1. 12/16/2015MSDE1 “Transitioning to the CCSS by Making Strategic and Informed Choices in the Classroom” Day 1 Principals Only Session

2. The Transition Continues

3. A Review The ELA CCSS has how many strands? In Maryland, groups of related standards within a strand are called _________. What grades do the literacy standards address? 4 – Reading, Writing, Speaking & Listening, & Language Clusters K – Gr. 12. Embedded in elementary, separate standards in Gr. 6-12.

4. 12/16/2015R/ELA.EEA.2012.©MSDE4 Key Shifts for ELA Aligned or not aligned??? How’s a teacher to know? The CCSS for ELA require an increased focus on complex text close reading text-dependent questions text-based evidence balance of text types writing from sources academic vocabulary speaking & listening short, focused research integration of standards

5. COMPLEX TEXT Shift:

6. 6 Use the text complexity tools to determine appropriate texts: Qualitative 1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative 2. Quantitative measures – readability and other scores of text complexity Reader and Task 3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

7. Shift: Close Analytic Reading PARCC’s Definition - Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately.

8. Shift: Text Dependent Questions Rigorous, text- dependent questions require students to demonstrate that they can follow the details of what is explicitly stated and make valid claims and inferences that square with the evidence in the text. PARCC Model Content Frameworks, 2011

9. Shift: Text-based evidence Students stay grounded in the text, responding to high quality text-dependent questions with evidence- based responses RI.1 and RL.1 – always utilized when asking text dependent questions Used in combination with RI.2-9 and RL.2-9.

10. Grade% Literary Text%Informational/ Expository Text 450 84555 123070 Recommendations from NAEP (2009) Percent of Text Structure Type by Grade Level Shift: Balance of Text Types

11. Shift: Writing to/using Sources Student writing will be in response to sources both in the ELA class and in the content classes Students will use sources in the research process to synthesize information and ideas 12/16/2015MSDE11

12. Shift: Writing to/using Sources Print: Text Primary & Secondary Sources Web sites Non-print Video Pictures Web sites Audio Performances Experiments Graphics

13. Shift: Academic Vocabulary Vocabulary that is used to explain a curriculum concept but is not content- specific and may apply to a variety of curricula Examples: relative, vary, formulate, specificity, accumulate, calibrate, itemize, periphery 12/16/2015MSDE13

14. Domain Specific Words Words that are specific to a domain or field of study and key to understanding a new concept within a text. Examples: lava, carburetor, legislature, circumference, aorta

15. Phys. Ed. Word Wall dodging cardio endurance hamstrings prevention volley manipulative dribble umpire balancing

16. Shift: Speaking and Listening This requires students to demonstrate a range of interactive oral communication and interpersonal skills, including (but not limited to) skills necessary for making formal presentations, working collaboratively, sharing findings and listening carefully to the ideas of others. 12/16/2015MSDE16

17. Shift: Short, focused research Students: gather resources (including multi-media) evaluate their relevance report on information and ideas they have investigated (i.e., conducting research to answer questions or to solve problems). 12/16/2015MSDE17

18. Shift: Integration of the Standards Modeled in MD Common Core State Curriculum Frameworks Integration among standards in the 4 strands Integration of standards within a strand Integration of School Library Media and Technology Standards

19. Integration of Standards Look at the ELA lesson Look at the standards section How many standards are taught in this lesson? Are there multiple standards within a strand? Are standards represented from multiple strands? 12/16/2015MSDE19

20. OUR ELA PROJECT An opportunity to job-embedded PD in your school this fall 12/16/2015MSDE20

21. 12/16/2015R/ELA.EEA.2012.©MSDE21 ELA EEA Day 2, Session 5 Grade: Unit Title: Overall Alignment: Aligned Partially aligned (+) Partially aligned ( - ) Not aligned I. Rigor of the CCSS (Check  all that apply.) II. Key Areas of Focus/Shift in CCSS (Check  all that apply.) III. Instructional Supports (Check  all that apply.) IV. Assessment/Measurability (Check  all that apply.) ☐ Lesson focuses on a targeted set of grade-level CCSS for ELA/Literacy. ☐ Text-based evidence: Lesson facilitates rich and rigorous evidence- based discussions. ☐ Lesson provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level. ☐ Lesson regularly assesses whether students are mastering standards- based content through a variety of formative assessment practices. ☐ Lesson includes a clear and explicit purpose for instruction that reflects the rigor and intent of the CCSS for ELA/Literacy. ☐ Text-based evidence: Lesson facilitates rich and rigorous evidence- based writing through specific, thought-provoking questions. ☐ Lesson includes appropriate scaffolding so that students directly experience the complexity of the text. ☐ Lesson encourages self-monitoring as appropriate. ☐ Lesson uses text that is of sufficient quality and complexity for the stated purpose within the grade-level text complexity band.* ☐ Writing from sources: Lesson suggests that students routinely draw evidence from texts to inform, explain, or make an argument. ☐ Lesson focuses on sections of text(s) presenting the greatest challenge through discussion questions and other supports that promote deep thinking. ☐ Lesson elicits observable evidence of the degree to which a student can independently demonstrate mastery of the standards with appropriately complex text. ☐ Lesson makes close reading of text(s) a central focus of instruction and includes a sequence of text-dependent questions. ☐ Academic vocabulary: Lesson focuses on building students’ vocabulary through instruction. ☐ Lesson integrates appropriate supports for ELL students, students with disabilities, and students reading well below the grade-level text band. ☐ Lesson assesses student proficiency using methods that are unbiased and accessible to all students. ☐ Lesson effectively integrates grade- level reading, writing, speaking and listening standards. ☐ Independence: Lesson encourages students’ growth as independent learners. ☐ Lesson provides extensions/and or enrichments for more advanced text for students reading well above the grade-level text band. ☐ Lesson includes aligned rubrics and/or assessment guidelines sufficient for interpreting performance. General Comments: *Rating determined from application of the tools—Quantitative, Qualitative (literary or informational), Reader and Task—for judging text complexity Tool for Considering Lesson Alignment to the Common Core State Standards English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)

22. 12/16/2015R/ELA.EEA.2012.©MSDE22 ELA EEA Day 2, Session 5 Grade: Unit Title: Overall Alignment: Aligned Partially aligned (+) Partially aligned ( - ) Not aligned I. Rigor of the CCSSII. Key Areas of Focus/Shift in CCSS III. Instructional Supports IV. Assessment/Measurability Suggestions for strengthening areas of no or weak alignment Tool for Considering Lesson Alignment to the Common Core State Standards English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)

23. 12/16/2015R/ELA.EEA.2012.©MSDE23 ELA EEA Day 2, Session 5 Grade: Unit Title: Overall Alignment: Aligned Partially aligned (+) Partially aligned ( - ) Not aligned I. Rigor of the CCSS (Check  all that apply.) II. Key Areas of Focus/Shift in CCSS (Check  all that apply.) III. Instructional Supports (Check  all that apply.) IV. Assessment/Measurability (Check  all that apply.) ☐ Lesson focuses on a targeted set of grade-level CCSS for ELA/Literacy. ☐ Text-based evidence: Lesson facilitates rich and rigorous evidence- based discussions. ☐ Lesson provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level.  Lesson regularly assesses whether students are mastering standards- based content through a variety of formative assessment practices.  Lesson includes a clear and explicit purpose for instruction that reflects the rigor and intent of the CCSS for ELA/Literacy. ☐ Text-based evidence: Lesson facilitates rich and rigorous evidence- based writing through specific, thought-provoking questions. ☐ Lesson includes appropriate scaffolding so that students directly experience the complexity of the text.  Lesson encourages self-monitoring as appropriate.  Lesson uses text that is of sufficient quality and complexity for the stated purpose within the grade-level text complexity band.* ☐ Writing from sources: Lesson suggests that students routinely draw evidence from texts to inform, explain, or make an argument. ☐ Lesson focuses on sections of text(s) presenting the greatest challenge through discussion questions and other supports that promote deep thinking. ☐ Lesson elicits observable evidence of the degree to which a student can independently demonstrate mastery of the standards with appropriately complex text. ☐ Lesson makes close reading of tex(s) a central focus of instruction and includes a sequence of text-dependent questions.  Academic vocabulary: Lesson focuses on building students’ vocabulary through instruction. ☐ Lesson integrates appropriate supports for ELL students, students with disabilities, and students reading well below the grade-level text band. ☐ Lesson assesses student proficiency using methods that are unbiased and accessible to all students. ☐ Lesson effectively integrates grade- level reading, writing, speaking and listening standards. ☐ Independence: Lesson encourages students’ growth as independent learners.  Lesson provides extensions/and or enrichments for more advanced text for students reading well above the grade-level text band. ☐ Lesson includes aligned rubrics and/or assessment guidelines sufficient for interpreting performance. General Comments: Lesson targets characterization as a narrative element. General Comments: Ss work in groups but expectations not at level of S&L standards. General Comments:General Comments: Formative assessment is a strength of this lesson. *Rating determined from application of the tools—Quantitative, Qualitative (literary or informational), Reader and Task—for judging text complexity Tool for Considering Lesson Alignment to the Common Core State Standards English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)

24. 12/16/2015R/ELA.EEA.2012.©MSDE24 ELA EEA Day 2, Session 5 Grade: Unit Title: Overall Alignment: Aligned Partially aligned (+) Partially aligned ( - ) Not aligned I. Rigor of the CCSSII. Key Areas of Focus/Shift in CCSSIII. Instructional SupportsIV. Assessment/Measurability Suggestions for strengthening areas of no or weak alignment Lesson outcomes could integrate other standards, as in RL.6.3, rather than address only characterization. Questioning could be revised to guide students through the text with more purposeful rereading. Students could respond in writing to these questions, thereby integrating the reading and writing standards. Students could spend more time in focused discussion groups. Perhaps we could use a fishbowl discussion approach to help students learn how to engage in a productive discussion. We could even use technology to foster online discussion. The text could be chunked to help struggling readers through it. Perhaps the most struggling readers could read seminal portions of the text and have other portions summarized for them. Most of the struggling readers in this class are reading an easier text. My team and I need to figure out some strategies for keeping these students in complex text as much as possible. Rubrics are aligned to the current standards rather than the CCSS. Rubrics should be adjusted to judge performance against the CCSS. Tool for Considering Lesson Alignment to the Common Core State Standards English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)

25. RESOURCES FOR PLANNING Where can you direct your teachers for help? 12/16/2015MSDE25

26. For more information... Common Core State Standards website: http://www.corestandards.org/the-standards PARCC Model Content Frameworks http://parcconline.org/ Links also on MDK.12 http://www.mdk12.org/

27. Maryland Unit Models in ELA The training site this summer will include examples of elementary, middle and high school ELA model units The CMS this fall will feature 2 unit models at every grade (PreK-12) 12/16/2015MSDE27

28. Unit Components 12/16/2015MSDE28

29. PARCC assessment prototypes & rubrics PARCC Model Content Frameworks – Gr. K-2 12/16/2015MSDE29

30. School Year 2012-13 Provide PD that focuses the staff on the shifts in ELA. Provide planning opportunities for teachers that encourage collaboration as they explore the shifts. Utilize the existing resources and update faculty as more resources become available. Look for evidence of the shifts during walk throughs. 12/16/2015.MSDE30

31. THANK YOU! 12/16/2015MSDE31