Common Core State Standards What? When? Where?

CCSS CCSS – Where are we now? What is next? How do we get there?

Implementation Grades K-2:  Grades 3-8: Grades 9-12: PARCC Assessment All Districts in AR

Summer 2012 Workshops close reading and disciplinary reading, writing arguments, technology in the classroom, and resources

Institutes and Leadership series Institutes available: Strategic plan Assessment Lesson planning for Formative Assessment Learning Progressions in ELA and math Subject Area presentations (disciplinary reading and close reading of complex texts)

Where to locate CCSS information Official CCSS site ndards.org/ ndards.org/ PARCC Model Content Frameworks line.org/parcc- content-frameworks line.org/parcc- content-frameworks Publisher’s Criteria grades ndards.org/assets/P ublishers_Criteria_f or_3-12.pdf ndards.org/assets/P ublishers_Criteria_f or_3-12.pdf

Where to locate CCSS information ADE CCSS Microsite located on the ADE homepage, click on the common core logo ncorearkansas.org/ ncorearkansas.org/ ADE CCSS wiki pbworks.com pbworks.com

Resources abound “What Every Educator Needs to Know…” document and resources are available on the Ideas/AETN site and ADE CCSS wiki – – Student Achievement Partners site – Arkansas Traveler data base –

Even more free stuff Primary Sources—Library of Congress Thinkfinity, ReadWriteThink SAS Curriculum Pathways 9

Now What? Gather resources Examine current units Reflect – what worked well, where can I add more informational reading, how can I add more student research, more writing, more text complexity, more variety in types of text, more variety in sources… Collaborate – share ideas, lessons, sources

CCSS Create New Challenges Unlike mathematics, secondary literacy is not a discipline. It is “homeless” in that it belongs to everyone and no one. Literacy is used in all secondary classrooms, but it is not taught in a systematic way.

The Big Shifts Appropriate Text Complexity Increased Reading of Informational Texts Disciplinary Literacy Close Reading Text-dependent Questions Academic Vocabulary--Tier 2 & Tier 3 words 12 Short & Sustained Research Projects Argumentative Writing

Questions to think about now How do we help students think in social studies/science/technical subjects? What types of critical texts are students expected to learn and maneuver? What types of writing are expected?

SCAFFOLDING Definition - a temporary structure put up to allow you to work the text in a way that wouldn't be possible w/o the scaffold. It is NOT a reading assignment, which treats kids as independent readers.

Website evaluation Tree octopus 15

What CC Literacy Standards are NOT … just having students read and write more … assigning more vocabulary words to look up and write definitions for … conducting basic literacy techniques to struggling readers during class time

What CC Literacy Standards are NOT … giving students Venn diagrams and sentence diagramming assignments in social studies …assigning more “What did you do during …” essays

What The CC Literacy Standards Are Modeling and scaffolding what reading in your subject area looks and sounds like Teaching students what is important/vital information in your discipline

What The CC Literacy Standards Are Using the text book as a starting place not the definitive source Reading a wide variety of texts appropriate for the content area/subject/class – Maps, charts, tables, graphs, photographs, pictures, diagrams, instructions, cartoons, journals, letters, documents, artifacts

LDC/MDC LDC/MDC is the high school training for Common Core in AR Designed to make literacy and math instruction the foundation of the core subjects Teachers leading the development Supported by Bill & Melinda Gates Foundation

AR LDC/MDC Project ; Pilot – 5 districts, 8 schools PCSSD – Sylvan Hills, No. Pulaski Co. Fort Smith – Northside & Southside Rogers – Rogers High & Rogers Heritage Cossatot River – Wickes High Monticello – Monticello High

AR LDC/MDC Project the beginning 42 teachers were trained in LDC cohort 1 26 teachers were trained in MDC cohort 1

What’s next for ? – about 50 high schools from districts across the state have joined the LDC/MDC project 2 initial training sessions for teacher facilitators – July – July 24-26

Essential Elements for a successful program: Instructional leadership – who should be on team? – Literacy – ELA, Science, Social Studies, & Career ed. teachers – Math – algebra & geometry teachers – Leadership & support – principal, asst. principal, instructional facilitators, district office

The LDC Framework & Tasks The tasks students engage are at the center!

Close Reading Requires: Understanding your purpose in reading Understanding the author’s purpose in writing Seeing ideas in a text as being interconnected Looking for and understanding systems of meaning Engaging a text while reading Getting beyond impressionist reading Formulating questions and seeking answers to those questions while reading

Disciplinary Reading Range and Content Critical to building knowledge in content areas Requires an appreciation of norms & conventions of each discipline Necessitates an understanding of domain- specific words and phrases Calls for an attention to precise details Demands the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts

Tracy Tucker or Maggie Herrick