S

Common Core State

StandardsThe Transition for Elementary Teachers

Objectives

S Share lessons and debrief

S Look at Text Complexity.

S Focus on Productive Collaborative Conversations.

S Design a lesson that incorporates reading and

speaking/listening standards from CCSS.

Share lesson and debrief

S In table groups (grade levels?), share the lesson you taught.

S How did it go?

S How did the students react?

S Highlight what worked and what didn’t.

S What do you see as your next steps?

Key Takeaways from CCSS

S Key point in all 5 strands.

S Take a few minutes and read through them.

S Discuss in your table groups any that surprised you.

21st Century Skills

21st Century Skills

S Learning and Innovation Skills

S Critical thinking

S Communication

S Collaboration

S Creativity

S These skills are a big part of the 3Rs

S The 4Cs are strongly represented throughout the CCSS

21st Century Skills and CCSS

S Integration of Knowledge and Skills (Reading Standards)

S This emphasizes interpretive and analytical skills across a range of texts, digital information, and media.

S Research to Build and Present Knowledge (Writing Standards)

S The indicators at each grade level support the development of inquiry-based research skills in the context of writing, all of which are central to critical thinking.

S Comprehension and Collaboration (Speaking and Listening)

S This effectively highlights the importance of interpersonal communication and collaboration as a key aspect of mastering speaking and listening.

Text Complexity

What makes a text complex?

Quantitative- computer

generated, lexile

Qualitative- attentive reader

Reader and Task - what are

you asking the reader to do

What Teachers Can Do?

S Build skills

S Establish purpose

S Foster motivation and persistence

The Challenge of Challenging Text by Shanahan, Fisher, and Frey

Practice with Text Complexity

S Choose a book from the table.

S Have partners choose the same book to be evaluated using

the rubric.

S Share, justify, and clarify.

Critical Collaborative

Conversations

S Some things to think about…..

S How do patterns of talk in the classroom affect the quality of

students’ educational opportunities and outcomes?

S How is discourse used as a support for deeper student learning?

S Checking for Understanding by Douglas Fisher and Nancy Frey

College and Career Readiness

Anchor Standards for Speaking

and ListeningS Comprehension and Collaboration

S 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’

ideas and expressing their own clearly and persuasively.

S 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

S 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

S Presentation of Knowledge and Ideas

S 4.Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

S 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

S 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening

S CCR Anchor Standard 1: Prepare for and

participate effectively in a range of

conversations and collaborations with diverse

partners, building on others’ ideas and

expressing their own clearly and persuasively.

Progression of Standard 1

S Grade K: Follow agreed upon rules (take turns speaking).

S Grade 2:. Follow agreed upon rules (listening with care,

gaining the floor in respectful ways).

S Grade 5: Come to discussions prepared, follow agreed

upon rules, pose and respond to specific questions by

making comments that contribute.

“Structuring the Talk:

Ensuring Academic

Conversations Matter”

S Establish the Purpose

S Focus explicit attention on establishing content, language, and

social goals at the beginning of the lesson.

S The content purpose is different from the content standard.

S It tells them what they are working on that day.

S The language and social purpose include specific academic

vocabulary students need to use in their discussions and how

they should be listening and responding.

“Structuring the Talk:

Ensuring Academic

Conversations Matter”

S Use Language Frames

S Students benefit from support in order to have academic

conversations.

S It scaffolds academic talk through the purposeful use of

syntactically correct sentences.

“Structuring the Talk:

Ensuring Academic

Conversations Matter”

S Productive Group Work

S It allows more in-depth responsive opportunities in small

groups of peers.

S Ideally groups of 2-5 working on a task.

S The task should be novel and not something they have already

seen.

S Task should be complex enough that discussion is necessary.

Academic Conversations

S Look at the books on your table.

S Brainstorm some possible structured conversations based on

one of the books.

S Include the purpose, language frames, and productive group

work.

Ideas for Lessons or Units

S http://parcconline.org/parcc-model-content-frameworks

S http://engageny.org/resource/tri-state-quality-review-

rubric-and-rating-process/

Plan a Lesson (or Two..)

S 1. Look over the Reading Standards for Informational Text and Speaking/Listening.

S 2. Go through your current curriculum looking for lessons you could plan incorporating Informational Text standards.

S Find informational text and use the rubric and rate it’s complexit

S 3. Provide opportunities for structured collaborative conversations.

S Make the rules explicit.

S How will you reinforce these rules?

Plan a Lesson (or Two..)

S 4. Use whatever lesson format you are comfortable with.

S Include the Common Core State Standards you are using and

any additional resources.

S Must include at least one informational text standard and one

speaking and listening standard.

S 5. Deliver the lesson some time before January 17th and be

prepared to talk about it at the next session.

S What worked, what didn’t, and any other challenges.

Source: Michael Fullan, Leading in Culture of Change (2001)

Getting Units for SSU

S Fill out registration by March meeting

S This is considered a Spring class because it won’t be over until the end of March.

S The cost is $55 for one unit.

S Requirements

S Do lesson plans to implement and share.

S Keep a journal on reflections of what’s working well and any challenges.