A Conceptual APPROACH TO COMMON CORE STATE STANDARDS

1. A Conceptual APPROACH TO COMMON CORE STATE STANDARDS Michael L. Kamil Stanford University

2. the presentation • What Common Core is and is not • Why we need Common Core • Requirements for College and Work • ELA and disciplinary standards • Disciplinary standards • Text variables and complexity • Implications for Special Education CASE Sanibel Island mkamil@stanford.edu

3. COMMON CORE CRITERIA • Aligned with college and work • Rigorous content and high-order skills • Use strengths of current standards CASE Sanibel Island mkamil@stanford.edu

4. COMMON CORE CRITERIA • Informed by international data • Evidence and/or research-based CASE Sanibel Island mkamil@stanford.edu

5. COMMON CORE DETAILS • Grade levels for K–8; • Grade bands for 9–10 and 11–12 • Integrated model of literacy • Includes research & media skills CASE Sanibel Island mkamil@stanford.edu

6. WHAT COMMON CORE IS NOT • HOW to teach • ALL that can or should be taught • Definition of ADVANCED work • INTERVENTIONS for advanced or struggling students CASE Sanibel Island mkamil@stanford.edu

7. WHAT COMMON CORE IS NOT • Support for ELL or SPECIAL NEEDS • WHOLE of college/work readiness CASE Sanibel Island mkamil@stanford.edu

8. Why common core is important CASE Sanibel Island mkamil@stanford.edu "By 2018, we will need 22 million new workers with college degrees“ “63% of all jobs will require college by 2018” Help Wanted

9. MORE INFORMATION CASE Sanibel Island mkamil@stanford.edu Help Wanted http://cew.georgetown.edu/jobs2018

10. PREPARATION FOR COLLEGE OR WORK CASE Sanibel Island mkamil@stanford.edu

11. DEMONSTRATE INDEPENDENCE • Comprehend and evaluate complex text across disciplines. • Construct effective arguments and convey multifaceted information. CASE Sanibel Island mkamil@stanford.edu

12. BUILD STRONG CONTENT KNOWLEDGE • Build knowledge in different subjects. • Become proficient in new areas. • Read purposefully. • Refine knowledge and share it. CASE Sanibel Island mkamil@stanford.edu

13. RESPOND TO DEMANDS OF AUDIENCE, TASK, AND DISCIPLINE • Consider context in reading. • Appreciate nuances. • Know that different disciplines use different evidence. CASE Sanibel Island mkamil@stanford.edu

14. COMPREHEND AND CRITIQUE • Open-minded, skeptical, readers. • Understand what authors are saying. • Question an author’s assumptions. • Assess the veracity of claims. CASE Sanibel Island mkamil@stanford.edu

15. PRIVILEGE EVIDENCE • Cite text evidence for interpretations. • Make reasoning clear. • Evaluate others’ use of evidence. CASE Sanibel Island mkamil@stanford.edu

16. CARE ABOUT PRECISION • Mindful of impact of vocabulary. • Compare meanings of different choices. • Attend to when precision matters. CASE Sanibel Island mkamil@stanford.edu

17. LOOK FOR AND CRAFT STRUCTURE • Attend to structure when reading. • Understand presenting information in different disciplines. • Understand how author’s craft relates to setting and plot. CASE Sanibel Island mkamil@stanford.edu

18. USE TECHNOLOGY STRATEGICALLY AND CAPABLY • Employ technology thoughtfully. • Efficiently search online for information. • Integrate online and offline information. • Select best suited media for goals. CASE Sanibel Island mkamil@stanford.edu

19. UNDERSTAND OTHER CULTURES AND PERSPECTIVES Students actively seek to understand other perspectives and cultures through reading and listening. They can communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. CASE Sanibel Island mkamil@stanford.edu

20. ANCHOR STANDARDS CASE Sanibel Island mkamil@stanford.edu

21. KEY IDEAS AND DETAILS • Read closely to determine what the text says explicitly and to make logical inferences from it. • Determine central ideas or themes and analyze their development; summarize the key supporting details and ideas. • Analyze how and why individuals, events, and ideas develop in a text. CASE Sanibel Island mkamil@stanford.edu

22. CRAFT AND STRUCTURE • Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning. • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions relate to each other and the whole. • Assess how point of view or purpose shapes the content and style of a text. CASE Sanibel Island mkamil@stanford.edu

23. INTEGRATION OF KNOWLEDGE AND IDEAS • Integrate and evaluate content presented in words and diverse media. • Delineate and evaluate the argument in a text, as well as the relevance and sufficiency of the evidence. • Analyze how two or more texts address similar themes or topics. CASE Sanibel Island mkamil@stanford.edu

24. RANGE OF READING AND TEXT COMPLEXITY • Read and comprehend complex literary and informational texts independently and proficiently. CASE Sanibel Island mkamil@stanford.edu

25. HISTORY/SOCIAL STUDIES • 6-8 Cite specific textual evidence to support analysis of primary and secondary sources. • 9-10 . . . attending to such features as the date and origin of the information. • 11-12 . . . connecting insights gained from specific details to an understanding of the text as a whole. CASE Sanibel Island mkamil@stanford.edu

26. SCIENCE/TECHNICAL • 6-8 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. • 9-10 . . . trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. • 11-12 . . . summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CASE Sanibel Island mkamil@stanford.edu

27. TEXT TYPES Literature: By immersing themselves in literature, students enlarge their experiences and deepen their understanding of their own and other cultures. CASE Sanibel Island mkamil@stanford.edu

28. Information Text: Because most college and workplace reading is nonfiction, students need to hone their ability to acquire knowledge from informational texts. CASE Sanibel Island mkamil@stanford.edu

29. Multimedia Documents: Students must be able to integrate what they learn from reading text with what they learn from audio, video, and other digital media. CASE Sanibel Island mkamil@stanford.edu

30. Procedural Text: Procedural texts convey information in the form of directions for accomplishing a task. Such text is composed of discrete steps in a strict sequence, with an implicit end product or goal. CASE Sanibel Island mkamil@stanford.edu

31. Documents: Documents require readers to draw on information presented as short continuous prose and also as columns, matrices, or other formats. Document structures can be simple or complex, embeded or “nested” information within the document structure. CASE Sanibel Island mkamil@stanford.edu

32. QUANTITY Students must have the capacity to handle independently the quantity of reading material, in print and online, required in college and workforce training. The amount of reading in high school is often far lower than that required for typical first-year college courses. CASE Sanibel Island mkamil@stanford.edu

33. NAEP TEXT TAXONOMY • Differentiated texts • Literary text • Story • Literary nonfiction • essay, speech, biography • Poetry CASE Sanibel Island mkamil@stanford.edu

34. TAXONMY (cont’d) • Information text • Exposition • Argumentation and persuasion • Document and procedural CASE Sanibel Island mkamil@stanford.edu

35. PISA ADDS Electronic text or Hypertext: A text with navigation tools that requires nonsequential reading. Readers construct “customised” texts from portions of text. Not all text is present. CASE Sanibel Island mkamil@stanford.edu

36. DISTRIBUTION OF TEXT TYPES (NAEP) CASE Sanibel Island mkamil@stanford.edu

37. TEXT COMPLEXITY Structure Purpose Style and Language Richness Relationships Knowledge Demands CASE Sanibel Island mkamil@stanford.edu

38. A TALL ORDER • Special Education and Common Core • A difficult task • Prepare ALL students for College or Work • Some advantages of Special Education • RtI is a natural for Common Core • Technology and Special Education CASE Sanibel Island mkamil@stanford.edu

39. the presentation • What Common Core is and is not • Why we need Common Core • Requirements for College and Work • ELA and disciplinary standards • Disciplinary standards • Text variables and complexity • Implications for Special Education CASE Sanibel Island mkamil@stanford.edu

40. THE END CASE Sanibel Island mkamil@stanford.edu