welcome teachers, specialists, and school psychologists
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Welcome Teachers, Specialists, and School Psychologists . ELA Common Core State Standards. A mind that is stretched by new experience can never go back to its old dimensions”. -Oliver Wendell Holmes . Welcome. - PowerPoint PPT PresentationTRANSCRIPT
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ELA Common Core State Standards
A mind that is stretched by new experience can never go back to its old dimensions”.
-Oliver Wendell Holmes
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You may access the morning presentation by going to http://tburzynski.weebly.com/
-Go to Title I and CCSS Jan. 17Please participate in an ongoing conversation by sharing at
http://todaysmeet.com/CC
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Morning: Why these Standards? Why now? Overview of the Standards LAYOUTShifts in these standards
BreakProgressionsHess’s Depth Of Knowledge (DOK) SMARTER Balanced Assessment
LUNCH
Afternoon:Math CCSS
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The CCSS mandates outcomes for every grade level/grade band.
The CCSS force a common language. Students will be tested and instructional
effectiveness will be measured based on CCSS.
Federal funding is tied to CCSS adoption, implementation, and accountability.
More subject area standards are being developed.
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Four Domains:1.Reading (3 parts) 2.Writing 3.Speaking & Listening4.Language
Each Domain:1. College & Career Readiness (CCR)
Anchor Standards2. Content Standards
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Reading is broken into 3 parts: 1) Literature
2) Informational 3) Foundational
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Focus on results, rather than means-teachers determine the how
Integrated model of literacyResearch and media skills are
blended inShared responsibility and
interdisciplinary approach
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Define what students should know and be able to do, not how teachers should teach
Focus on what is most essential, they do not describe all that can or should be taught
Do not define the nature of interventions or advanced work
Do not define the “whole of college and career readiness”
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What does it mean to be a literate individual?
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Demonstrate independence Build strong content knowledge Respond to varying demands of audience, task,
purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and
capably Come to understand other perspectives and
cultures -CCSS Introduction
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The same skill set is in the 10 standards for literary and informational reading
The first 9 require deep comprehension and high-level thinking 1-3 Reading for meaning 4-6 Reading for craft 7-9 Thinking across texts
•Standard #10 – TEXT COMPLEXITY
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6 Anchor Standards Divided into 2 groupings
Comprehension and Collaboration (Standards 1-3) Presentation of Knowledge and Ideas (Standards 4-6)
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The language standards are written to suggest that language work should be interwoven across the day so that conventions , vocabulary, and craft become a seamless part of your reading writing speaking and listening already underway in your classroom. (Pathways p. 170)
6 Anchor Standards Divided into 3 Categories
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6 Anchor Standards Divided into 3 Categories
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
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CESA 10 (CESA 10)
Progression Guide H.O.
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Reading Standards for Literacy Text Task: Getting Acquainted with Progressions in
Understanding Literacy Text1)Select a CCR Anchor Standard category (ie. Key
Ideas, Craft and Structure)2)Select a grade level standard in that CCR
category to trace the progressions. 3)Look at each grade level standard and note the
major concepts for each in the organizer. 4)Discuss a prompt/question for each grade level
that a teacher might ask students to demonstrate understanding
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Literacy is a ‘shared’ educational responsibility The teaching of more informational textsTechnology is more than a toolThe role of argumentAttention to the purposes and range of writingUse of more complex texts (g. 2-12) w/explicit
teaching and scaffolding to independence. Attention to vocabulary instruction across all
disciplines
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Text Complexity in Grade Band Standards
Old Lexile Ranges Lexile Ranges Aligned to CCSS
K-1 NA NA2-3 450-725 450-7904-5 645-845 770-9806-8 860-1010 955-11559-10 960-1115 1080-1305
11-CCR 1070-1220 1215-1355
19Remember: Lexile is only piece of information related to text complexity
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QuantitativeQual
itativ
e
Reader and Task
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Link that displays links to grade-level standards
with connections to pertinent parts of the Continuum of Literacy Learning (white edition). http://www.heinemann.com/fountasandpinnell/ccssAndStateSpecificResources.aspx
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http://sampleitems.smarterbalanced.org
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Bloom Meets WebbHandout
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Identify what students should Identify what students should know and be able to do to know and be able to do to demonstrate readiness for demonstrate readiness for
college and career: college and career:
Four ClaimsFour Claims
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1.1. Students can read closely and analytically to Students can read closely and analytically to comprehend a range of increasingly comprehend a range of increasingly complex literacy and informational textscomplex literacy and informational texts
2.2. Students can produce effective and well-Students can produce effective and well-grounded writing for a range of purposes grounded writing for a range of purposes and audiencesand audiences
3.3. Students can employ effective speaking and Students can employ effective speaking and listening skills for a range of purposes and listening skills for a range of purposes and audiencesaudiences
4.4. Students can engage in research/inquiry to Students can engage in research/inquiry to investigate topics, and to analyze, integrate, investigate topics, and to analyze, integrate, and present informationand present information
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Please read page 12 The ‘How do we implement RtI section.’
Discuss at your table
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“ Learning specific academic standards and passing state tests are meaningless if the student does not become an intelligent, responsible adult who possesses the knowledge and quality of character to live a happy rewarding adult life.” Pg. 14 - The Why Behind RtI
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Achieve. 2010. “English Language Arts Common Core State Standards: History/Social Studies, Science and Technical Subjects. Achieve.
Allington,Rrichard, 2002. “You Can’t Learn Much from Books Yu Can’t Read.” 2005. What Really Matters for Struggling Readers: Designing Research Based Programs. 2d ed. Boston: Allyn and Bacon.
Buffum, Mattos, & Weber. “The Why Behind RtI.” Educational Leadership. Oct. 2010.
Battelle for Kids. 2011. “Verticle Progression Guide for the Common Core.”
Calkins, Lucy, Ehrenworth, Mary, Lehman, Christopher. 2012. “Pathways to the Common Core: Accelerating Achievement.” Heinemann.
Dobbertin, Cheryl, Dina Strasser. July 10, 2012. “ Four Myths About the ELA Common Core.” Education Week: Teacher.