Digging into the Common Core State Standards: Building Foundation Knowledge and Pedagogy Rebekah...

Digging into the Common Core State Standards: Building Foundation Knowledge and Pedagogy

Rebekah Caplan

Literacy Field Services Specialist

Sheraton Waikiki, Oahu

5 March, 2012

Welcome and Introductions

• Take a minute to introduce yourselves at your tables:

Name

Role (teacher, coach, administrator…)

School

Complex

Grade Level

2

Group Survey: Show of Hands

How would you rate your background knowledge and experience with the Common Core State Standards?

3 = Quite knowledgeable/experienced.

If a teacher (or a coach supporting teachers) I have begun implementing or piloting the standards, and I am quite familiar with the ELA expectations.

If an administrator, I have attended many seminars/trainings, and have begun hosting meetings/provided PD at my site/complex.

2 = Somewhat knowledgeable. This is an exploratory year, and I plan going full bore this summer and next year.

1= Just beginning to learn about the CCSS. I came to this symposium hoping to add to my growing knowledge.

Goals and Agenda

• Deeper understanding of principles that guided development of the CCSS

• Deeper understanding of college and career readiness for 21st century goals as we envision them today

• A working knowledge of fundamental “shifts” in the CCSS for ELA and how we address expectations

• Information about how Pearson’s Schoolwide Improvement Model (SIM) supports implementation of the CCSS

4

Common Core State Standards FOR

English Language Arts

&

Literacy in History/Social Studies,

Science, and Technical Subjects

Standards Organization

A comprehensive K–5 section with four strands- Reading strand (includes Foundational Skills)

- Writing strand

- Speaking and Listening strand

- Language strand

Standards Organization

A comprehensive K–5 section with four strands- Reading strand (includes Foundational Skills)

- Writing strand


- Language strand

Two content area-specific sections for grades 6-12 with four strands • ELA

- Reading strand

- Writing strand


- Language strand

• History/Social Studies, Science, and Technical Subjects

- Reading strand

- Writing strand

Presentation Title runs here l 00/00/008

Three Appendices

• Appendix A: Supplementary material on reading, writing, speaking and listening, and language, as well as a glossary of key terms.

• Appendix B: Exemplar texts and sample performance tasks.

• Appendix C: Annotated samples of student work demonstrating at least an adequate performance in student writing at various grade levels.

10

Big Questions

• How can a K-12 set of standards be so lean?

• What guided the development of these standards?

Academic Language for All Students11

Common Core State Standards

Five Principles of Development

David Coleman, ELA Team Coordinator for the CCSS

From The Common Core Implementation Video Series

Hunt Institute and the Council of Chief State School Officers

Common Core State Standards: Five Principles of Development(1) College and career readiness

Students must be truly college and career ready upon graduation from high school. Standards should build a staircase to readiness.

(2) Best state standards

Standards should be built not by collecting what are most common or popular standards between states but by identifying states with the most proven academic standards and performances.

(3) Solid evidence

Standards should be based on evidence for what matters most for college and career readiness—not just what we say or hope for.

(4) Focus

Standards must focus on what matters most so teachers have time to teach and students have time to practice. If standards become too long, they are a “wish list,” not standards.

(5) Local flexibility, teacher judgment

Standards should not dictate how to teach; they should not dictate a curriculum. They are a core set of expectations for college and career readiness.

Common Core State Standards: Five Principles of Development

“The standards are not everything you could teach, but describe a

vibrant

powerful

core

that, if mastered,

opens up wide areas of knowledge in mathematics, science, literacy, history,

social studies.”

College and Career Readiness

What does it mean

to be truly college and career ready

as literate individuals?

What matters most?

15


Think.

16


What should we not leave to chance?

Think.

17


Index Card

1-minute “portrait”

Jot down ideas/phrases (a sketch, if you prefer) for what you think a student who is college and career ready

should know and be able to do as a literate individual.

18


• Pass your card to the person on your right,

and read the ideas.

• Keep passing cards and reading until you receive your own card back.

19


Popcorn Reading

Read aloud at random.

If someone says the same or similar characteristic,

read yours anyway.

Keep going without pausing!

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A Portrait of College and Career Readiness: “Capacities” of the Literate Individual”

Students:

• demonstrate independence

• build strong content knowledge

• respond to varying demands of audience, task,

purpose, and discipline

• comprehend as well as critique

• value evidence

• use technology and digital media strategically and

capably

• come to understand other perspectives and

cultures

(Common Core State Standards for ELA)

A Portrait of College and Career Readiness

These are “brush strokes.”

Let’s go a little deeper…


Group Assignments:

Group 1 demonstrate independence

Group 2 build strong content knowledge

Group 3 respond to varying demands of audience, task, purpose, and discipline

Group 4 comprehend as well as critique

Group 5 value evidence

Group 6 use technology and digital media strategically and capably

Group 7 come to understand other perspectives and cultures


Task #1:

• Read your assigned characteristic.

Task #2: (5-minutes)

• Discuss with your group why this characteristic might be one of the ones that “matters the most.”


Task #3: (2-minutes)

• Work together to select one descriptor from your characteristic and plan to explain its importance to the whole group.

Choose one of these sentence frames for explaining the descriptor, and elect a recorder to write it on the sticky-note (write large!)

• “The capacity to _____is essential for college and career readiness because_____.”

• “To be truly college and career ready, a student___ because____.”

• College and career readiness requires___ because___.


Task #4: (1-minute)

• Elect a spokesperson to read aloud your group’s statement and post it next to the assigned characteristic.

A Portrait of College and Career Readiness—”Capacities” of the Literate Individual

Students:

• demonstrate independence

• build strong content knowledge

• respond to varying demands of audience, task,

purpose, and discipline


• value evidence

• use technology and digital media strategically and

capably

• come to understand other perspectives and

cultures

(Common Core State Standards for ELA)


Congratulations!

You have met one of the CCSS standards.

Reading Informational Texts:

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it.


Congratulations!

You have also met another CCSS standard.

Writing Standards

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning

and relevant and sufficient evidence.

(You have made claims with reasons.)

Portrait of College and Career Readiness

Congratulations!

You have also met another CCSS standard.

Language

Vocabulary Acquisition and Use

6. Acquire and use accurately a range of academic, and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the

college and career readiness level.

(You have expressed ideas using academic language.)

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• “The capacity to _____is essential for college and career readiness because_____.”

• “To be truly college and career ready, a student___ because____.”

• College and career readiness requires___ because___.

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How did we do with our CCSS Standards

for Speaking and Listening?

Reflections On Our Conversations

Partner Task

-Work with a partner to complete the checklist for Reflections on Our Group Conversation.

- Find your grade level for the Speaking and Listening Standards and read through Standard #1.

How did we do?

Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

Common Core State Standards for ELA

Academic Language for Speaking and Listening


Important point

The English Language Arts “interrelate.”

The CCSS strands of reading, writing, speaking, listening, and language echo each other beautifully.

Common Core State Standards



The “portrait” is the big picture.

The standards that will get us there are lean and focused, and will ensure college and career readiness.

The “portrait” is the backdrop for a…

vibrant

powerful

core

of expectations.


What is that core?

What are fundamental “shifts” from how we have addressed literacy in the past?

What Matters Most

A few essential things done

Differently

Susan Pimentel, ELA Team Coordinator for CCSS

Fundamental “Shifts” for Realizing College and Career Readiness • Shared responsibility for literacy development

Teachers address literacy across content areas and grades. (A staircase to readiness, across the curriculum).

• Text complexity and range

Teachers help students read, write about, and discuss texts of sufficient complexity and range—in all content areas.

• New grounding in informational texts

• 50% of all reading in the elementary grades

• 75% of all reading in the secondary grades

• Close reading of texts

Reading that requires analysis and inference based on evidence in the text; discussions are “text-dependent.”

High School and College U.S. History Textbooks

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Lily’s beautiful and juicy language…

impulse borne of kindness

radical recalibration

instructional interludes

nothing but the most beautiful

texts will do

Fundamental “Shifts” for Realizing College and Career Readiness • Emphasis on argument

Premium put on written and spoken arguments; focus on logical reasoning.

• Short, focused research projects…regularly

• Writing to Sources

Writing in response to reading texts

• Focus on academic language

Textual, oral, written

Fundamental “Shifts” for Realizing College and Career Readiness

Focus on what is truly college and career preparedness.

Focus on what matters most (the “shifts”).

Time for teachers to teach.

Time for students to practice.

K-12

Across the disciplines.

Achievement of the Common Core State Standards

How does Pearson support implementation of the Common Core State Standards?

Achievement of the Common Core State Standards

We seek “your” journey.

We build coherence to “your”

schoolwide efforts.

We provide the “how” for bringing coherence and sustainability to your vision and efforts.

We focus on high-quality instruction for all students, in all classes, every subject, every day.

Pearson SchoolwideImprovementModel (SIM)

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Standards-Aligned Curriculum, Instruction and Assessment

Focus.

Time for teachers to teach.

Time for students to practice.

Schoolwide.

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Schoolwide Instructional Focus (SIF)

A. Instructional Practices that support College and Career Readiness

1. Teach academic language in the context of content instruction

2. Teach the process and expression of logical reasoning and justification

3. Promote student collaboration including dialogue and discussion

4. Build students’ capacity for independent learning

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B. CCR Learner Competencies for Becoming a Self-Directed, Independent Learner

- Planning & organizing

- Prioritizing

- Self-assessing and revising

- Collaborating

- Determining when and how to seek help

- Reflecting on one’s own work practices and setting goals

Reflect the nature of 21st century work expectations

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Jan Chappuis quotation:

What do you think this means you know?



C. Content Area Concentrations

• ELA

• Mathematics

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Pearson’s Schoolwide Improvement Model (SIM)Schoolwide Instructional Focus


1. Teach academic language in the context of content

instruction2. Teach the process and expression of logical reasoning and justification3. Promote student

collaboration including dialogue and discussion4. Build students’ capacity for

independent learning5. CCR Learner Competencies

for becoming independent learners

6. Content Area Concentrations - ELA - Math

• demonstrate independence • build strong content

knowledge • respond to varying

demands of audience, task, purpose, and discipline


• value evidence • use technology and digital

media strategically and capably • come to understand other

perspectives and cultures

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High-Performance Leadership, Management, and Organization

Focus.

SIM’s Leadership component drives implementation and change.

• Empowers staff through distributive leadership; “work groups” share in decision-

making, goal setting, and monitoring.

• Focuses the school on the “organization-wide” activities proven to positively impact student

success

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How can we help all students learn Academic Language and CCR Learner Competencies?

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Summing Up the Common Core State Standards

A Summary Statement about the CCSS Standards

A Perspective

from David Coleman, ELA Team Coordinator

“What the standards demand is for students to

read like a detective and to write like an

investigative reporter.”

In Closing…

Becoming a “Self-Reflective Learner”

A fifth grader reads his earlier elementary writing (like a detective) and reports his findings (like an

investigator)…

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Cover Letter for a Writing Portfolio

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Digging into the Common Core State Standards: Building Foundation Knowledge and Pedagogy Rebekah...

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