Common Core Learning Standards - Fayetteville Free Library

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Presentation delivered by Barbara Stripling, Jim Belair, and Sue Kowalski at Common Core Learning Day, held at Fayetteville Free Library in Fayetteville, NY on May 31st, 2013.

Presentation delivered by Barbara Stripling, Jim Belair, and Sue Kowalski at Common Core Learning Day, held at Fayetteville Free Library in Fayetteville, NY on May 31st, 2013.

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  • 1 minute
  • 1 minute
  • 1 minuteAdopted by New York State in July 2010 with the understanding that the state may add additional K-12 expectations (up to 15%, as necessary) and adopt aligned pre-kindergarten standards. In January 2011, the Regents approved the incorporation of pre-K standards and the addition of an 11th anchor standard in reading literature called Responding to Literature. With this approval, the CCSS are now referred to as the NYS P-12 Common Core Learning Standards.The Common Core has been adopted by all except 8 states and represent what students should understand and be able to do; it is not a curriculum – that is left up to teachers.
  • 1 minute review
  • Difficulty of college textbooks is increasing, word difficulty in scientific magazines and journals has increased, and work place reading exceeds grade 12 complexity significantly. Despite this, K-12 reading texts have actually trended downward in difficulty in the last half century. (From Appendix A of the Common Core)Qualitative dimensions of text are those best measured or only measured by an attentive human reader who can discern levels of meaning (literary texts such as satires) or purpose (informational texts), who can determine low or high complexity of text structure, readability based on language conventionality and clarity, and the assumption made about the reader’s life experiences and depth of their cultural/literary and content/discipline knowledge.

Transcript

  • 1. Barbara StriplingJim BelairSue Kowalski
  • 2. Vision of the Common CoreLearning StandardsAll students will graduate from highschool with the knowledge and skillsto succeed in entry-level, credit-bearing academic college coursesand in workforce training programs.
  • 3. “Your Vision is thepromise of what youshall one day be.”— James Allen
  • 4. 5College Instructors and Employers Say GraduatesAre Not Prepared for College and WorkAverage estimated proportions of recent high schoolgraduates who are not prepared42% 45%0%25%50%75%100%College Instructors EmployersSource: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are HighSchool Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.
  • 5. Turn and TalkWhat does it mean to be collegeand career ready today ascompared to 10 years ago?20 years ago?
  • 6. Salary Comparison8
  • 7. What are the Common CoreLearning Standards? Internationally-benchmarked and evidence-basedstandards for P-12 Consistent set of expectations for what studentsshould learn and be able to do, so that we can ensurethat every student across New York State is on track forcollege and career readiness
  • 8. Why are the Common CoreLearning Standards important?The CCLS Provide educators, parents, and students with clear, focusedguidance about what skills to teach Prepare students with higher-order knowledge and skills Ensure consistent expectations regardless of a student’s zip code Lead to new more rigorous assessments that will drive changesin curriculum and teacher practice10
  • 9. How does the Common Core prepareall students for college and career?11
  • 10. Higher-Order Thinking Skills12Moving from… Moving to…Basic Comprehension:What color is the sweater that Mrs. Pricemakes Rachel wear?Basic Comprehension:What’s happening in this story?Interpretation:Why do you think Rachel’s teacher insists thesweater is Rachel’s?Interpretation:Why does Rachel react so powerfully to the redsweater?Analysis:Underline all the figurative language in thisstory.Analysis:Choose 3 examples of figurative language andexplain how each furthers your understandingof the characters or events.Note: questions relate to the short story “Eleven” by Sandra Cisneros
  • 11. Increased Emphasis onPersuasion and Explanation13
  • 12. Increased Emphasis on Inquiry
  • 13. Attention to New Literacies
  • 14. Source: Ann Shannon and AssociatesAssessment through Authentic Tasks16
  • 15. College and Career ReadinessCapacitiesStudents demonstrate independence.Grade 4: Reading Standards for Informational TextKey Ideas and Details RI.4.1. Refer to details and examples in a text whenexplaining what the text says explicitly and whendrawing inferences from the text
  • 16. College and Career ReadinessCapacitiesStudents build strong content knowledge.Grade 7: Writing Standards for Literacy in History/SocialStudiesText Types and Purposes WHST.7.1. Write arguments focused on discipline-specificcontent a. Introduce claim(s) about a topic or issue, acknowledge anddistinguish the claim(s) from alternate or opposing claims,and organize the reasons and evidence logically
  • 17. College and Career ReadinessCapacitiesStudents respond to the varying demands ofaudience, task, purpose, and discipline.Grade 2: Speaking and Listening StandardsPresentation of Knowledge and Ideas SL.2.4. Tell a story or recount an experience withappropriate facts and relevant, descriptive details, speakingaudibly in coherent sentences
  • 18. College and Career ReadinessCapacitiesStudents value evidence.Grade 5: Writing StandardsText Types and Purposes W.5.1. Write opinion pieces on topics or texts, supporting a pointof view with reasons and information a. Introduce a topic or text clearly, state an opinion, and create anorganizational structure in which ideas are logically grouped tosupport the writer’s purpose b. Provide logically ordered reasons that are supported by facts anddetails
  • 19. College and Career ReadinessCapacitiesStudents use technology and digital mediastrategically and capably.Grade 9: Writing StandardsProduction and Distribution of Writing W.9.6. Use technology, including the Internet, to produce,publish, and update individual or shared writing products,taking advantage of technology’s capacity to link to otherinformation and to display information flexibly and dynamically
  • 20. College and Career ReadinessCapacitiesStudents come to understand otherperspectives and cultures.Grade 10: Reading Standards for LiteratureCraft and Structure RL.10.6. Analyze a particular point of view or culturalexperience reflected in a work of literature from outsidethe United States, drawing on a wide reading of worldliterature
  • 21. Social and Emotional Growth
  • 22. CuriousSocial
  • 23. Changing Focus of Resources
  • 24. Increased Emphasis on ReadingInformational Text26
  • 25. Rethinking Text Complexity27•Level of meaning orpurpose•Structure•Languageconventionality andclarity•Knowledge demands(life experiences,cultural/ literaryknowledge,content/disciplineknowledge)•Flesch-KincaidGrade Level test•Dale-ChallReadabilityFormula•Lexile Frameworkfor ReadingEducator judgment to match textsto particular students and tasks –cognitive capabilities, motivation,knowledge, experiences
  • 26. Providing Access to DiversePerspectives and Resources
  • 27. Why should we care?
  • 28. What can wedo to help allour youthdevelop thecapacities andattitudes tosucceed?
  • 29. Expectations for Today