1. Common Core State Standards
Implications
Where have We Been?
Common Core State Standards
Where Are We Going?
Big
Shifts

2. CC timeline Grades K-2: 2011-2012 Grades 3-8: 2012 - 2013
PARCC Assessment
All Districts in AR

3. Where to locate CCSS information
Publisher’s Criteria grades K-2 revised
Publisher’s Criteria grades 3-12 revised
CCSS site
PARCC Model Content Frameworks revised Aug

4. Where to locate CCSS information
ADE/AETN CC Site
Student Achievement Partners site
Social Studies Place wiki
ADE CCSS Microsite
ADE CCSS wiki
AETN IDEAS CCSS specific site was created with ADE contains many valuable resources for educators (administrators and teachers)
strategic plan, big shifts, “Lucy” doc., Common Core Institutes (and archives), ADE Leadership Series, subject area CIVs (two on disciplinary literacy) and contact
information
3 HANDOUT – CCSS Implementation Reflection Questions (look over these questions, on your own, and see if you can answer them as you look at the state’s strategic plan; you may have to consult with administrators, department chairs, district curriculum personnel)
4 HANDOUT – Overview of the Big Shifts
***Activity
In your previous groups - (4 groups) Examine the Overview of the Big Shifts handout – each group will look at 2 shifts
Briefly summarize the shifts as they relate to your classroom
Think about the following:
How will this change your CC lesson/unit that you previously identified? You can make notes on the back of the handout
ADE CCSS Microsite is available from the ADE homepage; click on the common core symbol on the top center of the homepage
ADE CCSS wiki is updated frequently and contains information specifically on the CCSS; there are also ADE content area wikis which contain a variety of information relevant to specific content areas. These wikis are linked on the ADE CCSS wiki homepage.
This presentation and all handouts will be available tomorrow on the ADE CCSS wiki as well as the ADE Social Studies Place wiki.

5. What CC Literacy Standards are NOT
… just having students read and write more
… assigning more vocabulary words to define
… teaching basic literacy techniques to struggling readers during class time

6. What CC Literacy Standards are NOT
… giving students more Venn diagrams and graphic organizers
…assigning more “What did you do during …” essays

7. What They Are
Modeling and scaffolding what reading in your subject area looks and sounds like
Teaching students what is important/vital information in your discipline
Facilitating

8. What They Are
Using the text book as a starting place not the definitive source
Reading a wide variety of texts

9. The Big Shifts Appropriate Text Complexity
Increased Reading of Informational Texts
Disciplinary Literacy
Close Reading
Text-dependent Questions
Academic Vocabulary--Tier 2 & Tier 3 words
Short & Sustained Research
Projects
Argumentative Writing

10. Educators’ professional judgment an attentive human reader
Text Complexity
computer software
Educators’ professional judgment
an attentive human reader
Quantitative
Reader and
Task
Qualitative
is often best measured by
See CCSS Appendix A, pgs. 2-5.

11. Informational texts / literary nonfiction
What are some of the types of informational /nonfiction texts that your students currently read?
SHARE
Can you add more texts? More variety in text types?
See Common Core State Standards, p. 5 Introduction
See Common Core State Standards, p. 57 “Range of Text Types of 6-12”

12. Disciplinary Literacy
Predominates middle – high school
What does it mean to read, write, and think through a disciplinary lens?
How do students navigate texts from unrelated & distinct disciplines
math, science, history, geography, music, art
Are they prepared to do this?

13. Student Lens to Historian Lens:
Fact collecting
Textbook
Notice who’s, what’s, where’s, and chronology of events
Truth statements
Notice why’s and how’s
Read a variety of texts critically
Notice cause/effect relationships and hypotheses
Critically examine
The rigor of CC requires moving from the student lens to the content area lens.

14. SCAFFOLDING
Definition - a temporary structure put up to allow you to work the text in a way that wouldn't be possible w/o the scaffold.
It is NOT a reading assignment, which treats kids as
independent readers.

15. Close Reading Requires:
Understanding your purpose in reading and the author’s purpose in writing
Seeing ideas in a text as interconnected
Looking for and understanding systems of meaning

16. Close Reading Requires:
Engaging a text while reading
Getting beyond impressionist reading
Formulating questions and seeking answers to those questions while reading

17. Text Dependent Questions
Level One Questions: Right There
answers can be found explicitly in the text
most often who, what, when, and where kinds of questions
work on the factual level, establish evidence of basic information

18. Text Dependent Questions
Level Two Questions: Think and Search
not found explicitly in the text –
the reader has to infer, interpret, or analyze what the text suggests but does not say
often how and why questions

19. Text Dependent Questions
Level Three Questions: Author and Me
answers go beyond the text and are often found in parallel situations outside the text
reader has to analyze, synthesize, and/or evaluate, using the text as a guide to explore larger issues
often require outside knowledge or experience to answer

20. Which of the following questions requires a student to read the text closely?
If you were present at the signing of the Declaration of Independence, what would you do?
What are the reasons listed in the preamble for supporting their arguments to separate from Great Britain?

21. Academic Vocabulary Tier 1 words: everyday speech
Tier 2 words: general academic vocabulary
Tier 3 words: domain-specific vocabulary
CCSS: Appendix A: pgs

22. Short and Sustained Research
College and Career Ready Anchor Standards for Writing and the grade specific Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 both contain a conceptual organizer titled:
Research to Build and Present Knowledge
See CCSS, College and Career Ready Anchor Standards for Writing, pg. 63;
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12, pg. 66.

23. Writing Arguments and Informational/ Explanatory Writing
CCSS define and explain the types of writing students are expected to master in Appendix A pg. 23
The special place of argument is discussed on pg. 24

24. CCSS Create New Challenges
Unlike mathematics, secondary literacy is not a discipline. It is “homeless” in that it belongs to everyone and no one. Literacy is used in all secondary classrooms, but it is not taught in a systematic way.

25. CCSS Implications for Classroom
More nonfiction
More research
begins in earlier grades
both short and extended research
Higher text complexity
More teacher collaboration
across grades
across content areas

26. CCSS Implications for Classroom
Teaching students to read as
Historians
Economists
Geographers
Mathematicians
Scientist
More responsibility placed on students for their learning
Reading and writing emphasis in all classrooms
Teachers tell/summarize less, facilitate more, and use more scaffolding

27. Instructional shift Teacher responsibility Student responsibility
“I do it”
“We do it”
“You do it
together”
alone”
Student responsibility
Focus Lesson
Guided Instruction
Corroborative
Independent

28. Shift in Planning Instruction
I do a lot of questioning I do a lot of listening I think about teaching the student
I used to do a lot of explaining I used to do a lot of talking I used to think about teaching the curriculum
But Now
But Now
But Now

29. What Do The CCSS Ask US?
Using the Reading Standards for Literacy in H/SS work with a partner ---
Choose a grade band (6-8, 9-10, 11-12)
Select a conceptual organizer
Create a list of the verbs
Discuss the things a student must be able to do to meet the expectations in these standards
SHARE

30. What Do The CCSS Ask US?
Using the Writing Standards for Literacy in H/SS, Sci, & TSubj (WHST) work with a partner ---
Choose a grade band (6-8, 9-10, 11-12)
Select a conceptual organizer
Create a list of the verbs
Discuss the things a student must be able to do to meet the expectations in these standards
SHARE

31. Questions to think about
How do we help students think in social studies? What is historical thinking?
What types of critical texts are students expected to learn and maneuver?
What types of writing are expected?

32. Contact information
Maggie Herrick