or 15, 2013

2. Objectives • Understand the Common Core State Standards for Literacy across the content areas • Learn facilitation strategies to lead this change in your school

3. What Do You Remember? • Form Triads with others that you do not know • Recall together what you remember about the last 3 CCSS-DILT sessions. Use the graphics as a reminder Third Party Teaching

4. What Do You Remember? Third Party Teaching

5. What Do You Remember? Third Party Teaching

6. What Do You Remember? Third Party Teaching

7. What Do You Remember? Third Party Teaching

8. HOPES FEARS

9. CCSS States and the Assessment Consortia Partnership for Assessment of Readiness for College and Careers (PARCC) Balanced Delia

10. Key Players in CCSS Creation • National Governor’s Association (NGA): policy organization representing all U.S. states, territories and commonwealths • Council of Chief State School Officers (CCSSO): leads collective state action in areas of Educator Workforce; Information Systems and Research; Next Generation Learners; and Standards, Assessment, and Accountability. • Achieve: a bi-partisan non-profit created by governors & business leaders in support of standards-based education reform

11. Timeline of the Common Core Delia

12. Timeline of the Common Core Delia

13. Timeline of the Common Core

15. Balanced and Dynamic Learning Maps Assessment Consortia CCSS Assessment Systems in Michigan http://dynamiclearningmaps.org http://www.smarterbalanced.org alternative assessment for students with significant cognitive disabilities

16. Standards and Assessment General Assessment Linked • Common Core Essential • Elements Alternate Assessment 16 • Michigan K–12 Statewide Assessments Abby

17. Common Core and Depth of Knowledge • What would it look like and sound like in classrooms if students are working towards CCSSI standards and working at higher depths of knowledge? • At your tables, brainstorm what you might SEE and HEAR in classrooms when this happens. Jot your ideas down on sticky notes, one idea per note.

19. Instructional Shift One:CCSS Increase in Informational Text

20. Shift Two: Text Complexity Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks. CCSS: Appendix A

22. Shift Three: Academic Vocabulary Students constantly build vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (e.g.: discourse, generation, theory …) and less on esoteric literary terms (onomatopoeia, homonym, …) teachers constantly build students’ ability to access more complex texts across the content areas.

23. Tier 2 and Tier 3 Words (4-5) • Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten rock is called magma. • Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcaniceruption. When magmapours forth on the surface, it is called lava. • Tier Two words are most important to the overall meaning of the texts. Example – layers needed to visualize crust. • The top layers of solid rock are called the crust. • Tier two words • Tier three words

24. Tier 2 and Tier 3 words (6-8)

25. Shift Four: Text-based Answers Students have rich and rigorous conversations which are depend 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, both in conversation, as well as in writing to assess comprehension of a text.

26. Shift Five: Increase Writing from Sources Writing needs to emphasize the use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in texts as they read.

27. Shift 5: Writing from Sources

28. Shift Six: Shared responsibility for students’ literacy development Content-area teachers emphasize reading and writing in their planning and instruction for teaching the content. Students learn through domain-specific texts in history/social studies, science, and technical subjects and by writing informative/explanatory and argumentative pieces.

29. Looks Like – Sounds Like Part 2 • After reviewing the six shifts in instruction, sort your ideas about “Looks like” and “Sounds like” into six columns on your chart paper. • In other words, which of your ideas fit into the category of “academic vocabulary?” • You can have a column for “other” as needed for ideas that you can’t fit into one of the shifts.

30. Discussion Questions: Take a minute or two to discuss each at your tables • Which of the six instructional shifts will be the easiest to see and hear (which column had more ideas)? • Which of the six shifts will be the most difficult to see and hear? • Which of the six shifts do you think will be the most difficult for teachers to implement? • Which of the six shifts do you think will be the most difficult for students to take up? • What did you learn or rethink about your own work as an instructional leader in this process?

31. Text Activity Step 1: • Read the provided textand answer the questions. • Using the DOK chart handout, mark where you are on the chart in terms of the level of Depth of Knowledge you worked at while reading.

33. Text Activity Step 2: • Now read the article again using the Four Resources Model reading prompts to guide your thinking. • Actively employ all four resources. Decode, make meaning, use the text, and critique the text. • Using the Depth of Knowledge chart again, mark off the level of your comprehension. • Did anything change? If so, how?

34. Discussion point: Why would it be a good idea for teachers to use this frame when designing instruction? • Questions for your teachers: How are you going to design lessons to help your students call upon all four resources? What evidence from students are you using to make decisions about instructional design and text use? • Remembering the Instructional Core, and adding some pieces… • Before-During-After • disciplinary perspectives – literacy as part and parcel of content areas • The importance of student talk at higher DOK… talk makes thinking visible

35. A progression for reading instruction:

36. Using text is about more than reading!

37. Disciplinary Perspectives on Reading... how and what we read varies across content areas! For example... Effective readers of science: • use texts to understand scientific phenomena • read to understand why ideas are new or different from previous scientific thought • pay attention to precise scientific definitions and terms • rely on images and models to further their understanding • look for specific claims and supporting evidence to support scientific ideas • make predictions about other aspects of science based upon new information they read • try to understand through reading how things function • compare their observations of science phenomena to what they read • Turn into Handouts and include all 4 core areas!!!

38. Effective readers of history: • consider the source of a text, as well as the historical context of its production and its intended audience • look for evidence of bias or perspective • consider multiple accounts, from different perspectives, of the same event or events • compare multiple accounts to create new ones • read across a range of documents and types of texts and also consider artifacts, data, and other information • read to understand and analyze accounts of the past, not remember lists of names and dates • read to sequence events as well as explore cause and effect relationships (and these lists are far from complete!)

39. CCSS for Literacy in History and Social Studies CCSS for Literacy in Science and Technical Subjects

40. Generate-Sort-Connect-Elaborate Generate • Think – individually about the various concepts & ideas you have learned • Write – each concept/idea on a separate sticky note including Depths of Knowledge, Instructional Core, Six Shifts, and Four Resources Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

41. Generate-Sort-Connect-Elaborate Generate • Share – your sticky notes in a round-robin manner with your table group. Group the ideas/concepts when possible Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

42. Generate-Sort-Connect-Elaborate Sort • Sort – the various groupings of concepts/ideas according to how central or tangential they are. Place the central ideas in the center of your chart paper and the more tangential ideas toward the outside of the paper Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

43. Generate-Sort-Connect-Elaborate Connect • Draw – lines connecting the ideas/concepts. • Write – short sentences to explain how the ideas are connected Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

44. Generate-Sort-Connect-Elaborate Elaborate • Write – any elaborations for any of the ideas Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

45. Generate-Sort-Connect-Elaborate Gallery Walk Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

46. Strategy Harvest • Welcome • Objectives • Connector – Third Party Teaching • Connector – Hopes & Fears • Lecture Burst – CCCSS • Looks Like/Sounds Like w/Sticky Notes • Lecture Burst – Six Shifts • Sort to Six Shifts • Independent Reading w/Guiding Questions • Lecture Burst – Four Resources • Focused Read Using Four Resources • Generate-Sort-Connect-Elaborate • Gallery Walk • Strategy Harvest • Review of Objectives

47. Objectives • Understand the Common Core State Standards for Literacy across the content areas • Learn facilitation strategies to lead this change in your school