Transcript English Core Learning Goals

“Transitioning to the CCSS by Making
Strategic and Informed Choices in the
Classroom”
Day 1
Principals Only Session
7/21/2015
MSDE
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The Transition Continues
A Review
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The ELA CCSS has
how many strands?
In Maryland, groups
of related standards
within a strand are
called _________.
What grades do the
literacy standards
address?
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4 – Reading, Writing,
Speaking & Listening,
& Language
Clusters
K – Gr. 12. Embedded
in elementary,
separate standards in
Gr. 6-12.
Key Shifts for ELA
The CCSS for ELA require an increased focus on
• complex text
• writing from sources
• close reading
• academic vocabulary
• text-dependent questions
• speaking & listening
• text-based evidence
• short, focused research
• balance of text types
• integration of standards
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Shift:
COMPLEX TEXT
Use the text complexity tools to
determine appropriate texts:
1. Qualitative measures – levels of
meaning, structure, language
conventionality and clarity, and
knowledge demands
2. Quantitative measures –
readability and other scores of text
complexity
3. Reader and Task – background
knowledge of reader, motivation,
interests, and complexity generated
by tasks assigned
Reader and Task
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Shift:
Close Analytic Reading
PARCC’s Definition Close, analytic reading
stresses engaging with a
text of sufficient
complexity directly and
examining its meaning
thoroughly and
methodically, encouraging
students to read and
reread deliberately.
Shift:
Text Dependent Questions
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Rigorous, textdependent questions
require students to
demonstrate that they
can follow the details
of what is explicitly
stated and make valid
claims and inferences
that square with the
evidence in the text.
PARCC Model Content Frameworks, 2011
Shift:
Text-based evidence
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Students stay grounded in the
text, responding to high
quality text-dependent
questions with evidencebased responses
RI.1 and RL.1 – always
utilized when asking text
dependent questions
Used in combination with
RI.2-9 and RL.2-9.
Shift:
Balance of Text Types
Recommendations from NAEP (2009)
Percent of Text Structure Type by
Grade Level
Grade
% Literary Text
%Informational/
Expository Text
4
50
50
8
45
55
12
30
70
Shift:
Writing to/using Sources
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Student writing will be
in response to sources
both in the ELA class
and in the content
classes
Students will use
sources in the research
process to synthesize
information and ideas
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Shift:
Writing to/using Sources
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Print:
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Text
Primary & Secondary Sources
Web sites
Non-print
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Video
Pictures
Web sites
Audio
Performances
Experiments
Graphics
Shift:
Academic Vocabulary
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Vocabulary that is used to explain a
curriculum concept but is not contentspecific and may apply to a variety of
curricula
Examples: relative, vary, formulate,
specificity, accumulate, calibrate, itemize,
periphery
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Domain Specific Words
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Words that are specific
to a domain or field of
study and key to
understanding a new
concept within a text.
Examples: lava,
carburetor, legislature,
circumference, aorta
Phys. Ed. Word Wall
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dodging
cardio
endurance
hamstrings
prevention
volley
manipulative
dribble
umpire
balancing
Shift:
Speaking and Listening
This requires students to demonstrate a
range of interactive oral communication
and interpersonal skills, including (but not
limited to) skills necessary for making
formal presentations, working
collaboratively, sharing findings and
listening carefully to the ideas of others.
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Shift:
Short, focused research
Students:
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7/21/2015
gather resources (including multi-media)
evaluate their relevance
report on information and ideas they have
investigated (i.e., conducting research to
answer questions or to solve problems).
MSDE
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Shift:
Integration of the Standards
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Modeled in MD Common
Core State Curriculum
Frameworks
 Integration among
standards in the 4
strands
 Integration of standards
within a strand
 Integration of School
Library Media and
Technology Standards
Integration of Standards
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Look at the ELA lesson
Look at the standards
section
How many standards are
taught in this lesson?
Are there multiple standards
within a strand?
Are standards represented
from multiple strands?
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An opportunity to job-embedded PD in your school this fall
OUR ELA PROJECT
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ELA EEA Day 2, Session 5
Tool for Considering Lesson Alignment to the Common Core State Standards
English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)
Grade:
Unit Title:
Overall Alignment:
Aligned
Partially aligned (+) Partially aligned (-) Not aligned
I. Rigor of the CCSS
(Check  all that apply.)
II. Key Areas of Focus/Shift in CCSS
(Check  all that apply.)
III. Instructional Supports
(Check  all that apply.)
IV. Assessment/Measurability
(Check  all that apply.)
☐ Lesson focuses on a targeted set of
grade-level CCSS for ELA/Literacy.
☐ Text-based evidence: Lesson
facilitates rich and rigorous evidencebased discussions.
☐ Lesson includes a clear and explicit
purpose for instruction that reflects the
rigor and intent of the CCSS for
ELA/Literacy.
☐ Text-based evidence: Lesson
facilitates rich and rigorous evidencebased writing through specific,
thought-provoking questions.
☐ Lesson provides all students with
multiple opportunities to engage with
text of appropriate complexity for the
grade level.
☐ Lesson includes appropriate
scaffolding so that students directly
experience the complexity of the text.
☐ Lesson regularly assesses whether
students are mastering standardsbased content through a variety of
formative assessment practices.
☐ Lesson encourages self-monitoring
as appropriate.
☐ Lesson uses text that is of sufficient
quality and complexity for the stated
purpose within the grade-level text
complexity band.*
☐ Writing from sources: Lesson
suggests that students routinely draw
evidence from texts to inform,
explain, or make an argument.
☐ Lesson focuses on sections of text(s)
presenting the greatest challenge
through discussion questions and
other supports that promote deep
thinking.
☐ Lesson elicits observable evidence of
the degree to which a student can
independently demonstrate mastery
of the standards with appropriately
complex text.
☐ Lesson makes close reading of
text(s) a central focus of instruction and
includes a sequence of text-dependent
questions.
☐ Academic vocabulary: Lesson
focuses on building students’
vocabulary through instruction.
☐ Lesson integrates appropriate
supports for ELL students, students
with disabilities, and students reading
well below the grade-level text band.
☐ Lesson assesses student proficiency
using methods that are unbiased and
accessible to all students.
☐ Lesson effectively integrates gradelevel reading, writing, speaking and
listening standards.
☐ Independence: Lesson encourages
students’ growth as independent
learners.
☐ Lesson provides extensions/and or
enrichments for more advanced text
for students reading well above the
grade-level text band.
☐ Lesson includes aligned rubrics
and/or assessment guidelines
sufficient for interpreting
performance.
General Comments:
General Comments:
General Comments:
General Comments:
*Rating determined from application of the tools—Quantitative, Qualitative (literary or informational), Reader and Task—for judging text complexity
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ELA EEA Day 2, Session 5
Tool for Considering Lesson Alignment to the Common Core State Standards
English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)
Grade:
Unit Title:
Overall Alignment:
Aligned
Partially aligned (+) Partially aligned (-) Not aligned
I. Rigor of the CCSS
II. Key Areas of Focus/Shift in CCSS
III. Instructional Supports
IV. Assessment/Measurability
Suggestions for strengthening areas
of no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
7/21/2015
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ELA EEA Day 2, Session 5
Tool for Considering Lesson Alignment to the Common Core State Standards
English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)
Grade:
Unit Title:
Overall Alignment:
Aligned
Partially aligned (+) Partially aligned (-) Not aligned
I. Rigor of the CCSS
(Check  all that apply.)
II. Key Areas of Focus/Shift in CCSS
(Check  all that apply.)
III. Instructional Supports
(Check  all that apply.)
IV. Assessment/Measurability
(Check  all that apply.)
☐ Lesson focuses on a targeted set of
grade-level CCSS for ELA/Literacy.
☐ Text-based evidence: Lesson
facilitates rich and rigorous evidencebased discussions.
 Lesson includes a clear and explicit
purpose for instruction that reflects the
rigor and intent of the CCSS for
ELA/Literacy.
☐ Text-based evidence: Lesson
facilitates rich and rigorous evidencebased writing through specific,
thought-provoking questions.
☐ Lesson provides all students with
multiple opportunities to engage with
text of appropriate complexity for the
grade level.
☐ Lesson includes appropriate
scaffolding so that students directly
experience the complexity of the text.
 Lesson regularly assesses whether
students are mastering standardsbased content through a variety of
formative assessment practices.
 Lesson encourages self-monitoring
as appropriate.
 Lesson uses text that is of sufficient
quality and complexity for the stated
purpose within the grade-level text
complexity band.*
☐ Writing from sources: Lesson
suggests that students routinely draw
evidence from texts to inform,
explain, or make an argument.
☐ Lesson focuses on sections of text(s)
presenting the greatest challenge
through discussion questions and
other supports that promote deep
thinking.
☐ Lesson elicits observable evidence of
the degree to which a student can
independently demonstrate mastery
of the standards with appropriately
complex text.
☐ Lesson makes close reading of
tex(s) a central focus of instruction and
includes a sequence of text-dependent
questions.
 Academic vocabulary: Lesson
focuses on building students’
vocabulary through instruction.
☐ Lesson integrates appropriate
supports for ELL students, students
with disabilities, and students reading
well below the grade-level text band.
☐ Lesson assesses student proficiency
using methods that are unbiased and
accessible to all students.
☐ Lesson effectively integrates gradelevel reading, writing, speaking and
listening standards.
☐ Independence: Lesson encourages
students’ growth as independent
learners.
 Lesson provides extensions/and or
enrichments for more advanced text
for students reading well above the
grade-level text band.
☐ Lesson includes aligned rubrics
and/or assessment guidelines
sufficient for interpreting
performance.
General Comments: Lesson
targets characterization as a
narrative element.
General Comments: Ss work in
groups but expectations not at
level of S&L standards.
General Comments:
General Comments: Formative
assessment is a strength of
this lesson.
*Rating determined from application of the tools—Quantitative, Qualitative (literary or informational), Reader and Task—for judging text complexity
7/21/2015
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ELA EEA Day 2, Session 5
Tool for Considering Lesson Alignment to the Common Core State Standards
English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)
Grade:
Unit Title:
Overall Alignment:
Aligned
Partially aligned (+) Partially aligned (-) Not aligned
I. Rigor of the CCSS
II. Key Areas of Focus/Shift in CCSS
III. Instructional Supports
IV. Assessment/Measurability
Suggestions for strengthening areas
of no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
Lesson outcomes could
integrate other
standards, as in RL.6.3,
rather than address
only characterization.
Students could spend
more time in focused
discussion groups.
Perhaps we could use a
fishbowl discussion
approach to help
students learn how to
engage in a productive
discussion. We could
even use technology to
foster online
discussion.
The text could be
chunked to help
struggling readers
through it. Perhaps the
most struggling readers
could read seminal
portions of the text and
have other portions
summarized for them.
Rubrics are aligned to
the current standards
rather than the CCSS.
Rubrics should be
adjusted to judge
performance against the
CCSS.
Questioning could be
revised to guide
students through the
text with more
purposeful rereading.
Students could respond
in writing to these
questions, thereby
integrating the reading
and writing standards.
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Most of the struggling
readers in this class are
reading an easier text.
My team and I need to
figure out some
strategies for keeping
these students in
complex text as much
as possible.
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Where can you direct your teachers for help?
RESOURCES FOR PLANNING
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For more information . . .
Common Core State Standards website:
http://www.corestandards.org/the-standards
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PARCC Model Content Frameworks
http://parcconline.org/
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Links also on MDK.12
http://www.mdk12.org/
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Maryland Unit Models in ELA
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The training site this
summer will include
examples of
elementary, middle
and high school ELA
model units
The CMS this fall will
feature 2 unit models at
every grade (PreK-12)
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Unit Components
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PARCC assessment
prototypes & rubrics
PARCC Model
Content
Frameworks – Gr.
K-2
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School Year 2012-13
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Provide PD that focuses the staff on the shifts in
ELA.
Provide planning opportunities for teachers that
encourage collaboration as they explore the
shifts.
Utilize the existing resources and update faculty
as more resources become available.
Look for evidence of the shifts during walk
throughs.
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THANK YOU!
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