walled lake consolidated schools

Walled Lake Consolidated Schools

Superintendent Kenneth GutmanWelcome to Professional Development Day, March 6, 2012

Common Core State Standards

Click to Play

http://files.wlcsd.org/communityrelations/kengutman-intro-ccss-pd/

Walled Lake Consolidated Schools

A Walk Through the Common Core State Standards (CCSS)

for English Language Arts &Literacy in History/Social Studies, Science, and Technical Subjects

http://youtu.be/9IGD9oLofks

Why New Standards?

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http://youtu.be/9IGD9oLofks

COMMON CORE STATE STANDARDS & ELA - NOTABLE SHIFTS

http://youtu.be/JDzTOyxRGLI

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http://youtu.be/JDzTOyxRGLI

Rate your Common Core Knowledge

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Scale:

0 -- This has something to do with fruit, right?

1 -- Isn’t that those new English standards? I’ve heard something…didn’t Michigan adopt them?

2 -- I’ve heard a bit about them and I’ve at least scanned through the standards document.

3 -- I’ve read through the document and I can use the terms “strand” and “anchor standard” in the proper context.

4 -- I know the document backwards and forwards; transitioning to these new standards will be a breeze!

0 1 2 3 4

Rumor Control &“Burning Questions”

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I heard 2nd graders will have to read Steinbeck’s The Grapes of Wrath. True? (No!)

Aren’t these “national standards” the first step toward a “national curriculum?” (No.)

Were teachers involved in creating these standards? (Yes—including members of NEA, AFT, NCTE and IRA)

Will new tests be created to assess students on the standards? (Yes – first assessment planned for Spring, 2014-15)

Where Can I Find the Entire Set of K-12 Standards?

www.corestandards.org

In the upper right hand corner of the page, click the “The Standards” tab.

http://curriculum.wlcsd.org/ –Language Arts - Content Expectations

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http://www.corestandards.org/

http://curriculum.wlcsd.org/

A Treasure Hunt! (Handout)

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At your table, use the Common Core State Standards for English Language Arts and Literacy to complete the Treasure Hunt handout.

READING• Change in the balance of literature and informational

texts

• A focus on appropriate levels of text complexity

• Clear and specific K-5 Foundational Skills

WRITING• Emphasis on argument/opinion and informative/

explanatory writing (NOTE: K-5 Opinion Writing leads to and supports 6-12 Argument Writing.)

• Writing about sources and supplying evidence for claims and ideas

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So… What’s New???

Organization of the CCSS (Handout)

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• Changing DRA proficiency levels (Done!)

• Comparing old standards and units of study with CCSS

• Examining common assessments

• Reflect on/Improve K-12 instruction

• Examine district resources to determine how they might support CCSS instruction

What is Happening/Will Happen in WLCS Related to the CCSS?

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CCSS Packet

• The following slides provide an overview of the Common Core State Standards.

• Pay particular attention to bold and underlined portions of each standard.

As you proceed through the PowerPoint, use sticky notes to mark each section of your CCSS packet for continued study and future reference.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Standards for Reading appear on page 10 of the Standards document.

Anchor Standards for Reading

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Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.



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Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.



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Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

CCR Standards for Reading appear on page 10 of the Standards document.16

How does our current instruction support the 10 anchor standards for

reading?

At first glance, what “holes” or gaps exist in our instruction that need to

be filled?17

• Standards are directed toward fostering students’ understanding and working knowledge of the English writing system.

• Categories include concepts of print, phonological awareness, phonics/word recognition, and fluency.

• Foundational skills are not an end in and of themselves, rather, they are important and necessary components of an effective, comprehensive reading program.

The CCSS remind us to – “Teach students what they need to learn and not what they

already know.”

Foundational Skills for

READING (K-5 only)

CCR Standards for Foundational Skills begin on page 15 of the Standards document. 18

What do you notice about the Foundational Skills?

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Overview of Anchor Standards

for Writing

Expect students to compose arguments (6-12) and opinions (K-5), informative/explanatory pieces, and narrative texts.

Focus on the use of reason and evidence to substantiate an argument/opinion 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.

Writing and Research

Draw evidence from texts

Extensive practice with short, focused research projects (“typically taking a week and occurring—at a minimum—quarterly”)

Increase focus on opinion and informative writing - less narrative writing.

21CCR Standards for Writing appear on pages 18 of the Standards document.

Text Types and Purposes

1. Write arguments/opinions to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.

CCR Standards for Writing appear on page 18 of the Standards document.

Anchor Standards for Writing

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Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

CCR Standards for Writing appear on pages 18 of the Standards document.


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Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.



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Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



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writing?


be filled?26

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Overview of

Speaking & Listening

Focus on speaking and listening in a range of settings

formal and informal

small-group and whole-class discussions

Emphasize effective communication practices

Require interpretation and analysis of message as presented through oral, visual, or multimodal formats

Media and Technology are integrated throughout the standards.

Comprehension and Collaboration

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.

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

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

CCR Standards for Speaking and Listening appear on page 22 of the Standards document.

Anchor Standards for


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Presentation of Knowledge and Ideas

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.

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

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

CCR Standards for Speaking and Listening appear on page 22 of the Standards document.



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speaking and listening?


be filled?30

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Overview - Anchor Standards for Language

Include conventions for standard English grammar and usage to be applied in both writing and speaking

Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading to be addressed in the context of reading, writing, speaking and listening

Academic VocabularyAppendix A: A 3 – Tiered Model

Tier 1 Words everyday speechNOT the focus of instruction

Tier 2 WordsFar more likely to appear in written texts than in speechOften represent subtle or precise ways to communicate relatively simple ideasFound across many text typesNot specific to any one discipline

1 Beck, McKeown, and Kucan; 2002, 2008. 32

A Focus on Academic Vocabulary

Tier 3 WordsSpecific to a domain or a field of studyKey to understanding a new concept within a textOften explicitly defined by an authorOften heavily scaffolded in text (e.g., bold-faced, defined in glossary, etc.)

Remember that Tier 2 and Tier 3 words deserve equal attention in instruction!

1 Beck, McKeown, and Kucan; 2002, 2008. 33

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCR Standards for Language appear on page 25 of the Standards document.


Language

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Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


Anchor Standards for Language

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Vocabulary Acquisition and Usage

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


Anchor Standards for Language

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Vocabulary Acquisition and Use

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.



Language

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language?


be filled?38

Are These for ALL Students? (Handouts)

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ELL Document: Application of Common Core State Standards for English Language Learners

Special Services Document: Application to Students with Disabilities

Follow these steps…

Are These for ALL Students? - STEP 1

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Divide into two groups – 1s and 2s.

1s read ELL document

2s read Special Services document

As you read, highlight any “Ahas” and things

that leave you with questions.

THEN…

Are These for ALL Students? - STEP 2

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Create groups of 4 (two 1s and two 2s).

1s summarize what you read. Then…

2s summarize what you read.

Write “Ahas” and questions on sticky notes and

place on chart paper for later discussion.

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• Research supporting key elements

of the CCSS

• Explanation of text complexity model

• Definitions of the three text types

• A three-tiered model of vocabulary

development

• Glossary of key terms

Appendix A

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• By grade/grade span, text to exemplify the level of text complexity, quality, and range required by the Standards.

(The list offers examples but is not exhaustive.)

• Sample performance tasks that illustrate the application of the Standards to texts of sufficient complexity, quality, and range.

Your copy contains exemplars for grades K-5. Grades 6-12 exemplars available on curriculum website.

Appendix B

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• By grade, annotated student writing samples illustrating the criteria required to meet the Standards for particular types of writing—argument, informative/explanatory, and narrative.

Your copy contains exemplars for grades K-5. Grades 6-12 exemplars available on curriculum website.

Appendix C

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About which section of the standards does your grade level have the most

questions?

In the time allotted, begin to work with your grade level colleagues to examine those grade level standards in depth.

If time allows, continue to the next section.

A Beginning Look at Your Grade Level Standards

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http://youtu.be/BwND8J2SvGE

Time for Lunch and…

Karaoke!

http://youtu.be/BwND8J2SvGE

Beginning to Understand

Text Complexity

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Text Complexity

“The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life.” (p. 3)

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Overview

Text complexity includes:

Qua

litat

ive2. Qualitative measures – best

measured by an attentive human reader

Quantitative

1. Quantitative measures – best measured by computer software (e.g., Flesch-Kincaid, Dale-Chall, Lexile)

Reader and Task

3. Reader and Task considerations – best addressed by educators employing their professional judgment and knowledge of their students

Putting Yourself in the Role of the Reader

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“The Garden of Forking Paths” by Jorge Luis Borges

AS YOU READ1. Using one color highlighter, highlight all of the parts you

UNDERSTAND.2. Using a second color highlighter, highlight parts you find

challenging, confusing, or just plain difficult to understand.

AFTER YOU READ3. Next to parts you found challenging, confusing, or

difficult to understand, note in the margins why the text was difficult. Lack of background knowledge? Unfamiliar vocabulary? Writing style? Something else?

Discuss at your tables…

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1. What did you learn about yourselves as readers?

2. What made the text challenging?

3. What are the implications of what you learned for classroom instruction?

Whole Group Debrief

Any big “Ahas”?

A Four-Step Process:Determining Text Complexity

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Reader and Task

4. Recommend placement in the appropriate text complexity band.

3. Reflect upon the reader and

task considerations.

2. Analyze the qualitative measures of the text.

1. Determine the quantitative measures of the text.

Step 1: Quantitative Measures: the first of three “legs” of the text complexity triangle.

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• Word length

• Word frequency

• Word difficulty

• Sentence length

• Text length

• Text cohesion

Text Complexity Grade Bands

Suggested Lexile Range

End of Grade SpanDRA Levels

K-1 100L – 500L* 18-24

2-3 450L – 790L 38

4-5 770L – 980L 60

6-8 955L – 1155L

9-10 1080L – 1305L

11-CCR 1215L – 1355L

Quantitative Measure Ranges for Text Complexity Grade Bands

Common Core State Standards

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Step 2: Qualitative Measures

• Levels of meaning

• Levels of purpose

• Structure

• Organization

• Language conventionality

• Language clarity

• Prior knowledge demands


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Rubrics for Literary and Informational Text

The rubrics help teachers evaluate the important qualitative measures. These measures are generally missed by computer tools that tend to focus on more easily measured quantitative features.


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The two rubrics (literary and informational) contain different

content.

Neither uses numbers. Instead, points along each continuum are

identified as low, middle low, middle high, and

high.

Low Middle Low Middle High High□ Meaning: a single interpretation of simple, concrete meaning predominates

□ Meaning: at least two layers of interpretation exist largely made up of simple, concrete meaning

□ Meaning: three or more layers of interpretation exist and include some complex and abstract meaning

□ Meaning: multiple layers of interpretation exist and most lean toward complex, abstract meaning

Low Middle Low Middle High High□ Narrative Structure: simple, explicit, conventional

□ Narrative Structure: largely simple structure, more explicit than implicit, largely conventional,

Narrative Structure: some complexities, more implicit than explicit, some unconventionality

□ Narrative Structure: complex, implicit, and unconventional

□ Narration: no shifts in point of view or perspective

□ Narration: few, if any, shifts in point of view and/or perspective

□ Narration: occasional shifts in point of view and/or perspective

□ Narration: many shifts in point of view and/or perspective

□ Order of Events: chronological □ Order of Events: occasional use of flashback, no major shifts in time

□ Order of Events: several major shifts in time, use of flashback

□ Order of Events: not in chronological order

□ Use of Graphics: use of simple graphics, unnecessary to understand the text

□ Use of Graphics: largely simple graphics, supplementary to understanding of the text

□ Use of Graphics: some sophisticated graphics, may occasionally be essential to understanding the text

□ Use of Graphics: sophisticated graphics, essential to understanding the text, may also provide information not otherwise conveyed in the text

Low Middle Low Middle High High□ Meaning: explicit and literal meaning, little or no use of figurative or ironic language

□ Meaning: largely explicit and literal meaning, subtle use of figurative or ironic language

□ Meaning: some implicit or inferred meaning, use of figurative or ironic language

□ Meaning: implicit or inferred meaning, heavy use of figurative or ironic language, may be purposefully ambiguous or misleading at times

□ Register: contemporary, familiar, conversational

□ Register: largely contemporary, familiar, conversational, rarely unfamiliar, archaic, domain-specific, or overly academic

□ Register: occasionally unfamiliar, archaic, domain-specific, or overly academic

□ Register: generally unfamiliar, archaic, domain-specific, or overly academic

Low Middle Low Middle High High□ Life Experiences: explores a single theme; experiences portrayed are everyday and common or are clearly fantasy

□ Life Experiences: explores a single complex theme; experiences portrayed are common to many readers or are clearly fantasy

□ Life Experiences: explores multiple themes of varying levels of complexity; experiences portrayed are not fantasy but are uncommon to most readers

□ Life Experiences: explores complex, sophisticated, multiple themes; experiences portrayed are not fantasy but are distinctly different from the common reader

□ Cultural/Literary Knowledge: no references/allusions to other texts (intertextuality) and cultural elements

□ Cultural/Literary Knowledge: few references/allusions to other texts (intertextuality) and cultural elements

Cultural/Literary Knowledge: some references/allusions to other texts

□ Cultural/Literary Knowledge: many references/allusions to other texts (intertextuality) and cultural elements

□ Subject Matter Knowledge: requires only everyday content knowledge

□ Subject Matter Knowledge: requires some content knowledge

□ Subject Matter Knowledge: requires moderate levels of content knowledge

□ Subject Matter Knowledge: requires extensive, perhaps specialized content knowledge

TEXT COMPLEXITY: QUALITATIVE MEASURES RUBRICLITERARY TEXTS

LAYERS OF MEANING

STRUCTURE

LANGUAGE CONVENTIONALITY AND CLARITY

KNOWLEDGE DEMANDS

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Step 3: Reader and Task

• Motivation

• Knowledge and experience

• Purpose for reading

• Complexity of task

assigned regarding text

• Complexity of questions

asked regarding text

Step 3: Reader and Task Considerations (handout)

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Questions for Professional Reflection on Reader and Task

Considerations

• No single, correct answers.

• Designed to help you think through the implications of using a particular text in your classroom

• Can help you identify minilessons to support the use of a particular text.

Text Complexity and Your Read Alouds

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In grade level groups, using the appropriate rubric, evaluate the qualitative measures of your table’s selected read aloud(s).

Complete the rubric.

Discuss what you notice.

Based on the reading exemplars for your grade level (Appendix B), is this book complex enough to use as a read aloud? If YES, how could you adjust your questioning to add

more complexity? If NO, what type of text should you be using?

Word Study and the CCSS

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1. Return to your standards document and examine your grade level standards again.

2. Highlight all references/connections to word study.

3. Review the WLCSD Word Study document.

4. Discuss: How does the information in the document support the CCSS?

5. Discuss: What changes to your word study instruction might you need to make? What change could you easily make immediately? What changes will require more time, reflection, and planning?

The Future…

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1. Over the next couple of years, the K-5 Writing Units of Study and our benchmark assessment system will be revised to reflect the move to the CCSS.

2. Future materials adoptions for classroom/literacy libraries will respond to the demands of the CCSS.

3. ELA Study Committee representatives will help us align instruction and assessment to the CCSS.

What You Can Begin Doing Now (Handout)

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We encourage you to use this document to help identify specific things you can begin doing tomorrow to align instructional practice with the CCSS for English Language Arts:

• In your classroom

• With grade level colleagues

• As a building

As always, your questions and comments are encouraged and valued!!

Please send any/all via your ELA Study Committee representative(s) and/or contact:

• [email protected] 956-2079

• [email protected] 956-2077

Working together, we can do anything!

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mailto:[email protected]

mailto:[email protected]

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We recommend that you use the remainder of this professional development day to reflect

on your learning and make plans for studying and implementing the CCSS.

Thank you for all you do for every child, every day!

walled lake consolidated schools

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