Christy Stanley, Ed.D.

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Building the Basewith Common Core State
Standards

• Christy Stanley, Ed.D.
• Common Core Training

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How will we work together today?

• Group Norms
• Work collaboratively
• Participate actively
• Avoid sidebar conversations
• Mute all cell phones
• Regulate Technology
• (e.g. texting, email, and etc.)

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Setting Learning Targets How will the Common
Core impact my instructional leadership?
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Silent Wall Activity

• On your own, please write down the skills and
  understandings (at least 3) you believe a
  twenty-first century literate TEACHER needs to
  have.
• Share responses with the group and POST on the
  wall.

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Setting the stage
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21st Century Skills Rainbow
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Why this SHIFT?

• It made sense then

• But now

• Schooling in the Medieval Age Learning the rules
  of the church
• Schooling in the Industrial Age Preparing
  factory workers

• Schooling in the Current Age The purposes of
  schooling are changing
• New kinds of thinking for new kinds of problems

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Shared Language

• ACRE
• RTTT
• CCS
• CCR
• RBT
• Essential Standards
• NC Falcon

• Accountability and Curriculum Reform Effort
  (seeking to redefine the SCOS, the student
  assessment and the school accountability model)
• Race to the Top
• Common Core Standards
• College Career Readiness
• Revised Blooms Taxonomy
• All other subjects (not ELA Math)
• Formative Assessment Learning Community's Online
  Network

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Timeline
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Essential Standards
2/14/2011 page 9
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Professional Development Access and Support
MODULES
CC and Essential Standards Tools
Instructional Tools targeted to aid in the
transition and to complement the professional
development.
Online support to increase teacher understanding
and implementation of standards
1 The Call for Change An Overview of the Common
Core and Essential Standards
Crosswalk Unpacking Standards
6 NC Teacher Standards Course
2 Understanding the Standards
2 Understanding the Standards
3 Revised Blooms Taxonomy (RBT)
Training Implementation Guide
Presentational Resources
4 Developing Local Curricula
5 NC FALCON
3/5/2016 page 10
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Thats nice, but

• What will this actually look like for my school?

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And now
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What are the major differences between the NCSCoS
and new CCSS?
Brand new STRAND!
Fewer, clearer, higher
Foundation of literacy
What resources are we using?

• 4 MAIN STRANDS
• Reading, Writing, Speaking Listening,
  Language
• Complement rather than replace content
  standards in those subjects responsibility of
  teachers in those subjects

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Shift Happens
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6 Shifts in ELA
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Shifts in ELA
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See for yourself
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What is the organization of the ELA standards?

• CCR Anchor Standards
• Broad expectations consistent across grades and
  content areas (K-12)
• Based on evidence about college and workforce
  training expectations
• Range and content

p. 10
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Further Considerations

• Fewer, clearer, higher (NC DPI Language)
• produce a set of fewer, clearer and higher
  standards.
• cover only those areas that are critical for
  student success
• scaffolded and developmental
• Internationally benchmarked
• informed by the content, rigor and organization
  of standards of high-performing countries and
  states
• all students are prepared to succeed in a global
  economy and society.
• Special populations
• the inclusion of all types of learners was a
  priority
• recognized that special populations may require
  additional time and appropriate instructional
  support with aligned assessments
• selected language intended to make the standards
  documents accessible to different learners

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Annotating the AnchorsK-12 College Career
Readiness

• Draw a box around each STRAND
• Underline each CLUSTER
• Star the most challenging STANDARD within each
  STRAND
• Strategy Alert Close reading annotation

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College and Career Readiness (CCR) Anchor
Standards
ELA, Science, SS, and other Technical Subjects
6-12
Reading
Writing
Speaking Listening
Language
10 Anchor Standards
6 Anchor Standards
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Readers Theater

• Assign roles
• Read through the script to ensure that roles are
  clear.
• Read aloud your grade or grade-span components of
  the ELA CCSS,
• Listen for the commonalities and differences
• Discuss the findings (discoveries) from the whole
  group.
• Excellent activity for parent involvement
• Strategy Alert Fluency Comprehension

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How We Achieve an ANCHOR Standard
Literature
Literature
Informational Text
Informational Text
3. Analyze how and why individuals, events, and
ideas develop and interact over the course of a
text.
Literacy in History/Social Studies, Science and
Technical Subjects
Literature
Literature
Literacy in History/Social Studies
Informational Text
Informational Text
Literacy for Science and Technical Subjects
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DEVELOPMENTAL STAIRCASE OF THE COMMON CORE
STANDARDS
COLLEGE AND CAREER READINESS
GRADES ELEVEN AND TWELVE
GRADES NINE AND TEN
GRADE EIGHT
GRADE SEVEN
GRADE SIX
GRADE FIVE
INCREASING DEPTH AND BREADTH OF COMPLEXITY
GRADE FOUR
GRADE THREE
GRADE TWO
GRADE ONE
KINDERGARTEN
COLLEGE AND CAREER READINESS
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Cracking the Literacy CODE

• Strand Code Key
• Reading Standards R
• Reading Standards for Literature RL
• Reading Standards for Informational
  Text RI
• Reading Standards Foundational Skills
  RF
• Reading Standards for Literacy in
  History/Social Studies RH
• Reading Standards for Literacy in Science
  Technical Subjects RST
• Writing Standards W
• Writing Standards for Literacy in
  History/Social Studies, WHST
• Science, Technical Subjects
• Speaking Listening Standards
  SL
• Language Standards L

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How To Read A Lesson Plan
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How To Read A Lesson Plan
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Vertical Alignment of Standards

• In a small group, determine to which ANCHOR the
  STANDARDS belong
• Arrange the STANDARDS in order of developmental
  skill
• What do you NOTICE?
• What questions do you have?
• Strategy Alert Sorting Classifying (Marzano
  Blooms)

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Are you ready to dig deeper?Need a break?
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What are the major differences in the NCSCoS and
the ELA CCSS?
What resources are we using?

• Standards for reading and writing in social
  studies, science, and technical subjects
• Complement rather than replace content
  standards in those subjects
• Responsibility of teachers in those subjects
• Alignment with college and career ready
  expectations

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An Overview of Common Core Standards Appendices
A,B,C
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Text Complexity

• What does this term mean to you?
• What do you currently do to determine text
  complexity?
• Strategy Alert Use of Pre-Assessment/Formative
  Assessment active engagement

• THINK-
• WRITE-
• PAIR-
• SHARE

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Appendix A
1. Levels of Meaning 2. Structure 3. Language
Conventionality 4. Knowledge Demands life
experiences, cultural knowledge, content, or
discipline Common Core Goal each 9 weeks at
least 20 of the instructional texts should be
COMPLEX.
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How does CCS measure text complexity? (Look at
Text Complexity Rubric)
Language/Text structure and accessibility, levels
of meaning and knowledge demands (prior knowledge
and/or academic content)
Readability measures (lexiles) and other scores
of text complexity (AIMSWEB/DIBELS)
Reader Motivation, knowledge, experiences Task
Purpose and complexity
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Reading Emphasis
Page 5
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Close Reading 4-Question ProcessWhich do you
typically see in the classroom?

• What does the text say? Restatement
• How does the text say it? Description
• What does the text mean? Interpretation
• So what?
  Application

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Processing New Information

• 3 things you learned
• 2 pieces of evidence you will look for in
  classrooms (in regards to reading instruction)
• 1 thing that will impact your instructional
  leadership
• Strategy Alert Formative Assessment

• Think- Pair-Share Activity

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(No Transcript)
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Appendix B Text Exemplars and Sample Performance
Tasks

• Elementary Work
• Previewed in CC Training
• Classroom audits on current inventory
• Developed non-fiction lesson plans in grade
  level teams
• Middle School
• Previewed in CC Training
• Developed non-fiction lesson plans using CCS
• Creating an Interdisciplinary Writing Portfolio
  Plan for 2012-2013
• High School
• Previewed in CC Training
• Developed non-fiction lesson plans using CCS
• Revising summer reading plans and the
  recommended reading lists
• Resource on Exemplary Texts
• What you should consider before signing a
  purchase order . . .

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Time for a brain break?
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What are the key advances in ELA CCS?
Fewer, clearer, higher

• Standards for reading and writing in social
  studies, science, and technical subjects
• Complement rather than replace content
  standards in those subjects
• Responsibility of teachers in those subjects
• Alignment with college and career ready
  expectations

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(No Transcript)
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Appendix C What are our expectations for student
writing?(pg. 57/58)
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Close Reading 4-Question ProcessWhich do you
typically see in the classroom?

• What does the text say? Restatement
• How does the text say it? Description
• What does the text mean? Interpretation
• So what?
  Application

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Reading Writing Standards (6-12) Preview
standards
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Argument vs. Persuasion vs. Opinion

• Opinion is the Common Core label given to
  argument writing in Grades K-5. It is the
  stepping stone to argument.
• Argument is the label used in Grades 6-12. It
  refers to logical arguments which are convincing
  because of their merit and reasonableness, rather
  than emotion or the credentials of the writer.
• Persuasion conveys an appeal to the readers
• self-interest or emotions.

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Argument Writing K-12 Progression

• K Compose opinion pieces state an
  opinion or preference
• 1 2 Write opinion pieces
• Introduce topic, opinion, reason,
  closure
• 3 5 Write opinion pieces on topics
• Support point of view with reasons
  and information
• 6 8 Write arguments to support claims with
  clear reasons and relevant evidence
• 9 12 Write arguments to support claims in an
  analysis of substantive topics or texts, using
  valid reasoning, relevant and sufficient evidence

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Components of Information Writing

• Introduction
• Organizational structure
• Development with facts, details, quotations,
  statistics
• Transitions
• Precise Language
• Formal Style
• Conclusion
• Use of the Conventions of Standard English

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In summary, the Common Cores focus on writing
De-emphasizes narrative writing

• Increases both argument
• and information writing

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Writing Strand
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Putting It All Back Together
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LANGUAGE Standard

• 3 CLUSTERS
• 1. Conventions of Standard English
• 2. Knowledge of Language
• 3. Vocabulary Acquisition and Use

• Readistep
• PLAN
• ACT
• SAT
• Multiple choice Performance tasks on new
  assessments
• Language 14-18

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Selection Criteriafor Instructional Vocabulary
Tier 1 Tier 2 Tier 3
Description Basic words that most children know before entering school Words that appear frequently and across content areas Uncommon words that are typically associated with a specific domain
Examples clock, baby, happy examine, resolution, determine isotope, peninsula, bucolic
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How do I determine that a word is TIER 2?
Word Is this a generally useful word? Does the word relate to other words and ideas that students know or have been learning? Is the word useful in helping students understand text? If you answer yes to all three questions, it is a tier 2 word. If not, it is probably a tier 3 word.




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Tier 2 Words Will Fit This Structure Who would
say it?
My Mom Teacher Scientist
I am making a New Years Resolution to lose twenty pounds this year. What was the final resolution to the math problem, and how did you get it? The resolution of this microscope is not strong enough to determine the type of cells we have.
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Language Speaking/Listening
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The Big Picture
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Additional Resources

• Engage NY
• Series of videos and resources for teachers
  principals
• High School Common Core Wiki
• Resources for HS teachers
• Smarter Balance Assessment
• Presentation on new assessments
• SBAC Main Site
• Text Exemplars Price List

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