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Walled Lake Consolidated Schools

Click to Play. Superintendent Kenneth Gutman Welcome to Professional Development Day, March 6, 2012 Common Core State Standards. Walled Lake Consolidated Schools. A Walk Through the Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies,

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Walled Lake Consolidated Schools

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  1. Click to Play Superintendent Kenneth Gutman Welcome to Professional Development Day, March 6, 2012 Common Core State Standards Walled Lake Consolidated Schools

  2. A Walk Through the Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Walled Lake Consolidated Schools

  3. Why New Standards? http://youtu.be/9IGD9oLofks

  4. COMMON CORE STATE STANDARDS & ELA - NOTABLE SHIFTS • http://youtu.be/JDzTOyxRGLI

  5. Rate your Common Core Knowledge 0 1 2 3 4 Scale: 0 -- This has something to do with fruit, right? 1 -- Isn’t that those new English standards? I’ve heard something…didn’t Michigan adopt them? 2 -- I’ve heard a bit about them and I’ve at least scanned through the standards document. 3 -- I’ve read through the document and I can use the terms “strand” and “anchor standard” in the proper context. 4 -- I know the document backwards and forwards; transitioning to these new standards will be a breeze!

  6. Rumor Control &“Burning Questions” • I heard 2nd graders will have to read Steinbeck’s The Grapes of Wrath. True? (No!) • Aren’t these “national standards” the first step toward a “national curriculum?” (No.) • Were teachers involved in creating these standards? (Yes—including members of NEA, AFT, NCTE and IRA) • Will new tests be created to assess students on the standards? (Yes – first assessment planned for Spring, 2014-15)

  7. Where Can I Find the Entire Set of K-12 Standards? • www.corestandards.org • In the upper right hand corner of the page, click the “The Standards” tab. • http://curriculum.wlcsd.org/ –Language Arts - Content Expectations

  8. A Treasure Hunt! (Handout) At your table, use the Common Core State Standards for English Language Arts and Literacy to complete the Treasure Hunt handout.

  9. So… What’s New??? READING • Change in the balance of literature and informational texts • A focus on appropriate levels of text complexity • Clear and specific K-5 Foundational Skills WRITING • Emphasis on argument/opinion and informative/ explanatory writing (NOTE: K-5 Opinion Writing leads to and supports 6-12 Argument Writing.) • Writing about sources and supplying evidence for claims and ideas

  10. Organization of the CCSS (Handout)

  11. Changing DRA proficiency levels (Done!) Comparing old standards and units of study with CCSS Examining common assessments Reflect on/Improve K-12 instruction Examine district resources to determine how they might support CCSS instruction What is Happening/Will Happen in WLCS Related to the CCSS?

  12. CCSS Packet • The following slides provide an overview of the Common Core State Standards. • Pay particular attention to bold and underlined portions of each standard. • As you proceed through the PowerPoint, use sticky notes to mark each section of your CCSS packet for continued study and future reference.

  13. Anchor Standards for Reading CCR Standards for Reading appear on page 10 of the Standards document. Key Ideas and Details 1.Read closelyto determine what the text says explicitly and to make logical inferencesfrom it; cite specific textual evidencewhen writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themesof a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interactover the course of a text.

  14. Anchor Standards for Reading CCR Standards for Reading appear on page 10 of the Standards document. Craft and Structure 4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

  15. Anchor Standards for Reading CCR Standards for Reading appear on page 10 of the Standards document. Integration of Knowledge and Ideas 7. Integrate and evaluate contentpresented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  16. Anchor Standards for Reading CCR Standards for Reading appear on page 10 of the Standards document. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

  17. How does our current instruction support the 10 anchor standards for reading? At first glance, what “holes” or gaps exist in our instruction that need to be filled? 17

  18. Foundational Skills for READING (K-5 only) CCR Standards for Foundational Skills begin on page 15of the Standards document. • Standards are directed toward fostering students’ understanding and working knowledge of the English writing system. • Categories include concepts of print, phonological awareness, phonics/word recognition, and fluency. • Foundational skills are not an end in and of themselves, rather, they are important and necessary components of an effective, comprehensive reading program. • The CCSS remind us to – • “Teach students what they need to learn and not what they already know.”

  19. What do you notice about the Foundational Skills? 19

  20. Overview of Anchor Standards for Writing • Expect students to compose arguments (6-12) and opinions (K-5), informative/explanatory pieces, and narrative texts. • Focus on the use of reason and evidence to substantiate an argument/opinion or claim. • Emphasize ability to conduct research – short projects and sustained inquiry. • Require students to incorporate technology as they create, refine, and collaborate on writing.

  21. WritingandResearch Draw evidence from texts Extensivepractice with short, focused research projects (“typically taking a week and occurring—at a minimum—quarterly”) Increase focus on opinion and informative writing - less narrative writing. CCR Standards for Writing appear on pages 18of the Standards document.

  22. Anchor Standards for Writing CCR Standards for Writing appear on page 18 of the Standards document. Text Types and Purposes 1. Write arguments/opinionsto support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory textsto examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.

  23. Anchor Standards for Writing CCR Standards for Writing appear on pages 18of the Standards document. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

  24. Anchor Standards for Writing CCR Standards for Writing appear on page 18 of the Standards document. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant informationfrom multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

  25. Anchor Standards for Writing CCR Standards for Writing appear on page 18of the Standards document. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

  26. How does our current instruction support the 10 anchor standards for writing? At first glance, what “holes” or gaps exist in our instruction that need to be filled? 26

  27. Overview of Speaking & Listening • Focus on speaking and listening in a range of settings • formal and informal • small-group and whole-class discussions • Emphasize effective communication practices • Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Media and Technology are integrated throughout the standards.

  28. Anchor Standards for Speaking & Listening CCR Standards for Speaking and Listening appear on page 22 of the Standards document. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

  29. Anchor Standards for Speaking & Listening CCR Standards for Speaking and Listening appear on page 22 of the Standards document. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

  30. How does our current instruction support the 6 anchor standards for speaking and listening? At first glance, what “holes” or gaps exist in our instruction that need to be filled? 30

  31. Overview - Anchor Standards for Language • Include conventions for standard English grammar and usage to be applied in both writing and speaking • Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading to be addressed in the context of reading, writing, speaking and listening

  32. Academic VocabularyAppendix A: A 3 – Tiered Model • Tier 1Words • everyday speech • NOT the focus of instruction • Tier 2 Words • Far more likely to appear in written texts than in speech • Often represent subtle or precise ways to communicate relatively simple ideas • Found across many text types • Not specific to any one discipline 1Beck, McKeown, and Kucan; 2002, 2008.

  33. A Focus on Academic Vocabulary • Tier 3 Words • Specific to a domain or a field of study • Key to understanding a new concept within a text • Often explicitly defined by an author • Often heavily scaffolded in text (e.g., bold-faced, defined in glossary, etc.) • Remember that Tier 2 and Tier 3 words deserve equal attention in instruction! 1Beck, McKeown, and Kucan; 2002, 2008.

  34. Anchor Standards for Language CCR Standards for Language appear on page 25of the Standards document. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spellingwhen writing.

  35. Anchor Standards for Language CCR Standards for Language appear on page 25 of the Standards document. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  36. Anchor Standards for Language CCR Standards for Language appear on page 25 of the Standards document. Vocabulary Acquisition and Usage 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrasesby using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  37. Anchor Standards for Language CCR Standards for Language appear on page 25 of the Standards document. Vocabulary Acquisition and Use 6. Acquire and use accurately a range of general academic and domain-specific words and phrasessufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

  38. How does our current instruction support the 6 anchor standards for language? At first glance, what “holes” or gaps exist in our instruction that need to be filled? 38

  39. Are These for ALL Students? (Handouts) • ELL Document: Application of Common Core State Standards for English Language Learners • Special Services Document: Application to Students with Disabilities • Follow these steps…

  40. Are These for ALL Students? - STEP 1 • Divide into two groups – 1s and 2s. • 1s read ELL document • 2s read Special Services document • As you read, highlight any “Ahas” and things • that leave you with questions. • THEN…

  41. Are These for ALL Students? - STEP 2 • Create groups of 4 (two 1s and two 2s). • 1s summarize what you read. Then… • 2s summarize what you read. • Write “Ahas” and questions on sticky notes and • place on chart paper for later discussion.

  42. Appendix A • Research supporting key elements of the CCSS • Explanation of text complexity model • Definitions of the three text types • A three-tiered model of vocabulary development • Glossary of key terms

  43. Appendix B • By grade/grade span, text to exemplify the level of text complexity, quality, and range required by the Standards. • (The list offers examples but is not exhaustive.) • Sample performance tasks that illustrate the application of the Standards to texts of sufficient complexity, quality, and range. Your copy contains exemplars for grades K-5. Grades 6-12 exemplars available on curriculum website.

  44. Appendix C • By grade, annotated student writing samples illustrating the criteria required to meet the Standards for particular types of writing—argument, informative/explanatory, and narrative. Your copy contains exemplars for grades K-5. Grades 6-12 exemplars available on curriculum website.

  45. A Beginning Look at Your Grade Level Standards • About which section of the standards does your grade level have the most questions? • In the time allotted, begin to work with your grade level colleagues to examine those grade level standards in depth. • If time allows, continue to the next section.

  46. Time for Lunch and… Karaoke! http://youtu.be/BwND8J2SvGE

  47. Beginningto Understand Text Complexity 47

  48. Text Complexity “The Common Core Standards hinge on students encountering appropriatelycomplex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life.” (p. 3)

  49. Overview • Text complexity includes: Quantitative measures – best measured by computer software (e.g., Flesch-Kincaid, Dale-Chall, Lexile) Qualitative measures – best measured by an attentive human reader Quantitative Qualitative Reader and Task considerations – best addressed by educators employing their professional judgment and knowledge of their students Reader and Task

  50. Putting Yourself in the Role of the Reader “The Garden of Forking Paths” by Jorge Luis Borges • AS YOU READ • Using one color highlighter, highlight all of the parts you UNDERSTAND. • Using a second color highlighter, highlight parts you find challenging, confusing, or just plain difficult to understand. • AFTER YOU READ • Next to parts you found challenging, confusing, or difficult to understand, note in the margins why the text was difficult. Lack of background knowledge? Unfamiliar vocabulary? Writing style? Something else?

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