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


1
Digging into the Common Core State Standards
Building Foundation Knowledge and Pedagogy
Sheraton Waikiki, Oahu 5 March, 2012
Rebekah Caplan Literacy Field Services Specialist
2
Welcome and Introductions
  • Take a minute to introduce yourselves at your
    tables
  • Name
  • Role (teacher, coach, administrator)
  • School
  • Complex
  • Grade Level

3
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.

4
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 Pearsons Schoolwide
    Improvement Model (SIM) supports implementation
    of the CCSS

5
Common Core State Standards FOR
English Language Arts
Literacy in History/Social Studies,
Science, and Technical Subjects
6
Standards Organization
7
Standards Organization
8
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9
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10
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.

11
Big Questions
  • How can a K-12 set of standards be so lean?
  • What guided the development of these standards?

12
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

13
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
    readinessnot 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.

14
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.

15
College and Career Readiness
  • What does it mean
  • to be truly college and career ready
  • as literate individuals?
  • What matters most?

16
College and Career Readiness
  • Think.

17
College and Career Readiness
  • What should we not leave to chance?
  • Think.

18
College and Career Readiness
  • 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.

19
College and Career Readiness
  • 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.

20
College and Career Readiness
  • Popcorn Reading
  • Read aloud at random.
  • If someone says the same or similar
    characteristic,
  • read yours anyway.
  • Keep going without pausing!

21
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)

22
A Portrait of College and Career Readiness
  • These are brush strokes.
  • Lets go a little deeper

23
A Portrait of College and Career Readiness
  • 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

24
A Portrait of College and Career Readiness
  • 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.

25
A Portrait of College and Career Readiness
  • 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___.

26
A Portrait of College and Career Readiness
  • Task 4 (1-minute)
  • Elect a spokesperson to read aloud your
    groups statement and post it next to the
    assigned characteristic.

27
A Portrait of College and Career
ReadinessCapacities 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)

28
A Portrait of College and Career Readiness
  • 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.

29
A Portrait of College and Career Readiness
  • Congratulations!
  • You have also met another CCSS standard.
  • Writing Standards
  • Text Types and Purposes
  • 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.)

30
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.)

31
Portrait of College and Career Readiness
  • 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___.

32
A Portrait of College and Career Readiness
  • How did we do with our CCSS Standards
  • for Speaking and Listening?

33
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?

34
Academic Language for Speaking and Listening
  • Students are engaged and open-mindedbut
    discerningreaders and listeners. They work
    diligently to understand precisely what an author
    or speaker is saying, but they also question an
    authors or speakers assumptions and premises
    and assess the veracity of claims and the
    soundness of reasoning.
  • Common Core State Standards for ELA

35
Common Core State Standards
  • Important point
  • The English Language Arts interrelate.
  • The CCSS strands of reading, writing, speaking,
    listening, and language echo each other
    beautifully.

36
College and Career Readiness
  • 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.

37
College and Career Readiness
  • What is that core?
  • What are fundamental shifts from how we have
    addressed literacy in the past?

38
What Matters Most
  • A few essential things done
  • Differently
  • Susan Pimentel, ELA Team Coordinator for CCSS

39
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
    rangein 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.

40
High School and College U.S. History Textbooks
41
Lilys beautiful and juicy language
  • impulse borne of kindness
  • radical recalibration
  • instructional
    interludes
  • nothing but
    the most beautiful

  • texts will do

42
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 projectsregularly
  • Writing to Sources
  • Writing in response to reading texts
  • Focus on academic language
  • Textual, oral, written

43
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.

44
Achievement of the Common Core State Standards
  • How does Pearson support implementation of the
    Common Core State Standards?

45
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.

46
Pearson Schoolwide Improvement Model (SIM)
47
Standards-Aligned Curriculum, Instruction and
Assessment
  • Focus.
  • Time for teachers to teach.
  • Time for students to practice.
  • Schoolwide.

48
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

49
Schoolwide Instructional Focus (SIF)
  • 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 ones own work practices and
    setting goals
  • Reflect the nature of 21st century work
    expectations

50
Jan Chappuis quotation
  • What do you think this means you know?

51
Schoolwide Instructional Focus (SIF)
  • C. Content Area Concentrations
  • ELA
  • Mathematics

52
Pearsons Schoolwide Improvement Model (SIM)
Schoolwide Instructional Focus Portrait of College and Career Readiness
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 CCR Learner Competencies for becoming independent learners Content Area Concentrations - ELA - Math 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
53
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54
High-Performance Leadership, Management, and
Organization
  • Focus.
  • SIMs 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

55
How can we help all students learn Academic
Language and CCR Learner Competencies?
56
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.

57
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)

58
Cover Letter for a Writing Portfolio
59
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