Planning for the Common Core State Standards

Katie McKnight, Ph.D.Katie@KatherineMcKnight.com

AGENDA FOR TODAYCollege and Career Readiness Skills and the 21st Century Skills

Textual Complexity and Interdisciplinary Literacy

Examining Current Curriculum and Assessing for Common Core State Standards Alignment

Creating a Needs Analysis for the transition to Common Core State Standards

SOME GUIDING QUESTIONS

(ESSENTIAL QUESTIONS)What are the expectations of CCSS?

What are not the expectations of CCSS?

How do we build a synergetic context between CCSS, curriculum, and assessment?

What do we already know about Common Core State Standards?

What do we know about CCSS?

The 21st Century 3 RsDesigned to be robust, relevant, and rigorous.

Robust: higher level thinking

Relevant: engagement, student involvement, brain-based research

Rigorous: high expectations, critical thinking, challenging thinking

WHAT IS NOT INCLUDED:Prescribe specific instructional strategies and/or curriculum.

Interventions for students who are performing below grade level or who have special needs.

Support for English Language Learners (ELL)

Why were Common Core State Standards

created and how do they impact today’s

classrooms?

Intended to create greater consistency for student performance and expectations among states.

NAEP data indicates that the majority of students are not college and career ready.

Why were Common Core State Standards

created and how do they

impact today’s classrooms?

21st Century

Skills

•PROBLEM SOLVING

•TEAM WORK

•ENTREPRENEURSHIP

•RESEARCH

•CRITICAL THINKING

FIGURING OUT THE FRAMEWORK

Close reading of the document is essential. Read the Standards and all goals.

Discussion, interpretation, close reading and analysis is necessary.

Mathematics Example

Activity

• We are going to move into groups:

Why is it structured in this way?

What does the language suggest?

What do you learn about the Standards in the introduction?

What information and why is the information included in the appendices?

http://www.corestandards.org/

Activity: As You Read the Standards

Textual Complexity and Interdisciplinary Literacy

Textual Complexity

What makes a text complex?

What are factors that can make a text challenging for students?

Textual Complexity

Determining Textual Complexity is focused on these three areas:

QUALITATIVE MEASURES:

QUANTITATIVE DIMENSIONS:

READER CONSIDERATIONS:

Qualitative Measures

Levels of Meaning (literary texts) or Purpose (informational texts)

Structure

Language Conventionality and Clarity

Knowledge Demands

and factors are those aspects that are difficult or impossible for a person to evaluate efficiently.

Examples include word length or frequency, sentence length, and text cohesion. These are typically measured by computer software.

Qualitative Measures

include motivation, knowledge, and experiences, while tasks to be considered take into account purpose, complexity, and questions.

Assessments made on reader and task considerations are best done by the teacher who understands the student’s knowledge and experiences.

Reader Considerations

Informational Literary

Informational Literary

Informational Literary

Informational Literary

Informational Literary

Informational Literary

MORE RESOURCES FROM LEXILE

• Overview video http://www.lexile.com/about-lexile/lexile-video/

• •“What Does the Lexile Measure Mean?” http://lexile.com/m/uploads/downloadablepdfs/WhatDoestheLexileMeasureMean.pdf

• •“Lexile Measures and the Common Core State Standards”http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/

• •KSDE Lexile Resource Pagehttp://www.ksde.org/Default.aspx?tabid=3670

• •Kansas Lexile Maphttp://www.ksde.org/LinkClick.aspx?fileticket=LoE9gJxEzAc%3d&tabid=3670&mid=8721

Here’s an example• The Qualitative Measures Rubrics

• for Literary and Informational Text: http://www.ksde.org/Default.aspx?tabid=4605

• The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

Here’s an Example

Activity: Textual Complexity

In groups, consider what and how you’re current teaching assignment.• How much are your students reading?• How can we encourage our students to

read more?• List at least 3-4 specific actions that can

be implemented next school year to increase student reading and exposure to a wide variety of texts.

58

Grade 4 Grade 8 Grade 120

20

40

60

80

100

At or Above Proficient on 2002 NAEP Reading

White

Black

Hispanic

Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center.

59

0

20

40

60

80

100

Grade 4 Grade 8 Grade 12

Below Basic on 2002 NAEP Reading

White

Black

Hispanic

Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002.

Jessup, MD: Education Publications Center.

LITERACY ACROSS THE CURRICULUM

The CCSS make the case for teaching and developing literacy skills across all content areas and grade levels. Content literacy is explicit in CCSS.

What does this mean?

IN GROUPSEach group will receive a copy of the 6-12th grade interdisciplinary literacy standards.

In your groups, examine what is expected and not expected in the interdisciplinary literacy standards.

How will you meet the expectations for interdisciplinary literacy standards in the teaching of your content area?

What drastic and not so drastic changes need to be made?

STRATEGIES THAT SUPPORT THE DEVELOPMENT OF LITERACY SKILLS IN ALL

CONTENT AREAS

Pre Reading

During Reading

After Reading

Vocabulary

Posing Questions and Answers

Where is Content Information Stored?

• Reference books

• Textbooks

• Primary Sources

• Charts

• Web Pages

• Images

• Formulas

Differentiating Texts

• Selecting and adapting texts to differentiate information to meet the needs of diverse readers.

• Making students better readers in your subject area.

• Using efficient and engaging activities that add to content learning.

Strategies: One-Page Wonder

• According to Daniels and Steineke, One-Page Wonders (OPW) allows us to:

• Provide texts that are interesting

• Keep in-class reading time short

• Allow for efficient practice of comprehension and discussion strategies

Finding OPWs

• Interesting and relevant to kids

• Surprising, puzzling, funny, quirky, or weird

• Invite the reader to visualize places, faces, and events.

• Feature people you can get interested in

• Are complex enough to justify time and thought

• Offer background knowledge in your content area

• Contain open-ended or debatable issues that invite lively discussion

Strategy, Encourage the Students to Code the Text

Sample Text Sets

• These text sets are were created for teachers and students at George Washington Community High School in Indiana.

• Samples are for several different content areas.

Creating a Needs Analysis for the Transition to

Common Core State Standards

Planning with Common Core State Standards

Using the provided template and

curriculum maps please respond to the following questions.

Activity

Curriculum Maps1. How do the maps spiral the skills and

content across grade levels?

2. How do the different grade levels use the anchor standards to shape the curriculum?

3. Consider the current curriculum (in either ELA or mathematics). As you examine and audit your current curriculum, where does it meet the expectations of CCSS? Where are deficiencies?

Sample Mathematics Curriculum Maps

• http://www.nciea.org/cgi-bin/pubspage.cgi

• (start on page 18)

• Mathematics CCSS Model Curriculum

• http://www.education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1704&ContentID=83475&Content=118834

English Language Arts Curriculum Maps

• Model CCSS ELA Curriculum for Grades K-8

• http://www.education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1699&ContentID=86942&Content=119781