1. Pennsylvania Core Standards A Good Thing for Armstrong School District

2. Q: “What are the PA Core Standards?” A:“Our student’s ticket to a successful future!”

3. Why Make the Change?  A new zip code, doesn’t mean an interruption in your child’s learning.  We want our children to think, create, solve problems and understand; not just memorize.  We need to prepare students for jobs that don’t yet exist.  Gives us a framework for what all students should know and be able to do at the end of each grade.

4. What is Expected of Students?  We want students to be able to:  solve problems  persist and not give up  explain how/why things work  read and comprehend informational texts  read and explain narrative stories  write to communicate  research  justify ideas/opinions with facts

5. Knowledge alone does not prepare you to be successful. Knowing how to apply that knowledge does.

6. Stages of Implementation Implementation is a process that does not happen all at once; it occurs in discernable stages. The stages are not linear or separate; each appears to impact the others in complex ways. Adapted from Implementation: The Missing Link Between Research and Practice, Dean Fixsen

7. Goals: Understanding the instructional shifts required by the PA Core Standards. Locating and exploring the Instructional Frameworks Identifying and understanding the rigor required for successful implementation of the PA Core Standards

8. Begin with the End in Mind “To Being with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that they steps you take are always in the right direction.” Stephen Covey

9. The End Long Term Transfer Goals (Math) Students will be able to independently use their learning to : 1.Make sense of and persevere in solving complex and novel mathematical problems. 2.Use effective mathematical reasoning to construct viable arguments and critiques reasoning of others. 3.Communicate precisely when making mathematical statements and express answers with a degree of precision appropriate for the context of the problem/situation. 4.Apply mathematical knowledge to analyze and model situations/relationships using multiple representations and appropriate tools in order to make decisions, solve problems and draw conclusions. 5.Make use of structure and repeated reasoning to gain a mathematical perspective and formulate generalized problem solving strategies. Transfer goals highlight the effective uses of understanding, knowledge, and skills that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges—both in and outside of school.

10. The End Long Term Transfer Goals (ELA) Students will be able to independently use their learning to : 1.Comprehend and evaluate complex texts across a range of types and disciplines. 2.Be a critical consumer of text and other media to recognize, understand, and appreciate multiple perspectives and cultures. 3.Produce writing to address task, purpose, perspective, and intended audience; research and gather evidence to create a clear and coherent message. 4.Communicate effectively for varied purposes and audiences. 5.Listen actively to engage in a range of conversations, to analyze and synthesize idea and positions, and to evaluate accuracy in order to learn, reflect, and respond. Transfer goals highlight the effective uses of understanding, knowledge, and skills that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges—both in and outside of school.

11. Inkblots

12. Begin with the End in Mind The standards are back mapped all the way to Pre-K. Look at one of the reading standards: Anchor standard: 1.2 Reading Informational Text (standard category): Students read, understand and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence.

13. What does this mean for me? You can now coordinate with colleagues across grade-levels and schools to create continuity and cohesion—consistency in instruction You can now create vertically and horizontally aligned learning progression maps for your students.

14. Focus and Important

15. Where are there major grade-level shifts in expectations? www.pdesas.org Sign in and click TEACHER TOOLS Click : CURRICULUM MAPPING Click: ELA FOCUS AND IMPORTANT STANDARDS Focus Important

16. Focus Focus standards: the standards that are new to a grade level or they represent a significant increase in expectation and rigor. Important standards: the standards that are part of the everyday work of a classroom. They are continuing at the grade-level and may support a previous focus or one that is to come.

17. What does that mean for me? Students at major transition grades (lots of green!) need really solid skills from all previous grade levels. You can now understand where content and skills are introduced and you can create year- long plans that account for this Coordinate with colleagues in the content areas to create more opportunities for instruction and support.

18. Why Analyze the Standards Vertically? By looking at a few grade levels above and below the one you teach, helps you find ways to differentiate your instruction. You can decide what has to be retaught and where to go to extend the learning for your high flyers. It helps you to know what prior knowledge to activate when you know the content and skills kids have mastered You can teach to your grade-level’s “sweet spot” or the clear expectations for your grade level The opportunities to extend and push your students’ learning to higher levels are there.

19. Grade Band Summaries Choose the band most closely aligned with the grade that you teach. Read the summary. Work with a partner to annotate the summary on the large piece of paper provided. Work in silence. Highlight, underline, ask questions, mark places where you agree with a point with an exclamation point. Please respond to your partner’s annotations.

20. Grade Band Summaries Copyright ©2010 Commonwealth of Pennsylvania 20 MATH ELA

21. Grade Level Summaries Copyright ©2010 Commonwealth of Pennsylvania 21 MATH ELA

22. PA Core Refresher Instructional Shifts English Language ArtsMathematics Balancing Informational and Literary Text Focus Building Knowledge in the Disciplines Coherence Staircase of ComplexityFluency Text-Based AnswersDeep Understanding Writing From SourcesApplications Academic VocabularyStandards of Mathematical Practice

23. Instructional Shifts Balancing Informational and literary text Building knowledge in the disciplines Increasing text complexity Text-dependent questions and answers (close reading) Writing from sources Building academic vocabulary

24. Helping Teachers to Understand “Text Complexity”

25. 1.What is text complexity and why is it important to understand? 2.How are teachers integrating quantitative with qualitative and individual reader variables to make informed decisions as they select text for instruction? Essential Question

26. “Students will read and comprehend complex literary and informational texts independently and proficiently.” Reading Anchor Standard 10

27.  52% of all kids taking the ACT have the reading skills they need to succeed in college.  Occupations that don’t require college, but pay a living wage, require reading and math skills similar to those necessary for college.  An analysis of 800 text books published between 1919 and 1991 found that the difficulty of the text had been significantly reduced  About 60% of first-year college students discover that, despite being fully eligible to attend college, they are not ready for postsecondary studies. So why are we concerned?

28. College and Career Readiness Through the Lens of Lexiles

30. Text complexity = difficulty Misconceptions

31. Three part model for determining Text complexity e Qualitative Quantitative Reader & Task

32.  word length  Word frequency  Word difficulty  Sentence length  Text length  Text cohesion Quantitative Measures

33. Based on word frequency and sentence length. Word frequency is calculated based on words in a lexile data bank (almost one billion) So What is a lexile? Text Complexity Grade Bands Suggested Lexile Range K-1--------- 2-3420-820L 4-5740-1010L 6-8925-1185L 9-101050-1335L 11-CCR1185-1385L

34. Wind in the Willows Activity-A

35. Wind in the Willows- Activity B

36. Wind in the Willows Form AForm B Sentence length22.57.13 Word Frequency3.713.70 Lexile1200360 Text complexityEnd of grade 10Beginning grade 1

37. Misconception Text complexity = giving kids more difficult texts The larger question is how do we bolster instruction so that kids have the ability to grapple with complex text? Teachers are not sure what qualifies as a complex text or how to judge complexity 37

38. In general, the cost or other basis is the cost of the property plus purchase commissions and improvements, minus depreciation, amortization, and depletion. If you inherited the property, got it as a gift, or received it in a tax-free exchange or involuntary conversion or in connection with a “wash sale,” you may not be able to use the actual cost as the basis. If you do not use the actual cost, attach an explanation of your basis. You can use the average basis method to determine the basis of shares of stock if the shares are identical to each other, you acquired them at different prices and left them in an account with a custodian or agent 38

39. Characteristics of Complex Text – Relationships: subtle, involved, or deeply embedded – Richness: sizeable amount of highly sophisticated information conveyed through data or literary device – Structure: Organized in elaborate and unconventional ways 39

40. Additional characteristics – Style: the tone and use of language are often intricate – Vocabulary: word choice is demanding and highly context dependent – Purpose: intent in writing the text is implicit and sometimes ambiguous 40

41. Bugs! When I saw the bug, I screamed for help! When I saw the bug, I remembered my first car. When I saw the bug, I wondered who was spying on me.

42. Layers of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Cultural demands vocabulary Qualitative Measures

43. Reader variables (such as motivation, knowledge and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed.) Reader and Task Considerations

44. 1.What aspects of the text will likely pose the most challenge for my students? (reader)  Content or theme concerns or challenges?  Text structure challenges?  Language feature challenges?  Knowledge and experience demands?  Motivation for and interest in the text? 3 Factors to consider with respect to reader and task

45. What are the natural areas of focus for this text? With what standards do my students need the most practice? 2. Which PA Core Standards should I focus on when teaching this text?(task)

46. Will the complexity of any before, during, and after reading tasks or the complexity of any questions asked about the text interfere with the reading experience? What standards will be the focus of my instruction? Think about the task itself:

47. The standards are designed to bring students back to the text for evidence We have to increase the preparation of text- based tasks. How can you use the Text Complexity tools in instructional design and delivery?

48. 3. What supports do I need to provide so that all of my students( even struggling readers) can access the text?

49. Determining Text Complexity 49 Quantitative Qualitative Reader and Task Four Step Process 1.Determine the quantitative measures of the text. 2.Analyze the qualitative measures of the text. 3.Reflect upon the reader and task considerations. 4.Recommend placement in the appropriate text complexity band.

50. -careful and purposeful reading used to uncover layers of meaning that lead to deep comprehension. It enables a transaction between the reader and the text, and a deeper understanding of what the author is saying. Close reading standards will require that students read text thoroughly and develop a deeper understanding of the text. They should be able to identify and cite evidence within the text, and justify answers to text- dependent questions based on their findings Close Reading

51. Notice and Note Signposts Particular features that help understand character development, internal conflict and event theme

52. Three criteria to assess whether features are worthy of teaching: 1.Had some characteristics that made it noticeable, that caused it to stand out from surrounding text – Not subtle, even less skilled readers can spot it 2.Showed up in the majority of books at a grade-band. – Text features that had consistency across texts, created a generalized language 3.Helped them to better understand their own response, reading experiences and interpretations of text. – Element raises a question about a literary element (character, setting, plot, conflict or theme) – Helps readers predict, visualize, draw inferences and make connections

53. Features that met all three criteria 1.Contrast and contradictions 2.Aha Moment 3.Tough Questions 4.Words of the Wiser 5.Again and Again 6.Memory Moment Students who are able to identify these signposts were more successful using comprehension processes, visualizing, predicting, summarizing, clarifying, questioning, inferring, and making connections.

54. 1. CONTRASTS & CONTRADICTIONS A character does something that contrasts what you’d expect or contradicts earlier acts or statements, STOP and ask, “Why is the character doing that?” This will help you make predictions and draw inferences about the plot and conflict. 2. WORDS OF THE WISER A character (older and wiser) takes the main character aside and offers serious advice, STOP and ask, “What’s the life lesson and how might if affect the character?” Probably the theme. 3. AHA MOMENT When a character realizes, understands, or finally figures out something, STOP and ask, “How might this change things?” Is it about a problem, it tells you something about the conflict; if it is a life lesson, it tells you something about the theme 6. TOUGH QUESTIONS Character asks himself a very difficult question, STOP and ask, “What does this question make me wonder about?” The answer will tell you about the conflict, and help you think about what might happen later in the story 4. AGAIN & AGAIN Noticing a word, phrase, or situation mentioned over and over, STOP and ask yourself, “Why does this keep happening again and again?” The answer will tell you about the theme and conflict, or will foreshadow what might happen later in the story. 5. MEMORY MOMENT The author interrupts the action to tell you about a memory, STOP and ask, “Why might this memory be important?” This will tell you about the theme and conflict, or will foreshadow what might happen later in the story.