Transcript PA Core Standards - Armstrong School District

Pennsylvania
Core Standards
A Good Thing for
Armstrong School District
Q: “What are the PA Core
Standards?”
A:“Our student’s ticket to a
successful future!”
Why Make the Change?
 A new zip code, doesn’t mean an interruption in your
child’s learning.
 We want our children to think, create, solve
problems and understand; not just memorize.
 We need to prepare students for jobs that don’t yet
exist.
 Gives us a framework for what all students should
know and be able to do at the end of each grade.
What is Expected of Students?
 We want students to be able to:
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solve problems
persist and not give up
explain how/why things work
read and comprehend informational texts
read and explain narrative stories
write to communicate
research
justify ideas/opinions with facts
Knowledge alone does not prepare
you to be successful. Knowing how
to apply that knowledge does.
Implementation is a process that does not happen
all at once; it occurs in discernable stages.
The stages are not linear or separate; each
appears to impact the others in complex ways.
Stages of Implementation
Adapted from Implementation: The Missing Link Between Research and Practice, Dean Fixsen
Goals:
• Understanding the instructional shifts
required by the PA Core Standards.
• Locating and exploring the Instructional
Frameworks
• Identifying and understanding the rigor
required for successful implementation of the
PA Core Standards
Begin with the End in Mind
“To Being with the end in
mind means to start with a
clear understanding of your
destination. It means to
know where you’re going so
that you better understand
where you are now so that
they steps you take are
always in the right
direction.”
Stephen Covey
The End
Long Term Transfer Goals (Math)
Students will be able to independently use their learning to :
1. Make sense of and persevere in solving complex and novel mathematical
problems.
2. Use effective mathematical reasoning to construct viable arguments and
critiques reasoning of others.
3. Communicate precisely when making mathematical statements and express
answers with a degree of precision appropriate for the context of the
problem/situation.
4. Apply mathematical knowledge to analyze and model
situations/relationships using multiple representations and appropriate tools
in order to make decisions, solve problems and draw conclusions.
5. Make use of structure and repeated reasoning to gain a mathematical
perspective and formulate generalized problem solving strategies.
Transfer goals highlight the effective uses of understanding, knowledge, and skills
that we seek in the long run; i.e., what we want students to be able to do when
they confront new challenges—both in and outside of school.
The End
Long Term Transfer Goals (ELA)
Students will be able to independently use their learning to :
1. Comprehend and evaluate complex texts across a range of types and
disciplines.
2. Be a critical consumer of text and other media to recognize, understand, and
appreciate multiple perspectives and cultures.
3. Produce writing to address task, purpose, perspective, and intended
audience; research and gather evidence to create a clear and coherent
message.
4. Communicate effectively for varied purposes and audiences.
5. Listen actively to engage in a range of conversations, to analyze and
synthesize idea and positions, and to evaluate accuracy in order to learn,
reflect, and respond.
Transfer goals highlight the effective uses of understanding, knowledge, and skills
that we seek in the long run; i.e., what we want students to be able to do when
they confront new challenges—both in and outside of school.
Inkblots
Begin with the End in Mind
The standards are back mapped all the way to Pre-K.
Look at one of the reading standards:
Anchor standard: 1.2 Reading Informational Text
(standard category): Students read, understand and
respond to informational text—with an emphasis on
comprehension, vocabulary acquisition, and making
connections among ideas and between texts with a
focus on textual evidence.
What does this mean for me?
• You can now coordinate with colleagues
across grade-levels and schools to create
continuity and cohesion—consistency in
instruction
• You can now create vertically and horizontally
aligned learning progression maps for your
students.
Focus and Important
Where are there major grade-level
shifts in expectations?
www.pdesas.org
Sign in and click TEACHER TOOLS
Click : CURRICULUM MAPPING
Click: ELA
FOCUS AND IMPORTANT STANDARDS
Focus
Important
Focus
• Focus standards: the standards that are new
to a grade level or they represent a significant
increase in expectation and rigor.
• Important standards: the standards that are
part of the everyday work of a classroom.
They are continuing at the grade-level and
may support a previous focus or one that is to
come.
What does that mean for me?
• Students at major transition grades (lots of
green!) need really solid skills from all
previous grade levels.
• You can now understand where content and
skills are introduced and you can create yearlong plans that account for this
• Coordinate with colleagues in the content
areas to create more opportunities for
instruction and support.
Why Analyze the Standards Vertically?
• By looking at a few grade levels above and below the
one you teach, helps you find ways to differentiate
your instruction.
• You can decide what has to be retaught and where to
go to extend the learning for your high flyers.
• It helps you to know what prior knowledge to activate
when you know the content and skills kids have
mastered
• You can teach to your grade-level’s “sweet spot” or the
clear expectations for your grade level
• The opportunities to extend and push your students’
learning to higher levels are there.
Grade Band Summaries
Choose the band most closely aligned with the
grade that you teach.
Read the summary. Work with a partner to
annotate the summary on the large piece of
paper provided. Work in silence. Highlight,
underline, ask questions, mark places where you
agree with a point with an exclamation point.
Please respond to your partner’s annotations.
Grade Band Summaries
MATH
ELA
Copyright ©2010 Commonwealth of
Pennsylvania
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Grade Level Summaries
MATH
ELA
Copyright ©2010 Commonwealth of
Pennsylvania
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Shifts
PAInstructional
Core Refresher
English Language Arts
Mathematics
Balancing Informational
and Literary Text
Focus
Building Knowledge in
the Disciplines
Coherence
Staircase of Complexity
Fluency
Text-Based Answers
Deep Understanding
Writing From Sources
Applications
Academic Vocabulary
Standards of
Mathematical Practice
Instructional Shifts
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Balancing Informational and literary text
Building knowledge in the disciplines
Increasing text complexity
Text-dependent questions and answers (close
reading)
• Writing from sources
• Building academic vocabulary
Helping Teachers to Understand
“Text Complexity”
Essential Question
1. What is text complexity and why is it
important to understand?
2. How are teachers integrating quantitative
with qualitative and individual reader
variables to make informed decisions as they
select text for instruction?
Reading Anchor Standard 10
“Students will read and
comprehend complex
literary and informational
texts independently and
proficiently.”
So why are we concerned?
52% of all kids taking the ACT have the reading
skills they need to succeed in college.
Occupations that don’t require college, but pay a
living wage, require reading and math skills
similar to those
necessary for college.
An analysis of 800 text books published between
1919 and 1991 found that the difficulty of the
text had been significantly reduced
About 60% of first-year college students discover
that, despite being fully eligible to attend college,
they are not ready for postsecondary studies.
College and Career Readiness Through
the Lens of Lexiles
Educational Materials
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GED Test
1060L
SAT/ACT
1180L
Military training Manuals 1180L
College texts 1395L
Majority of High School Materials 1100-1300L
Newspapers
• USA Today
• Wall Street Journal
• NY Times
1200L
1320L
1380L
Misconceptions
Text complexity =
difficulty
e
Three part model for determining
Text complexity
Reader & Task
Quantitative Measures
word length
Word frequency
Word difficulty
Sentence length
Text length
Text cohesion
So What is a lexile?
Based on word frequency and sentence length.
Word frequency is calculated based on words in a lexile data bank (almost
one billion)
Text Complexity
Grade Bands
Suggested Lexile Range
K-1
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2-3
420-820L
4-5
740-1010L
6-8
925-1185L
9-10
1050-1335L
11-CCR
1185-1385L
Wind in the Willows Activity-A
Wind in the Willows- Activity B
Wind in the Willows
Form A
Form B
Sentence length
22.5
7.13
Word Frequency
3.71
3.70
Lexile
1200
360
Text complexity
End of grade 10
Beginning grade 1
Misconception
Text complexity = giving kids more difficult texts
• The larger question is how do we bolster
instruction so that kids have the ability to
grapple with complex text?
• Teachers are not sure what qualifies as a
complex text or how to judge complexity
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In general, the cost or other basis is the cost of the
property plus purchase commissions and
improvements, minus depreciation, amortization, and
depletion. If you inherited the property, got it as a gift,
or received it in a tax-free exchange or involuntary
conversion or in connection with a “wash sale,” you
may not be able to use the actual cost as the basis. If
you do not use the actual cost, attach an explanation of
your basis.
You can use the average basis method to determine
the basis of shares of stock if the shares are identical to
each other, you acquired them at different prices and
left them in an account with a custodian or agent
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Characteristics of Complex Text
– Relationships: subtle, involved, or deeply
embedded
– Richness: sizeable amount of highly sophisticated
information conveyed through data or literary
device
– Structure: Organized in elaborate and
unconventional ways
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Additional characteristics
– Style: the tone and use of language are often
intricate
– Vocabulary: word choice is demanding and highly
context dependent
– Purpose: intent in writing the text is implicit and
sometimes ambiguous
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Bugs!
When I saw the bug, I screamed for help!
When I saw the bug, I remembered my first car.
When I saw the bug, I wondered who was spying on me.
Qualitative Measures
Layers of meaning
Levels of purpose
Structure
Organization
Language conventionality
Language clarity
Prior knowledge demands
Cultural demands
vocabulary
Reader and Task Considerations
Reader variables (such as motivation,
knowledge and experiences) and
task variables (such as purpose and
the complexity generated by the task
assigned and the questions posed.)
3 Factors to consider with respect
to reader and task
1. What aspects of the text will likely pose
the most challenge for my students?
(reader)
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Content or theme concerns or challenges?
Text structure challenges?
Language feature challenges?
Knowledge and experience demands?
Motivation for and interest in the text?
2. Which PA Core Standards should I
focus on when teaching this text?(task)
• What are the natural areas of focus for this
text?
• With what standards do my students need the
most practice?
Think about the task itself:
Will the complexity of any before, during, and
after reading tasks or the complexity of any
questions asked about the text interfere with
the reading experience?
What standards will be the focus of my
instruction?
The standards are designed to bring students
back to the text for evidence
We have to increase the preparation of textbased tasks.
How can you use the Text Complexity tools in
instructional design and delivery?
3. What supports do I need to provide
so that all of my students( even
struggling readers) can access the text?
Determining Text Complexity
Four Step Process
1. Determine the quantitative
measures of the text.
2. Analyze the qualitative
measures of the text.
Reader and Task
3. Reflect upon the reader and
task considerations.
4. Recommend placement in the
appropriate text complexity
band.
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Close Reading
-careful and purposeful reading used to
uncover layers of meaning that lead to deep
comprehension. It enables a transaction
between the reader and the text, and a
deeper understanding of what the author is
saying.
Close reading standards will require that
students read text thoroughly and develop a
deeper understanding of the text. They should
be able to identify and cite evidence within
the text, and justify answers to textdependent questions based on their findings
Notice and Note Signposts
• Particular features that help understand
character development, internal conflict and
event theme
Three criteria to assess whether features are
worthy of teaching:
1. Had some characteristics that made it noticeable, that caused it
to stand out from surrounding text
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Not subtle, even less skilled readers can spot it
2. Showed up in the majority of books at a grade-band.
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Text features that had consistency across texts, created a generalized language
3. Helped them to better understand their own response, reading
experiences and interpretations of text.
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Element raises a question about a literary element (character, setting, plot,
conflict or theme)
Helps readers predict, visualize , draw inferences and make connections
Features that met all three criteria
1. Contrast and
contradictions
2. Aha Moment
3. Tough Questions
4. Words of the Wiser
5. Again and Again
6. Memory Moment
• Students who are able
to identify these
signposts were more
successful using
comprehension
processes, visualizing,
predicting,
summarizing, clarifying,
questioning, inferring,
and making
connections.
1. CONTRASTS & CONTRADICTIONS
A character does something that contrasts what you’d expect or contradicts earlier acts or
statements, STOP and ask, “Why is the character doing that?” This will help you make
predictions and draw inferences about the plot and conflict.
2. WORDS OF THE WISER
A character (older and wiser) takes the main character aside and offers serious advice, STOP
and ask, “What’s the life lesson and how might if affect the character?” Probably the theme.
3. AHA MOMENT
When a character realizes, understands, or finally figures out something, STOP and ask, “How
might this change things?” Is it about a problem, it tells you something about the conflict; if it
is a life lesson, it tells you something about the theme
4. AGAIN & AGAIN
Noticing a word, phrase, or situation mentioned over and over, STOP and ask yourself, “Why
does this keep happening again and again?” The answer will tell you about the theme and
conflict, or will foreshadow what might happen later in the story.
5. MEMORY MOMENT
The author interrupts the action to tell you about a memory, STOP and ask, “Why might this
memory be important?” This will tell you about the theme and conflict, or will foreshadow
what might happen later in the story.
6. TOUGH QUESTIONS
Character asks himself a very difficult question, STOP and ask, “What does this question make
me wonder about?” The answer will tell you about the conflict, and help you think about
what might happen later in the story