Lisa Brown Zach Fletcher Palmyra Area School District August 3, 2011

Goals  Develop an understanding of the Common Core State Standards (CCSS) in the area of ELA, including the design/organization of the Standards and the appendices  Develop an understanding of the key advances of the CCSS  Examine and discuss the CCSS and their alignment to PA Standards  Review Pennsylvania transition plans/timeline and resources  Consider the impact of the adoption of the CCSS with regard to your teaching

Common Core State Standards Anticipation Guide Fact or Myth???

Overview of the Initiative  State-led and developed common core standards for K-12 in English/language arts and mathematics  Initiative led by Council of Chief State School Officers (CCSSO) and National Governors Association (NGA)

Overview of the Initiative Focus on learning expectations for students, not how students get there

Why do We Need Common Standards? Why Now?  Disparate standards across states  Global competition  Today’s jobs require different skills  States are ready and able for collective action

Why is This Important for Students, Teachers, and Parents?  Prepares students with the knowledge and skills they need to succeed in college and work  Ensures consistent expectations regardless of a student’s zip code  Provides educators, parents, and students with clear, focused guideposts  Offers economies of scale

Features of the Standards  Aligned with college and work expectations  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

Standards Development Process  College- and career-readiness standards for English/language arts and mathematics developed summer of 2009  Based on the college and career readiness standards, K-12 learning progressions developed  Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public  Final standards released on June 2, 2010

Pennsylvania Timeline  Adopted by State Board on July 1, 2010  Professional development and alignment work for next three school years  Full implementation of standards by July 1, 2013

Transition Timeline COMMON CORE ACTIVITIES YEARDISTRICT RESPONSIBILITYPDE RESPONSIBILITY 2010/2011 Curriculum and instruction based on the current PA Academic Standards Common Core transition teams complete alignment study and develop PA Common Core framework Spring 2011 PSSA based on current eligible content aligned to PA Standards Continued development of Keystone Exams based on eligible content and completing comparison to the Common Core Standards Attendance at IU professional development sessions to begin transition planning Awareness sessions for staff to introduce Common Core Standards Statewide train the trainer workshops offered to IUs and PLUS Districts to assist districts in understanding CC and implementing Keystone Exams SAS populated with CC resources (e.g., CC Standards, standards alignment crosswalks, Anchor and Eligible Content alignment) 11

Transition Timeline TRANSITIONING TO COMMON CORE YEARDISTRICT RESPONSIBILITYPDE RESPONSIBILITY Curriculum and instruction based on the current PA Academic Standards Ongoing professional development provided by IUs and supported by PDE to assist districts in understanding Common Core and its focus on college and career ready Evaluate curricula in English Language Arts and Mathematics through study of the Common Core Standards 12

Transition Timeline TRANSITIONING TO COMMON CORE YEARDISTRICT RESPONSIBILITYPDE RESPONSIBILITY Continue with curriculum rewrites, with July 1, 2013, target date for utilization of Common Core resources Ongoing IU/PDE professional development to assist districts in Common Core 13

STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010

PA Standards Aligned System Clear Standards Fair Assessments Curriculum Framework Instruction Materials & Resources Interventions Student Achievement

Design and Organization Major design goals Align with best evidence on college and career readiness expectations Build on the best standards work of the states Maintain focus on what matters most for readiness

Design and Organization Three main sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples

Design and Organization Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout

Design and Organization College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content

Design and Organization K−12 standards Grade-specific end-of- year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards

Reading Comprehension (standards 1−9) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework Range of reading and level of text complexity (standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range of genres and subgenres

Reading Foundational Skills Four categories (standards 1−4) Print concepts (K−1) Phonological awareness (K−1) Phonics and word recognition (K−5) Fluency (K−5) Not an end in and of themselves Differentiated instruction

Writing Writing types/purposes (standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework

Writing Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing Research (standards 7−9) Engaging in research and writing about sources Range of writing (standard 10) Writing routinely over various time frames

Speaking and Listening Comprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts, including through the use of technology

Language Conventions of standard English Knowledge of language (standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and phrases

ELA Key Advances Reading  Balance of literature and informational texts  Text complexity Writing  Emphasis on argument and informative/explanatory writing  Writing about sources

ELA Key Advances Speaking and Listening  Inclusion of formal and informal talk Language  Stress on general academic and domain-specific vocabulary Standards for reading and writing in history/ social studies, science, and technical subjects  Complement rather than replace content standards in those subjects  Responsibility of teachers in those subjects

Intentional Design Limitations What the Standards do NOT define:  How teachers should teach  All that can or should be taught  The nature of advanced work beyond the core  The interventions needed for students well below grade level  The full range of support for English language learners and students with special needs  Everything needed to be college- and career- ready

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

Webb’s DOK DEFINITIONS 1.0 Student recalls facts, information, procedures, or definitions. 2.0Student 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. 32

“Extending the length of an activity alone does not necessarily create rigor!”

 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) Same verb—three DOK levels

DOK Level 1 Task Identify the main points of the text Penguin Chick. 35

DOK Level 2 Task Imagine that a friend has asked you what Penguin Chick is about. In four or five sentences, write a summary of the story. 36

DOK Level 3 Task Compare and contrast the main points of the text Penguin Chick to the main points of the text Penguins On Parade. 37

DOK Level 4 Task Relate the main points of the text, Penguin Chick, to a real world/current situation. 38

Your Turn - DOK 1, 2, 3, or 4 Identify and summarize the major events, problems, solutions, conflicts in a literary text. Locate or recall facts explicitly found in text. Explain, generalize or connect ideas, using supporting evidence from a text or source. List the characters in the story. Predict a logical outcome based on information in a reading selection. Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report.

Common Core Curriculum Maps - ELA Common Core ’ s Curriculum Maps in English Language Arts translate the new Common Core State Standards for Kindergarten through 12th grade into unit maps that teachers can use to plan their year, craft their own more detailed curriculum, and create lesson plans. They were written by public school teachers for public school teachers and are available free of charge to anyone who would like to use them. The maps are flexible and adaptable, yet they address every standard in the CCSS. Any teacher, school, or district that chooses to follow the Common Core maps can be confident that they are adhering to the standards. A 2011 edition of the maps is available for a nominal yearly fee.written by public school teachers 40 40

Palmyra Area School District How do we handle the incorporation of the CCSS? Initial steps – Elementary Scope & Sequence; 9 th & 10 th grade English courses Suggestions for “spreading the word”?