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Ccss.ga.present.final jan 11

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Transitioning to Common Core State Standards …

Transitioning to Common Core State Standards
Presentation in Covington, GA
January 11, 2012

Published in: Education, Technology

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  • 1. TRANSITIONING TO COMMON CORESTATE STANDARDS Katie McKnight, PhD Katie@KatherineMcKnight.com
  • 2. A FewDetailsI set up the following back channel:http://todaysmeet.com/CCSS-NewtonFor the most recent version of today’spresentation, please go to the following linkand download the slides (It’s a big file).http://katherinemcknight.com/blog/
  • 3. AGENDA FOR TODAYWhat do we already know about CommonCore State Standards?Why were Common Core State Standardscreated and how do they impact todaysclassrooms?
  • 4. AGENDA FOR TODAYCollege and Career Readiness Skills and the21st Century SkillsTextual Complexity and InterdisciplinaryLiteracyExamining Current Curriculum and Assessingfor Common Core State StandardsAlignmentCreating a Needs Analysis for the transitionto Common Core State Standards
  • 5. SOME GUIDING QUESTIONS (ESSENTIAL QUESTIONS)What are the expectations of CCSS?What are not the expectations of CCSS?How do we build a synergetic contextbetween CCSS, curriculum, andassessment?
  • 6. What do we already know aboutCommon Core State Standards?
  • 7. What do we already know aboutCommon Core State Standards?
  • 8. What do we know about CCSS? The 21st Century 3 Rs Designed to be robust, relevant, and rigorous. Robust: higher level thinking Relevant: engagement, student involvement, brain-based research Rigorous: high expectations, critical thinking, challenging thinking
  • 9. WHAT IS NOT INCLUDED:Prescribe specific instructional strategiesand/or curriculum.Interventions for students who areperforming below grade level or who havespecial needs.Support for English Language Learners (ELL)
  • 10. Why were Common Core State Standards created and how do they impact today’s classrooms?
  • 11. Why were Common Core State Standards created and how do they impact today’s classrooms? Intended to create greater consistency for student performance and expectations among states. NAEP data indicates that the majority of students are not college and career ready.
  • 12. 21 st Century Skills •PROBLEM SOLVING •TEAM WORK •ENTREPRENEURSHIP •RESEARCH •CRITICAL THINKING
  • 13. FIGURING OUT THE FRAMEWORK Close reading of the document is essential. Read the Standards and all goals. Discussion, interpretation, close reading and analysis is necessary.
  • 14. ActivityWe are going to divide in groups based on content area and grade level: ELA k-2 ELA 3-5 ELA 6-8 ELA 9-12 Math k-2 Math 3-5 Math 6-8 Math 9-12
  • 15. Activity: As You Read the StandardsWhy is it structured in this way?What does the language suggest?What do you learn about theStandards in the introduction?What information and why isthe information included in theappendices?http://www.corestandards.org/
  • 16. Activity: Part 2Look at the content area and grade levelthat corresponds with your group.Identify some examples of the following:Content StandardsProcess StandardsPerformance Standards
  • 17. Textual Complexity andInterdisciplinary Literacy
  • 18. Textual Complexity Textual ComplexityWhat makes a text complex?What are factors that can make a textchallenging for students?
  • 19. Determining Textual Complexity is focused on these three areas: QUALITATIVE MEASURES: QUANTITATIVE DIMENSIONS: READER CONSIDERATIONS:
  • 20. Qualitative MeasuresLevels of Meaning (literary texts) or Purpose(informational texts)StructureLanguage Conventionality and ClarityKnowledge Demands
  • 21. Qualitative Measuresand factors are those aspects that aredifficult or impossible for a person toevaluate efficiently.Examples include word length orfrequency, sentence length, and textcohesion. These are typically measuredby computer software.
  • 22. Reader Considerationsinclude motivation, knowledge, andexperiences, while tasks to be consideredtake into account purpose, complexity, andquestions.Assessments made on reader and taskconsiderations are best done by theteacher who understands the student’sknowledge and experiences.
  • 23. Informational Literary
  • 24. Informational Literary
  • 25. Informational Literary
  • 26. Informational Literary
  • 27. Informational Literary
  • 28. Informational Literary
  • 29. MORE RESOURCES FROM LEXILE• Overview video http://www.lexile.com/about-lexile/lexile-video/• •“What Does the Lexile Measure Mean?” http://lexile.com/m/uploads/downloadablepdfs/WhatDoestheL exileMeasureMean.pdf• •“Lexile Measures and the Common Core State Standards”http://www.lexile.com/using-lexile/lexile-measures- and-the-ccssi/• •KSDE Lexile Resource Pagehttp://www.ksde.org/Default.aspx?tabid=3670• •Kansas Lexile Maphttp://www.ksde.org/LinkClick.aspx?fileticket=LoE9gJxEzAc %3d&tabid=3670&mid=8721
  • 30. Here’s an example• The Qualitative Measures Rubrics• for Literary and Informational Text: http://www.ksde.org/Default.aspx?tabid=46 05• The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.
  • 31. Here’s an Example
  • 32. LITERACY ACROSSTHE CURRICULUMThe CCSS make the case for teaching and developing literacy skills across all content areas and grade levels. Content literacy is explicit in CCSS. What does this mean?
  • 33. IN SCHOOL GROUPSWhat is the literacy plan for your school?How does your literacy plan developstudents’ skills in reading, writing, speaking,listening, and language in all content areas?How does your school address textualcomplexity?How do teachers address literacy skills ineach content area?
  • 34. STRATEGIES THAT SUPPORT THE DEVELOPMENT OF LITERACY SKILLS IN ALL CONTENT AREAS Pre Reading During Reading After Reading Vocabulary Posing Questions and Answers
  • 35. ActivityUsing the provided template, respond to the questions. Post your responses.