3 Standards

```Moving Forward with the
CCSS: A look at the process
Dr. Marie Alcock
Dr. Jane Petrozzino
Schools
A “guaranteed and viable
curriculum is the #1
school-level factor impacting
student achievement.”
-Marzano, What Works
in Schools
Common Core State Standards
http://corestandards.org
Focusing on the Instructional
Shifts in the CCSS
Dr. Marie Alcock
Dr. Jane Petrozzino
Focused
Deep
Understanding
Coherence
Application
Fluency
Dual Intensity
SIX SHIFTS IN
MATHEMATICS
www.EngageNY.0rg
Standards for Mathematical
Practices
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
Mathematics
Operations and Algebraic
Thinking
•
•
•
•
division
Patterns and expressions
Numerical expressions
Whole numbers
Numbers and Operations
in Base Ten
•
•
•
•
Place Value
Counting Sequence
Properties and Operations
Multi-Digit Arithmetic
Numbers and Operations
•Fractions as numbers
•Fraction equivalents
•Decimal notations
Measurement and Data
•Measurable attributes
•Classification and Categorization
•Time
•Length units
•Represent and interpret data
•Geometric measurements
Geometry
•Shapes and their attributes
•Classification
•Graphing
•
•
•
•
•
•
Standards for Mathematical
Content
for High School
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics & Probability
Every Teacher Is A Language
Teacher
curriculum areas
Interdependence of the four language skills.
EVERY test we give in EVERY subject is
language based.
Writing
Speaking
Listening
Building
Balancing
Knowledge in
Informational
and Literary Text Disciplines
Staircase of
Complexity
Text-Based
Writing from
Sources
Vocabulary
SIX SHIFTS IN
ELA/LITERACY
www.EngageNY.0rg
The College and Career
CLIs
• Independent, collaborative,
self-directed
• Strong Content Knowledge
Communication
• Comprehend and Critique
• Value Evidence
• Tech & Media Literate
• Cultural Understanding
ELA Standards
•
•
•
•
•
•
Writing
Speaking and Listening
Language
Literacy in History/Social Studies, Science, and
Technical Subjects – Grades 6-12 (integrated in K-5)
Strand
10 Standards
Writing
10 Standards
Speaking & Listening
Language
6 Standards
6 Standards
Design
• Grade levels K-8, Bands 9-10 & 11-12
• Focus on Results rather than Means
• Integrated Model of Literacy
• Research & Media Skills woven through
• One document: Literacy for SS/History
and Science/Technology
Key Ideas & Details
10 Standards
Foundational Skills ( -12)
Literature ( -12)
Informational Texts ( -12)
3 Standards•
Deep Comprehension
•
Determine Importance & Summarizing
Analysis
Craft & Structure
3 Standards
•
Analysis of language and vocabulary
•
Text Structure
•
Point of View
Integration of Knowledge & Ideas
3 Standards:
•
Integrate and evaluate content from various
sources
•
Evaluate validity of text claims
•
Analyzing and comparing texts
Range of Reading & Level of Text Complexity
•
Informational Text
• Greater attention to Informational Text
• Informational reading in courses other
than ELA must take place
• Very High Literacy and Literary
Expectations
• Highly Rigorous
• Independence with complex literacy tasks
• Writing Workshop would address all
standards
• Seminal/foundational U.S. works
•
•
•
•
•
3 types: arguments/opinion,
information/explanatory, narrative
Support with reason and evidence
Research: short and sustained
Technology
Appendix B & C (Samples)
Text Types & Purposes
3 Standards- Text Types:
1. Argument
2. Informative/Explanatory
3. Narrative
Production & Distribution of Writing
3 Standards:
4. Produce Clear and Coherent Writing
5. Quality writing through Writing Process
6. Publish and Produce &Collaborate through
Technology
Research to Build & Present
Knowledge
3 Standards:
7. Short and Sustained Projects
8. Gather and evaluate information from Multiple Sources
9. Text Evidence to support Analysis, Reflection and Research
Range of Writing
10. Writing Routinely for both extended and
shorter time frames
Writing
10 Standards
Writing Types
Narrative
•Personal
narrative
•Realistic
Fiction
•Historical
Fiction
•Memoir
•Fiction
Informational/
Explanatory
Opinion/
Argument
•Personal Essay
•How To
•Persuasive
Research
•Literature
Response
•Argument in SS &
Science
•Non-Fiction
books
•Non-Fiction
articles
•Descriptive
text
Argument vs. Persuasive
• Intent – prove or
• Intent – coax the reader
disprove the thesis
to accept author’s point of
view
• Logic and facts –
Thesis must be disproved
or proved with evidence
and research
• Voice – formal tone
• Conclusion – restates
thesis and supporting
points
• Logic and facts –
relies on logic and can
use suggestion
• Voice – can use
personal approach
• Conclusion – author’s
intent and call for future
action
Observations on Writing
• Decreased emphasis on different genres
• Starting in 3rd Grade, Standards 1-3
include increased expectations (a-d/e/f)
• Writing Workshop would address all
standards
• Increased emphasis on technology other
than word-processing
Speaking &
Listening
• Wide range of
settings and
formats
• Effective
Communication
• Interpretation &
Analysis
Observations on Listening and
Speaking
• Emphasis on diverse media, situations,
audiences
• Literature Circles, Socratic Seminar
• 21st Century Skills: Communication and
Collaboration
• Technology: audio (2nd grade), multimedia (5th),
interactive (9th)
Language
• Conventions
(writing and
speaking)
• Vocabulary
• Integrated into
speaking, and
listening
Observations on Language
• Specific grammar skills at each grade
• Beyond definitions: Multiple meanings,
connotation, figures of speech, word
relationships
• “General academic vocab AND domainspecific words and phrases”
• Mentor texts as models of high quality
language
R-History/SS
10 Standards
R-Science & Tech
10 Standards
W-History/SS,
Science, &Tech
10 Standards
RF
RL
W
WHST
RI
RH
RST
SL
L
The Strands
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Literature: Analyze how a modern work of fiction draws on themes, patterns of
events, or character types from myths, traditional stories, or religious works such as
the Bible, including describing how the material is rendered new.
Informational Text: Analyze a case in which two or more texts provide conflicting
information on the same topic and identify where the texts disagree on matters of
fact or interpretation.
History/Social Studies: Analyze the relationship between a primary and
secondary source on the same topic.
Science/Technology: Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources with that gained from
reading a text on the same topic.
Technology
• W.K.6: With guidance and
variety of digital tools to
produce and publish writing,
including in collaboration with
peers.
• W.3.6. Keyboarding Skills
• W.5.6. Type a minimum of two
pages in one sitting
Unpacking Standards and
Sample units
Text Complexity
2005-06 Lexile Framework® for Reading Study
Summary of Text Lexile Measures
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
College
High
School Textbooks
Textbooks
* Source of National Test Data: MetaMetrics
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
CCR Reading Standard 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.
K:
in a text.
3:
referring explicitly to the text as the basis for the answers.
7:
Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
11-12: Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
•
Progressive
development of
comprehension
•
Texts of
appropriate
complexity &
increasing
sophistication
•
Appendix A
Appendix A
• Text Complexity
– 3-Part Measurement
– Sample Texts
– Foundational Skills
• Writing Text Types
• Speaking & Listening
• Language
– Vocabulary
• Glossary
Appendix B
• Text Exemplars K-12
– Complexity, Quality,
Range
• Sample Performance
– Language of standard
& standard code
Appendix C
• Student samples (K-12)
• 3 types of writing***
• Annotation with
evidence
•
•
•
•
•
•
Importance of
Text
Flesh-Kincaid
Fry
(F&P)
Lexile
Book Wizard….
Appendix B
Use your phone, tablet or laptop to
participate!
Go to m.mentimeter.com
Levels of materials to have students improve
Below level- 15%
At level – 85%
Challenging level – 0%
Foundational
Skills
• Print Concepts ( 1 only)
• Phonological
Awareness
( -1 only)
• Phonics & Word
Recognition ( -5)
• Fluency ( -5)
Four Generations
the future
•Preparing for next standards
from CCSSO
•Integrating 21st century skills
•Replacing dated content
assessment types
•Map professional development
•Rethinking school formats and
Global Competencies
•EdSteps & Asia Society
Digital Literacy
Media Literacy
Global Literacy
Engagement
Screenplays
Teleplays
Podcasts
Documentaries
The SKYPE
grandmothers
Self publishing
Social
Networking
Protocols
Grant
proposals
text messaging
protocols
Forecasts
Video
conferences in
world language
Second life
technology
Media criticism
Digital
portfolios
Recast content for timeliness
Breakthroughs
Contemporary issues
International
perspectives
Modern forms of
expression
..A deliberate need to
replace and to shed
dated curriculum.
Plan for the Future
•http://curriculum21.ning.com
Curriculum21.com
• Clearing House List of web 2.0
tools sorted by
content area
• Learning
Commons Network for
teachers
(40,000.00
members)
HOW – Practical Steps
Class of 2024- this year’s
preschool
Are children and youth
processing information
differently?
Teaching is Changing
• Nurturing
networks
• Modeling how to
life-long learn
Global Educators Online
NINGS
Criticalthinking.org
5 social-technological trends
• Social Production – Knowledge creation
• Social Networks – Defining our identities
• Semantic Webs – Organizing,
interpretation, connections, evaluation
• Media Grids – learning to do and be,
gaming
• Non-Linear learning – disciplines
interconnected
Stephen Wilmarth , Chapter 5- Curriculum 21: Essential Education in a Changing World ( edited by HH Jacobs), ASCD, 2010
Image courtesy Sivlia Rsoehthal Tolesano www.langwitches.com
Bow Drill
CCSSO – Global Competency
Matrix
• Investigate
the World
• Recognize
Perspectives
• Communicate
Ideas
• Take Action
Web 2.0Strategic Interactive Instruction
• Interactive
• Replacement
• Skill
reinforcing
• ‘De-gimmickifi-cation”
Tag Galaxy
Wordle
Vocab Grabber
Gapminder
WolframAlpha
Contact Information
Learning Systems Associates
www.LSAlearning.com
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Learning Systems Associates
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