Transition to PA Common Core 2012

Teaching Content Copyright ©2011 Commonwealth of Pennsylvania 2

PA Common Core Toolbox

PA Common Core Introduction Essential Questions How do the PA Common Core Standards relate to the current Pennsylvania Standards and the National Common Core? What is rigor in the classroom, and how does this relate to Webb’s Depth of Knowledge? What are the instructional implications of the shift to the PA Common Core Standards?What are the instructional implications of the shift to the PA Common Core Standards? What is the meaning of “A staircase of growing text complexity”?What is the meaning of “A staircase of growing text complexity”? Copyright ©2011 Commonwealth of Pennsylvania 4

An Introduction to the PA Common Core PENNSYLVANIA COMMON CORE STANDARDS The Structure of the PA Common Core Standards Copyright ©2011 Commonwealth of Pennsylvania 5

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College and Career Readiness Anchor Standards 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 Appendix D : Literacy standards for History and Social Studies Reading Informational Text Reading Literature Foundational Skills Writing Speaking & Listening A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Enables students to read, understand, and respond to informational texts. Enables students to read, understand, and respond to 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. Focuses students on communication skills that enable critical listening and effective presentation of ideas. Appendix E: Literacy standards for Science and Technical Subjects PA Common Core Standards English Language Arts & Literacy

College and Career Readiness Anchor Standards Reading Informational Text Reading Literature Foundational Skills Writing Speaking & Listening A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Enables students to read, understand, and respond to informational texts. Enables students to read, understand, and respond to 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. Focuses students on communication skills that enable critical listening and effective presentation of ideas. PA Common Core Standards Reading for History and Social Studies 6-12

College and Career Readiness Anchor Standards Reading Informational Text Reading Literature Foundational Skills Writing Speaking & Listening A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Enables students to read, understand, and respond to informational texts. Enables students to read, understand, and respond to 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. Focuses students on communication skills that enable critical listening and effective presentation of ideas. PA Common Core Standards Writing for History and Social Studies 6-12

College and Career Readiness Anchor Standards Reading Informational Text Reading Literature Foundational Skills Writing Speaking & Listening A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Enables students to read, understand, and respond to informational texts. Enables students to read, understand, and respond to 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. Focuses students on communication skills that enable critical listening and effective presentation of ideas. PA Common Core Standards Reading for Science and Technical Subjects 6-12

College and Career Readiness Anchor Standards Reading Informational Text Reading Literature Foundational Skills Writing Speaking & Listening A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Enables students to read, understand, and respond to informational texts. Enables students to read, understand, and respond to 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. Focuses students on communication skills that enable critical listening and effective presentation of ideas. PA Common Core Standards Writing for Science and Technical Subjects 6-12

12 PA Standards Reading History & Social Studies12 CC A. Common Core Grades Standard # A-C: Key Ideas and Details D-F: Craft and Structure G-I: Integration of Knowledge & Ideas J: Range and Level of Complex Texts Reading Informational Text

Range and Content Analysis Copyright ©2010 Commonwealth of Pennsylvania 13

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 Copyright ©2011 Commonwealth of Pennsylvania 14

An Introduction to the PA Common Core Why Common Core? Focused and coherent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Internationally benchmarked Based on evidence and research Copyright ©2011 Commonwealth of Pennsylvania 15

What the Common Core Standards are Not Directions for how teachers should teach An exhaustive list of what should be taught Inclusive of work for advanced students Encompassing of intervention methods to support students who are well below grade level or English language learners

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

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. 18

Level 1: Recall and Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Levels of Cognitive Complexity

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.

 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) HESS Matrix One verb—three DOK levels

Activity Sort the activity cards to determine what DOK each one represents.

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Activity Select one level 2 and “turn up the heat” to create a level 3.

Difficulty is a reference to how many students answer a question correctly. “How many of you know the definition of exaggerate?” DOK 1 – recall If all of you know the definition, this question is an easy question. “How many of you know the definition of solipsism?” DOK 1 – recall If most of you do not know the definition, this question is a difficult question. Now Lets Read “4 Myths of Rigor” DOK is not about difficulty...

Producing Cognitive Sweat! Meeting the Rigor of the Common Core

Knowledge Building of the PA Common Core Vertical Progression of a Standard Look at one standard – Pre-K-Grade 12 – Pick a Standard A. In pairs – begin at Pre-K and go to K – what is different. Progress from there through Grade 12. B. Discussion – At what grade levels are you seeing significant shifts or additions? Copyright ©2011 Commonwealth of Pennsylvania 27

Copyright ©2010 Commonwealth of Pennsylvania 28 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 will be addressed.

Text Complexity The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life (p. 3). 29

Literacy Priorities Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge. At each grade level, 80 to 90 percent of the reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline- specific require students to demonstrate that they understand the text details and can provide accurate evidence. 30

Text Complexity Copyright ©2011 Commonwealth of Pennsylvania 31

1.Quantitative Measures – Readability and other scores of text complexity often best measured by computer software. 2.Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 3.Reader and Task Considerations – Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Overview of Text Complexity 32

Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Step 1: Quantitative Measures Quantitative Measure 33

Step 2: Qualitative Measures Measures such as: Layers of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Cultural demands Vocabulary Qualitative Measures 34

Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text The Reader and Task 35

Text Complexity Evaluation Copyright ©2011 Commonwealth of Pennsylvania 36

Vocabulary What is an “Academically focused vocabulary” and how do we work together to achieve this? Copyright ©2011 Commonwealth of Pennsylvania 37

Selecting the Words Let’s divide the corpus of the language into three parts. Tier One: the most basic words Tier Two: high-frequency words for skilled language users. Tier Three: specific words with low frequency of general use. Beck, I., McKeown, M., & Kucan, L. (2002 )

Tier 1: Basic words that rarely need to be taught, such as hair, always, dress, & laugh. Beck, I., McKeown, M., & Kucan, L. (2002) Copyright ©2011 Commonwealth of Pennsylvania 39

Tier 2: High-frequency words that are important for capable language learners to have in their vocabulary, such as remorse, capricious, distinguished, & devious. Beck, I., McKeown, M., & Kucan, L. (2002) Copyright ©2011 Commonwealth of Pennsylvania 40

Tier 3: Low-frequency words, usually specific to an academic domain & best learned in the related content area, such as isotope, photosynthesis & onomatopoeia. Beck, I., McKeown, M., & Kucan, L. (2002) Copyright ©2011 Commonwealth of Pennsylvania 41