Getting Started Name and Role Experience with Common Core 1 – Novice 5 – Prepared to lead this work Agenda
Participants will be able to… Articulate the rationale behind the creation of the Common Core State Standards (CCSS) Understand the timeline for CCSS implementation in Washington Navigate the CCSS document Understand the vertical alignment of the CCSS Identify implications to your work with students at Shoreline Community College
Video – Why Common Core? As you take notes on your specific strand, also think about why states are moving to the CCSS.
ELA Strands Jigsaw Jigsaw: Each group member takes up to 3 minutes to share: Important ideas related to assigned strand Any questions you might have Responses or thoughts As each person shares, complete your graphic organizer.
Standards Jigsaw Jigsaw: Then as a group discuss: How do the expectations of the CCSS match the preparedness for college-level work of the students with whom you are currently working? Do you agree that students meeting these new standards will be college ready? How so? What are any other implications for your work?
CCSS Adoption and Implementation: Minnesota Nebraska Texas Virginia Alaska
CCSS Adoption and Implementation: Defined the knowledge and skills students need for college and career readiness Provided clear, consistent expectations in ELA and Math Based on solid research and evidence More than 3/4 of students who completed a college prep curriculum were unprepared to do college level work (ACT). 51% of students entering college need remedial reading ( College Board ). Text complexity gap – like asking 4th grader to read the materials you would give an 8th grader (NAEP). Performance on Complex Text Reading Tasks was the clearest indicator between students who are likely to be ready for college and those who are not (ACT). Internationally benchmarked
CCSS Adoption and Implementation: Initiated by the National Governers Association (NGA) and Council of Chief State School Officers (CCSS) Developed voluntarily by states States began to adopt the CCSS starting in 2010 Washington adopted CCSS July 20, 2011
Washington State’s Implementation Timeline Phase 1: Awareness and Understanding, Alignment, and Adoption Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials Phase 3: Classroom Transitions Phase 4: Statewide Implementation through the Assessment System
Smarter Balanced Assessment Consortium (SBAC) 29 states representing 48% of K-12 students 21 governing, 8 advisory states Washington state is fiscal agent
Overarching Structure 6-12 page 35 Reading Writing Speaking and Listening Language Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C Introduction page 10 K-5 page 11 Reading Foundational Skills Writing Speaking & Listening Language
Anchor Standards College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards Reading - 10 Writing - 10 Speaking and Listening - 6 Language - 6
Organization & Terminology Grade Levels Strand Abbreviation Sub-heading
Reading Determining Importance Card Sort: With a partner, review the reading grade level standard (grades 11-12) cards. Put the cards in order of which skills are most necessary for students to be college ready. Now group the cards according to sub-heading (Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity).
Writing Now we will look at how writing anchor standard one (write arguments to support claims) is vertically aligned from grades K- 12.
Writing 1. Read writing standard one beginning at Kindergarten 2. As you read “up” the standard highlight any new information in the grade level standard as it progresses toward College and Career Readiness 3. Circle the verbs describing the skills required of students R.I.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Writing Review what you have highlighted/circled and try to write a one sentence summary that captures the gist of writing standard one AND how it changes in complexity over the grade levels Post your sentence on a quadrant of a consensus board Look for common patterns. What words, phrases and ideas appear in most or all sentences? Craft a consensus summary sentence.
Speaking & Listening Brainstorm a list of behaviors and expectations you have of your college students when they participate in class discussion or present information. Now turn to the Speaking and Listening Standards (49-50 for grades 6-12). Compare your list to the CCSS for Speaking and Listening. Are most or all of your expectations present in the CCSS? Are there additional expectations in the CCSS that weren’t on your list? Do you feel anything is missing from the standards?
Next steps?
Next Session: Will focus on: Three Shifts - How are the CCSS are different from the current Washington State standards? SBAC – What will this test look like? When will students be assessed? How do the performance tasks compare to actual work students are expected to do in college? Hope to see you all on May 10 th !
More Resources: If you can’t make it next time, but you would like to learn more about the Common Core State Standards check out these websites: