Transition to PA Common Core Unpacking the Standards

PA Common Core Text Complexity Writing Standards Overview Evaluating Curriculum Toolbox This is Module one of four.

Please Do the Following: Connect to the Internet Navigate to: http://www.pdesas.org If a registered user, sign-in If not a registered user, join now Place your name and school district/organization on your name tent Your School District/Organization Your Name Copyright ©2011 Commonwealth of Pennsylvania

PA Common Core Introduction Essential Questions How do the PA Common Core Standards relate to the existing Pennsylvania Standards and the Common Core State Standards? What is rigor in the classroom? How does this relate to Webb’s Depth of Knowledge? What are the instructional implications of the shift to the PA Common Core Standards? Today we are focusing on three essential questions related to unpacking the PA Common Core State Standards. Read each question aloud. Copyright ©2011 Commonwealth of Pennsylvania

An Introduction to the PA Common Core PENNSYLVANIA COMMON CORE STANDARDS English Language Arts An Introduction The Structure of the PA Common Core Standards The Structure of the PA Common Core Standards PA Common Core Introduction-pages 2 and 3 from Common Core document (Common Core Introduction Handout) Distribute the Common Core Handout. Have the participants read through the document to highlight the big ideas. Use poster paper or an electronic application like Wallwisher to share big ideas or capture questions that they may have. Copyright ©2011 Commonwealth of Pennsylvania

This graphic depicts the design of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. The CCR standards provide an overarching structure for the Common Core State Standards and define general, cross disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. They are consistent across all grades and content areas.   The Standards are organized around four strands: Reading, Writing, Speaking and Listening, and Language strands. The strands are broken into grade-specific standards by clusters at grades K-8 and grade-band standards by cluster at grades 9-10 and 11-12. Foundational Skills is a sub-strand of Reading only found within the K-5 section and focuses on print concepts, phonological awareness, phonics and word recognition, and fluency. Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 6-12 focus on reading and writing. These standards must be taught by teachers of every content area (except ELA). There are three appendices included with the Common Core State Standards documents. Appendix A provides the research supporting the key elements of the ELA Standards and a complete discussion on the topic of text complexity. Appendix B provides K-12 text exemplars to illustrate the complexity, quality, and range of student reading at various grade levels. Sample performance tasks are provided to further illustrate the application of the standards to texts of sufficient complexity, quality and range. Appendix C provides samples of student writing with an explanation as to the quality of the writing. It includes annotated samples demonstrating at least adequate performance in student writing at various grade levels. Copyright ©2011 Commonwealth of Pennsylvania

PA Common Core Standards English Language Arts & Literacy College and Career Readiness Anchor Standards sive Foundational Skills Reading Informational Text Writing Speaking & Listening Reading Literature Develops the skills of informational, argumentative, and narrative writing as well as the ability to engage in evidence based analysis of text and research. A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Focuses students on communication skills that enable critical listening and effective presentation of ideas. Enables students to read, understand, and respond to literature. Enables students to read, understand, and respond to informational texts. This graphic depicts the design of the PA Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. The CCR standards were used as the overarching structure for the PA Common Core Standards.   The PA Common Core Standards are organized around five Standard Categories: Foundational Skills, Reading Informational Text, Reading Literature, Writing, and Speaking and Literature. There are five supporting documents for the PA Common Core Standards. They include the three appendices from the Common Core State Standards (Appendix A, Appendix B, and Appendix C) and the Literacy standards for History and Social Studies (Appendix D) and Literacy standards for Science and Technical Subjects (Appendix E). Appendix A: Research behind the standards and a glossary of terms Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft) PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)

An Introduction to the PA Common Core Golden Line Activity: Step 1: On your own, read the first section of the Range and Content notes. As you read, underline or highlight words or phrases that stand out as profound. Step 2: From the words or phrases you selected, choose the one word or phrase that you would classify as gold. Step 3: Turn and share with a partner or small group. Build consensus and choose the one word or phrase that you can all agree on as most valuable. Golden Line Activity Notes on Range and Content (Handout) Note: There are two handouts for this activity. One is for elementary and one is for secondary. You can determine the handouts you will use based on your audience.   On your own, read the first section of the Range and Content notes. As you read, underline or highlight words or phrases that stand out as profound. From the words or phrases you selected, choose the one word or phrase that you would classify as gold. Turn and share with a partner or small group. Build consensus and choose the one word or phrase that you can all agree on as most valuable. Discuss the premise that shifting words (language) speaks to a shift in practice. Word choices are different in the CC, therefore practice is impacted. Now split the group into thirds to do a jigsaw activity with the additional 3 sections following the same 3 step process followed by whole group report out. Copyright ©2011 Commonwealth of Pennsylvania

CC. 1. 2. 3. A PA Standard English Language Arts Standard Categories: 9 CC. 1. 2. 3. A PA Common Core Grade Level English Language Arts Standard Categories: 1 Foundation Skills 2 Reading Informational Skills 3 Reading Literature 4 Writing 5 Speaking and Listening Reading Informational Skills Standard 1 The numbering structure of the PA Common Core Standards. 9

PA Assessment Anchors and Eligible Content English Language Arts 10 E. 03. B-K. 1. 1. 2 Grade Assessment Anchor Eligible Content Anchor Descriptor Reporting Categories A = Literature Text B = Informational Text A-K and B-K = Key Ideas and Details A-C and B-C = Craft and Structure/Integration of Knowledge and Ideas A-V and B-V = Vocabulary Acquisition and Use C = Writing D = Language The numbering structure of the PA Assessment Anchors and Elligible Content 10

1.2 Reading Informational Text STANDARD CATEGORY 1.2 Reading Informational Text Students read, understand and respond to informational text-with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. GRADE LEVEL STANDARD CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea. ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills and concepts) that anchor the content of the PSSA. Each Assessment Anchor is part of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it. E03.B-K.1 Key Ideas and Details ANCHOR DESCRIPTOR-The Anchor Descriptor adds a level of specificity to the content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it. E03.B-K.1.1 Key Ideas and Details Demonstrate the understanding of key ideas and details in informational texts. ELIGIBLE CONTENT-The Eligible Content is the most specific description of the skills and concepts assessed on the PSSA. This level is considered the assessment limit and helps educators identify the range of the content covered on the PSSA. E03.B-K.1.1.2 This graphic shows an example of a 3rd grade standard and eligible content.

L.F.2 Analyzing and Interpreting Literature – Fiction STANDARD CATEGORY 1.3.L: Reading, Analyzing, and Interpreting Literature – Fiction and Non-Fiction GRADE LEVEL STANDARD 1.3.9-10.A Describe and compare the differing characteristics that distinguish the fiction and non-fiction forms of narrative, poetry, drama, and essay and determine how the form relates to meaning… ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills and concepts) that anchor the content of the Keystone Exam. Each Assessment Anchor is part of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it. L.F.2 Analyzing and Interpreting Literature – Fiction ANCHOR DESCRIPTOR-The Anchor Descriptor adds a level of specificity to the content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it. L.F.2.1 Use appropriate strategies to make and support interpretations of literature. ELIGIBLE CONTENT-The Eligible Content is the most specific description of the skills and concepts assessed on the Keystone Exam. This level is considered the assessment limit and helps educators identify the range of the content covered on the Keystone Exam. L.F.2.1.2 Cite evidence from a text to support generalizations. This graphic shows an example of a Grade 9-10 standard and eligible content for the Literature Keystone Exam.

An Introduction to the PA Common Core Why Common Core? Disparate standards across states Global competition Today’s jobs require different skills States are ready and able for collective action Aligned with college and work expectations Why Common Core? Disparate standards across states Global competition Today’s jobs require different skills States are ready and able for collective action Aligned with college and work expectations Copyright ©2011 Commonwealth of Pennsylvania

An Introduction to the PA Common Core Why Common Core? Focused and coherent Includes rigorous content and application of knowledge through high- order skills Built upon strengths and lessons of current state standards Internationally benchmarked Based on evidence and research Why PA Common Core-Pennsylvania Timeline This slide speaks to the evolution of standards in Pennsylvania through the years. We in Pennsylvania have been using and refining standards in education since the 1990s. This progression builds on all the lessons we have learned over the last two decades.   The reason the new Pennsylvania administration make the decision to develop a Pennsylvania Common Core instead of  simply using the Common Core State Standards it the desire to make the CCSS our own Standards and reframe them in the style and format of the Pennsylvania Standards.  We wanted to have the flavor, feel and style of the PA Standards.  The work of the PA Common Core is the Common Core. Copyright ©2011 Commonwealth of Pennsylvania

An Introduction to the PA Common Core Why PA Common Core? Pennsylvania Timeline: 1999-Standards for grades 5, 8, 11 2000- 2004-Anchors 2009-Revised Standards 2010 2011 2012 2013 2014 2015 Why PA Common Core-Pennsylvania Timeline This slide speaks to the evolution of standards in Pennsylvania through the years. We in Pennsylvania have been using and refining standards in education since the 1990s. This progression builds on all the lessons we have learned over the last two decades. In July 2010, the State Board adopted the Common Core Standards. Since that time the decision was made by the current administration to create a set of PA CC Standards in ELA and Math. A group of PA educators created a draft set of standards that mirror the content and rigor of the Common Core, but reflect the organization and design of the PA Academic Standards. The reason the new Pennsylvania administration make the decision to develop a Pennsylvania Common Core instead of simply using the Common Core State Standards it the desire to make the CCSS our own Standards and reframe them in the style and format of the Pennsylvania Standards.  We wanted to have the flavor, feel and style of the PA Standards.  The work of the PA Common Core is aligned with the Common Core. Copyright ©2011 Commonwealth of Pennsylvania

Knowledge Building of the PA Common Core Vertical Progression of a Standard Look at one standard – PreK-Grade 12 Pair and Share: Begin at PreK and go to K. What is different? Follow the standard through Grade 12. Discuss: At what grade levels are significant shifts or additions evident? Why PA Common Core? Vertical Progression of a Standard (Handout)   Look at one standard – PreK-Grade 12 Pair and Share: Begin at PreK and go to K. What is different? Follow the standard through Grade 12. Discuss: At what grade levels are significant shifts or additions evident? Look at Standard CC. 2 . PK-12. C (Reading Informational Texts) from left to right, PK-12. Highlight the changes as the standard progresses through a grade. Discuss the shifts that occur through the grades as well as the concept of “Spiraling” through the grades. Note: Do not print the handouts back to back. You want the participants to lay them side by side so that they can look at them PK-12. Copyright ©2011 Commonwealth of Pennsylvania

What is Depth of Knowledge (DOK)? A scale of cognitive demand (thinking) to align standards with assessments Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment Guides item development for state assessments What is Depth of Knowledge (DOK)?

Webb’s DOK DEFINITIONS 1.0 Student recalls facts, information, procedures, or definitions. 2.0 Student uses information, conceptual knowledge, and procedures. 3.0 Student uses reasoning and develops a plan or sequence of steps; process has some complexity. 4.0 Student conducts an investigation, needs time to think and process multiple conditions of problem or task. Webb’s DOK Webb’s Definitions 1.0 Student recalls facts, information, procedures, or definitions. 2.0 Student uses information, conceptual knowledge, and procedures. 3.0 Student uses reasoning and develops a plan or sequence of steps; process has some complexity. 4.0 Student conducts an investigation, needs time to think and process multiple conditions of problem or task. DOK 18

Levels of Cognitive Complexity Level 1: Recall and Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Levels of Cognitive Complexity (DOK Wheel Handout)   Distribute the DOK Wheel handout. This visual representation points out the kind of actions typically associated with each of the levels. Level 1: Recall and Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking Level 4: Extended Thinking

Depth of Knowledge The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required. Depth of Knowledge   The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required. This slide points out the danger of the oversimplification found in the DOK wheel handout. The next slide will illustrate this point further.

One Verb...three DOK levels DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) DOK 1- Describe three characteristics of metamorphic rocks. (simple recall) One verb, three different DOK levels (Handout-Hess Matrix)   DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) DOK 1- Describe three characteristics of metamorphic rocks. (simple recall) Distribute the Hess Matrix handout. The Hess matrix gives you a more precise way of determining DOK. On the left you will see Bloom’s Taxonomy. Think of a task that you would have student do and decide where it would fit in Bloom’s Taxonomy. Now move to the right across the matrix to determine DOK.

Now Lets Read “4 Myths of Rigor” DOK is not about difficulty... Difficulty is a reference to how many students answer a question correctly. How many of you know the definition of exaggerate? If all of you know the definition, this question is an easy question. (DOK 1 - Recall ) How many of you know the definition of prescient? If most of you do not know the definition, this question is a difficult question. (DOK 1 – Recall ) Now Lets Read “4 Myths of Rigor” DOK is NOT about difficulty… Difficulty is a reference to how many students answer a question correctly.   How many of you know the definition of exaggerate? If all of you know the definition, this question is an easy question. (DOK 1 - Recall How many of you know the definition of prescient? If most of you do not know the definition, this question is a difficult question. (DOK 1 – Recall ) Distribute the “4 Myths of Rigor Article.” Read the introduction paragraph together. For over 20 years, we’ve worked with teachers and principals on ways to improve their schools. Our efforts have centered on promoting the core concepts of rigor: creating schools where every student is known by adults, where students have a positive relation­ship with adults and other students, and where they are challenged to achieve at high levels. We’ve met thousands of committed teachers and principals who work incredibly hard to positively impact the learning of every student. Concurrently and on a national level, the 3 R’s—Rigor, Relevance, and Relationships—have become accepted as necessary characteristics of quality schools, with many states adopt­ing the 3 R’s Model as a requirement for school improvement efforts. And yet, there remain many misconceptions and myths regarding rigor itself. Here, we cite others’ research as well as our own work to dispel those myths and to demonstrate how academic rigor can ultimate­ly benefit every one of your students and staff members. It’s time to set the record straight on what rigor is and what it isn’t. Split the group into 4 sections and assign one myth to each section. After reading, the groups should discuss their myth and prepare to share with the larger group. Allow each group to present their myth to the group as a whole and discuss. The next slide is a visual representation of the final section describing what rigor is.

Producing Cognitive Sweat! Graphic depicting the relationship between Meeting the Rigor of the Common Core and Producing Cognitive Sweat. Meeting the Rigor of the Common Core

Use PA Common Core to identify the DOK in a standard. Remember… Use PA Common Core to identify the DOK in a standard. Page 33 – PreK-Grade 5 (CC.1.5.PK.B) Page 31 – Grades 6 -12 (CC.1.5.6.B) In this activity, participants should determine the DOK called for in a specific standard. An extension of this activity would be to rewrite the standard on level higher than it is currently written “Turning up the Heat”.

Emphasis Guide - Grade 3 English Language Arts 25 In this activity, participants should determine the DOK called for in a specific standard. Have paper copies of the standards available or direct them to the online document found on SAS.   Use PA Common Core to identify the DOK in a standard. Page 33 – PreK-Grade 5 (CC.1.5.PK.B) Page 31 – Grades 6 -12 (CC.1.5.6.B) An extension of this activity would be to rewrite the standard on level higher than it is currently written…“Turning up the Heat”. 25

Provide evidence of how this occurred. Addressing the Shifts Take a look at look at your grade level first and highlight the Common Core Shifts you may have already addressed. Provide evidence of how this occurred. Propose how the ones not highlighted will be addressed. Distribute paper copies of the PA Emphasis Documents or guide participants to their location online. http://www.pdesas.org/Standard/CommonCore   Take a look at look at your grade level first and highlight the Common Core Shifts you may have already addressed. Provide evidence of how this occurred. Propose how the ones not highlighted will be addressed. Copyright ©2010 Commonwealth of Pennsylvania

Building Capacity   The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design…the house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner-while also meeting the building code along the way. (Wiggins and McTighe) Read the following quote from Wiggins and McTighe.   “The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design…the house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner-while also meeting the building code along the way.” Reflect on what you have learned as related to this quote. Write at least five lines that will extend the analogy of homebuilding or applies the concepts discussed today to this analogy. This should be used as the culmination of this module’s learning. Draw on the participants responses to review key points and take-aways. Copyright ©2011 Commonwealth of Pennsylvania

PA Common Core Introduction Essential Questions How do the PA Common Core Standards relate to the existing Pennsylvania Standards and the Common Core State Standards? What is rigor in the classroom? How does this relate to Webb’s Depth of Knowledge? What are the instructional implications of the shift to the PA Common Core Standards? Today we are focusing on three essential questions related to unpacking the PA Common Core State Standards. Read each question aloud. Copyright ©2011 Commonwealth of Pennsylvania

Any Questions? Are there any questions that need to be answered??

Handouts Materials Introduction (pg. 2) for ELA of PA Common Core Notes on Range and Content from Common Core Standard CC.1.2.PK-12.C Reading Informational texts Webb’s DOK Wheel Hess’ DOK Matrix Four Myths of Rigor (Ronald Williamson and Barbara R. Blackburn) Standards CC.1.5.PK.B and CC.1.5.6.B Materials Table tents for names Copyright ©2011 Commonwealth of Pennsylvania

Module Overview The standards overview is designed to be the first in a four module training of the English Language Arts section of the PA Common Core Standards. In this module participants will work to build awareness, knowledge, and finally capacity in the overall understanding of the structure of the standards, as well as the fundamental shifts that go along with them. Special attention will be given to the ideas of rigor and depth of knowledge. By engaging in activities built around the standards themselves, participants will gain familiarity with the document and how its content should begin to change instructional practice. Copyright ©2010 Commonwealth of Pennsylvania

Technology Needs Room Organization Laptop capable of delivering Power point Projector Room Organization The participants should be organized in small groups of 4 to 8 with the flexibility to be able to working in pairs or share with the group as a whole. Copyright ©2011 Commonwealth of Pennsylvania