Transition to ~ PA Common Core Standards ~ English Language Arts, Literacy across the Curriculum An Overview: Background, Expectation, & Exploration FCASD prepared with support from the AIU June/August 2012

What are the Common Core State Standards/CCSS ? State led - coordinated by NGA (National Governor’s Association) Center and CCSSO (Council of Chief State School Officers) Rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Internationally benchmarked so that all students are prepared to succeed in our global economy and society

Background Continuation of NCLB encouraged by refined educational ideology and direction. Intent: raise educational rigor and achieve state/national standards. 48 States adopted Common Core or version thereof. PA has altered Common Core to a minimal extent to meet existing – (a) assessment tools expectations – (b) common language use. Transition: expectation for integration of practices in the 2013 – 2014 school year

Driving Forces Leading to CC Literacy Standards for All Based on a range of national and internationally benchmarked assessments: 1.Students are losing momentum during high school. 2.Student readiness for college/work at an all time low. – Inadequate: Verbal reasoning ability Understanding of words used in text Background knowledge about domains represented in text Familiarity with semantic and syntactic structures that assist with the understanding between relationships and IDEAS 4

Profile of a Common Core Graduate Responsive to varying audience, task, purpose, and discipline Independent learner able to comprehend and critique works of quality and substance Value Evidence – relevant support Technology and Digital Media Understand other Perspectives/Cultures 5

Overarching themes Common Core supports a high degree of rigor and student collaboration. An emphasis on non-fiction occurs throughout the grades as well as increasing the amount of student reading. Technology is embedded and emphasizes the use of digital resources. Speaking and Listening standards are much more specific. Writing on a daily basis for a variety of purposes is encouraged. – Academic writing – argument/explanation/research Text complexity is a prominent addition with exemplar texts. – Specificity and scaffolding of standards providing vertical articulation to support text complexity. Text connections are emphasized throughout the grade levels.

ELA/Literacy Common Core Focus Reading – Foundational skill acquired K-5 Writing Speaking & Listening Language Content-area subjects incorporation and cross-curricular implementation for reading & writing.

Navigation to Common Core Download (non-English/Math subjects) The Standards Tab Download: Common Core State Standards Arts & Literacy in History/Social Studies, Science, & Technical Subjects

Navigating Common Core Standards (non-English/Math subjects) arts-standards/reading-informational-text-6-12/grade-11-12/ Reviewing standards throughout the website: Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects (bottom left side) Anchor Standards History/Social Studies Science & Technical Subjects Writing

PA Common Core Standards Focus Adjusted to meet State expectations/needs: – Foundational Skills – Reading Informational Text – Reading Literature – Writing – Speaking and Listening

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

Navigating to PA Common Core Standards (English Language Arts & Mathematics) Standards Tab (circle) Common Core Tab (far right) 1. Pennsylvania Common Core Standards (Draft Versions) English Language Arts PreK-5 English Language Arts 6-12 Math PreK PA Common Core Appendices ELA Appendix A-C Mathematic Appendix A & B 3. ELA Assessment Anchors and Eligible Content (Draft Versions) 4. Mathematics Assessment Anchors and Eligible Content (Draft Versions) 5. ELA Emphasis Guides 6. Mathematics Emphasis Guides and Cluster Matrices

Standard Coding/Numbering Similar to existing standard coding system Language collaboration between existing standard and Common Core language

CC B PA Common Core Grade Level English Language Arts Speaking & Listening Standard 2 Reading PA Common Core Coding/Numbering

Overall Charge Increase depth of knowledge with metacognition development throughout all grade levels (bands). Metacognition development through learning skill acquisition within bands. Cyclone of learning that revisits metacognition development (learning strategies) throughout bands.

Rigor: What is Depth of Knowledge (DOK) ? A scale of cognitive demand levels (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 Level 1.0 Recall & Reproduction Student recalls facts, information, procedures, or definitions. Level 2.0 Skills & Concepts Student uses information, conceptual knowledge, and procedures. Level 3.0 Strategic Thinking Student uses reasoning and develops a plan or sequence of steps; process has some complexity. Level 4.0 Extended Thinking Student conducts an investigation, needs time to think and process multiple conditions of problem or task. 18

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.

Exploring …… The Cognitive Rigor Matrix (K. Hess) Webb’s Depth of Knowledge Levels applied to Bloom’s [Cognitive Process] Taxonomy

Producing Cognitive Sweat! Meeting the Rigor of the Common Core