1. Jeanne Benecke Lois Parker-Hennion Jillian Richards Amy Rosenthal Mark Stanford Maria Stillo Kristen Sullivan Jennifer Amos Juliet Gevargis Rich Neidhart

2. https://www.teachingchannel.org/videos/common-core-standards-ela

3. What are the Common Core State Standards (CCSS) for Literacy?  New learning standards created to ensure that all K-12 students are college and career ready in literacy by the time they graduate high school http://schools.nyc.gov/NR/rdonlyres/337BF93A-95FF-4A48-9434-CE9EA0B70E06/0/p12common_core_learning_standards_ela_final.pdf

4. What are the CCSS for Literacy?  According to CCSSO and NGA, the Standards are: (1) research and evidence based (2) aligned with college and work expectations (3) rigorous (4) internationally benchmarked  The CCSS are meant to be a “living document.” As new research and evidence emerge, the document will be revised to follow and align with a changing world http://schools.nyc.gov/NR/rdonlyres/337BF93A-95FF-4A48-9434-CE9EA0B70E06/0/p12common_core_learning_standards_ela_final.pdf NGA: The National Governors Association Center for Best Practices CCSSO: Council of Chief State School Officers

5. United States Map Showing States that Adopted the Common Core (New York State Adopted the CCSS on July 19, 2010) Adopted Not yet adopted New York State http://schools.nyc.gov/NR/rdonlyres/337BF93A-95FF-4A48-9434-CE9EA0B70E06/0/p12common_core_learning_standards_ela_final.pdf

7. Do I need to change all of my teaching immediately?  No, New York State has not even made all of their changes; they are constantly updating and revamping what they are putting out  When aligning your classes to the CCSS for literacy, you will most likely find that your lessons already parallel the standards  You may have to tweak things a bit, but it does not require a huge change in your teaching

8. Shift 1: PK-5 Balancing Informational & Literary Text GradeLiteraryInformational 450% 845%55% 1230%70% Recommended Distribution of Literary & Informational Text by Grade 2011 NAEP (National Assessment of Educational Progress) reading framework

9. Shift 2: Knowledge in the Disciplines  Look to include and develop literacy experiences in the classroom  Expand beyond the textbook  Incorporate more non-fiction literature in the classroom  Include more articles from the field and more primary sources (especially in Science and Social Studies)

10. Shift 3: Staircase of Complexity  Each grade level requires a “step” of growth on the “staircase”  In some instances, this may require changing the texts we read. In our specific case, however, this will probably not be the big change.  Appendix B of the Common Core

11. Shift 4: Text-Based Answers  Instruct students how to properly use textual evidence to support their work  Use the text as a primary source of engaging the students  Make students "scholars" rather than "just witnesses" of the text  Directly connect the questions to the text For example, "Why did the author choose this specific word?" rather than only "What is the overall theme of this work?"

12. Shift 5: Writing from Sources  Have students comment on a fact rather than state an opinion based on feelings  Writing emphasizes use of evidence from sources to inform or make an argument  There is less of a focus on personal narrative

13. Shift 5: Writing from Sources  Field Trip Account  Common Core Field Trip Account Yesterday, I went on a field trip to the aquarium. My favorite animal was the penguin because it was cute. I also saw some seahorses. It smelled fishy and I did not like that! I had pizza for lunch. It was yummy. On the bus ride home we played games. Yesterday, I went on a field trip to the aquarium. I saw an exhibit and learned a lot about penguins. I couldn’t believe that emperor penguins don’t sit on their eggs. They keep them warm on their feet. I also learned that penguins won't survive if we don't change our human actions. I am going to make sure that I recycle from now on!

14. Shift 6: Academic Vocabulary  Consistently develop students ability to use and access words that appear in text but may not be fully understood  Vocabulary is broken down into three tiers: Tier 1: Common words Tier 2: Powerfully useful and frequently occurring words Tier 3: Domain specific words

15. Shift 6: Academic Vocabulary Tier 2:Tier 3: RepresentsParallel RespectivelyMedian SeveralSupplementary HorizontalPerpendicular Tier 2:Tier 3: FunctionsHemoglobin ComponentsHomeostasis SuspendedClotting TransportsPlasma Tier 2:Tier 3: AgriculturalNew Deal RegulateWagner Act ProductionResettlement ReputationWelfare  Science  Math  Social Studies

16. Find out more here!  http://tzhscommoncore.weebly.com/ http://tzhscommoncore.weebly.com/