1. Slide 0 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Common Core State Standards: A General Overview

2. Slide 1 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Purpose of Today Develop an awareness of the history and structure of the CCSS Generate questions around the CCSS and begin connecting with instructional practices

3. Slide 2 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Why do we need the Common Core?

4. Slide 3 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Increase in College Remedial Reading Courses In 2004, 43% of students in two-year colleges received remedial courses. In 2004, 29% of students in four-year public colleges received remedial courses. Across the country, more than one-third of all students enroll in remedial courses. In 2008, four out of five students in remedial courses had a high school GPA of 3.0 or higher.

5. Slide 4 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Career Readiness Over the last twenty years, there has been a marked shift in the skills that employers demand.

6. Slide 5 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Employer Needs Critical thinking and problem solving Effective communication Collaboration and team building Creativity and innovation

7. Slide 6 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. What are the Common Core State Standards? State led--Build upon strengths and lessons of current state standards Aligned with college and work expectations Focused and coherent Include rigorous content and application of knowledge through high-order skills Internationally benchmarked so that all students are prepared to succeed in our global economy and society Based on evidence and research

8. Slide 7 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Standards Development Process College and career readiness standards developed in summer 2009 Based on the college and career readiness standards, K-12 learning progressions developed Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public Final Common Core State Standards released on June 2, 2010

9. Slide 8 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Why is this important? Before this year, every state had its own set of academic standards, meaning public education students in each state were learning to different levels All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

10. Slide 9 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. What is college and career readiness? College and career readiness can be defined as the level of preparation a student needs to enroll and succeed - without remediation- in a credit-bearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program, or in a high- quality certificate program that enables students to enter a career pathway with potential future advancement.

11. Slide 10 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. What are the characteristics of a college and career ready student?

12. Slide 11 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Characteristics of Students Who Are College and Career Ready in ELA p. 7 They demonstrate independence. They build strong content knowledge. They respond to the various demands of audience, task, purpose, and discipline. They comprehend as well as critique. They value evidence They use technology and digital media strategically and capably. They come to understand other perspectives and cultures.

13. Slide 12 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Jigsaw with Key Words Strategy Skill:I will be able to Determine and Cite Central Ideas and Details to Summarize. Strategy: Key Words Process: –1. Scan the article for text features for clues to the main idea (Title, Headings, Bold Words, Text Features, etc…) –2. After you read each paragraph, circle the main idea and underline key words/phrases that support the main idea –3. Paraphrase the main idea and include the key words in your summary. Be prepared to share out!

14. Slide 13 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. What the Standards do NOT define: How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and students with special needs Everything needed to be college and career ready

15. Slide 14 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. The CCSS for ELA K-12 Standards in reading, writing, speaking & listening and language Standards that define end of year expectations and a cumulative progression.

16. Slide 15 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Overall Organization  A comprehensive K-5 section −Reading strand −Speaking and Listening Strand −Foundational Skills −Writing Strand −Language Strand  Two content area-specific sections for Grades 6-12 −ELA Reading strand Speaking and Listening Strands Writing Strand Language Strand −History/Social Studies, Science, and Technical Subjects Reading and Writing Strands  Three Appendices −Appendix A: contains supplementary material on reading, writing, speaking and listening, and language, as well as a glossary of key terms. −Appendix B: consists of text and accompanying sample performance tasks. −Appendix C: includes annotated samples demonstrating at least an adequate performance in student writing at various grade levels.

17. Slide 16 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Reading Standards 10 standards per grade level clustered under 4 bands that remain constant up through the grades 1.Key Ideas and Details 2.Craft and Structure 3.Integration of Knowledge and Ideas 4.Range of Reading and Level of Text Complexity a.Types of text: Literature Informational b.Complexity

18. Slide 17 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Six Instructional Shifts in ELA/Literacy Shift 1: PK-5, Balancing Informational & Literary Texts Shift 2: 6-12, Building knowledge in the disciplines Shift 3: Staircase of complexity Shift 4: Text-based answers Shift 5: Writing from sources Shift 6: Academic vocabulary

19. Slide 18 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved.

20. Slide 19 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. What is close reading and how do we build text dependent questions? Close reading requires students gather evidence, knowledge and insight from what they read. To encourage close reading, teachers develop text dependent questions that can only be answered by referring explicitly back to the text being read. Good text dependent questions will often linger over specific phrases and sentences to ensure careful comprehension of the text.

21. Slide 20 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Close Reading Activity To a Daughter Leaving Home When I taught you at eight to ride a bicycle, loping along beside you as you wobbled away on two round wheels, my own mouth rounding in surprise when you pulled ahead down the curved path of the park, I kept waiting for the thud of your crash as I sprinted to catch up, while you grew smaller, more breakable with distance, pumping, pumping for your life, screaming with laughter, the hair flapping behind you like a handkerchief waving goodbye. Linda Pastan

22. Slide 21 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Purpose of the Activity is… to give you an experience with close reading and text dependent questions to answer a series of text dependent questions that will require you to read and reread a single text in order to develop an interpretation to find places in the text that you can cite as evidence as you make a claim to get you thinking about the way you could develop questions to bring readers to a deeper understanding of text

23. Slide 22 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Close Reading Activity –Facilitator: guide discussion, be sure to keep members referring to the text –Recorder: jot down notes around the discussion –Reporter: be prepared to describe your experience

24. Slide 23 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. After the Activity –What role did the text play in your discussion? –Describe the level of engagement of the discussion group members. –How did your understanding of the poem change and develop as you discussed the questions within your group?

25. Slide 24 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. How were these questions developed? We used backwards planning to develop questions around a complex text. Looking at the standards we identified key ideas and enduring understandings – Those key ideas and enduring understandings were around author’s message and author’s craft. (These represent SOME ideas you might wish to discuss…not ALL the ideas possible) The progression of questions were designed to lead the reader to the key ideas they might not have otherwise uncovered on their own.

26. Slide 25 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. How were these questions developed? We thought about what areas of the text might present difficulties for students. –Similes –Uncommon use of language

27. Slide 26 Copyright © 2010 Pearson Education, Inc.or its affiliate(s). All rights reserved. Now What? You can try these instructional strategies: –in your guided reading/small groups –book discussion groups Text dependent questions are intended to be embedded into a mini-lesson. The teacher can model how a good reader reads a text closely and looks for evidence in the text to support his/her answer. Think about the standards you want to meet and the questions that will lead students to meet those standards