Common Core State Standards November 26, 2012

What is the correlation between RGSD’s Mission/Vision and the CCSS? Essential Questions What is the correlation between RGSD’s Mission/Vision and the CCSS? How will the CCSS affect instructional practices? How will the CCSS impact students’ academic performance preparing them to be college and career ready? Be prepared to answer these questions at the end of this session.

Common Core Defined: The Common Core State Standards, also called the Core Academic Standards in Missouri, define what students should know and be able to do at every grade level in grades K-12. The standards are more rigorous than the previous standards. The focus of the standards closes the gap between high school and college/ career readiness. In addition, the standards will require less rote memorization and more concepts applicable to real-world problem solving.

We know that . . . CCSS is a charge by states to ensure that all students are college and career ready by graduation. Standards are set requirements for ELA and Literacy in Social Studies/History, Science, Math and Tech subjects Standards lay out a vision of what it means to be a literate person in the twenty-first century.

Assessments Transitions Grade Level and End Of Course Tests 2012-13: Normal testing, return of Performance Events and Writing Prompts in all content areas 2013-14: Normal testing, except for movement of CA and Math assessments to align to CCSS (without changing test design and blueprint) 2014-15: Implement SMARTER Balance Assessments in ELA, math 2014-15: All assessments will be online **More End Of Course Test will be required **Comprehensive (End Of High School) Assessments required for 2016 Graduates -

Overview of Reading Strand Progressive development of reading comprehension; students gain more from what they read Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated Standards for Reading Foundational Skills (K-5) Reading Standards for Literature (K-12) Reading Standards for Informational Text (K-12) Reading Standards for Literacy in History/Social Studies (6-12) Reading Standards for Literacy in Science and Technical Subjects (6-12) Give participants a chance to view the standards in the CCSS document

Overview of Writing Strand Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research – short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendix for writing samples)

Overview of Speaking and Listening and Language Strands Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions Emphasize effective communication practices Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language Include conventions for writing and speaking Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading To be addressed in context of reading, writing, speaking and listening Media and Technology are integrated throughout the standards.

Our preparation impacts a student’s lifetime earning potential Our preparation impacts a student’s lifetime earning potential. Increasingly what a student knows and can do will determine their employability and earning potential.

Students who are College and Career Ready (CCR) … Demonstrate independence Construct viable arguments and critique the evidence of others Participate in a range of effective conversations Collaborate with diverse partners Use technology and digital evidence strategically and capably Make sense of problems and persevere in solving them College and Career readiness isn’t about content…it’s about application These are taken from the college and career readiness standards for ELA and Math. To get students college and career ready, they need to do the work, not the teacher. We need to get away from students spending the day watching the teacher work, and instead have students actively involved in learning and applying their learning.

College and Career Readiness Anchor Standard 10 for Reading Read and comprehend complex literary and informational texts independently and proficiently.

Text Complexity Model Text complexity is defined by: Qualitative Quantitative Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Reader and Task 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. Use previous three slides as talking points K - 12

On-the Job Lexile Requirements National Adult Literacy Study Scientist Teacher Executive Nurse Supervisor Sales Secretary Foreman Clerk Craftman Construction Clerk Labor Lexile Score 1500 1300 1100 900 700

Text Complexity Resources http://www.lexile.com/findabook http://www.arbookfind.com/

A Question to Remember . . . How is knowing a text’s complexity level assist us in improving our students’ reading engagement and comprehension? Supplies: Chart and Marker

Text Complexity & Engagement: Assessments Reading Interest Inventory Engagement Inventory Adequate Range of Reading Rates Book Logs Reading Interest Survey - handouts for both elementary and secondary levels

Assessing and Measuring Reading Engagement Qualitative Quantitative Engagement Inventory -Are the child’s eyes on the print? -Is the child giggling at the funny parts? -Is the child turning pages at an acceptable pace? -What types of things distract a child from reading? Book Logs -What types of books (genres, authors, levels) does the child tend to choose? Reading Inventory -What are a child’s attitudes toward reading? -Whom does a child like to share his reading with? What types of books (genres, authors) does the child report liking & disliking? -How many minutes can a child stay engaged with a book? Book Log -How many pages is the child reading per minute? -How many books does the child read per week? -How much time is spent reading at home versus reading at school? Handout – Pink Reading Rate Sheet

Reading Interest Inventory Handout Administered at the beginning of the year and repeated periodically throughout the year Make sure the students answer honestly without penalty Constructed response inventories will give you a deeper understanding of each student Results of inventory will allow teacher to: Pull small groups to guide students (book tastes, reading habits, student attitudes, who each student is a reader, etc.) Form groups/partners/book clubs Modify unit plans for the year (including read aloud choices) Reorganize classroom library Handout provided K - 12 At secondary level literature circles and socratic seminars - We need to create a secondary example (Time: 10 minutes)

Engagement Inventory Handouts Results of the engagement inventory will allow teacher to: Clearly target the length of time that students stay engaged during independent reading time Determine distracters Form groups/partners/book clubs Develop intervention plans Small groups Individual conferences Handouts (blank and completed/sample) and the Pink Reading Rate Sheets Time: 15 minutes

Book Logs Results of the book log will allow teacher to: Handout Results of the book log will allow teacher to: Determine reading rate Analyze the types of books the student is reading at home and school Look at stamina tied to genre Determine indications for difficulty with word study and fluency Pull small groups and confer about: book choice, stamina and reading rate Time: 10 minutes

Book Logs Completed weekly by the student Learn about student’s habits and stamina Types of book a student chooses—is there a good variety or is it time to broaden the student’s reading tastes? Time spent reading at home Time spent reading at school Page per minute rate (Reading Rate Handout) Handout – Pink Reading Rate sheet We need to Create a secondary level log

Reading Strategies to Increase Student Engagement Pre – During - Post –

Resources Teaching Reading in Small Groups by Jennifer Serravallo When Kids Can’t Read, What Teachers Can Do by Kylene Beers Pathways to the Common Core: Accelerating Achievement by Lucy Calkins, Mary Ehrenworth and Christopher Lehman

Resources and Supports Professional Development - State Workshops , CSD Workshops and Regional Consortiums (Language Arts Regional Consortiums) DESE Common Core Information Page Crosswalk FAQs PowerPoints and Videos CCSS Websites and Curriculum Maps Websites CCSS Appendices: A – Defines Terms B – Suggested Text and Student Tasks Samples C – Writing Exemplars Various State Websites ----KS, MA, DE District Website – The Standards, Appendices, FAQs and Parent Resource