1. Division of Youth Services April 11, 2013
Common Core Overview

2. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
What do you know?
What do you need to know?
How can I help you?
How can you help each other?
Where can you find the answers?
Introductions: Tell your name, job position, and what training you have already received.

3. What They Are
Modeling and scaffolding what reading in social studies looks and sounds like
Teaching students what is important or vital information for a historian, geographer, economist, politician
Using the text book as a starting place not the definitive source
Reading a wide variety of texts – literary and informational
Maps, charts, tables, graphs, photographs, pictures, cartoons, journals, letters, documents, artifacts

4. What CC Literacy Standards are NOT
… just having students read and write more
… assigning more vocabulary words to look up and write definitions for
… conducting basic literacy techniques to struggling readers during social studies
… giving students Venn diagrams and sentence diagramming assignments in social studies
…assigning more “What did you do during …” essays

5. Where to locate specific CCSS information
CCSS site
PARCC Model Content Frameworks
Student Achievement Partners site
Publisher’s Criteria grades K-2
Publisher’s Criteria grades
NOTES:
CCSS site – make sure to use the official site; click on The Standards in the red box across the top of the page for the complete ELA and math documents – including all of the appendices
PARCC Model content Frameworks – condensed form of standards; chart on next slide
Student Achievement Partners (David Coleman) – Steal These Tools, You’ve Got to Read This, by Teachers for Teachers – free resources to assist in implementation of CCSS
and especially useful for implementation this year; (e.g., close reading exemplars, grades 6-12;
Publisher’s Criteria for grades K-2 and grades 3-12

6. Where to locate general CCSS information for AR educators
ADE CCSS wiki
Contains cross walk documents
What Every Educator Should Know document
Numerous resource links
AETN IDEAS site
Institutes, leadership series, and subject area presentations are available
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
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 Website under Learning Services, Curriculum & Instruction, Resource Materials, specific content areas.
This presentation and all handouts will be available tomorrow on the ADE CCSS wiki as well as the ADE Social Studies Place wiki.

7. Common Core State Standards for ELA/Literacy
Introduction
K-5 ELA/Literacy and 6-12 ELA
Reading Standards
Writing Standards
Speaking and Listening Standards
Language Standards
6-12 History/Social Studies, Science, & Technical Subjects

8. Common Core State Standards for ELA/Literacy
Appendix A
Research Supporting Key Elements of the Standards
Text Complexity
Writing Text Types
Glossary of Terms
Appendix B
Text Exemplars & Sample Performance Tasks
Appendix C
Samples of Student Writing
Now have activity:
Notes page from M O’Leary Understanding CCSS
Have small groups examine Intro pages, ELA doc, Literacy standards, Appendix A,
Mention Appendix B & C quick look they have copies. What is in each of these sections?

9. Appropriate Text Complexity R.10
All students through individual reading, paired reading, group activities, read alouds
Progressions of texts that overlap, challenge, and motivate
Sophisticated language, vocabulary, and structures
Lends itself to complex tasks and rich vocabulary
Develops mature language skills and conceptual knowledge

10. CCSS Goal All Students College- and Career-Ready
Demonstrate independence
Build strong content knowledge
Adjust communication for audience, task, purpose, and discipline
Comprehend as well as critique
Value evidence
Employ technology and digital media strategically and capably
Understand other perspectives and cultures
CCSS, Introduction, p. 7

11. The CCSS Shifts at the Heart of PARCC Design Build Toward College and Career Readiness for All Students
Complexity: Regular practice with complex text and its academic language.
Evidence: Reading and writing grounded in evidence from text, literary and informational.
Knowledge: Building knowledge through content rich nonfiction.
Complexity
Evidence
Knowledge

12. The AR Big Shifts ELA Appropriate Text Complexity
Increased Reading of Informational Texts
Disciplinary Literacy
Close Reading
Text-dependent Questions
Academic Vocabulary--Tier 2 & Tier 3 words
HANDOUT – Overview of the Big Shifts
***Activity
In 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 classroom teaching? CC lessons/units? Write notes on the back of the handout
Short & Sustained Research
Projects
Argumentative Writing

13. 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

14. CCSS Implications for Classroom
Everyone a literacy teacher
reading and writing emphasis
Teachers tell/summarize less and use more scaffolding
Teaching students to read as
Scientists
Historians
Mathematicians
Economists
Geographers, etc.
More responsibility placed on students for their learning

15. Increased Reading of Informational Texts RI.10, RHS.10, RST.10
Elementary: 50/50 balance across the school year
High School: 70/30 across the disciplines and the school year
Emphasize arguments over narrative structures
Increased literary nonfiction in ELA classes
Should build a coherent body of knowledge within and across grades

16. Changes in Classroom Practice
Teacher-centered Discrete lessons Teach isolated texts Test over the text
Student-centered Connected lessons for deep learning on a topic Use texts to gain deep understanding Communicate understanding about topics orally and in writing

17. Resources for Understanding the Big Shifts in Instruction and Assessment
Student Achievement Partners
ELA/Literacy Shifts Module
Text-Dependent Questions Module
Text Complexity Tools
Quantitative and qualitative measures

18. Resources for Understanding the Big Shifts in Instruction and Assessment
ASCD Educore
Links to CCSS Websites
CCSS Video Library
Literacy Resources
Achieve:
EQUIP Rubric

19. Educators’ professional judgment an attentive human reader
Text Complexity
computer software
Educators’ professional judgment
an attentive human reader
Reader and
Task
Qualitative
Quantitative
is often best measured by

20. “Staircase” of Increasing Text Complexity
CCSS Reading Standard 10
CCSS, Appendix A, page 10
Appendix A activity:
Groups
Why Text Complexity Matters (3 subtitles – college and careers necessitates steady or increasing complexity of texts and tasks, while there is a declining complexity of texts in schools; the consequences – too many students reading at too low a level for college and careers )
Entire Group look at page 4 summary of 3 part model for measuring text complexity:
In 3 Groups divide up qualitative:
Gr 1 page 5 intro piece and levels of meaning (1) page 6 top
Gr 2 structure and language conventionality and clarity page 5 (2 & 3) page 6
Gr 3 Knowledge demands page 5 (4) and 6
CCSS, K-5, pages 11-12
CCSS, 6-12, pages 37-38

21. Quantitative Measures
Considerations:
Word length
Word frequency
Word difficulty
Sentence length
Text length
Text cohesion
CCSS, Appendix A, page 7

22. Qualitative Measures Considerations: Levels of meaning or purpose
Structure
Language conventionality and clarity
Knowledge demands
CCSS, Appendix A, pages 5-6

23. Reader and Task Considerations: Motivation Knowledge and experience
Purpose for reading
Complexity of task assigned regarding text
Complexity of questions asked regarding text
CCSS, Appendix A, pages 7-8

24. Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!
SO. . .
Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. They are:
Reading Standard One (Use of Evidence)
Reading Standard Ten (Complex Texts)

25. 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.
Read a text or portion of a text aloud, think out loud, sometimes your students need to hear the thinking process you go through to realize what types of questions, thoughts, ideas, etc., they should/could have while reading. Reading to learn, reading in the various content areas, informational reading is vastly different from reading fiction, a novel or reading for pleasure.
You may have to arm the students with multiple reading strategies and model the strategies.
After students become more adept at using these strategies they will be able to determine the best strategy to use with a particular text.
ASK: what are some reading strategies students could use in your classroom; or reading strategies you teach your students?
Write answers from your groups on big paper and SHARE responses
Help students realize they will need to read a text several times for in-depth comprehension, concentrating and discussing at first on what it was that they did understand.

26. Disciplinary Literacy
Predominates middle school to high school
What does it mean to read, write, and think through a disciplinary lens?
Navigate texts from unrelated & distinct disciplines
math, science, history, geography, music, art
This is the top of the pyramid

27. Types of reading required
DISCIPLINARY LITERACY
INTERMEDIATE LITERACY
streamlining and multitasking phase
BASIC LITERACY
Literary fiction, Math
Science - biology, phys. sci.,
history, social studies, economics,
technical subjects, health, fitness, humanities – art, music
These are the types of reading required with CCSS. Now think about your students again – You are asking them to read many different types of texts and comprehend as well as become proficient readers in each discipline.
Doug Buehl (2011) taken from
Shanahan and Shanahan (2008)

28. Disciplinary Literacy - RHS.1-10, RST.1-10, WHSST.1, 2, 3, 9, 10
A shared responsibility
K-5 students build a foundation of rich content knowledge through coherently structured curriculum
6-12 students evaluate intricate arguments, synthesize complex information, follow detailed descriptions of events and concepts, and differentiate primary and secondary sources
Assert and defend claims; historical, scientific, and technical reports; narrative descriptions of individuals, events, and procedures

29. An Aligned System
Common Core State Standards Model Content Frameworks Model Instructional Lessons/Units PARCC Assessment System

30. Model Content Frameworks (MCF) Introduction: Connections to the PARCC Assessment System
Supports PARCC Assessment System through
Reading complex texts
Writing effectively when using and/or analyzing sources
Conducting and reporting on research
Speaking and listening
Language use for reading, writing, and speaking

31. MCF Introduction: Connections to the PARCC Assessment System
Places emphasis on regular opportunities to
Grapple with close, analytic reading of grade-level complex texts
Construct increasingly sophisticated responses in writing

32. A Model for Curriculum Developers and Teachers
Illustrates one way of organizing the content of the standards over the course of the school year
Reflects the key shifts in the standards
Provides insight into the development of the PARCC Assessment System

33. A Model for Curriculum Developers and Teachers
Presents standards in an integrated fashion
Weaves standards into modules that progressively develop student understanding
Focuses on essential knowledge, skills, and understandings students must develop for college and career readiness
Note: The MC Frameworks are not a complete guide for curriculum.

34. MCF Introduction: Structure of Grade-Level Frameworks
Grade-Level Frameworks divided into four sections
Narrative Summary of the ELA Standards
The Model Content Framework
Key Terms and Concepts for the Model Content Framework Chart
Writing and Speaking and Listening Standards Progressions Charts

35. Sample Model Content Frameworks Chart

36. PARCC’s Core Commitments to ELA/Literacy Assessment Quality
Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages. Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality.

37. PARCC’s Core Commitments to ELA/Literacy Assessment Quality
Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

38. Texts Worth Reading?
Range: Reading across the disciplines and helping to satisfy the split of informational text to literature at each grade band.
Quality: The passages include content-rich literature and informational texts.
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at each grade level.

39. Close Reading Requires:
Understanding your purpose in reading
Understanding the author’s purpose in writing
Seeing ideas in a text as being interconnected
Looking for and understanding systems of meaning
Engaging a text while reading
Getting beyond impressionist reading
Formulating questions and seeking answers to those questions while reading

40. Questions to think about now
How do we help students think in English, social studies/science/technical subjects?
What types of critical texts are students expected to learn and maneuver?
What types of writing are expected?

41. ADE Contact Information
Sherri Thorne – (501)
Maggie Herrick – (501)