Transcript M1 – Unpacking the Standards PowerPoint

Transition to PA Common Core
Unpacking the Standards
PA
Common
Core
Toolbox
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PA Common Core Introduction
Essential Questions
• How do the PA Common Core Standards relate
to the existing Pennsylvania Standards and the
Common Core State Standards?
• What is rigor in the classroom? How does this
relate to Webb’s Depth of Knowledge?
• What are the instructional implications of the
shift to the PA Common Core Standards?
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An Introduction to the
PA Common Core
PENNSYLVANIA COMMON CORE
STANDARDS
English Language Arts
An Introduction
The Structure of the PA Common
Core Standards
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PA Common Core Standards
English Language Arts & Literacy
College and Career Readiness Anchor Standards
Foundational Skills
A necessary
component of an
effective,
comprehensive
reading program
designed to develop
proficient readers.
sive
Reading
Informational
Text
Reading
Literature
Enables students to
read, understand, and
respond to
informational texts.
Enables students to
read, understand,
and respond to
literature.
Speaking &
Listening
Writing
Develops the skills of
informational,
argumentative, and
narrative writing as
well as the ability to
engage in evidence
based analysis of text
and research.
Focuses students
on communication
skills that enable
critical listening and
effective
presentation of
ideas.
Appendix A: Research behind the standards and a glossary of terms
Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness
Appendix C: Annotated samples of student writing at various grades
PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft)
PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)
An Introduction to the
PA Common Core
Golden Line Activity:
Step 1: On your own, read the first section of the Range
and Content notes. As you read, underline or highlight
words or phrases that stand out as profound.
Step 2: From the words or phrases you selected, choose
the one word or phrase that you would classify as gold.
Step 3: Turn and share with a partner or small group. Build
consensus and choose the one word or phrase that you can
all agree on as most valuable.
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PA Standard
English Language Arts
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CC. 1. 2. 3. A
PA Common
Core
English
Language
Arts
Grade
Level
Standard Categories:
1 Foundation Skills
2 Reading Informational Skills
3 Reading Literature
4 Writing
5 Speaking and Listening
Reading
Informational
Skills
Standard 1
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PA Assessment Anchors and
Eligible Content
English Language Arts
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E. 03. B-K. 1. 1. 2
Grade
Assessment
Anchor
Anchor
Descriptor
Reporting Categories
A = Literature Text
B = Informational Text
A-K and B-K = Key Ideas and Details
A-C and B-C = Craft and Structure/Integration of
Knowledge and Ideas
A-V and B-V = Vocabulary Acquisition and Use
C = Writing
D = Language
Eligible
Content
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STANDARD CATEGORY
1.2 Reading Informational Text
Students read, understand and respond to informational text-with emphasis on comprehension,
making connections among ideas and between texts with focus on textual evidence.
GRADE LEVEL STANDARD
CC.1.2.3.A
Determine the main idea of a text; recount the key details and explain how they support the
main idea.
ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills
and concepts) that anchor the content of the PSSA. Each Assessment Anchor is part of a
Reporting Category and has one or more Anchor Descriptors unified under and aligned to it.
E03.B-K.1 Key Ideas and Details
ANCHOR DESCRIPTOR-The Anchor Descriptor
adds a level of specificity to the content
covered by the Assessment Anchor. Each
Anchor Descriptor is part of an Assessment
Anchor and has one or more Eligible Content
unified under and aligned to it.
E03.B-K.1.1 Key Ideas and Details
Demonstrate the understanding of key ideas
and details in informational texts.
ELIGIBLE CONTENT-The Eligible Content is the
most specific description of the skills and
concepts assessed on the PSSA. This level is
considered the assessment limit and helps
educators identify the range of the content
covered on the PSSA.
E03.B-K.1.1.2
Determine the main idea of a text; recount the
key details and explain how they support the
main idea.
STANDARD CATEGORY
1.3.L: Reading, Analyzing, and Interpreting Literature – Fiction and Non-Fiction
GRADE LEVEL STANDARD
1.3.9-10.A
Describe and compare the differing characteristics that distinguish the fiction and non-fiction
forms of narrative, poetry, drama, and essay and determine how the form relates to meaning…
ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills
and concepts) that anchor the content of the Keystone Exam. Each Assessment Anchor is part
of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it.
L.F.2 Analyzing and Interpreting Literature – Fiction
ANCHOR DESCRIPTOR-The Anchor Descriptor
adds a level of specificity to the content
covered by the Assessment Anchor. Each
Anchor Descriptor is part of an Assessment
Anchor and has one or more Eligible Content
unified under and aligned to it.
L.F.2.1
Use appropriate strategies to make and
support interpretations of literature.
ELIGIBLE CONTENT-The Eligible Content is the
most specific description of the skills and
concepts assessed on the Keystone Exam. This
level is considered the assessment limit and
helps educators identify the range of the
content covered on the Keystone Exam.
L.F.2.1.2
Cite evidence from a text to support
generalizations.
An Introduction to the
PA Common Core
Why Common Core?
• Disparate standards across states
• Global competition
• Today’s jobs require different skills
• States are ready and able for collective action
• Aligned with college and work expectations
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An Introduction to the
PA Common Core
Why Common Core?
• Focused and coherent
• Includes rigorous content and application of
knowledge through high- order skills
• Built upon strengths and lessons of current state
standards
• Internationally benchmarked
• Based on evidence and research
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An Introduction to the
PA Common Core
Why PA Common Core?
Pennsylvania Timeline:
1999Standards
for grades
5, 8, 11
2004Anchors
2000
-
2012
2010
2009Revised
Standards
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2011
2014
2013
2015
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Knowledge Building of
the PA Common Core
Vertical Progression of a Standard
•Look at one standard – PreK-Grade 12
–Pair and Share: Begin at PreK and go to K. What is
different? Follow the standard through Grade 12.
–Discuss: At what grade levels are significant shifts
or additions evident?
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What is Depth of
Knowledge (DOK)?
•
A scale of cognitive demand (thinking) to align
standards with assessments
•
Based on the research of Norman Webb, University
of Wisconsin Center for Education Research and the
National Institute for Science Education
•
Defines the “ceiling” or highest DOK level for each
Core Content standard for the state assessment
•
Guides item development for state assessments
Webb’s DOK
DEFINITIONS
Student recalls facts, information, procedures, or
1.0
definitions.
Student uses information, conceptual knowledge, and
2.0
procedures.
Student uses reasoning and develops a plan or sequence
3.0
of steps; process has some complexity.
Student conducts an investigation, needs time to think
4.0
and process multiple conditions of problem or task.
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Levels of
Cognitive Complexity
•
Level 1: Recall and Reproduction
•
Level 2: Skills & Concepts
•
Level 3: Strategic Thinking
•
Level 4: Extended Thinking
Depth of Knowledge
The Depth of Knowledge is NOT determined by
the verb, but the context in which the verb is
used and the depth of thinking required.
One Verb...three DOK levels
• DOK 3- Describe a model that you might use to
represent the relationships that exist within the rock
cycle. (requires deep understanding of rock cycle and a
determination of how best to represent it)
• DOK 2- Describe the difference between metamorphic
and igneous rocks. (requires cognitive processing to
determine the differences in the two rock types)
• DOK 1- Describe three characteristics of metamorphic
rocks. (simple recall)
DOK is not about difficulty...
How many of you know the definition of exaggerate?
If all of you know the definition, this question is an easy
question. (DOK 1 - Recall )
How many of you know the definition of prescient?
If most of you do not know the definition, this question is a
difficult question. (DOK 1 – Recall )
Now Lets Read “4 Myths of Rigor”
Producing Cognitive Sweat!
Meeting the Rigor of the Common Core
Remember…
Use PA Common Core to identify the DOK in a
standard.
• Page 33 – PreK-Grade 5 (CC.1.5.PK.B)
• Page 31 – Grades 6 -12 (CC.1.5.6.B)
Emphasis Guide - Grade 3
English Language Arts
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Addressing the Shifts
• Take a look at look at your grade level first and
highlight the Common Core Shifts you may
have already addressed.
• Provide evidence of how this occurred.
• Propose how the ones not highlighted will be
addressed.
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Building Capacity
The standards are like the
building code. Architects
and builders must attend to
them but they are not the
purpose of their
design…the house to be
built or renovated is
designed to meet the needs
of the client in a functional
and pleasing manner-while
also meeting the building
code along the way.
(Wiggins and McTighe)
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PA Common Core Introduction
Essential Questions
• How do the PA Common Core Standards relate
to the existing Pennsylvania Standards and the
Common Core State Standards?
• What is rigor in the classroom? How does this
relate to Webb’s Depth of Knowledge?
• What are the instructional implications of the
shift to the PA Common Core Standards?
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Any Questions?
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Handouts
•Introduction (pg. 2) for ELA of PA Common Core
•Notes on Range and Content from Common Core
•Standard CC.1.2.PK-12.C Reading Informational texts
•Webb’s DOK Wheel
•Hess’ DOK Matrix
•Four Myths of Rigor (Ronald Williamson and Barbara R. Blackburn)
•Standards CC.1.5.PK.B and CC.1.5.6.B
Materials
•Table tents for names
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Module Overview
The standards overview is designed to be the first in a four module
training of the English Language Arts section of the PA Common Core
Standards. In this module participants will work to build awareness,
knowledge, and finally capacity in the overall understanding of the
structure of the standards, as well as the fundamental shifts that go
along with them. Special attention will be given to the ideas of rigor
and depth of knowledge. By engaging in activities built around the
standards themselves, participants will gain familiarity with the
document and how its content should begin to change instructional
practice.
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Technology Needs
•Laptop capable of delivering Power point
•Projector
Room Organization
•The participants should be organized in small groups of 4 to 8
with the flexibility to be able to working in pairs or share with
the group as a whole.
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