1. Division of Youth Services April, 2013 Common Core Overview

2. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects What do you know? What do you need to know? How can I help you? How can you help each other? Where can you find the answers?

3. What They Are Modeling and scaffolding what reading in social studies looks and sounds like Teaching students what is important or vital information for a historian, geographer, economist, politician Using the text book as a starting place not the definitive source Reading a wide variety of texts – literary and informational – Maps, charts, tables, graphs, photographs, pictures, cartoons, journals, letters, documents, artifacts

4. What CC Literacy Standards are NOT … just having students read and write more … assigning more vocabulary words to look up and write definitions for … conducting basic literacy techniques to struggling readers during social studies … giving students Venn diagrams and sentence diagramming assignments in social studies …assigning more “What did you do during …” essays

5. Where to locate specific CCSS information CCSS site http://www.corestand ards.org/ http://www.corestand ards.org/ PARCC Model Content Frameworks http://www.parcconlin e.org/parcc-content- frameworks http://www.parcconlin e.org/parcc-content- frameworks Student Achievement Partners site http://www.achieveth ecore.org/ http://www.achieveth ecore.org/ Publisher’s Criteria grades K-2 http://www.corestand ards.org/assets/Publish ers_Criteria_for_K- 2.pdf http://www.corestand ards.org/assets/Publish ers_Criteria_for_K- 2.pdf Publisher’s Criteria grades 3-12 http://www.corestand ards.org/assets/Publish ers_Criteria_for_3- 12.pdf http://www.corestand ards.org/assets/Publish ers_Criteria_for_3- 12.pdf

6. Where to locate general CCSS information for AR educators AETN IDEAS site http://ideas.aetn.org /commoncore/strateg ic-plan http://ideas.aetn.org /commoncore/strateg ic-plan Institutes, leadership series, and subject area presentations are available ADE CCSS wiki http://ccssarkansas.p bworks.com http://ccssarkansas.p bworks.com Contains cross walk documents What Every Educator Should Know document Numerous resource links

7. Common Core State Standards for ELA/Literacy Introduction K-5 ELA/Literacy and 6-12 ELA – Reading Standards – Writing Standards – Speaking and Listening Standards – Language Standards 6-12 History/Social Studies, Science, & Technical Subjects – Reading Standards – Writing Standards

8. Common Core State Standards for ELA/Literacy Appendix A Research Supporting Key Elements of the Standards – Text Complexity – Writing Text Types – Glossary of Terms Appendix B Text Exemplars & Sample Performance Tasks Appendix C Samples of Student Writing

9. Appropriate Text Complexity R.10 All students through individual reading, paired reading, group activities, read alouds Progressions of texts that overlap, challenge, and motivate Sophisticated language, vocabulary, and structures Lends itself to complex tasks and rich vocabulary Develops mature language skills and conceptual knowledge

10. CCSS Goal All Students College- and Career- Ready Demonstrate independence Build strong content knowledge Adjust communication for audience, task, purpose, and discipline Comprehend as well as critique Value evidence Employ technology and digital media strategically and capably Understand other perspectives and cultures CCSS, Introduction, p. 7

11. The CCSS Shifts at the Heart of PARCC Design Build Toward College and Career Readiness for All Students ComplexityEvidenceKnowledge

12. The AR Big Shifts ELA Appropriate Text Complexity Increased Reading of Informational Texts Disciplinary Literacy Close Reading Text-dependent Questions Academic Vocabulary--Tier 2 & Tier 3 words 12 Short & Sustained Research Projects Argumentative Writing

13. Resources for Understanding the Big Shifts in Instruction and Assessment Student Achievement Partners http://www.achievethecore.org/steal- these-tools/professional-development- modules – ELA/Literacy Shifts Module – Text-Dependent Questions Module – Text Complexity Tools Quantitative and qualitative measures

14. Resources for Understanding the Big Shifts in Instruction and Assessment ASCD Educore http://educore.ascd.org/http://educore.ascd.org/ – Links to CCSS Websites – CCSS Video Library – Literacy Resources Achieve: http://www.achieve.org/EQuIP http://www.achieve.org/EQuIP – EQUIP Rubric

15. CCSS Implications for Classroom More nonfiction More research – begins in earlier grades – both short and extended research Higher text complexity More teacher collaboration – across grades – across content areas

16. CCSS Implications for Classroom Everyone a literacy teacher – reading and writing emphasis Teachers tell/summarize less and use more scaffolding Teaching students to read as – Scientists – Historians – Mathematicians – Economists – Geographers, etc. More responsibility placed on students for their learning

17. Increased Reading of Informational Texts RI.10, RHS.10, RST.10 Elementary: 50/50 balance across the school year High School: 70/30 across the disciplines and the school year Emphasize arguments over narrative structures Increased literary nonfiction in ELA classes Should build a coherent body of knowledge within and across grades

18. Changes in Classroom Practice Teacher-centered Discrete lessons Teach isolated texts Test over the text Student-centered Connected lessons for deep learning on a topic Use texts to gain deep understanding Communicate understanding about topics orally and in writing

19. Text Complexity Qualitative Quantitative Reader and Task is often best measured by

20. “Staircase” of Increasing Text Complexity CCSS Reading Standard 10 CCSS, Appendix A, page 10 CCSS, K-5, pages 11-12 CCSS, 6-12, pages 37-38

21. Quantitative Measures Considerations: Word length Word frequency Word difficulty Sentence length Text length Text cohesion CCSS, Appendix A, page 7

22. Qualitative Measures Considerations: 1.Levels of meaning or purpose 2.Structure 3.Language conventionality and clarity 4.Knowledge demands CCSS, Appendix A, pages 5-6

23. Reader and Task Considerations: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text CCSS, Appendix A, pages 7-8

24. SO... Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. They are: – Reading Standard One (Use of Evidence) – Reading Standard Ten (Complex Texts) Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!

25. SCAFFOLDING Definition - a temporary structure put up to allow you to work the text in a way that wouldn't be possible w/o the scaffold. It is NOT a reading assignment, which treats kids as independent readers.

26. Disciplinary Literacy Predominates middle school to high school What does it mean to read, write, and think through a disciplinary lens? Navigate texts from unrelated & distinct disciplines – math, science, history, geography, music, art

27. Types of reading required Literary fiction, Math Science - biology, phys. sci., history, social studies, economics, technical subjects, health, fitness, humanities – art, music Doug Buehl (2011) taken from Shanahan and Shanahan (2008)

28. Disciplinary Literacy - RHS.1-10, RST.1-10, WHSST.1, 2, 3, 9, 10 A shared responsibility K-5 students build a foundation of rich content knowledge through coherently structured curriculum 6-12 students evaluate intricate arguments, synthesize complex information, follow detailed descriptions of events and concepts, and differentiate primary and secondary sources Assert and defend claims; historical, scientific, and technical reports; narrative descriptions of individuals, events, and procedures

29. An Aligned System Common Core State Standards Model Content Frameworks Model Instructional Lessons/Units PARCC Assessment System

30. Model Content Frameworks (MCF) Introduction: Connections to the PARCC Assessment System Supports PARCC Assessment System through Reading complex texts Writing effectively when using and/or analyzing sources Conducting and reporting on research Speaking and listening Language use for reading, writing, and speaking

31. MCF Introduction: Connections to the PARCC Assessment System Places emphasis on regular opportunities to Grapple with close, analytic reading of grade- level complex texts Construct increasingly sophisticated responses in writing

32. A Model for Curriculum Developers and Teachers Illustrates one way of organizing the content of the standards over the course of the school year Reflects the key shifts in the standards Provides insight into the development of the PARCC Assessment System

33. A Model for Curriculum Developers and Teachers Presents standards in an integrated fashion Weaves standards into modules that progressively develop student understanding Focuses on essential knowledge, skills, and understandings students must develop for college and career readiness Note: The MC Frameworks are not a complete guide for curriculum.

34. MCF Introduction: Structure of Grade-Level Frameworks Grade-Level Frameworks divided into four sections Narrative Summary of the ELA Standards The Model Content Framework Key Terms and Concepts for the Model Content Framework Chart Writing and Speaking and Listening Standards Progressions Charts

35. Sample Model Content Frameworks Chart

36. Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages. Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality. PARCC’s Core Commitments to ELA/Literacy Assessment Quality

37. Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

38. Range: Reading across the disciplines and helping to satisfy the split of informational text to literature at each grade band. Quality: The passages include content-rich literature and informational texts. Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at each grade level. Texts Worth Reading?

39. Close Reading Requires: Understanding your purpose in reading Understanding the author’s purpose in writing Seeing ideas in a text as being interconnected Looking for and understanding systems of meaning Engaging a text while reading Getting beyond impressionist reading Formulating questions and seeking answers to those questions while reading

40. Questions to think about now How do we help students think in English, social studies/science/technical subjects? What types of critical texts are students expected to learn and maneuver? What types of writing are expected?

41. ADE Contact Information Sherri Thorne – (501) 683-6285 sherri.thorne@arkansas.gov sherri.thorne@arkansas.gov Maggie Herrick – (501) 682-6584 margaret.herrick@arkansas.gov margaret.herrick@arkansas.gov