denise disabatino allen, [email protected] education associate, library/media/technology-ela...
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The Common Core State Standards
& DPAS II – Component V
For School Librarians
Red Clay Consolidated School DistrictDenise DiSabatino Allen, [email protected] Education Associate, Library/Media/Technology-ELA
August 22, 2012
Agenda Common Core State Standards Overview
Informational Standards Progressions Sort Video: The English Language Arts Standards – Key Changes &
Their Evidence The Six Shifts
3-2-1 with the Shifts Activity Reading Structures and Strategies Unpacking The Standards – Literacy Concept Organizers The Writing Standards
Writing Standards Progression Sort Overview of Writing Traits/Discourse
Common Core State Standards Website DPAS II Component V for School Librarians Exit Ticket
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Standards for ELA & Literacy in Common Core State History/Social Studies, Science, & Technical Subjects
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College and Career Readiness (CCR) Standards Overarching standards for each strand that are further defined by
grade-specific standards
Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 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, and 11-12
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READING WRITINGSPEAKING & LISTENING LANGUAGE
10 Anchor Standardsfor College and Career Readiness
10 Anchor Standards
for College and Career Readiness
6 Anchor Standards for
CCR
6 Anchor Standards for
CCR
ELA Standards
K-12
ELA Standards
K-12
ELA Standards
K-12
Literacy Standards
6-12
ELA Standards
K-12
Literacy Standards
6-12
Literary Text
Hist. / S.S.
Sci. / Tech Subj.
Inform Text
1K
2
3
4
5
6
7
8
9-10
11-12
9-10
11-12
6-8
9-10
11-12
6-8
11-12
1K
2
3
4
5
6
7
8
9-10 9-10
11-12
6-8
1K
2
3
4
5
6
7
8
9-10
11-12
1K
2
3
4
5
6
7
8
9-10
11-12
K
1
2
3
4
5
9-10
11-12
6
7
8
Foundational Skills
1
2
3
4
5
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Advantages To The Common Core
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Although the Standards are divided into Reading, Writing, Speaking and Listening, the processes of communication are closely connected. Writing standard 9 requires that students be able to
write about what they read. Speaking and Listening standard 4 sets the expectation
that students will share findings from their research.
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Research
Although not one of the strands it is pervasive throughout the standards
Emphasis on short, focused research projects
Integrates reading, writing, listening and speaking
Designed to study an issue or solve a problem and foster higher level thinking skills
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Grade Level Progression for ReadingCollege and Career Readiness Anchor Standards for Reading
Standard 9: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
*Please see "Research to Build and Present Knowledge" in Writing and "Comprehension and Collaboration" in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
Reading Standards for Literature Reading Standards for Informational TextGrade 3 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books a from series).
Grade 3
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Grade 7
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
Grade 7
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Grade 11/12
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics
Grade 11/12
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
Informational Standards Progression Sort
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Take the Informational Standards 7 through 9 put them in order from Grades K-12.
Notice the progression of skills needed from one grade level to the next. Any surprises?
The Key Shifts In ELA
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1. Text Complexity
2. Analyze, Infer, Give Evidence
3. Writing to Sources
4. Short, Focused Research Projects
5. Mastery of Listening & Speaking
6. Academic Vocabulary
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Shifts Identified by David Coleman and Susan Pimentel, J.D.
Shift Rationale for ShiftHow to Address the Shift Instructionally
1. Text Complexity
2. Analyze, Infer, Give Evidence
3. Writing to Sources
4. Short, Focused Research Projects
5. Mastery of Listening & Speaking
6. Academic Vocabulary
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3 Shifts and 6 Shifts
3 Shifts 6 Shifts1. Building knowledge through content-rich literary nonfiction and informational texts.
PK-5, Balance of informational and literary text
6-12, Building knowledge in the disciplines
2. Reading and writing grounded in evidence from text.
Text-based answers
Writing to/from sources
3. Regular practice with complex text and its academic vocabulary.
Staircase of complexity
Academic vocabulary
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3-2-1 with the Shifts
Work with a partner/small group to explore the Delaware Guide to the Shifts in ELA CCSS:
3 things you discovered 2 things that are interesting 1 question you may have
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Shift 1 - PK-5, Balance of Informational and Literary Text
Rationale: Elementary students typically encounter curriculum that is heavily influenced by literary text.
Implications for Instruction: Elementary students need a balance (50/50); they need to learn the structures of both literary and informational text to deepen comprehension.
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NAEP Frameworks in Reading
The percentages on the table reflect the sum of student reading, not just reading in ELA settings. Teachers of senior English classes, for example, are not required to devote 70 percent of reading to informational texts. Rather, 70 percent of student reading across the grade should be informational.
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Rise In Non-Fiction Text
Currently, students in elementary school read 70-80% fiction and 20-30% nonfiction.
This changes to 50% fiction and 50% nonfiction for grades 3-5 45% fiction and 55% nonfiction for grades 6-8 30% fiction and 70% nonfiction for grades 9-12
This kind of shift will prepare students in order to tackle real world data within the work force.
adapted from:http://teachcommoncore.wordpress.com/
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Literary Non-Fiction - In the Common Core, literary nonfiction is considered informational text.
In the Common Core,
literary nonfiction is considered informational text. It includes the subgenres of exposition, argument, and functional
text in the form of personal essays speeches opinion pieces essays about art or literature biographies autobiographies memoirs journalism historical, scientific, technical, or economic accounts (including
digital sources) written for a broad audience.
(pg. 57 CCSS)
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Shift 2 – Building Knowledge in the Disciplines
Rationale: Literacy needs to be owned by all.
Implications for Instruction: Students need an opportunity to read a variety of discipline-specific texts Literary Nonfiction and Informational Text
for ELA Discipline-specific texts across other
content areas
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Shift 3 - Staircase of Complexity
Rationale: All students need to read a range of texts; they need appropriate scaffolding to be able to read closely and analyze challenging text.
Implications for Instruction: Choose short and extended texts that represent a range. Teach students how to choose books (independent, challenging, just right). Model how to read closely and analyze text. Let students productively struggle.
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Lexile Ranges
Text Complexity Grade Band in the Standards
Old Lexile Lexile Ranges Aligned to CCR Expectations
K – 1 N/A N/A
2 – 3 450 – 725 450 – 790
4 – 5 645 – 845 770 – 980
6 – 8 860 – 1010 955 – 1155
9 – 10 960 – 1115 1080 – 1305
11 – CCR 1070 – 1220 1215 - 1355
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Shift 4 – Text-Based Answer
Rationale: Students need to discuss/ answer text-dependent questions – not text-inspired or “cookie cutter”
Implications for Instruction: Teachers need to ask text-based questions and teach students how to refer back to the text to gather evidence. Encourage students to use text-dependent questions during discussions.
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Shift 5 – Writing From Sources
Rationale: Students need to learn how to gather evidence to marshal an argument, using multiple sources.
Implications for Instruction: Students need to do purposeful writing that requires text evidence. Short, focused research, using multiple texts, needs to be a staple in a unit.
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Shift 6 – Academic Vocabulary
Rationale: Teachers need to spend more time on academic vocabulary
(Tier 2). Implications for Instruction: Tier 2
vocabulary (or academic vocabulary) exposes students to multi-meaning words that transcend all content areas. Tier 3 vocabulary is domain or discipline-specific and should be encountered in the content-area classroom in an authentic context.
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Three Tiers of Words – Appendix A
Tier One: Words of everyday speech usually learned in early grades, for example: listen and enjoy.
Tier Two: Words that can be found across many types of text, for example: moderately and distinguished.
Tier 3: Vocabulary that is domain or discipline-specific, for example: congressional and stratosphere
Reading Structures
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Structure (Organization)
Literary Informational
Story elements:• Characters• Setting• Problem/solution• Plot
•Cause and Effect•Sequence•Problem/Solution•Description•Compare and Contrast
Reading Features
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Text Features
Literary Informational
•Title•Chapter Index (for Chapter Books)•Illustrations•Bold Print•Continuous Text•Paragraphing•Dialogue
•Title•Table of Contents•Index*•Photos•Captions•Diagrams•Glossary•Date line (periodicals)•Bold Print•Headings •Sub-titles
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Before, During and After Strategies
Before: Linking students’ experiences to the text. Accessing relevant prior knowledge. Acquainting students with the scope and
organization of the text before reading it.
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Before, During and After Strategies
During: Helping students read constructively. Helping students use a range of
transactions appropriate to the task. Capturing initial personal response to the
text.
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Before, During and After Strategies
After:Developing and deepening initial
responses to the text.Consolidating facts and ideas.Connecting with other texts.Extending responses.
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Literacy Concept Organizers
A resource created
to help unpack the standards.
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Common Core Writing Evidence concerning the demands of college and
career readiness gathered during development of the standards concurs with NAEP’s shifting emphases: standards for grades 9–12 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.* *As with reading, the percentages in the table reflect the
sum of student writing, not just writing in ELA settings.
It follows that writing assessments aligned with the standards should adhere to the distribution of writing purposes across grades outlined by NAEP.
(page 5 CCSS)
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NAEP Frameworks in Writing
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Writing From Sources
We don’t learn to read well by being taught reading skills. We learn to read well by reading a lot for meaning: to analyze or support arguments, to arrive at our own opinions as we make inferences or attempt to solve problems. (Schmoker, 2011) p. 107
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Common Core Writing Expect students to compose arguments and opinions,
informative/explanatory pieces, and narrative texts
Focus on the use of reasons 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
Includes student writing samples that illustrate the criteria required to meet the standards (see Appendix C for writing samples)
Writing Standards Progression Sort
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Take the Writing Standards 7 through 9 and put them in order from Grades K-12.
Notice the progression of skills needed from one grade level to the next. Any surprises?
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The TraitsArgumentation Informative Narrative
Reading/ Research
Use of available resources; relevant, accurate, and sufficient text support; credibility of resources
DevelopmentFocused response; development using relevant and sufficient details to achieve the purpose
OrganizationStructure; introduction, progression of ideas, transitions, conclusion
Language/ Conventions
Command of standard English; language and tone appropriate to audience and purpose; complete sentences with variety in length and structure; citation of sources
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The Traits
Narrative
Informative
Argumentation
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Narrative Writing Conveys experiences, either real or imaginary, and
uses time as its deep structure
Can be used for many purposes, such as to inform, instruct, persuade, or entertain
Can be used in the service of informational and argumentative writing
Appendix A, page 23
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Informational/Explanatory Writing Conveys information accurately
Serves one or more closely related purposes To increase readers’ knowledge of a subject To help readers better understand a procedure or
process To provide readers with an enhanced comprehension of
a concept
Appendix A, page 23
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Argumentation/Opinion Used for many purposes
To change the reader’s point of view To bring about some action on the reader’s part To ask the reader to accept the writer’s explanation or
evaluation of a concept, issue or problem
An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid
Appendix A, page 23
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Connecting Reading and Writing
CCSS vision is to connect reading and writing.
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The CCSS School Librarian To-Do List
Read!: The Common Core State Standards
Appendix A - supplementary material on reading, writing, speaking and listening, and language as well as a glossary of key terms.
Appendix B - text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks.
Appendix C - annotated samples demonstrating at least adequate performance in student writing at various grade levels.
Publisher’s Criteria – provides support as you plan instruction.
The Common Core DOE Website – Know it, use it!
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The Delaware Common Core State Standards Website
http://www.doe.k12.de.us/commoncore
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Component VDPAS II for School Librarians
Websites for Information:
http://www.doe.k12.de.us/csa/dpasii
http://www.doe.k12.de.us/csa/dpasii/imp_message.shtml
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Component VDPAS II for School Librarians
DCAS Educators: 50% DCAS 50% Alternate Measures
Non-DCAS Educators in Graded Subjects:50% Alternate Measures50% Common Growth Goals
Non-DCAS Educators in Non-Graded Subjects
100% Common Growth Goals
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Component VDPAS II for School Librarians
Non-DCAS Educators in Non-Graded Subjects
Measure C – Growth Goals and Targets100% of Growth Goals come from the performance measure.
• You choose 4 growth goals with principal’s approval.
• You score your student work.
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Component VDPAS II for School Librarians
The Performance TasksThe RubricsScoring Student Work
Research In Action For School LibrariansAligned to Common Core State Standards
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Exit Ticket
What questions do you still need answered?
What can I do to help?
What can YOU do to make the “SHIFT” ?