transition to pa common core unpacking the standards

Transition to PA Common CoreTransition to PA Common CoreUnpacking the StandardsUnpacking the Standards

PA Common

Core

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PA Common Core Introduction Essential Questions

• How do the PA Common Core Standards relate to the existing Pennsylvania Standards and the Common Core State Standards?

• What is rigor in the classroom? How does this relate to Webb’s Depth of Knowledge?

• What are the instructional implications of the What are the instructional implications of the shift to the PA Common Core Standards? shift to the PA Common Core Standards?


An Introduction to the PA Common Core

PENNSYLVANIA COMMON CORE STANDARDS

English Language ArtsAn Introduction

The Structure of the PA Common Core Standards


sive

College and Career Readiness Anchor Standards

Appendix A: Research behind the standards and a glossary of terms

Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades

Reading Informational

Text

Reading Literature

Foundational Skills Writing Speaking & Listening

A necessary component of an

effective, comprehensive

reading program designed to develop proficient readers.

Enables students to read, understand, and

respond to informational texts.

Enables students to read, understand,

and respond to literature.

Develops the skills of informational,

argumentative, and narrative writing as well as the ability to engage in evidence

based analysis of text and research.

Focuses students on communication skills that enable

critical listening and effective

presentation of ideas.

PA Common Core StandardsEnglish Language Arts & Literacy

PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft)

PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)


Golden Line Activity:Step 1: On your own, read the first section of the Range and Content notes. As you read, underline or highlight words or phrases that stand out as profound.

Step 2: From the words or phrases you selected, choose the one word or phrase that you would classify as gold.

Step 3: Turn and share with a partner or small group. Build consensus and choose the one word or phrase that you can all agree on as most valuable.


9PA StandardEnglish Language Arts

99

CC. 1. 2. 3. A

PA Common Core

Grade Level

English Language

Arts

Standard Categories:1 Foundation Skills2 Reading Informational Skills3 Reading Literature4 Writing5 Speaking and Listening

Reading Informational SkillsStandard 1

10PA Assessment Anchors and Eligible Content

English Language Arts

1010

E. 03. B-K. 1. 1. 2

Grade

Assessment

Anchor

Eligible ContentAnchor

Descriptor

Reporting CategoriesA = Literature TextB = Informational TextA-K and B-K = Key Ideas and DetailsA-C and B-C = Craft and Structure/Integration of Knowledge and IdeasA-V and B-V = Vocabulary Acquisition and UseC = WritingD = Language

STANDARD CATEGORY1.2 Reading Informational Text Students read, understand and respond to informational text-with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

GRADE LEVEL STANDARDCC.1.2.3.ADetermine the main idea of a text; recount the key details and explain how they support the main idea.

ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills and concepts) that anchor the content of the PSSA. Each Assessment Anchor is part of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it.E03.B-K.1 Key Ideas and Details

ANCHOR DESCRIPTOR-The Anchor Descriptor adds a level of specificity to the content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it.E03.B-K.1.1 Key Ideas and DetailsDemonstrate the understanding of key ideas and details in informational texts.

ELIGIBLE CONTENT-The Eligible Content is the most specific description of the skills and concepts assessed on the PSSA. This level is considered the assessment limit and helps educators identify the range of the content covered on the PSSA.E03.B-K.1.1.2Determine the main idea of a text; recount the key details and explain how they support the main idea.

STANDARD CATEGORY1.3.L: Reading, Analyzing, and Interpreting Literature – Fiction and Non-Fiction

GRADE LEVEL STANDARD1.3.9-10.ADescribe and compare the differing characteristics that distinguish the fiction and non-fiction forms of narrative, poetry, drama, and essay and determine how the form relates to meaning…

ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills and concepts) that anchor the content of the Keystone Exam. Each Assessment Anchor is part of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it.L.F.2 Analyzing and Interpreting Literature – Fiction

ANCHOR DESCRIPTOR-The Anchor Descriptor adds a level of specificity to the content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it.L.F.2.1 Use appropriate strategies to make and support interpretations of literature.

ELIGIBLE CONTENT-The Eligible Content is the most specific description of the skills and concepts assessed on the Keystone Exam. This level is considered the assessment limit and helps educators identify the range of the content covered on the Keystone Exam.L.F.2.1.2Cite evidence from a text to support generalizations.


Why Common Core? • Disparate standards across states

• Global competition

• Today’s jobs require different skills

• States are ready and able for collective action

• Aligned with college and work expectations



Why Common Core?•Focused and coherent•Includes rigorous content and application of knowledge through high- order skills•Built upon strengths and lessons of current state standards•Internationally benchmarked•Based on evidence and research



Why PA Common Core?Pennsylvania Timeline:


Knowledge Building of the PA Common Core

Vertical Progression of a Standard•Look at one standard – PreK-Grade 12

–Pair and Share: Begin at PreK and go to K. What is different? Follow the standard through Grade 12.

–Discuss: At what grade levels are significant shifts or additions evident?


What is Depth of Knowledge (DOK)?

• A scale of cognitive demand (thinking) to align standards with assessments

• Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

• Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment

• Guides item development for state assessments

WebbWebb’’s DOKs DOK

DEFINITIONS

1.0Student recalls facts, information, procedures, or

definitions.

2.0Student uses information, conceptual knowledge, and

procedures.

3.0Student uses reasoning and develops a plan or sequence

of steps; process has some complexity.

4.0Student conducts an investigation, needs time to think

and process multiple conditions of problem or task.1818

• Level 1: Recall and Reproduction

• Level 2: Skills & Concepts

• Level 3: Strategic Thinking

• Level 4: Extended Thinking

Levels of Cognitive Complexity

Depth of Knowledge

The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.

• DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

• DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

• DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

One Verb...three DOK levels

DOK is not about difficulty...

Producing Cognitive Sweat!

Meeting the Rigor of the Common Core

Remember…

Use PA Common Core to identify the DOK in a standard.

• Page 33 – PreK-Grade 5 (CC.1.5.PK.B)

• Page 31 – Grades 6 -12 (CC.1.5.6.B)

25Emphasis Guide - Grade 3English Language Arts

2525

Addressing the Shifts

• Take a look at look at your grade level first and highlight the Common Core Shifts you may have already addressed.

• Provide evidence of how this occurred.

• Propose how the ones not highlighted will be addressed.


Building Capacity

The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design…the house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner-while also meeting the building code along the way. (Wiggins and McTighe)


PA Common Core Introduction Essential Questions

• How do the PA Common Core Standards relate to the existing Pennsylvania Standards and the Common Core State Standards?

• What is rigor in the classroom? How does this relate to Webb’s Depth of Knowledge?

• What are the instructional implications of the What are the instructional implications of the shift to the PA Common Core Standards? shift to the PA Common Core Standards?


Any Questions?

29

Handouts•Introduction (pg. 2) for ELA of PA Common Core•Notes on Range and Content from Common Core•Standard CC.1.2.PK-12.C Reading Informational texts•Webb’s DOK Wheel•Hess’ DOK Matrix•Four Myths of Rigor (Ronald Williamson and Barbara R. Blackburn)•Standards CC.1.5.PK.B and CC.1.5.6.B

Materials•Table tents for names


Module OverviewThe standards overview is designed to be the first in a four module training of the English Language Arts section of the PA Common Core Standards. In this module participants will work to build awareness, knowledge, and finally capacity in the overall understanding of the structure of the standards, as well as the fundamental shifts that go along with them. Special attention will be given to the ideas of rigor and depth of knowledge. By engaging in activities built around the standards themselves, participants will gain familiarity with the document and how its content should begin to change instructional practice.


Technology Needs•Laptop capable of delivering Power point•Projector

Room Organization•The participants should be organized in small groups of 4 to 8 with the flexibility to be able to working in pairs or share with the group as a whole.


transition to pa common core unpacking the standards

Documents

draft pa common core

pa common core toolbox

common core state standards

language slide

skills of informational

pa assessment anchors

literature text b

draft slide