Common Core Day

Agenda 8:30 – 11:30 The Six Shifts in the ELA Common Core Standards Review and critique of sample CC Instructional Unit Next Steps 11:30 – 12:30 Lunch on your own 12:30 – 3:30 Unpacking the Math Common Core Standards –

What do I have to teach next year?

• Relax• Stay focused• Maintain one conversation• Look for the donut, not the hole• Expect to leave with some answers• Expect to leave with some questions and some

ambiguities

Guidelines for the Day

GETTING THE BIG PICTURE

Common Core ELA/Literacyhttp://engageny.org/common-core/teachers-get-started-with-the-common-core/

Organizational differences between the 2005 ELA Standards and the Common

Core ELA Standards

http://engageny.org/wp-content/uploads/2012/03/side-by-side-comparison-ccls-and-2005-ela-curriculum.pdf

Six Shifts in ELA/Literacy(THE STUDENTS DO THE WORK)

Shift 1: Balancing Informational and Literary TextShift 2: Knowledge in the DisciplinesShift 3: Staircase of ComplexityShift 4: Text-Based AnswersShift 5: Writing From SourcesShift 6: Academic Vocabulary http://engageny.org/wp-content/uploads/2011/08/common-core-shifts.pdf

Shift 1: Balancing Informational and Literary Text

Shift 2: 6-12 Knowledge in the Disciplines

Shift 3: Staircase of Complexity

Shift 4: Text Based Answers

Shift 5: Writing from Sources

Shift 6: Academic Vocabulary

Tier 1 Words: Known, common words; basic vocabulary e.g. happy, talk, cold

Tier 2 Words: High frequency, high utility words; play a large role in verbal functioning across a variety of domains e.g. analyze, avoid, required, fortunate

Tier 3 Words: Low frequency, technical words, often domain specific e.g. isotope, lathe, heparin

Get Practical

• SED and BOCES have generated Curriculum Unit exemplars to provide valuable support for implementing the Common Core State Standards. Some are further developed than others.

• SED now has a “Tri-State Quality Review Rubric” for Lessons and Units for ELA/Literacy Grades 3 - 5

http://engageny.org/wp-content/uploads/2012/04/Tri-State-ELA-Rubric-V2-Slides-04-12-2012.pdf

Sample Common Core Unit

• Grade 3 four/five day unit• Title is “Understanding cultural perspectives

through literature”• Focuses on five Common Core Standards• Uses One Green Apple by Eve Bunting as the

text for close reading

Guidelines for the Unit

• Designed to explicitly identify the teaching and learning for each day

• Non-negotiable: close reading; balance of fiction and non-fiction; text-based evidence, writing from sources; vocabulary

• Negotiable: implementation in terms of structure and timing• Guided Reading texts may differ by teacher• Common scoring of assessment tasks• Revisions to the unit, based on the Tri-State Rubric, will be

gathered after implementation at the grade level• K – 5 ELA Leaders will review suggested revisions and make

changes to improve the quality of the unit

Your Task

• Review the Tri-State Rubric• Read both texts for the unit • Read the unit • Review the unit in light of the Tri-State Rubric• In small groups, identify how well this unit

meets the Rubric; Make suggestions for revisions, additions, deletions

Common Core Summer Curriculum Work

A team of 12 teachers (3 from each building) will work for two days generating a 3-4 day unit using each of following texts for a close read. Texts were selected by the K – 5 ELA Committee with grade level input.

• The day of Ahmed’s Secret by Florence Parry • The Great Kapok Tree by Lynne Cherry• The Bicycle Man by Allan Say

Next Steps

• By the end of June, provide the curriculum writers in your building with any resources you think would be useful during the Curriculum Writing project.

• Go to the Grade Level File Cabinet in the fall to access the Units.

• Provide feedback to the K – 5 ELA Committee about the units

Grade 3 Early Literacy Profile

Sept/Oct Nov/Dec Jan/Feb/March April May/JuneCommon Required Assessments

DRA2

ELA 3 Book 2 “Missing Horse” (listening, 4 multiple choice questions and 2 short-response writing tasks)

DRA2 District ELA 3 Book 3 Reading &Writing (Two non-fiction reading passages, 5 multiple choice questions and one writing task)

Running Record Writing: TBD

Benchmark ExpectationsGives a sense of how well a student would typically perform. It provides a reference point and helps determine next instructional steps. Failure to meet the benchmark does not automatically qualify a student for intervention services, nor does it direct the report card grade.

DRA2: 28-30 ELA 3 Book 2:#22-25: 3/4#26 (max 2 points) and #27 (max 3 points): 4/5

DRA2 Benchmark: 34-38 District ELA 3, Book 3#1 – 5 Benchmark: 4/5Writing Benchmark: 2/3

Instructional Reading Level: 38 – 40 Writing: TBD

Recording the results Infinite Campus = IC

DRA2 - Record F or NF and DRA2 Level in IC

Do not record Book 2 multiple-choice score in IC Record writing score(out of 5 ) in IC

DRA 2 – Record F or NF and DRA2 Level in IC Do not record multiple-choice score in IC Record writing score (out of 3) results in IC

Record end-of-the-year Instructional Reading Level in IC Writing: TBD

District and State Assessments NWEA ELA 3: 4/17, 18 and 19Math 3: 4/25, 26 and 27

NWEA

ALSO…

• Summer PD:– Three Tiers of Vocabulary 7/9– Unpacking CCSS Elementary 7/12– Text Complexity 7/13– Evidence Based Writing 7/30

• Need for Balanced Literacy PD?

• Other Thoughts? Needs? Ideas?