Transcript Common Core State Standards: What’s the Story?

Common Core State Standards:
What’s the Story?
October 15, 2012
Today’s Agenda: Morning Session
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8:30-8:45 Opening Reflections/Prayer
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8:50 AM
9:20 AM
10:00 AM
10:15 AM
11:00 AM
11: 30 AM
Chapter One Change Leadership: Activity
General Info.: CCSS, Six Shifts, and PARCC
Break
Deconstructing Standards (Stretch break 10:40)
Save the Last Word
Lunch
Today’s Agenda: Afternoon Session
• 12:15 PM Text-based Questions & Answers/ Close Reading
• Activity: “ The Golden Touch” and “ So You Want to Be
President?”/Gallery Walk
• 1: 00 PM Break
• 1: 05 PM Close Reading Video “ The Making of A Scientist”
• 1: 40 PM Reflection on Close Reading/ Green & Red Flags
• 2: 00 PM Evaluation (CPDU’s) and Adjourn
Context: Need for CCSS
• Read: Chapter One of Change Leadership
• Annotate the text as you read using the
following symbols:
= Something known
R= Reminds me
L = New learning
= Important
? = Question
?? = Confusion
! = Surprising Information
“ Reframing the Problem”
• For reflection: “ How might the information
presented by the authors assist you in your
efforts in communicating the need for the new
CCSS with your faculty?”
Skills for a Knowledge Economy
“The rigor that matters most for the twentyfirst century is demonstrated mastery of the
core competencies for work, citizenship and lifelong learning. In today’s world it’s not how
much you know that matters; it’s what you can
do with what you know.”
-Tony Wagner
The Global Achievement Gap
Background
• Common Core Standards
– Coordinated by the National Governors
Association (NGA) and the Council of Chief State
Officers (CCSSO)
– Written by…
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K-12 teachers
Postsecondary faculty
State curriculum and assessment experts
Discipline Area Researchers
National organizations
CCSS: Evidence Based
• Standards from individual high-performing
countries and provinces were used to inform
content, structure, and language. Writing teams
looked for examples of rigor, coherence and
progressions.
Top Performing Countries
• Mathematics:
1. Belgium
2. Canada ( Alberta)
3. China
• English Language Arts
1. Australia ( New South Wales and Victoria)
2. Canada ( Alberta, British Columbia and Ontario)
3. England
College and Career Readiness
(CCR)Standards
• What do students need to know to be college
and career ready by the end of grade 12?
CCR and CCSS: Reading Literature
• 10 CCR standards for Reading
– CCR Standard # 1: Read closely to determine what the
text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
– CCSS RL# 1: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
K-12 ELA CCSS Standards
1. Reading
a)
b)
c)
d)
e)
Literature RL ( K-12) – 10 standards
Informational Text RI (K-12)- 10 standards
Foundational RF (K-5)–4 standards (cross disciplinary)
Reading in History RH (6-12)- 10 standards
Reading in Science and Tech. Subjects RST (6-12)-10
standards
2. Writing
3. Speaking and Listening
4. Language
Reading: RL, RI, RH*, RST*: Subheadings
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Key Ideas and Details: Standards 1-2-3
Craft and Structure: Standards 4-5-6
Integration of Knowledge and Ideas: 7-8-9
Range of Reading and Level of Text
Complexity: Standard 10
* Grades 6-12 only
Subheadings: Reading: RF ( K-5 only)
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Understanding Concepts of Print
Phonological Awareness
Phonics and Word Recognition
Fluency
Grade Progressions
• Standard 1.RL.1: Ask and answer questions about key
details in a text.
• Standard 5.RL.1:Quote accurately from a text when
explaining what the text says explicitly and when
drawing inferences from the text.
• Standard 8.RL.1: Cite the textual evidence that most
strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
Key Design Considerations: ELA
• Standards define year-end expectations that
lead to college/career readiness.
• Focus on results rather than means.
• Focus on an integrated model of literacy.
• Research and media skills blended into the
standards.
• Focus and coherence in instruction and
assessment.
What’s not in the Standards
How teachers should teach.
All that can or should be taught.
The nature of advanced work beyond the CCSS.
The interventions for students well below grade
level.
• The full range of support for English language
learners and students with special needs.
• Everything needed to be college and career ready.
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Six Shifts
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Balance of Literary & Informational Text
Literacy in Content Areas
Increasing Complexity of Texts
Text-based Questions and Answers
Writing Using Evidence
Academic Vocabulary
ELA Major Shifts: Recap
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Shift to higher level thinking skills.
Increasing focus on information passages.
Not coverage, but depth and focus: RIGOR.
Writing about texts and citing sources.
Building Knowledge by Balancing
Texts
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Text Complexity Bands/Lexile
Ranges
Text Complexity Grade
Bands: CCSS
Old Lexile Ranges
Lexile Ranges Aligned to
CCR
K-1
N/A
N/A
2-3
450-725
450-790
4-5
645-845
770-980
6-8
860-1010
955-1155
9-10
960-1115
1080-1305
11-CCR
1070-1220
1215-1355
Readability Formulas
Flesch-Kincaid Grade Level Formula
Score given as a grade level equivalent
based on word and sentence length.
Dale-Chall Readability Formula
Word frequency and sentence length
converted to grade levels.
ATOS- Accelerated Reader
Word difficulty ( by grade level), word
length, sentence length, and text length.
COH-METRIX ( University of Memphis)
Factors in the cohesiveness of a text as
well as readability factors.
Goal of Close Reading
• The ability to discern and cite
evidence from the text to
support one’s assertions.
• Analytic Reading + Analytic
Writing = Analytic Thinking!
Six Shifts
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Balance of Literary & Informational Text
Literacy in Content Areas
Increasing Complexity of Texts
Text-based Questions and Answers
Writing Using Evidence
Academic Vocabulary
Three Types of Writing
Argumentative
Informational/Explanatory Narrative
/Expository
•Support a claim
•Sound reasoning
•Relevant evidence
•Increase subject
knowledge
•Explain a process
•Enhance understanding
•Conveys experience
•Tells a story
NAEP 2011 Writing Framework
Grade
To Persuade
To Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Reflection on Writing
• What types of writing are your students
doing?
• Does it meet the standards?
• What might you need to consider?
Rigor Activity
• Collect assessments/assignments for one
week.
• Collectively sort using Bloom’s Taxonomy:
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EvaluationCreating
SynthesisEvaluating
AnalysisAnalyzing
ApplicationApplying
ComprehensionUnderstanding
KnowledgeRemembering
Assessments: Spring 2015
• # 1 Goal = Create high quality assessments
• PARCC and Smarter Balance: assessment
consortiums
• PARCC Goal: “ Our intent is not to create
another punitive test- but to create a valuable
diagnostic that can tell us what is working well
and what is not.”
Assurances for Assessment Quality
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Texts Worth Reading
Questions Worth Answering
Better Standards Demand Better Questions
Fidelity to the Standards
Assessments focus on the shifts!
• Complexity of texts and the academic
language of texts.
• Reading and writing grounded in evidence
from texts.
• Building knowledge through content rich
nonfiction.
Innovations in Item Types
• Evidence-Based Selected Response (EBSR)
• Technology-Enhanced Constructed Response
(TECR)
• Range of Prose Constructed Responses
(PCR)
Grade 3 Sample ERBC
Part A
Part B
What is one main idea of
“How Animals Live ?”
a.
There are many types of
animals on the planet.
b. Animals need water to live.
c. There are different ways to
sort animals.*
d. Animals begin their life
cycles in different forms.
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d.
Which sentence from the
article best supports the
answer to Part A?
“Animals get oxygen from
air or water.”
Animals can be grouped by
their traits.”*
“Worms are invertebrates.”
“All animals grow and
change over time.
Grade 6 Sample TECR
Drag the words from the word box into the correct locations
on the graphic to show the life cycle of a butterfly as described
in “How Animals Live.”
Words:
Pupa
Adult
Egg
Larva
PARCC Assessments
• Moving beyond multiple choice questions as
they are hard to write to assess the rigor of
the CCSS. Focus on production not just
identification to determine mastery.
• Currently:
– 2 PARCC provided assessments in 2014-2015
• Summative and near end of year
• 1= machine scored
• 1= written responses