Common Core State Standards Implications Where have We Been? Common Core State Standards Where Are We Going? Big Shifts

CC timeline Grades K-2: 2011-2012 Grades 3-8: 2012 - 2013 PARCC Assessment 2014-2015 All Districts in AR

Where to locate CCSS information Publisher’s Criteria grades K-2 revised 5-16-12 http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdf Publisher’s Criteria grades 3-12 revised 5-16-12 http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf CCSS site http://www.corestandards.org/ PARCC Model Content Frameworks revised Aug 2012 http://www.parcconline.org/parcc-model-content-frameworks

Where to locate CCSS information ADE/AETN CC Site www.Ideas.aetn.org/commoncore/ Student Achievement Partners site http://www.achievethecore.org/ Social Studies Place wiki http://adesocialstudiesplace.pbworks.com ADE CCSS Microsite http://www.commoncorearkansas.org/ ADE CCSS wiki http://ccssarkansas.pbworks.com AETN IDEAS CCSS specific site was created with ADE contains many valuable resources for educators (administrators and teachers) strategic plan, big shifts, “Lucy” doc., Common Core Institutes (and archives), ADE Leadership Series, subject area CIVs (two on disciplinary literacy) and contact information 3 HANDOUT – CCSS Implementation Reflection Questions (look over these questions, on your own, and see if you can answer them as you look at the state’s strategic plan; you may have to consult with administrators, department chairs, district curriculum personnel) 4 HANDOUT – Overview of the Big Shifts ***Activity In your previous groups - (4 groups) Examine the Overview of the Big Shifts handout – each group will look at 2 shifts Briefly summarize the shifts as they relate to your classroom Think about the following: How will this change your CC lesson/unit that you previously identified? You can make notes on the back of the handout ADE CCSS Microsite is available from the ADE homepage; click on the common core symbol on the top center of the homepage ADE CCSS wiki is updated frequently and contains information specifically on the CCSS; there are also ADE content area wikis which contain a variety of information relevant to specific content areas. These wikis are linked on the ADE CCSS wiki homepage. This presentation and all handouts will be available tomorrow on the ADE CCSS wiki as well as the ADE Social Studies Place wiki.

What CC Literacy Standards are NOT … just having students read and write more … assigning more vocabulary words to define … teaching basic literacy techniques to struggling readers during class time

What CC Literacy Standards are NOT … giving students more Venn diagrams and graphic organizers …assigning more “What did you do during …” essays

What They Are Modeling and scaffolding what reading in your subject area looks and sounds like Teaching students what is important/vital information in your discipline Facilitating

What They Are Using the text book as a starting place not the definitive source Reading a wide variety of texts

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 Short & Sustained Research Projects Argumentative Writing

Educators’ professional judgment an attentive human reader Text Complexity computer software Educators’ professional judgment an attentive human reader Quantitative Reader and Task Qualitative is often best measured by See CCSS Appendix A, pgs. 2-5.

Informational texts / literary nonfiction What are some of the types of informational /nonfiction texts that your students currently read? SHARE Can you add more texts? More variety in text types? See Common Core State Standards, p. 5 Introduction See Common Core State Standards, p. 57 “Range of Text Types of 6-12”

Disciplinary Literacy Predominates middle – high school What does it mean to read, write, and think through a disciplinary lens? How do students navigate texts from unrelated & distinct disciplines math, science, history, geography, music, art Are they prepared to do this?

Student Lens to Historian Lens: Fact collecting Textbook Notice who’s, what’s, where’s, and chronology of events Truth statements Notice why’s and how’s Read a variety of texts critically Notice cause/effect relationships and hypotheses Critically examine The rigor of CC requires moving from the student lens to the content area lens.

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.

Close Reading Requires: Understanding your purpose in reading and the author’s purpose in writing Seeing ideas in a text as interconnected Looking for and understanding systems of meaning

Close Reading Requires: Engaging a text while reading Getting beyond impressionist reading Formulating questions and seeking answers to those questions while reading

Text Dependent Questions Level One Questions: Right There answers can be found explicitly in the text most often who, what, when, and where kinds of questions work on the factual level, establish evidence of basic information

Text Dependent Questions Level Two Questions: Think and Search not found explicitly in the text – the reader has to infer, interpret, or analyze what the text suggests but does not say often how and why questions

Text Dependent Questions Level Three Questions: Author and Me answers go beyond the text and are often found in parallel situations outside the text reader has to analyze, synthesize, and/or evaluate, using the text as a guide to explore larger issues often require outside knowledge or experience to answer

Which of the following questions requires a student to read the text closely? If you were present at the signing of the Declaration of Independence, what would you do? What are the reasons listed in the preamble for supporting their arguments to separate from Great Britain?

Academic Vocabulary Tier 1 words: everyday speech Tier 2 words: general academic vocabulary Tier 3 words: domain-specific vocabulary CCSS: Appendix A: pgs. 32-33

Short and Sustained Research College and Career Ready Anchor Standards for Writing and the grade specific Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 both contain a conceptual organizer titled: Research to Build and Present Knowledge See CCSS, College and Career Ready Anchor Standards for Writing, pg. 63; Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12, pg. 66.

Writing Arguments and Informational/ Explanatory Writing CCSS define and explain the types of writing students are expected to master in Appendix A pg. 23 The special place of argument is discussed on pg. 24

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.

CCSS Implications for Classroom More nonfiction More research begins in earlier grades both short and extended research Higher text complexity More teacher collaboration across grades across content areas

CCSS Implications for Classroom Teaching students to read as Historians Economists Geographers Mathematicians Scientist More responsibility placed on students for their learning Reading and writing emphasis in all classrooms Teachers tell/summarize less, facilitate more, and use more scaffolding

Instructional shift Teacher responsibility Student responsibility “I do it” “We do it” “You do it together” alone” Student responsibility Focus Lesson Guided Instruction Corroborative Independent

Shift in Planning Instruction I do a lot of questioning I do a lot of listening I think about teaching the student I used to do a lot of explaining I used to do a lot of talking I used to think about teaching the curriculum But Now But Now But Now

What Do The CCSS Ask US? Using the Reading Standards for Literacy in H/SS work with a partner --- Choose a grade band (6-8, 9-10, 11-12) Select a conceptual organizer Create a list of the verbs Discuss the things a student must be able to do to meet the expectations in these standards SHARE

What Do The CCSS Ask US? Using the Writing Standards for Literacy in H/SS, Sci, & TSubj (WHST) work with a partner --- Choose a grade band (6-8, 9-10, 11-12) Select a conceptual organizer Create a list of the verbs Discuss the things a student must be able to do to meet the expectations in these standards SHARE

Questions to think about How do we help students think in social studies? What is historical thinking? What types of critical texts are students expected to learn and maneuver? What types of writing are expected?

Contact information Maggie Herrick Margaret.herrick@arkansas.gov 501-682-6584