1. Common Core Day
Agenda
8:30 – 11:30       The Six Shifts in the ELA Common Core Standards
                  Review and critique of sample CC Instructional Unit
                   Next Steps
                 
11:30 – 12:30      Lunch on your own
12:30 – 3:30         Unpacking the Math Common Core Standards – What do I have to teach next year?
8:30 – 9:30 Six Shifts and Overview
9:30 – 10:00 Play on Engage NY or in the file cabinet
10:00 – 10:45 Common Core Unit Read and Review against rubric
10:45 – 11:30 Next Steps 10

2. Guidelines for the Day Relax Stay focused Maintain one conversation
Look for the donut, not the hole
Expect to leave with some answers
Expect to leave with some questions and some ambiguities

3. GETTING THE BIG PICTURE http://engageny
GETTING THE BIG PICTURE Common Core ELA/Literacy
Organizational differences between the 2005 ELA Standards and the Common Core ELA Standards

4. Six Shifts in ELA/Literacy
Shift 1: Balancing Informational and Literary Text
Shift 2: Knowledge in the Disciplines
Shift 3: Staircase of Complexity
Shift 4: Text-Based Answers
Shift 5: Writing From Sources
Shift 6: Academic Vocabulary

5. Shift 1: Balancing Informational and Literary Text

6. Shift 2: 6-12 Knowledge in the Disciplines

7. Shift 3: Staircase of Complexity

8. Shift 4: Text Based Answers

9. Shift 5: Writing from Sources

10. Shift 6: Academic Vocabulary
Tier 1 Words: Known, common words; basic vocabulary e.g. happy, talk, cold Tier 2 Words: High frequency, high utility words; play a large role in verbal functioning across a variety of domains e.g. analyze, avoid, required, fortunate Tier 3 Words: Low frequency, technical words, often domain specific e.g. isotope, lathe, heparin

11. Get Practical
SED and BOCES have generated Curriculum Unit exemplars to provide valuable support for implementing the Common Core State Standards. Some are further developed than others.
SED now has a “Tri-State Quality Review Rubric” for Lessons and Units for ELA/Literacy Grades 3 - 5

13. Sample Common Core Unit
Grade 3 four/five day unit
Title is “Understanding cultural perspectives through literature”
Focuses on five Common Core Standards
Uses One Green Apple by Eve Bunting as the text for close reading

15. Guidelines for the Unit
Designed to explicitly identify the teaching and learning for each day
Non-negotiable: close reading; balance of fiction and non-fiction; text-based evidence, writing from sources; vocabulary
Negotiable: implementation in terms of structure and timing
Guided Reading texts may differ by teacher
Common scoring of assessment tasks
Revisions to the unit, based on the Tri-State Rubric, will be gathered after implementation at the grade level
K – 5 ELA Leaders will review suggested revisions and make changes to improve the quality of the unit

16. Your Task Review the Tri-State Rubric Read both texts for the unit
Read the unit
Review the unit in light of the Tri-State Rubric
In small groups, identify how well this unit meets the Rubric; Make suggestions for revisions, additions, deletions

17. Common Core Summer Curriculum Work
A team of 12 teachers (3 from each building) will work for two days generating a 3-4 day unit using each of following texts for a close read. Texts were selected by the K – 5 ELA Committee with grade level input.
Diary of a Worm by Doreen Cronin
Me on the Map by Joan Sweeney
It’s Okay to be Different by Todd Parr

18. Next Steps
By the end of June, provide the curriculum writers in your building with any resources you think would be useful during the Curriculum Writing project.
Go to the Grade Level File Cabinet in the fall to access the Units.

19. Grade 1 Early Literacy Profile
Sept/Oct
Oct./Nov
Dec
Jan./Feb
March/April
May/June
Common Required Assessments
Alphabet Knowledge
Letter-Sound Knowledge
DRA2
Sight Words
Sentence Dictation
Phonological Awareness
Writing Sample
None
Sight words
Written response to a read aloud
Writing sample – non-fiction
Phonograms
Benchmark
Expectations
These give you a sense of how well a student would typically perform at that point in the year. It provides a reference point and helps the teacher determine next instructional steps. Failure to meet the benchmark does not automatically qualify a student for intervention services, nor does it determine the report card grade.
Alphabet Knowledge: 54/54
Letter-Sound Knowledge: 26/26
DRA2: level 4
Sight Words: 25/25 (K list)
Sentence Dictation: 17/37
Phonological Awareness: 20/25
DRA2: 10-12
Sight words: 150/220
Sentence Dictation: 30/37
Written response to a read aloud: 2/3
DRA2: level 18
Sight Words: 200/220
Phonograms: 16/37

20. Other Thoughts? Needs? Ideas?