The Brave New World of Common Core Standards
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1 The Brave New World of Common Core Standards Brandon Zaslow Department of Education Occidental College Los Angeles Area Site of the California World Language Project
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6 Brandon Zaslow California World Language Project 2014 A Thinking Continuum: Bloom s Taxonomy Creating Evaluating Analyzing Bloom s Thinking Continuum Assimilation of Knowledge Acquisition of Knowledge Applying Understanding Remembering The low end of this continuum involves acquiring knowledge and being able to locate or recall that knowledge. At the upper end of the continuum, knowledge is fully integrated in the mind in logical and creative ways.
7 Brandon Zaslow California World Language Project 2014 A Continuum of Action: Daggett s Taxonomy Acquire Knowledge in One Discipline Apply Knowledge in One Discipline Daggett s Action Continuum Application of Knowledge Acquisition of Knowledge Apply Knowledge Across Disciplines Apply Knowledge to Real-World Predictable Situations Apply Knowledge to Real-World Unpredictable Situations The low end of this continuum involves acquiring knowledge for its own sake. The upper end of this continuum involves the use of knowledge to solve complex, real-world problems and to create works for use in real-world situations.
8 Brandon Zaslow California World Language Project 2014 Rigor-Relevance Framework (International Center for Leadership in Education) R I G O R K N O W L E D G E 6 Creating 5 Evaluating 4 Analyzing 3 Applying 2 Understanding 1 Recalling Assimilation C Acquisition A Adaptation D Application Acquire Apply Apply Apply Apply knowledge knowledge knowledge knowledge knowledge in one in one across to real-world to real-world discipline discipline disciplines predictable unpredictable situations situations RELEVANCE APPLICATION B
9 Brandon Zaslow California World Language Project 2014 Rigor-Relevance Framework (International Center for Leadership in Education) THE FOUR QUADRANTS C. Assimilation Students extend and refine their knowledge and use it automatically and routinely to analyze, evaluate and create. D. Adaptation Even when confronted with perplexing unknowns, students use extensive knowledge and skill to create solutions and take action that further develops their skill and knowledge. A. Acquisition Students remember and understand. B. Application Students use knowledge to solve problems, design solutions and complete work ultimately in unpredictable situations.
10 Brandon Zaslow California World Language Project 2014 Rigor-Relevance Framework (International Center for Leadership in Education) TECHNICAL READING AND WRITING C. Assimilation Compare and contrast several technical documents to evaluate purpose, audience and clarity D. Adaptation Write procedures for installing and troubleshooting new software A. Acquisition Recall definitions of various technical terms B. Application Follow written directions to install new software on a computer
11 Brandon Zaslow California World Language Project 2014 Stages of Student Proficiency STAGE I, Novice Formulaic Language Comprehend and produce memorized words and phrases dealing with discrete elements of daily life in highly predictable common daily settings STAGE II, Intermediate Created Language Comprehend and produce sentences and strings of sentences dealing with topics related to self, the immediate environment, survival and courtesy in some informal and transactional settings STAGE III, Advanced Planned Language Comprehend and produce oral and written paragraphs and strings of paragraphs dealing with concrete and factual topics of public interest in most informal and some formal settings STAGE IV, Superior Extended Language Comprehend and produce cohesive and multi-paragraph texts in speech and writing dealing with unfamiliar, abstract, practical, social and professional topics in most formal and informal settings and problem situations
12 Common Core Standards: Reading (4 Domains, 10 Standards) Reading: Key Ideas and Details R1. Read for main ideas. 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text 2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text Reading: Craft and Structure R2. Read for supporting details. 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 Reading: Integration of Knowledge and Ideas 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole 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 6. Assess how point of view or purpose shapes the content and style of a text 7. Integrate and evaluate content R3. presented Use in diverse knowledge formats and and ideas from reading media, including visually and in quantitatively, speaking as well as words and writing. 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 Brandon Zaslow California World Language Project 2014
13 Common Core Standards: Reading (4 Domains, 10 Standards) Reading: Range of Reading and Level of Text Complexity 10. Read and comprehend R4. complex literary Read and informational, cultural and texts independently and literary proficiently texts. Brandon Zaslow California World Language Project 2014
14 Common Core Standards: Writing (4 Domains, 10 Standards) Writing: Text Types and Purposes W1. Write a variety of texts. 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence 2. Write informative/ explanatory texts to 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 wellstructured event sequences Writing: Production and Distribution of Writing W2. Write, revise, edit and rewrite. 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 Writing: Research to Build and Present Knowledge W3. Use technology to research, produce and publish and to collaborate with others. 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation 8. Gather relevant information from 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 Brandon Zaslow California World Language Project 2014
15 Common Core Standards: Writing (4 Domains, 10 Standards) Writing: Range of Writing W4. Write for a variety of purposes and 10. Write routinely over extended time frames (time for research, reflection, and revision) and audiences. shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences Brandon Zaslow California World Language Project 2014
16 Common Core Standards: Speaking/Listening (2 Domains, 6 Standards) Speaking and Listening: Comprehension and Collaboration SL1. Converse and collaborate with others. 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 Speaking and Listening: Presentation of Knowledge and Ideas 5. Make strategic use of digital SL2. Present knowledge in speech media and visual displays of data to express information and enhance supported by digital understanding media/visual of presentations displays. 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 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate Brandon Zaslow California World Language Project 2014
17 Common Core Standards: Language (3 Domains, 6 Standards) Language: 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 spelling when writing L1. Use conventions of the standard language in speaking and writing Language: Knowledge of Language L2. Recognize the effect of choice on meaning and choose language appropriate to formal/informal register. 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 Brandon Zaslow California World Language Project 2014
18 Common Core Standards: Language (3 Domains, 6 Standards) Language: Vocabulary Acquisition and Use L3. Develop receptive and productive 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases by vocabularies. 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 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient 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 Brandon Zaslow California World Language Project 2014
19 Brandon Zaslow California World Language Project 2014 Common Core Standards: Setting Reasonable Goals 1. Key Ideas and Details 2. Craft and Structure 3. Integration of Knowledge and Ideas 4. Range of Reading and Level of Text Complexity R1. Read for main ideas. R2. Read for supporting details. R3. Use knowledge and ideas from reading in speaking and writing. R4. Read informational, cultural and literary texts. 1. Text Types and Purposes 2. Production and Distribution of Writing 3. Research to Build and Present Knowledge 4. Range of Writing W1. Write a variety of texts. W2. Write, revise, edit and rewrite. W3. Use technology to research, produce and publish and to collaborate with others. W4. Write for a variety of purposes and audiences. SL1. Converse and collaborate with others. SL2. Present knowledge in speech supported by digital media/visual displays. 1. Comprehension and Collaboration 2. Presentation of Knowledge and Ideas L1. Use conventions of the standard language in speaking and writing. L2. Recognize the effect of choice on meaning and choose language appropriate to formal/informal register. L3. Develop receptive and productive vocabularies. 1. Conventions of Standard Language 2. Knowledge of Language 3. Vocabulary Acquisition and Use
20 Brandon Zaslow California World Language Project 2014 Working with Authentic, Informative Texts (1) Select an authentic, informative text. (2) Determine the purpose of the text. (3) Determine the communicative proficiency necessary to comprehend the text according to its purpose. Novice: words, phrases, formulas Intermediate: sentences/strings of sentences Advanced: paragraphs/strings of paragraphs Superior: cohesive multi-paragraph texts (4) Create questions to ensure comprehension of the text according to its purpose (evidence). (5) Create activities with the questions. (6) Use the purpose of the text to formulate culminating written tasks.
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