1. Common Core State Standards District Instructional Leadership Team
August 14 or 15, 2013

2. Objectives
Understand the Common Core State Standards for Literacy across the content areas
Learn facilitation strategies to lead this change in your school

3. What Do You Remember? Form Triads with others that you do not know
Recall together what you remember about the last 3 CCSS-DILT sessions. Use the graphics as a reminder
Third Party Teaching

4. What Do You Remember?
Third Party Teaching

5. What Do You Remember?
Third Party Teaching

6. What Do You Remember?
Third Party Teaching

7. What Do You Remember?
Third Party Teaching

8. HOPES
FEARS

9. CCSS States and the Assessment Consortia
Partnership for Assessment of Readiness for College and Careers (PARCC)
Balanced
Delia

10. Key Players in CCSS Creation
National Governor’s Association (NGA): policy organization representing all U.S. states, territories and commonwealths
Council of Chief State School Officers (CCSSO): leads collective state action in areas of Educator Workforce; Information Systems and Research; Next Generation Learners; and Standards, Assessment, and Accountability.
Achieve: a bi-partisan non-profit created by governors & business leaders in support of standards-based education reform

11. Timeline of the Common Core
1996
Achieve formed at the National Education Summit
2005
Achieve launches the American Diploma Project to align standards & grad requirements w/ demands of college & career
July 2009
NGA & CCSSO release a draft of College & Career Ready Standards for comment by educators and parent orgs
Sept 2009
Validation Committee announced – 25 leading educators
Delia

12. Timeline of the Common Core
March 2010
Draft of standards released for public feedback
June 2010
Finalized CCSS released
Michigan’s State Board of Ed adopts the CCSS
May 2013
Gov. Snyder declares his support for the CCSS
Delia

13. Timeline of the Common Core
July 2013
Michigan Legislators
Passes budget restricting MDE from spending money on CC or SBAC
August / Sept 2013
Legislative Committee holding hearings on CC
Oct 2013
Michigan’s Budget year begins

15. CCSS Assessment Systems in Michigan
Balanced and Dynamic Learning Maps Assessment Consortia
CCSS Assessment Systems in Michigan
alternative assessment for students with significant cognitive disabilities

16. Standards and Assessment
General Assessment
Linked
Common Core Essential
Elements
Alternate Assessment
16 • Michigan K–12 Statewide Assessments
Abby

17. Common Core and Depth of Knowledge
What would it look like and sound like in classrooms if students are working towards CCSSI standards and working at higher depths of knowledge?
At your tables, brainstorm what you might SEE and HEAR in classrooms when this happens. Jot your ideas down on sticky notes, one idea per note.

19. Instructional Shift One: CCSS Increase in Informational Text
Students read a true balance of informational and literacy texts.
Not all of the informational text increase will be in the middle and high school ELA class, the increase will also be in the content area classrooms.
Students access the world –science, social studies, arts and literature through text, at all grade levels.

20. Shift Two: Text Complexity
Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks.
CCSS: Appendix A
Despite steady or growing reading demands from various sources, K-12 reading texts have actually trended downward in difficulty in the last half century.
K-12 students are, in general, given considerable scaffolding –assistance from teachers, class discussions, and the texts themselves (in such forms as summaries, glossaries, and other text features)- with reading that is already less complex overall than that required of students prior to 1962/63. What is more, students today are asked to read very little expository text – as little as 7 and 15 percent of elementary and middle school reading, for example, is expository.
To put the matter bluntly, a high school graduate who is a poor reader is a postsecondary student who must struggle mightily to achieve.

21. Text complexity is complex to measure.
It requires teacher evaluation of the text (qualitative measures),
reference to quantitative measures such as word length, frequency, sentence length, and text cohesion. This is often done by computer software.
However it is essential to consider the reader and the task and variables such as motivation, knowledge, and experiences combined with the purpose and task assigned that requires teachers to use their professional judgment matching texts and students.

22. Shift Three: Academic Vocabulary
Students constantly build vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (e.g.: discourse, generation, theory …) and less on esoteric literary terms (onomatopoeia, homonym, …) teachers constantly build students’ ability to access more complex texts across the content areas.
Research from Beck and others next slide

23. Tier 2 and Tier 3 Words (4-5)
Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten rock is called magma.
Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.
Tier Two words are most important to the overall meaning of the texts. Example – layers needed to visualize crust.
The top layers of solid rock are called the crust.
Tier two words
Tier three words
Isobel Beck, Margaret McKeown, and Linda Kucan (2002, 2008) proposed a model for conceptualizing categories of words students encounter when they read text. They have three levels, or tiers, from more to less frequent and broad to narrow applicability.
All tiers are vital to comprehension and vocabulary development, although students (native English speakers) will require more effort to learn tier 2 and 3 words.
Tier 1: words of everyday speech, usually learned in early grades, albeit not at the same rate for all students. Not overly challenging for native English speaker.
Tier 2: (general academic words) Far more likely to appear in written text than speech. They appear in all sorts of texts: informational (relative, vary, accumulate), technical terms (calibrate, itemize, periphery), and literary texts (misfortunate, faltered, unabashedly). Tier two words often represent subtle or precise ways to say relatively simple things – saunter instead of walk. Because tier 2 words are found across many types of texts they are highly generalizable.
Tier 3: (domain-specific words) These words are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier 3 words are far more in informational texts than literature. Recognized as new or hard words by most readers, they are often explicitly defined by most authors, repeatedly used and otherwise heavily scaffolded (e.g.: glossary)

24. Tier 2 and Tier 3 words (6-8)
The first Tier Two word encountered in the excerpt, determined, is essential to understanding the overall meaning of
the text. The power of determined here lies in the notion that skin color in Montgomery, Alabama, at that time was the causal agent for all that follows. The centrality of determined to the topic merits the word intensive attention. Its study is further merited by the fact that it has multiple meanings, is likely to appear in future literary and informational texts, and is part of a family of related words (determine, determination, determined)

25. Shift Four: Text-based Answers
Students have rich and rigorous conversations which are depend on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments, both in conversation, as well as in writing to assess comprehension of a text.
The Four Resources Model, discussed soon, will

26. Shift Five: Increase Writing from Sources
Writing needs to emphasize the use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in texts as they read.

27. Shift 5: Writing from Sources
Student Does
Teacher Does
Generate informational texts
Spend less time on personal narratives
Make arguments using evidence
Present opportunities to write from multiple sources
Organize for persuasion
Provide opportunities to analyze and synthesize ideas
Compare multiple sources
Develop students’ voice so that they can argue a point with evidence.
Give permission to reach and articulate their own conclusions about what they read

28. Shift Six: Shared responsibility for students’ literacy development
Content-area teachers emphasize reading and writing in their planning and instruction for teaching the content. Students learn through domain-specific texts in history/social studies, science, and technical subjects and by writing informative/explanatory and argumentative pieces.
The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K-5 standards included expectations for reading, writing, speaking, listening , and language applicable to a range of subjects, including but not limited to ELA.
The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

29. Looks Like – Sounds Like Part 2
After reviewing the six shifts in instruction, sort your ideas about “Looks like” and “Sounds like” into six columns on your chart paper.
In other words, which of your ideas fit into the category of “academic vocabulary?”
You can have a column for “other” as needed for ideas that you can’t fit into one of the shifts.

30. Discussion Questions: Take a minute or two to discuss each at your tables
Which of the six instructional shifts will be the easiest to see and hear (which column had more ideas)?
Which of the six shifts will be the most difficult to see and hear?
Which of the six shifts do you think will be the most difficult for teachers to implement?
Which of the six shifts do you think will be the most difficult for students to take up?
What did you learn or rethink about your own work as an instructional leader in this process?

31. Text Activity Step 1: Read the provided text and answer the questions.
Using the DOK chart handout, mark where you are on the chart in terms of the level of Depth of Knowledge you worked at while reading.

33. Text Activity Step 2:
Now read the article again using the Four Resources Model reading prompts to guide your thinking.
Actively employ all four resources. Decode, make meaning, use the text, and critique the text.
Using the Depth of Knowledge chart again, mark off the level of your comprehension.
Did anything change? If so, how?

34. Remembering the Instructional Core, and adding some pieces…
Discussion point: Why would it be a good idea for teachers to use this frame when designing instruction?
Questions for your teachers: How are you going to design lessons to help your students call upon all four resources? What evidence from students are you using to make decisions about instructional design and text use?
Remembering the Instructional Core, and adding some pieces…
Before-During-After
disciplinary perspectives – literacy as part and parcel of content areas
The importance of student talk at higher DOK… talk makes thinking visible

35. A progression for reading instruction:
Before reading..
Activate interest and prior knowledge.
Build/review any necessary knowledge before reading.
Preview difficult concepts and vocabulary.
Introduce and set purpose with a driving question.
During reading...
Have students identify and organize important information.
Teach students to record developing understandings and questions.
Help students clarify things they don't understand.
After reading...
Guide students to use evidence from texts to develop accounts.
Have students use evidence from texts to support arguments.
Facilitate synthesis and connection across the texts.

36. Using text is about more than reading!
About Text
Read
Write
Talk

37. Disciplinary Perspectives on Reading
Disciplinary Perspectives on Reading... how and what we read varies across content areas!
For example...
Effective readers of science:
use texts to understand scientific phenomena
read to understand why ideas are new or different from previous scientific thought
pay attention to precise scientific definitions and terms
rely on images and models to further their understanding
look for specific claims and supporting evidence to support scientific ideas
make predictions about other aspects of science based upon new information they read
try to understand through reading how things function
compare their observations of science phenomena to what they read
Turn into Handouts and include all 4 core areas!!!

38. Effective readers of history:
consider the source of a text, as well as the historical context of its production and its intended audience
look for evidence of bias or perspective
consider multiple accounts, from different perspectives, of the same event or events
compare multiple accounts to create new ones
read across a range of documents and types of texts and also consider artifacts, data, and other information
read to understand and analyze accounts of the past, not remember lists of names and dates
read to sequence events as well as explore cause and effect relationships
(and these lists are far from complete!)

39. CCSS for Literacy in History and Social Studies
CCSS for Literacy in Science and Technical Subjects

40. Generate-Sort-Connect-Elaborate
Think – individually about the various concepts & ideas you have learned
Write – each concept/idea on a separate sticky note including Depths of Knowledge, Instructional Core, Six Shifts, and Four Resources
Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

41. Generate-Sort-Connect-Elaborate
Share – your sticky notes in a round-robin manner with your table group. Group the ideas/concepts when possible
Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

42. Generate-Sort-Connect-Elaborate
Sort – the various groupings of concepts/ideas according to how central or tangential they are. Place the central ideas in the center of your chart paper and the more tangential ideas toward the outside of the paper
Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

43. Generate-Sort-Connect-Elaborate
Draw – lines connecting the ideas/concepts.
Write – short sentences to explain how the ideas are connected
Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

44. Generate-Sort-Connect-Elaborate
Write – any elaborations for any of the ideas
Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

45. Generate-Sort-Connect-Elaborate
Gallery Walk
Generate-Sort-Connect-Elaborate (Making Thinking Visible, pg. 125)

46. Strategy Harvest Welcome Objectives Connector – Third Party Teaching
Connector – Hopes & Fears
Lecture Burst – CCCSS
Looks Like/Sounds Like w/Sticky Notes
Lecture Burst – Six Shifts
Sort to Six Shifts
Independent Reading w/Guiding Questions
Lecture Burst – Four Resources
Focused Read Using Four Resources
Generate-Sort-Connect-Elaborate
Gallery Walk
Strategy Harvest
Review of Objectives

47. Objectives
Understand the Common Core State Standards for Literacy across the content areas
Learn facilitation strategies to lead this change in your school