Presented by. Joseph Ginotti. Director, Penn Literacy Network

Transcription

1 Presented by Joseph Ginotti Director, Penn Literacy Network

2 So, where are you? What best describes your knowledge of the Core Curriculum Content Standards? Aware (I know they re out there.) Informed (I ve read up, attended PD, explored on-line, etc.) Ready (I am planning instruction based on them.) Expert (I could help others understand and implement.) Ginotti/PLN/PIIC 2

3 So, where are you? Anxious What best describes your feelings about the Core Curriculum Content Standards? Comfortable Eager This, too, shall pass. Ginotti/PLN/PIIC 3

4 COMMON CORE STATE STANDARDS INITIATIVE What s New? State-led and developed common core standards for K- 12 in English/language arts and mathematics Focus on learning expectations for students, not how students get there. Ginotti/PLN/PIIC 4

5 Why Is This Important for Students, Teachers, and Parents? Ensures consistent expectations regardless of a student s zip code Provides educators, parents, and students with clear, focused guideposts Prepares students with the knowledge and skills they need to succeed in college and work 48 states, the District of Columbia, and two territories have signed on to the Common Core State Standards Initiative (adopted by PA 7/1/10) Ginotti/PLN/PIIC 5

6 Criteria for the Standards Fewer, clearer, and higher Aligned with college and work expectations Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Internationally benchmarked, so that all students are prepared to succeed in our global economy and society Based on evidence and research Ginotti/PLN/PIIC 6

7 What s New? English Language Arts Standards Common Core Standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness (CCR) Standards Overarching standards for each strand that are further defined by gradespecific standards Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and grade bands for high school Four strands: Reading, Writing, Speaking and Listening, and Language Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards are embedded at grades K-5 Content-specific literacy standards are provided for grades 6-8, 9-10, Ginotti/PLN/PIIC 7 and 11-12

8 Overview of Reading Strand Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated Standards for Reading Foundational Skills (K-5) Reading Standards for Literature (K-12) Reading Standards for Informational Text (K-12) Reading Standards for Literacy in History/Social Studies (6-12) Reading Standards for Literacy in Science and Technical Subjects (6-12) Progressive development of reading comprehension; students gain more from what they read Ginotti/PLN/PIIC 8

9 Overview of Text Complexity Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by: 1. Qualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands 2. Quantitative measures readability and other scores of text complexity 3. Reader and Task background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Ginotti/PLN/PIIC 9

10 Overview of Writing Strand Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument 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 Include student writing samples that illustrate the criteria required to meet the standards Ginotti/PLN/PIIC 10

11 Overview of Speaking and Listening and Language Strands Speaking and Listening Focus on speaking and listening in a range of settings, both formal and informal academic, small-group, whole-class discussions Emphasize effective communication practices Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language Include conventions for writing and speaking Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading To be addressed in context of reading, writing, speaking and listening Media and Technology are integrated throughout the standards. Ginotti/PLN/PIIC 11

12 Overview of Standards for History/Social Studies, Science, and Technical Subjects Reading Standards: Knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Standards: Write arguments on discipline-specific content and informative/explanatory texts Use of data, evidence, and reason to support arguments and claims Use of domain-specific vocabulary Ginotti/PLN/PIIC 12

13 What s Different? ELA Standards Advances The standards devote as much attention to what students read, in terms of complexity, quality, and range, as they do on how students read. As students progress through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts. The progression of the standards is based on evidence and anchored in the college and career readiness (CCR) standards. The CCR standards define broad competencies in reading, writing, speaking, listening, and language, while the K-12 standards lend further specificity by defining a developmentally appropriate progression of skills and understandings. Ginotti/PLN/PIIC 13

14 What s Different? ELA Standards Advances In order to prepare students for the challenges of college and career texts, the standards require a rich reading of literature as well as extensive reading in science, history/social studies, and other disciplines. Students are required to learn certain critical content, including classic myths and stories from around the world, America s Founding Documents, and foundational American literature. The standards also require that students systematically develop knowledge of literature as well as knowledge in other disciplines through reading, writing, speaking, and listening in history/social studies and science Ginotti/PLN/PIIC 14

15 Portrait of Students Who Meet ELA Students: Standards Demonstrate independence Build strong content knowledge Respond to the 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 Ginotti/PLN/PIIC 15

16 What s New? Overview of Mathematics Standards Standards for Mathematical Practice Standards for Mathematical Content K-8 grade level standards Algebraic thinking standards indicated in K-5 Grade level overviews: K-8 Mathematical Standards for High School Conceptual categories Additional standards for preparation for advanced courses Ginotti/PLN/PIIC 16

17 Strands of Mathematics Standards Grades K-5 Numbers and Operations Operations and Algebraic Thinking Measurement and Data Geometry Grades 6-8 Number System Ratios and Proportional Relationships [Gr. 8 Functions] Expressions and Equations Geometry Statistics and Probability Ginotti/PLN/PIIC 17

18 Strands of Mathematics Standards High School Numbers and Quantity Algebra Functions Modeling Geometry Statistics and Probability Ginotti/PLN/PIIC 18

19 What s Different? Math Standards Advances This draft focuses on core conceptual understandings and procedures starting in the early grades. This enables teachers to take the time needed to teach core concepts and procedures well and give students the opportunity to master them. In grades K-5 students gain a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals. For example, students in Kindergarten focus on the number core (learning how numbers correspond to quantities and learning how to put together and take apart numbers) in order to prepare them for addition and subtraction. In the middle grades, students build upon the strong foundation in grades K-5 through hands on learning in geometry, algebra, probability, and statistics. The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges and emphasize mathematical modeling. Ginotti/PLN/PIIC 19

20 Portrait of Students Who Meet Mathematics Standards Standards for Mathematical Practice: Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Ginotti/PLN/PIIC 20

21 Are Students with Disabilities and ELL Students Accountable? Students With Disabilities Students with disabilities must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers. These common standards provide an historic opportunity to improve access to rigorous academic content standards for students with disabilities. The continued development of understanding about research-based instructional practices and a focus on their effective implementation will help improve access to mathematics and English language arts (ELA) standards for all, including those with disabilities. English Language Learners [CCSSO] strongly believe that all students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English language learners (ELLs). However, these students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency Ginotti/PLN/PIICand content area knowledge. 21

22 What s Next? What are the Implications for Teachers? The standards will provide important goals for teachers to ensure they are preparing students for success in college and the workforce. They will help teachers develop and implement effective strategies for their students by providing benchmarks for skills and knowledge that their students should have by the end of the year. The common core state standards will help colleges and professional development programs better prepare teachers; provide the opportunity for teachers to be involved in the development of assessments linked to these top-quality standards; allow states to develop and provide better assessments that more accurately measure whether or not students have learned what was taught; and guide educators toward curricula and teaching strategies that will give students a deep understanding of the subject and the skills they need to apply their knowledge. Ginotti/PLN/PIIC 22

23 and what are the implications for Coaches? Coaches need to know the standards and keep current with the standards movement. Coaches need to be aware of school and district demands on teachers relative to the CCS. Coaches need to see and help teachers see the bigger picture - most teachers will concentrate on CCS at their grade level. Coaches must understand the opportunity the CCS present: a time for reflection on what is taught, why it is taught, and how it can be best taught. Coaches must help teachers understand the difference between process and content to help identify what standards inform instructional practice every day. Ginotti/PLN/PIIC 23

24 A Practical Application Choose a grade level/content area: ELA Grade 4 ELA Grades 9-10 Literacy in SS/Science/Technical Subjects Grades 6-8 Literacy in SS/Science/Technical Subjects Grades Mathematics Grade 6 Form a group of no more than four. Together, examine the CCS and discuss the following: What s new? What s surprising? What are the instructional implications? What could you do as a coach to impact instruction? (see chart) Ginotti/PLN/PIIC 24

25 A Practical Application In Place Needs Attention Daily Attention Ginotti/PLN/PIIC 25

26 Remember: Common Standards: The First Step Standards are essential, but inadequate. Along with standards Educators must be given resources, tools, and time to adjust classroom practice. Instructional materials needed that align to the standards. Assessments must be developed to measure student progress. Federal, state, and district policies will need to be reexamined to ensure they support alignment of the common core state standards with student achievement. STANDARDS DO NOT EQUAL CURRICULUM! Ginotti/PLN/PIIC 26

27 What s Next? Linking Standards, Curriculum, and Instruction WHAT? Curriculum includes the Standards, materials, local expectations, teacher choices WHY? Know, do, relevance, assessments, UBD, backmapping HOW? Instruction, strategies, structures, differentiation PLN Ginotti/PLN/PIIC 27

28 The Compatibility of PLN and the Common Core Standards Themes in the ELA Standards: The PLN R/W/T Processes: Reading Transacting with Text Writing Composing Text Speaking and Listening Extending R/W/T/L Language Investigating Language Ginotti/PLN/PIIC 28

29 The Compatibility of PLN and the Common Core Standards Underlying Issues in the CCCS: The PLN Framework: The Four Lenses Comprehension based on prior knowledge Meaning-Centered Informal opportunities to share, question, reflect Social Reading, writing, talking to learn Language-Based Opportunities to voice and defend arguments, ideas, points of view Human Ginotti/PLN/PIIC 29

30 The Compatibility of PLN and the Common Core Standards A Shared Belief in: Scaffolding to independence Integrated literacy in all content areas The important connections of learning and literacy The power of backmapping The importance of K-12 consistency and articulation Ginotti/PLN/PIIC 30

31 What Comes Next for You as a Coach? What Questions Do You Have? Ginotti/PLN/PIIC 31

32 Some Great Resources Common Core State Standards Initiative Home: Common Core Curriculum Mapping Project PA Department of Ed.: Clear Standards Common Core Ginotti/PLN/PIIC 32

33 This PowerPoint was downloaded from the