Introducing the Common Core October 2 2014
- 1. Introduction to the Common Core Literacy Standards SC: James Milkert & Leo Reyes NC: Jordan Engelhardt & Mica Vahl
- 2. Objectives By the end of this session, I will be able to: Explain how the Common Core State Standards are structured. Explain how the CCSS supports and requires disciplinary literacy. Identify where my discipline-based instructional reading and writing activities fall on the continuum of k-12 CCSS progression and where the CCSS indicates they should fall. for Anchor Reading Standard #1 for Anchor Writing Standard #2 Determine how to close the gap
- 3. WHAT ARE THE CCSS? COMMON CORE STATE STANDARDS= Set of common standards to prepare students for success in college and careers ELL Math Literacy ELL History Science Social Science Technical Subjects
- 5. WHY SHOULD WE CARE ABOUT THE CCSS? • While not perfect, the standards require students to: Think. Read independently. Write. Use WHAT they read in WHAT they write. Learn content AND care about more than JUST the content. PRODUCE evidence of thought.
- 6. WHAT IS THE RELEVANCE OF THE CCSS TO MY DISCIPLINE? Directions: • Individually respond to the 4 questions at the top of the page ………………………….2 Min. • As a table, share and expand upon your responses……3 Min.
- 7. DISCIPLINARY LITERACY: Disciplinary Literacy is the merging of content knowledge with the ability to read, write, listen, speak in order to problem solve, think critically, and perform effectively in ways that are meaningful and relevant to each discipline.
- 8. WHY WE NEED TO COMMON CORE & DISCIPLINARY LITERACY: “I CHOOSE ‘C’”
- 9. WHAT IS THE RELATIONSHIP BETWEEN THE CCSS COMMON CORE STATE STANDARDS= Set of common standards to prepare students for success in college and careers ELL Math Literacy This is where Disciplinary Literacy thrives. ELL History Science Social Science Technical Subjects AND DISCIPLINARY LITERACY?
- 10. WHAT IS THE RELATIONSHIP BETWEEN THE CCSS AND DISCIPLINARY LITERACY?
- 11. HOW ARE THE COMMON CORE STATE STANDARDS STRUCTURED? Anchor Standard K 1 2 3 4 5 6 7 8 9/10 11/12
- 12. WHERE WILL WE BEGIN? AT LTHS, IN 2014-2015 ALL DISCIPLINES WILL FOCUS ON 2 ANCHOR STANDARDS. Anchor Reading Standard – Key ideas and details 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. Anchor Writing Standard – Text types and purposes Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- 13. Applying the Protocol for Unpacking a Standard Anchor Reading Standard – Key ideas and details 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. VERB Verb Phrase NOUN Noun Phrase CONTEXT THINKING LEVEL (DOK) Read closely to determine The text The text says explicitly DOK 1 Read to make logical inferences The text From the text DOK 2 Cite to support conclusions textual evidence Drawn from the text DOK 3
- 14. Applying the Protocol for Unpacking a Standard Anchor Writing Standard – Text types and purposes Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. VERB Verb Phrase NOUN Noun Phrase CONTEXT THINKING LEVEL (DOK) Write to examine Informative/ explanatory texts Through the effective selection, organization, and analysis of content. DOK 4 Write to convey Complex ideas and information Through the effective selection, organization, and analysis of content DOK 4
- 15. HOW DO THESE 2 ANCHOR STANDARDS CHANGE FROM KINDERGARTEN TO SENIOR YEAR? Directions: 1) As a table, read through the progression of each standard from k-12. 2) At each grade level, highlight the differences in the standard from the previous level. For example…
- 16. WHERE AM I NOW? WHAT AM I ALREADY DOING? Directions: 1) Take one post-it note. Example Activity: Students answer the comprehension questions at the 2) Individually record on the end of the chapter. post-it & your worksheet, one reading activity/task you that you have used successfully. 4) Examine the k-12 progression for this standard. 5) Determine where in the k-12 progression the activity (that you just recorded on the post-it) actually falls. ----------------------------------------------------- Since the questions involved explaining with references to the text, this activity is at Grade Level 3-4. 6) Place your post-it note on this grade level marker on the wall poster.
- 17. WHERE AM I GOING? Directions: 1) Examine the standard progression again from k-12. 2) What does the standard state for the grade level you teach? Circle this grade level to indicate that this is where we must be headed. 3) Record the grade level expectation on your worksheet (on the 2nd post-it note)
- 18. THE CCSS POSE A CHALLENGE • The Common Core provides a picture of the end product. You could even say that it provides a picture of the end for each grade level. • However, the CCSS does not provide directions for how you get from one grade level to the next. ?
- 20. HOW DO I CLOSE THE GAP? WHAT ADJUSTMENTS DO I NEED TO MAKE? Directions: 1) Individually, determine how you can adjust the activity you initially recorded to be reflective of the grade level CCSS expectation. Record your adjustments on the worksheet or 3rd post-it note. 2) As a table, share your thoughts. • Start small • Focus on the skills, verbs, resources you highlighted in the K-12 progression • Use resources in the packet to determine ways to close the gap Highlighted K-12 reading and writing standards Jim Burke packet DOK wheel DOK question starters
- 21. Concluding Activity: New Version of the Original • On a new Post-It Note, ▫ Write a revised version of your original activity that you previously posted on the wall • Determine what grade level on the k-12 progression it now matches (for reading & writing) • Did you use writing to clarify the text? • As you leave, please stick your Post-It on the wall UNDER the appropriate grade level Activity: Rather than answer the comprehension questions at the end of the unit, students answer a teacher generated question which requires: -Students to answer an overarching essential unit question by using evidence from the text to support their response Ex: Defend why Mesopotamia was a civilization. Use evidence from the chapter to support this position.
- 22. WHAT ARE THE NEXT STEPS? • Begin with these 2 standards and build momentum. • Encourage students to use texts to create their own conclusions. • Provide opportunities for students to use multiple sources of information about the same topic. • Expect students to cite textual evidence to support their writing. • During November’s PD, learn the Close Reading Strategy (to teach these two standards).
Editor's Notes
- #5: Another way to think about/explain what the common core is
- #11: http://education.illinois.edu/smallurban/chancellorsacademy/documents/DisciplinaryLiteracy.pdf
- #14: This standard will be the focus of Planning Period PD Session for the year. All teachers at LTHS are responsible for embedding this standard in their discipline.
- #15: This standard will be the focus of Planning Period PD Session for the year. All teachers at LTHS are responsible for embedding this standard in their discipline.
- #19: Comic relief attempt after stress of placing on continuum
- #20: Comic relief attempt after stress of placing on continuum
- #24: Need better image