anatomy of the common core marie alcock phd. what we know about effective schools a “guaranteed...
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Anatomy of the Common CoRE
Marie Alcock PhD
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What We Know About Effective Schools
A “guaranteed and viable curriculum is the #1 school-level factor impacting student achievement.”
-Marzano, What Works in Schools
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Corestandards.org
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Mathematical Practices (MPs)
1. Make sense of problems and persevere in solving them independently.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
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Capacities of the Literate Individual (CLIs)
1. They demonstrate independence. 2. They build strong content knowledge. 3. They respond to the varying demands of audience, task, purpose, and discipline. 4. They comprehend as well as critique. 5. They value evidence. 6. They use technology and digital media strategically and capably. 7. They come to understand other perspectives and cultures.
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Counting & Cardinality (Grade K)
Numbers and Operations –
Fractions (Grades 3-5)
Measurement and Data
Numbers and Operations in
Base Ten
Operations and
Algebraic Thinking
5 Domains – K-5 (avg. 27 standards
grade)
Geometry
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Domains
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Conceptual Categories for High School
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics & Probability
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Text
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Speaking & Listening6 Standards
Language6 Standards
Writing11 Standards
Reading Strand
10 Standard
s
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RF RL RI RSTRH
W WHST
SL
L The Strands
SL
L
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8th Grade Literary vs. Informational
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RF
The Strands
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Foundational Skills
• Print Concepts (K-1 only)
• Phonological Awareness (K-1only)
• Phonics & Word Recognition (K-5)
• Fluency (K-5)
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2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Text
Lexile
Measu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
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Use your phone, tablet or laptop to participate!
Go to m.mentimeter.com
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Reading Research
• Below their reading level – 15%
• At their reading level – 85%
• Above their reading level – 0%
Percent of materials by level needed to support students improve their reading independently…
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Readability of Text
• Importance of Matching Reader to Text
• Flesh-Kincaid
• Fry
• Guided Reading (F&P)
• ATOS (Grade Equiv.)
• Lexile
• Book Wizard….
Appendix B
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RF RL RI RSTRH
The Strands
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Reading StrandReading Strand
Reading Strand
10 StandardsReading Strand
10 Standards
Key Ideas & DetailsKey Ideas & Details
Craft & StructureCraft & Structure
Integration of Knowledge & IdeasIntegration of Knowledge & Ideas
Range of Reading & Level of Text ComplexityRange of Reading & Level of Text Complexity
3 Standards-• Deep Comprehension• Determine Importance & Summarizing • Analysis
3 Standards• Analysis of language and vocabulary • Text Structure• Point of View
3 Standards: • Integrate and evaluate content from various
sources• Evaluate validity of text claims• Analyzing and comparing texts
• Independently reading increasingly complex text
Literature (K-12)Literature (K-12)
Informational Texts (K-12)Informational Texts (K-12)
Foundational Skills (K-12)Foundational Skills (K-12)
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Reading Standard 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.
K: With prompting and support, ask and answer questions about key details in a text.
3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
11-12: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Design
CCR and Grade-Specific Standards
Grade levels K-8, Bands 9-10 & 11-12
Focus on Results rather than Means
Integrated Model of Literacy
Research & Media Skills woven through
One document: Literacy for SS/History and Science/Technology
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Reading
• Progressive development of comprehension
• Texts of appropriate complexity & increasing sophistication
• Appendix A
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R-History/SS10 Standards
R-History/SS10 Standards W-History/SS,
Science, &Technical subjects
10 Standards
W-History/SS, Science, &Technical
subjects10 Standards
R-Science & Technical subjects
10 Standards
R-Science & Technical subjects
10 Standards
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RF RSTRH
WHST
The Strands
SL
L
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8th Grade CCR Standard 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.
Literature: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Informational Text: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
History/Social Studies: Analyze the relationship between a primary andsecondary source on the same topic.
Science/Technology: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
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Observations on Reading
Very High Literacy and Literary Expectations
Highly Rigorous
Independence with complex literacy tasks
Writing Workshop would address all standards
Seminal/foundational U.S. works
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RF
W WHST
The Strands
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Writing StrandWriting StrandText Types & PurposesText Types & Purposes
Production & Distribution of WritingProduction & Distribution of Writing
Research to Build & Present KnowledgeResearch to Build & Present Knowledge
Range of WritingRange of Writing
3 Standards- Text Types:1. Argument2. Informative/Explanatory3. Narrative
3 Standards:4. Produce Clear and Coherent Writing5. Quality writing through Writing Process6. Publish and Produce & Collaborate through
Technology
3 Standards:7. Short and Sustained Projects8. Gather and evaluate information from Multiple Sources9. Text Evidence to support Analysis, Reflection and Research
10. Writing Routinely for both extended and shorter time frames
11. Comparative Literary Response
Writing11 Standards
Writing11 Standards
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Argument vs. Persuasive
Intent – prove or disprove the thesis
Logic and facts – Thesis must be disproved or proved with evidence and research
Voice – formal tone
Conclusion – restates thesis and supporting points
Intent – coax the reader to accept author’s point of view
Logic and facts – relies on logic and can use suggestion
Voice – can use personal approach
Conclusion – author’s intent and call for future action
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Observations on Writing
Decreased emphasis on different genres
Starting in 3rd Grade, Standards 1-3 include increased expectations (a-d/e/f)
Writing Workshop would address all standards
Increased emphasis on technology other than word-processing
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RF
SL
The Strands
SL
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Speaking & Listening
• Wide range of settings and formats
• Effective Communication
• Interpretation & Analysis
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Observations on Listening and Speaking
Emphasis on diverse media, situations, audiences
Literature Circles, Socratic Seminar
21st Century Skills: Communication and Collaboration
Technology: audio (2nd grade), multimedia (5th), interactive (9th)
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RF
L The Strands L
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Language
• Conventions (writing and speaking)
• Vocabulary
• Integrated into reading, writing, speaking, and listening
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Observations on Language
Specific grammar skills at each grade
Beyond definitions: Multiple meanings, connotation, figures of speech, word relationships
“General academic vocab AND domain-specific words and phrases”
Mentor texts as models of high quality language
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Technology
W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.3.6. Keyboarding Skills
W.5.6. Type a minimum of two pages in one sitting
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Appendix A
• Text Complexity–3-Part Measurement–Sample Texts–Foundational Skills
• Writing Text Types
• Speaking & Listening
• Language–Vocabulary
• Glossary
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Appendix B• Text Exemplars K-12
–Complexity, Quality, Range
• Sample Performance Tasks–Language of standard
& standard code
• Grade Bands
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Appendix C
• Student samples (K-12)
• 3 types of writing***
• Annotation with evidence
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