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Division of Youth Services April, 2013
Common Core Overview
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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?
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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
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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
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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
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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
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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
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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
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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
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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
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The CCSS Shifts at the Heart of PARCC Design Build Toward College
and Career Readiness for All Students
Complexity Evidence Knowledge
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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
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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
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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
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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
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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
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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
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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
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Text Complexity
computer software
Educators’ professional judgment
an attentive human reader
Qualitative Quantitative Reader and
Task
is often best measured by
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“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
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Quantitative Measures
Considerations:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion
CCSS, Appendix A, page 7
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Qualitative Measures
Considerations:1. Levels of meaning or
purpose2. Structure3. Language conventionality
and clarity4. Knowledge demands
CCSS, Appendix A, pages 5-6
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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
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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!
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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.
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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
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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)
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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
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An Aligned SystemCommon Core State Standards
Model Content Frameworks
Model Instructional Lessons/Units
PARCC Assessment System
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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
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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
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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
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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.
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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
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Sample Model Content Frameworks Chart
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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
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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.
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• 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?
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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
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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?
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ADE Contact Information
• Sherri Thorne – (501) 683-6285 [email protected]
• Maggie Herrick – (501) 682-6584 [email protected]