Division of Youth Services April, 2013

Common Core Overview

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and

Technical Subjects

• What do you know?• What do you need to know?• How can I help you?• How can you help each other?• Where can you find the answers?

What They Are • Modeling and

scaffolding what reading in social studies looks and sounds like

• Teaching students what is important or vital information for a historian, geographer, economist, politician

• Using the text book as a starting place not the definitive source

• Reading a wide variety of texts – literary and informational– Maps, charts, tables,

graphs, photographs, pictures, cartoons, journals, letters, documents, artifacts

What CC Literacy Standards are NOT

• … just having students read and write more

• … assigning more vocabulary words to look up and write definitions for

• … conducting basic literacy techniques to struggling readers during social studies

• … giving students Venn diagrams and sentence diagramming assignments in social studies

• …assigning more “What did you do during …” essays

Where to locate specific CCSS information

• CCSS site http://www.corestandards.org/

• PARCC Model Content Frameworks http://www.parcconline.org/parcc-content-frameworks

• Student Achievement Partners site http://www.achievethecore.org/

• Publisher’s Criteria grades K-2 http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdf

• Publisher’s Criteria grades 3-12 http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf

Where to locate general CCSS information for AR educators

• AETN IDEAS site http://ideas.aetn.org/commoncore/strategic-plan

Institutes, leadership series, and subject area presentations are available

• ADE CCSS wiki http://ccssarkansas.pbworks.com

Contains cross walk documentsWhat Every Educator Should Know documentNumerous resource links

Common Core State Standards for ELA/Literacy

IntroductionK-5 ELA/Literacy and 6-12 ELA

– Reading Standards– Writing Standards– Speaking and Listening Standards– Language Standards

6-12 History/Social Studies, Science, & Technical Subjects

– Reading Standards– Writing Standards

Common Core State Standards for ELA/Literacy

Appendix A• Research Supporting Key Elements of the Standards

– Text Complexity– Writing Text Types– Glossary of Terms

Appendix B• Text Exemplars & Sample Performance TasksAppendix C• Samples of Student Writing

Appropriate Text ComplexityR.10

• All students through individual reading, paired reading, group activities, read alouds

• Progressions of texts that overlap, challenge, and motivate

• Sophisticated language, vocabulary, and structures

• Lends itself to complex tasks and rich vocabulary

• Develops mature language skills and conceptual knowledge

CCSS Goal All Students College- and Career-Ready

• Demonstrate independence• Build strong content knowledge• Adjust communication for audience, task, purpose,

and discipline• Comprehend as well as critique• Value evidence• Employ technology and digital media strategically and

capably• Understand other perspectives and culturesCCSS, Introduction, p. 7

The CCSS Shifts at the Heart of PARCC Design Build Toward College

and Career Readiness for All Students

Complexity Evidence Knowledge

The AR Big Shifts ELA • Appropriate Text

Complexity• Increased Reading

of Informational Texts

• Disciplinary Literacy

• Close Reading• Text-dependent

Questions • Academic

Vocabulary--Tier 2 & Tier 3 words

12

•Short & Sustained Research Projects •Argumentative Writing

Resources for Understanding the Big Shifts in Instruction and

AssessmentStudent Achievement Partnershttp://www.achievethecore.org/steal-these-tools/professional-development-modules

–ELA/Literacy Shifts Module–Text-Dependent Questions Module–Text Complexity Tools

• Quantitative and qualitative measures

Resources for Understanding the Big Shifts in Instruction and

AssessmentASCD Educore http://educore.ascd.org/

–Links to CCSS Websites–CCSS Video Library–Literacy Resources

• Achieve: http://www.achieve.org/EQuIP –EQUIP Rubric

CCSS Implications for Classroom

• More nonfiction• More research

–begins in earlier grades

–both short and extended research

• Higher text complexity

• More teacher collaboration –across grades –across content

areas

CCSS Implications for Classroom

• Everyone a literacy teacher– reading and writing

emphasis

• Teachers tell/summarize less and use more scaffolding

• Teaching students to read as – Scientists– Historians– Mathematicians– Economists– Geographers, etc.

• More responsibility placed on students for their learning

Increased Reading of Informational Texts RI.10, RHS.10, RST.10

• Elementary: 50/50 balance across the school year

• High School: 70/30 across the disciplines and the school year

• Emphasize arguments over narrative structures• Increased literary nonfiction in ELA classes• Should build a coherent body of knowledge

within and across grades

Changes in Classroom Practice

Teacher-centered

Discrete lessons

Teach isolated texts

Test over the text

Student-centered

Connected lessons for deep learning on a topicUse texts to gain deep understanding Communicate understanding about topics orally and in writing

Text Complexity

computer software

Educators’ professional judgment

an attentive human reader

Qualitative Quantitative Reader and

Task

is often best measured by

“Staircase” of Increasing Text Complexity

• CCSS Reading Standard 10• CCSS, Appendix A, page 10

CCSS, K-5, pages 11-12CCSS, 6-12, pages 37-38

Quantitative Measures

Considerations:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

CCSS, Appendix A, page 7

Qualitative Measures

Considerations:1. Levels of meaning or

purpose2. Structure3. Language conventionality

and clarity4. Knowledge demands

CCSS, Appendix A, pages 5-6

Reader and Task

Considerations:• Motivation• Knowledge and experience• Purpose for reading• Complexity of task

assigned regarding text• Complexity of questions

asked regarding text

CCSS, Appendix A, pages 7-8

SO. . .Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. They are:

– Reading Standard One (Use of Evidence) – Reading Standard Ten (Complex Texts)

Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!

SCAFFOLDINGDefinition - a temporary structure put up to allow you to work the text in a way that wouldn't be possible w/o the scaffold.• It is NOT a reading assignment, which

treats kids as independent readers.

Disciplinary Literacy• Predominates middle school to high school

• What does it mean to read, write, and think through a disciplinary lens?

• Navigate texts from unrelated & distinct disciplines–math, science, history, geography, music,

art

Types of reading required

Literary fiction, Math Science - biology, phys. sci., history, social studies, economics, technical subjects, health, fitness, humanities – art, music

DISCIPLINARY

LITERACY

INTERMEDIATE LITERACY

streamlining and multitasking phase

BASIC LITERACY

Doug Buehl (2011) taken from Shanahan and Shanahan (2008)

Disciplinary Literacy - RHS.1-10, RST.1-10, WHSST.1, 2, 3, 9, 10• A shared responsibility• K-5 students build a foundation of rich content

knowledge through coherently structured curriculum• 6-12 students evaluate intricate arguments,

synthesize complex information, follow detailed descriptions of events and concepts, and differentiate primary and secondary sources

• Assert and defend claims; historical, scientific, and technical reports; narrative descriptions of individuals, events, and procedures

An Aligned SystemCommon Core State Standards

Model Content Frameworks

Model Instructional Lessons/Units

PARCC Assessment System

Model Content Frameworks (MCF) Introduction: Connections to the

PARCC Assessment SystemSupports PARCC Assessment System through• Reading complex texts• Writing effectively when using and/or analyzing

sources• Conducting and reporting on research• Speaking and listening• Language use for reading, writing, and speaking

MCF Introduction: Connections to the PARCC Assessment System

Places emphasis on regular opportunities to• Grapple with close, analytic reading of grade-

level complex texts• Construct increasingly sophisticated responses

in writing

A Model for Curriculum Developers and Teachers

• Illustrates one way of organizing the content of the standards over the course of the school year

• Reflects the key shifts in the standards• Provides insight into the development of

the PARCC Assessment System

A Model for Curriculum Developers and Teachers

• Presents standards in an integrated fashion• Weaves standards into modules that

progressively develop student understanding• Focuses on essential knowledge, skills, and

understandings students must develop for college and career readiness

Note: The MC Frameworks are not a complete guide for curriculum.

MCF Introduction: Structure of Grade-Level Frameworks

Grade-Level Frameworks divided into four sections• Narrative Summary of the ELA Standards• The Model Content Framework• Key Terms and Concepts for the Model

Content Framework Chart• Writing and Speaking and Listening Standards

Progressions Charts

Sample Model Content Frameworks Chart

Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages. Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality.

PARCC’s Core Commitments to ELA/Literacy Assessment Quality

PARCC’s Core Commitments to ELA/Literacy Assessment Quality

Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards.Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

• Range: Reading across the disciplines and helping to satisfy the split of informational text to literature at each grade band.

• Quality: The passages include content-rich literature and informational texts.

• Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at each grade level.

Texts Worth Reading?

Close Reading Requires:•Understanding your purpose in reading•Understanding the author’s purpose in writing•Seeing ideas in a text as being interconnected•Looking for and understanding systems of meaning•Engaging a text while reading •Getting beyond impressionist reading•Formulating questions and seeking answers to those questions while reading

Questions to think about now

• How do we help students think in English, social studies/science/technical subjects?

• What types of critical texts are students

expected to learn and maneuver?

• What types of writing are expected?

ADE Contact Information

• Sherri Thorne – (501) 683-6285 sherri.thorne@arkansas.gov

• Maggie Herrick – (501) 682-6584 margaret.herrick@arkansas.gov