PA ELA/Literacy Common Core Training

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Background, 1.1, 1.2, 1.3

Background, 1.1, 1.2, 1.3

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  • 1. NEIU19 Fall 2013
  • 2. “When you Google “hero,” there should be a picture of a principal, a school lunch worker, a custodian, a reading specialist, a teacher, or a bus monitor. Real heroes don’t wear capes. They work in America’s schools.” ~Nelba Marquez-Green, mother of Ana Grace, a Sandy Hook Elementary School victim *
  • 3. Agenda • Background of PA Core Standards • Brief overview of Teacher Effectiveness • PA Core ELA Shifts • PA Academic Standards for ELA • 1.1 Foundational Skills • 1.2 Reading Informational Text • 1.3 Reading Literature *
  • 4. Core State Standards O Initiated in 1996 by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) O Result in College and Career Readiness O Are students leaving schools with the content and skills they need? O Developed in collaboration with teachers, school administrators, and experts O Fewer, Higher and Clearer Expectations O 87% of PA Academic Standards are moderately or very strongly aligned to Common Core Standards *
  • 5. Core State Standards O Are Aligned with college and work expectations O Include rigorous content and application of knowledge through high-order skills O Build upon strengths and lessons of current state standards O Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society O Are evidence-based *
  • 6. Multiple Measures of Teacher Effectiveness – Observation/Evidence and the Danielson Framework Beginning 2013-14, teacher evaluations will be based on classroom observations by principal/supervisor including evidence that demonstrates behaviors associated with improving student achievement: ● Planning and preparation, including selecting standards-based lesson goals and designing effective instruction and assessment ● Classroom environment, including establishing a culture for learning and appropriate classroom management techniques that maximize instructional time ● Instruction, including the use of research-based strategies which engage students in meaningful learning and utilize assessment results to make decisions abut student needs ● Professional responsibilities, including using systems for managing student data and communicating with student families Link to PA Assessment Information
  • 7. PA Academic Standards for ELA Standard 1: Foundational Skills begin at Pre Kindergarten and focus on early childhood, with some standards reflected through Grade 5. These foundational skills are a necessary and important component of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text - both literary and informational across disciplines. Standard 2: Reading Informational Text enables students to read, understand, and respond to informational text. Standard 3: Reading Literature enables students to read, understand, and respond to works of literature. Standard 4: Writing develops the skills of informational, argumentative, and narrative writing as well as the ability to engage in evidence-based analysis of text and research. Standard 5: Speaking and Listening focuses students on communication skills that enable critical listening and effective presentation of ideas. *
  • 8. PA ELA Common Core State Standard (CCSS) *
  • 9. 5 ELA/Literacy Shifts Shift #1: Balancing the reading of informational and literary texts so that students can access non-fiction and authentic texts as well as literature. Grade Level Text Selection 1. Grade 4 – 50% Literature vs. 50% Informational 2. Grade 12 – 30% Literature vs. 70% Information *
  • 10. Building Knowledge Through Content-Rich Nonfiction: Why? •Students are required to read very little informational text in elementary and middle school. •Non-fiction makes up the vast majority of required reading in college/workplace. •Informational text is harder for students to comprehend than narrative text. *
  • 11. 5 ELA/Literacy Shifts Shift #2: Focusing on close and careful reading of text so that students are learning from the text. O Ask text-dependent questions *
  • 12. Content Shift #2 In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. The Very Hungry Caterpillar is the story of how a caterpillar becomes a butterfly. Have you ever seen a caterpillar turn into a butterfly? In the story of The Three Bears, Goldilocks visits a family of bears. Tell your partner three things you know about bears. What makes Casey’s experiences at bat humorous? How do you know that the caterpillar is hungry? From this text, do you think Goldilocks would make a good friend? Why do you say that? * Not Text-Dependent Text-Dependent Text-Dependent Questions
  • 13. 5 ELA/Literacy Shifts Shift #3: Building a staircase of complexity (i.e., each grade level requires a “step” of growth on the “staircase”) so that students graduate college or career ready. ○ It is also important to build a staircase of complexity within each grade. ○ Pick a standard and read across grade levels. What changes do you notice progressing from grade to grade. *
  • 14. 5 ELA/Literacy Shifts Shift #4: Writing from sources (i.e., using evidence from text to inform or make an argument) so that students use evidence and respond to the ideas, events, facts, and arguments presented in the texts they read. 1. Narrative 2. Opinion/Argumentative 3. Informative/Explanatory *
  • 15. 5 ELA/Literacy Shifts Shift #5: Stressing an academically focused vocabulary so that students can access more complex texts. *
  • 16. 1.1 Foundational Skills O Book Handling O Print Concepts O Phonological Awareness O Phonics and Word Recognition O Fluency
  • 17. From the Phrontistery O buccelation O celeripedean O ossifragant O excutient O philargyrist O riviation
  • 18. 1.2 Reading Informational Text: Activity ● Receive a copy of My Five Senses by Aliki. ● Read the book and your assigned skill. • Group #1: A • Group #2: B • Group #3: C • Group #4: F • Group #5: G • Group #6: J • Group #7: K ● How would you use this text to address your assigned skill? Create a list of instructional strategies. ● Share your skill with your new group. ● Discuss takeaways and implications. *
  • 19. 1.3 Reading Literature: Activity ● Read Daisy Comes Home by Jan Brett. ● What would you do with this text? Create a sample lesson. ● Watch America Achieves: Daisy Comes Home; write down any 1.3 skills you observe during the lesson. ● Based on the video/standards: ○ Label existing skills in green ○ Refine your lesson, make revisions in red ○ Exchange lessons/discuss *
  • 20. Unpacking 1.3: Reading Literature Create a list of questions or activities that ensure student mastery of a specific skill. *
  • 21. Where I find more information? Visit the Common Core State Standards Initiative Website. Visit the PDE SAS Website Select Standards Select Common Core Pinterest.com/ceceliamecca *