Transcript Review of ACCR - Flagstaff High School

BACKGROUND INFORMATION
1. Goal: “ …help ensure that all students are college and career ready in literacy by the
end of high school”
2. Council of Chief State School Officers & National Governor’s Association
3. Based on feed-back from a wide group of interested parties.
4. AZCCR ELA standards in history/social studies, science and technical subjects do NOT
replace content standards.
5. In an executive order, the governor said she was “reaffirming Arizona’s right to set
education policy.” Her order spells out “no standards or curriculum shall be imposed
on Arizona by the federal government.” Sept 23, 2013
6. “Define what ALL students are expected to know and be able to do, NOT on how
teachers should teach” p.7 ACCR guide lines
…NOT STANDARDS, BUT GOALS…
1. Demonstrate independence: w/o scaffolding, comprehend and evaluate complex
texts across all content areas. ..become self-directed learners, be resourceful.
2. Build Strong Content knowledge: wide range of content knowledge; share their
knowledge through writing and speaking
3. Respond to varying demands of audience, task, purpose and discipline: recognize
characteristics of audience.
4. Comprehend as well as Critique: open-minded, discerning, listening; use evidence
to support ideas
5. Use technology and digital media: enhance their reading, writing, speaking,
listening, and language use. Be able to be efficient with online research
6. Understand other perspectives and cultures
KEY FEATURES OF STANDARDS
Reading: Text complexity
Writing: Text types, responding to reading and research (evidence)
Speaking and Listening: formal presentations, intrapersonal skills, work together,
listen to ideas
Language: Conventions, effective use and vocabulary.
ACCR – SHIFTS AND ANCHOR STANDARDS
Shift 1 Balancing Informational & Literary Text
Students read a true balance of informational and literary texts.
Shift 2 Knowledge in the Disciplines
Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or
activities
Shift 3 Staircase of Complexity
Students read the central, grade appropriate text around which instruction is centered. Teachers are patient,
create more time and space and support in the curriculum for close reading.
Shift 4 Text-based Answers
Students engage in rich and rigorous evidence based conversations about text.
Shift 5 Writing from Sources
Writing emphasizes use of evidence from sources to inform or make an argument.
Shift 6 Academic Vocabulary
Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be
done effectively by spiraling like content in increasingly complex texts.
ENGLISH LANGUAGE STANDARDS
READING STANDARDS – Literature and Informational Text
 Key ideas, Details
 Craft and Structure – interpret words, phrases, POV
 Integration of Knowledge and Ideas – integration/evaluation, arguments,
compare & contrast
 Range of Reading and Level of Text Complexity – independence and proficiently
WRITING STANDARDS
1. Text Types and Purposes – argumentative, informational, etc
2. Production and Distribution of Writing – development, organization and
style…appropriate for task/audience
3. Research to Build and Present knowledge – investigation, use multiple sources,
evidence-based.
4. Range of Writing – Write all the time!!! Long-term and short-term assignments
SPEAKING AND LISTENING STANDARDS
1. Comprehension and Collaboration
 Participate effectively w/wide group of diverse partners, build on other’s ideas
 Integration of ideas from presentations and other media sources
 Evaluation of speaker’s POV, evidence, etc
2. Presentation of Knowledge and Ideas
 Organization of research/evidence in logical structure.
 Strategic use and integration of digital media. Data, graphs, imbedded media
 Use of academic, formal English language.
DEFENDING THE MISSION
But the Common Core (or whatever your state decides to call it) is all about analysis;
the idea is that the Dear Jack student , within the new guidelines, should not only
be able to solve the problem, but to articulate why another student got it wrong.
This is an effort to combine simple math with analysis and literacy, and what the
common core is trying to accomplish; it is not a curriculum, but a “clear set of
shared goals and expectations for what knowledge and skills will help our
students succeed.” (Common Core Mission Statement)
READING: TEXT DEPENDENT QUESTIONS
1. The new standards reflect an effort to require students to be able to reference
the text directly to answer questions, rather than simply generalizing . (aka B.S.
ing)
2. The idea is that students should be able to provide evidence for their thinking,
and articulate that evidence. This is what has students and parents frustrated,
and has caused some of the backlash as seen on the Glenn Beck show:
DEAR JACK,
PQ4R
Preview
Preview text- title, visuals, headings, sub headings,
what’s emphasized, organization
Question
Form questions
Read
Formulate answers to questions; annotate
Reflect
Connections to prior knowledge; big ideas, “so what?”
Recite
State main points out loud. Generate questions (levels
of complexity)
Review
Summarize, abstracts, One-Pagers, assessments
TEXT DEPENDENT QUESTIONS