Getting to Know the Common. Agenda. Session Objectives. Spiraling the Common Core 10:45 11:45. 11:45 12:45 Lunch 12:45 1:45

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1 Spiraling the Common Core Presenter: Maryann D. Wiggs 10:45 11:45 Agenda Solidifying understanding of the design and organizational features of the Common Core State Standards. 11:45 12:45 Lunch 12:45 1:45 Discovering how the content of the Common promote higher levels of thinking and rigor. Session Objectives Participants will examine how the design and organization of the Common promote: focus and coherence in instruction and assessment focus and coherence in instruction and assessment access and acceleration literacy as a shared responsibility an integrated model of literacy leveraging shared standards Page 1

2 Session Objectives In addition, participants will consider how the content of the Common promote: critical thinking higher levels of comprehension accessing and analyzing Information the use of evidence and reasoned judgment effective oral and written communication teamwork and collaboration Session Documents Access the Common and appendices at Synthesis of the Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects Illustrations and (7) learning activities for Spiraling the Common Core Page 2

3 Understanding the Common Core: There Are No Short Cuts The patterns and system that make up the Common Core are brilliantly designed. The document, however, is dense. You must dig-in and spend time with the document yourself otherwise you would be relying on someone else to tell you their opinion about it.. CCSS: English Language Arts and Literacy in History/Social Studies, Science, and Technical. Subjects The Big Picture Design and Organization Grade-Specific Standards and the Spiral Effect Exemplars The Big Picture CCSS: English & Literacy The ELA Standards Reading Strand Writing Strand Speaking & Listening Strand Language Strand Grade-Specific Standards K College and Career Ready (CCR) Anchor Standards Reading Strand = 10 Writing Strand = 10 Speaking & Listening Strand = 6 Language Strand = 6 Page 3

4 Putting it All Together: Synthesis of the ELA Common Core Example of College and Career Anchor (CCR) Standards for Writing CCR.W.3 Example of Grade-Specific Writing Standards W.5.3a Page 4

5 The Spiral Effect Metaphor Definitions: Spiral when used as an adjective: winding around a center or pole and gradually receding from or approaching it of or relating to the advancement to higher h levels l through a series of cyclical movements Spiral when used as a noun: the path of a point in a plane moving around a central point while continuously receding from or approaching it a continuous spreading and accelerating increase or decrease Example of the Spiral Effect Page 4 PLUS The Spiral Effect metaphor relates to the ascending level of difficulty embedded in the content of each succeeding grade-specific standards as it approaches the CCR Anchor Standard. As students move along the plane of a particular learning trajectory they study the same expectation each year at ever increasing increments of complexity and sophistication. Page 5

6 Writing Standard 3a Learning Activity #1 Pages 4 & 5 Directions: 1. Examine the student writing samples on page 5 against the grade-specific criteria for Writing Standard 3a. 2. Identify the evidence in the last two samples that represents end-of-year proficiency for this expectation. 3. Assign a grade level that best matches proficiency for each exemplar. Focus and Coherence Focus on what matters most for College and Career Readiness Clarity precedes competence (R. Dufour) Coherence is accomplished by clear and explicit articulation along the learning progressions toward higher levels of rigor Specificity leaves nothing to chance Everything is studied every year Infrastructure designed for attainment Page 6

7 Language Standard 5a Learning Activity #2 Page 6 Directions: 1. Examine the grade-specific standards d for Language Standard 5a on page Work in pairs, or with table groups, to highlight or underline the new skills and concepts added to each grade level from the year prior. Access and Acceleration Writing Standard 3 Example 5th K 12 Access and Acceleration Designed to provide time to practice the same significant expectation over 13 years Well-defined standards mark a cumulative learning gpath that is visible and clear Differentiated Instruction Strength based learning model Feedback forward (E.S. = 0.73) Acceleration (E.S. = 0.88) Flexible pathways once students master the common core Page 7

8 Reflection Page 8

9 Literacy as a Shared Responsibility Appendix A Level of Text Complexity Matters Levels of Meaning or Purpose Structure Language Conventionality and Clarity Knowledge Demands: Life Experiences Cultural/Literacy Knowledge Content/Discipline Knowledge Literacy as a Shared Responsibility Ascending levels of reading comprehension Balance of literature and informational texts Emphasis on within-text and across-text engagement and the use of evidence Tremendous attention toward growing analytical thinkers, critical consumers, expressing voice Literacy standards for history/social studies, science and technical subjects Implications for cross content collaboration R.CCR.3 Analyze how and why individuals; events; and ideas develop and interact over the course of the text. Page 7, 8, 9 (RL) K - 12 (RH) 6 12 (RH) 6-12 (RST) 6-12 Text Exemplars K - CCR Sample Performance Tasks Page 9

10 Directions: Reading Standard 3 Learning Activity #3 Pages 7, 8, 9 1. Examine the three sets of standards for R.CCR.3 and the sample list of text t exemplars and sample performance tasks provided in Appendix B. 2. Discuss how the design and organization of the Common promote literacy as a shared responsibility. 3. Comment on the implications for strengthening cross content collaboration in your school or district. What We Covered So Far: The Design and Organizational Features of three literacy strands: Writing Strand (W) + Appendix C Focus, coherence, specificity, rigor Language Strand (L) Access and acceleration Reading Strand (RL) + Appendix A & B Literacy as a shared responsibility Yet to Come Examining the Content of the CCSS: Writing Strand (W) Unwrapping to reveal the concepts and skills Planning for quality instruction and assessment development Reading Strand (RI) Content Focus: Higher levels of thinking, assessing and analyzing information, the use of evidence and reasoned judgment Speaking and Listening Strand (SL) Content Focus: collaboration and effective communication Reading, Writing, Speaking & Listening, and Language An Integrated Model of Literacy Page 10

11 We ll Meet Up Again at 12:45. The Promise of the Standards These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards-based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. CCSSO & NGA Center(2010) Unwrapping the Content and Skills W.CCR.7 Page Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Align Down Curriculum Development Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Kindergarten Grade-Specific Standards Teach Up A path or course to run in small steps. Derived from Latin: course, currere - to run Page 11

12 Unwrapped Page 12 Research Conduct short research projects Conduct sustained research projects Focused Questions Answer a question Answer a self-generated question Problem Solve a problem Inquiry Narrow inquiry Broaden inquiry Using Multiple Sources Synthesize multiple sources on the subject Subject Investigation Demonstrate understanding of subject investigation WHST Writing Standard 7 Learning Activity #4 Pages Directions: 1. Examine the illustration of the unwrapped standard. 2. Discuss how the process of unwrapping helps break complex learning (concepts and skills) into manageable teaching/learning steps, and provides further clarification for educators as they plan for quality instruction and rigorous curricula and assessments. Examining the Content of the CCSS critical thinking higher levels of comprehension i d l i I f ti accessing and analyzing Information the use of evidence and reasoned judgment effective oral and written communication teamwork and collaboration Page 12

13 Reading Standards for Informational Text Learning Activity #5 Pages 13 & 14 Directions: 1. Examine the Grade Reading Standards for Informational Text and the Sample Performance Tasks selected from Appendix B. 2. Stand-up Conversation on how the content of the Common promotes critical thinking, higher levels of comprehension, accessing and analyzing information, and the use of evidence and reasoned judgment. Speaking & Listening Standard 1 Learning Activity #6 Pages Directions: Are you smarter than a 5th grader? 1. Form teams with 4 6 members. 2. Effectively use the Grade 5 [SL.5.1] standards to conduct a collaborative conversation. 3. Discuss the table talk questions on page 18. Page 13

14 Table Talk Page 18 What are similarities and differences in your current expectations for students with those of the Common Core? What specific impact will the Common Core have on lesson planning, assessment, and teaching practices? What is the impact on PLCs/Data Teams, crossschool and/or cross-department collaboration? What are the implications for professional development? An Integrated Model of Literacy All the moving parts (strands) connect Reading, Writing, Speaking & Listening and Language Strands work together in mutually reinforcing ways Repeated exposure e to big and important t themes es woven across grade levels and content areas Stretch teaching - requires ramping-up at all levels/across all content areas One strategy - start with identifying levels of rigor in current lessons and coach-up Implications for identification of Power and Supporting Standards An Integrated Model of Literacy The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. (CCSS ELA, p.4) While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task. (CCSS ELA, p. 5) Page 14

15 Integration of Literacy Learning Activity #7 Pages Directions: 1. Form triads. 2. Read the description of the overview and tasks for the Thinking Scientifically unit. 3. Each triad will examine the overview and tasks on page 20 for alignment with each of the four 8th grade common core literacy strands, use the grade 8 literacy standards on page to accomplish this activity, and name at least one common core 8 th grade literacy standard for each strand (Reading, Writing, Speaking & Listening, and Language) that most closely addresses tasks in this unit. 4. Briefly discuss the implications for teachers and students implementing an integrated model of literacy. Leveraging Shared Standards The Standards cause collaboration Across Content Areas Schools & Districts Communities & States National & International Sharing of instructional & technology resources Design of rigorous curricular units of study Common Core Curriculum Maps (Free Resource) Development of formative and summative assessments Response to Interventions Economies of scale All There is to Know All there is to know. College and Career Readiness. Common Core ELA Standards Page 15

16 Design Limitations Everything needed to be college & career ready All that can or should be taught A focus on results rather than means (how teachers should teach) The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and students with special needs The Common : important but insufficient. To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards. CCSSI Webinar, 2010 Education has the power to change an entire nation. - Zambia 2010 Page 16

17 Contact Information, Ext. 590 LeadAndLearn.com Evaluation and Feedback Your ideas and reflections are important to us. Please take time to complete the short evaluation form that we reviewed at the beginning of this seminar. The Leadership and Learning Center LeadandLearn.com Page 17