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The document outlines strategies for planning and implementing Common Core State Standards (CCSS) in education, focusing on college and career readiness skills, textual complexity, and interdisciplinary literacy. It emphasizes the need for consistent student performance expectations and highlights essential questions for curriculum alignment and assessment. Additionally, it provides practical activities and resources to aid educators in adjusting their teaching methods to meet CCSS requirements.
Ccss.elizabethton
- 1. Planning for the Common Core State Standards Katie McKnight, Ph.D. Katie@KatherineMcKnight.com
- 2. AGENDA FOR TODAY College and Career Readiness Skills and the 21st Century Skills Textual Complexity and Interdisciplinary Literacy Examining Current Curriculum and Assessing for Common Core State Standards Alignment Creating a Needs Analysis for the transition to Common Core State Standards
- 3. SOME GUIDING QUESTIONS (ESSENTIAL QUESTIONS) What are the expectations of CCSS? What are not the expectations of CCSS? How do we build a synergetic context between CCSS, curriculum, and assessment?
- 4. What do we already know about Common Core State Standards?
- 5. What do we know about CCSS? The 21st Century 3 Rs Designed to be robust, relevant, and rigorous. Robust: higher level thinking Relevant: engagement, student involvement, brain-based research Rigorous: high expectations, critical thinking, challenging thinking
- 6. WHAT IS NOT INCLUDED: Prescribe specific instructional strategies and/or curriculum. Interventions for students who are performing below grade level or who have special needs. Support for English Language Learners (ELL)
- 7. Why were Common Core State Standards created and how do they impact today’s classrooms?
- 8. Why were Common Core State Standards created and how do they impact today’s classrooms? Intended to create greater consistency for student performance and expectations among states. NAEP data indicates that the majority of students are not college and career ready.
- 9. 21 st Century Skills •PROBLEM SOLVING •TEAM WORK •ENTREPRENEURSHIP •RESEARCH •CRITICAL THINKING
- 11. FIGURING OUT THE FRAMEWORK Close reading of the document is essential. Read the Standards and all goals. Discussion, interpretation, close reading and analysis is necessary.
- 14. Activity • We are going to move into groups:
- 15. Activity: As You Read the Standards Why is it structured in this way? What does the language suggest? What do you learn about the Standards in the introduction? What information and why is the information included in the appendices? http://www.corestandards.org/
- 17. Textual Complexity and Interdisciplinary Literacy
- 18. Textual Complexity Textual Complexity What makes a text complex? What are factors that can make a text challenging for students?
- 20. Determining Textual Complexity is focused on these three areas: QUALITATIVE MEASURES: QUANTITATIVE DIMENSIONS: READER CONSIDERATIONS:
- 21. Qualitative Measures Levels of Meaning (literary texts) or Purpose (informational texts) Structure Language Conventionality and Clarity Knowledge Demands
- 22. Qualitative Measures and factors are those aspects that are difficult or impossible for a person to evaluate efficiently. Examples include word length or frequency, sentence length, and text cohesion. These are typically measured by computer software.
- 23. Reader Considerations include motivation, knowledge, and experiences, while tasks to be considered take into account purpose, complexity, and questions. Assessments made on reader and task considerations are best done by the teacher who understands the student’s knowledge and experiences.
- 24. Informational Literary
- 25. Informational Literary
- 26. Informational Literary
- 27. Informational Literary
- 28. Informational Literary
- 29. Informational Literary
- 36. MORE RESOURCES FROM LEXILE • Overview video http://www.lexile.com/about-lexile/lexile-video/ • •“What Does the Lexile Measure Mean?” http://lexile.com/m/uploads/downloadablepdfs/WhatDoestheL exileMeasureMean.pdf • •“Lexile Measures and the Common Core State Standards”http://www.lexile.com/using-lexile/lexile-measures- and-the-ccssi/ • •KSDE Lexile Resource Pagehttp://www.ksde.org/Default.aspx?tabid=3670 • •Kansas Lexile Maphttp://www.ksde.org/LinkClick.aspx?fileticket=LoE9gJxEzAc %3d&tabid=3670&mid=8721
- 44. Here’s an example • The Qualitative Measures Rubrics • for Literary and Informational Text: http://www.ksde.org/Default.aspx?tabid=46 05 • The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.
- 57. Activity: Textual Complexity In groups, consider what and how you’re current teaching assignment. • How much are your students reading? • How can we encourage our students to read more? • List at least 3-4 specific actions that can be implemented next school year to increase student reading and exposure to a wide variety of texts.
- 58. At or Above Proficient on 2002 NAEP Reading 100 80 60 White Black 40 Hispanic 20 0 Grade 4 Grade 8 Grade 12 Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center. 58
- 59. Below Basic on 2002 NAEP Reading 100 80 60 White 40 Black Hispanic 20 0 Grade 4 Grade 8 Grade 12 Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center. 59
- 60. LITERACY ACROSS THE CURRICULUM The CCSS make the case for teaching and developing literacy skills across all content areas and grade levels. Content literacy is explicit in CCSS. What does this mean?
- 62. IN GROUPS Each group will receive a copy of the 6-12th grade interdisciplinary literacy standards. In your groups, examine what is expected and not expected in the interdisciplinary literacy standards. How will you meet the expectations for interdisciplinary literacy standards in the teaching of your content area? What drastic and not so drastic changes need to be made?
- 63. STRATEGIES THAT SUPPORT THE DEVELOPMENT OF LITERACY SKILLS IN ALL CONTENT AREAS Pre Reading During Reading After Reading Vocabulary Posing Questions and Answers
- 64. Where is Content Information Stored? • Reference books • Textbooks • Primary Sources • Charts • Web Pages • Images • Formulas
- 65. Differentiating Texts • Selecting and adapting texts to differentiate information to meet the needs of diverse readers. • Making students better readers in your subject area. • Using efficient and engaging activities that add to content learning.
- 66. Strategies: One-Page Wonder • According to Daniels and Steineke, One- Page Wonders (OPW) allows us to: • Provide texts that are interesting • Keep in-class reading time short • Allow for efficient practice of comprehension and discussion strategies
- 67. Finding OPWs • Interesting and relevant to kids • Surprising, puzzling, funny, quirky, or weird • Invite the reader to visualize places, faces, and events. • Feature people you can get interested in • Are complex enough to justify time and thought • Offer background knowledge in your content area • Contain open-ended or debatable issues that invite lively discussion
- 68. Strategy, Encourage the Students to Code the Text
- 69. Sample Text Sets • These text sets are were created for teachers and students at George Washington Community High School in Indiana. • Samples are for several different content areas.
- 70. Creating a Needs Analysis for the Transition to Common Core State Standards
- 71. Planning with Common Core State Standards
- 72. Activity Using the provided template and curriculum maps please respond to the following questions.
- 73. Curriculum Maps 1. How do the maps spiral the skills and content across grade levels? 2. How do the different grade levels use the anchor standards to shape the curriculum? 3. Consider the current curriculum (in either ELA or mathematics). As you examine and audit your current curriculum, where does it meet the expectations of CCSS? Where are deficiencies?
- 74. Sample Mathematics Curriculum Maps • http://www.nciea.org/cgi- bin/pubspage.cgi • (start on page 18) • Mathematics CCSS Model Curriculum • http://www.education.ohio.gov/GD/Tem plates/Pages/ODE/ODEDetail.aspx?page =3&TopicRelationID=1704&ContentID=834 75&Content=118834
- 75. English Language Arts Curriculum Maps • Model CCSS ELA Curriculum for Grades K-8 • http://www.education.ohio.gov/GD/Tem plates/Pages/ODE/ODEDetail.aspx?page =3&TopicRelationID=1699&ContentID=869 42&Content=119781