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On Common Ground with CCSS

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  • Takes time to shift this paradigm.
  • These four questions drive the collaboration. . .Formative assessmentFour ThemesBuffum GoalLearning equationMonitor—teach, teach, teach. . .test to Test, teach, monitor for enrichment and intervention, Definition of college and career ready—quotes? Arrows—great things going on—now time to tighten and alignLink to strategic plan, rti, rw3rd grade, alternative sources of funding, NCLB,
  • Notes: A new paradigm—why a new approach is needed? Changing Paradigms RtI Equation of EducationContinuum—grids from BethDefinition of Rigor—Definition of Text Complexity—Fisher and Fry articleCollege and Career Ready Student—p. 9 of ELA standardsInformational Text—PISA and ACTLiteracy and Language Arts at the Secondary Level—Literacy All day (From redefined and rebooted)
  • Google image for CCS triangle
  • p. 76
  • Students Who are College andCareer Ready in Reading, Writing,Speaking, Viewing, Listening, and Media Literacy and LanguageThe descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, viewing, listening, and media literacy and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.They demonstrate independence.Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.They build strong content knowledge.Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.They respond to the varying demands of audience, task, purpose, and discipline.Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).   They comprehend as well as critique.Students are engaged and open-minded—but discerning—readers, listeners and viewers. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.They value evidence.Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.They use technology and digital media strategically and capably.Students employ technology thoughtfully to enhance their reading, writing, speaking, viewing, listening, and media literacy and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.They come to understand other perspectives and cultures.Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.
  • Transcript

    • 1. On Common Ground: ELA Standards Re- Examined Lakes County Cooperative January 18, 2013 Jennifer McCarty Plucker, Ed.D.
    • 2. Check and Connect #1 Visitors to _____insert home town here____ need to know. . . .Jen McCarty, Ed.D.
    • 3. Our Targets We can reflect on the new ELA (Common Core) standards We can explore why the CCS call for a shift in our paradigm to ELA education. We can explore challenges in our implementation of the MN ELA standards.Jen McCarty, Ed.D.
    • 4. Why a new approach?Creativity expert Sir Ken Robinson challengesthe way were educating our children. Hechampions a radical rethink of our schoolsystems, to cultivate creativity andacknowledge multiple types of intelligence.(TED, 2010)
    • 5. Pair Share O What are the implications of this changing paradigm for our current practice? In other words, O What does this mean for our students? Our teaching?Jen McCarty, Ed.D. ISD 196
    • 6. Driving Forces—International,National, and State  PISA  Common Core Standards—Literacy All Day Long  RtI  Assessment-Teaching-Learning loop  NCLB Waiver
    • 7. Satellite View
    • 8. The Equation of Education Change the variableTargeted Instruction + Time= Learning
    • 9. The Equation of Education Change the variable Targeted Instruction + Time= Learning Targeted Instruction + Time = LearningIf a child can’t learn the way we teach, maybe we should teach the waythey learn. ~Ignacio Estrada
    • 10. Eternal Questions of EducationWhat do we expect students to learn?How will we know they are learning it?How will we respond when they don‟t learn?How will we respond when they have learned?
    • 11. Buffum, Mattos, and Weber, 2011 Birds Eye View Select and unwrap essential student What do we expect kids to learn? learning outcomes and develop a unit assessment plan. Analyze summative Introduce learning assessment results, targets to students. identify students in Begin Core need of Instruction. supplemental interventions. Repeat for additional learning targets GIVE END OF as needed GIVE UNIT FORMATIVE Analyze formative ASSESSMENT assessment results, ASSESSMENTS provide mid unit interventions, continue and/or complete coreHow will we respond when they have learned instruction. How do we know they are learning it?it? How will we respond when they haven’t?
    • 12. The Call for ChangeO A Continuum of Learning—recursive teachingO RigorO Text ComplexityO The College and Career Ready StudentO More. . .much more. . .Informational TextO A “new” definition of literacy
    • 13. Continuum of LearningWith ONE anchor standard, highlight thechange in language that indicates a growinglevel of sophistication with each benchmark.
    • 14. Check and Connect #2 Visitors to Duluth need to know. . .Jen McCarty, Ed.D.
    • 15. RigorJen McCarty, Ed.D.
    • 16. Assessing TextsO Quantitative measuresO Qualitative valuesO Task and Reader considerations
    • 17. Text Complexity
    • 18. Quantitative
    • 19. •Density and •Genre Complexity •Organization•Figurative Qualitative •Narration Language •Text•Purpose Levels of Features Structure Meaning •Graphics Language Knowledge Convention Demands•Standard and Clarity •Background English •Prior•Variations •Cultural•Register •Vocabulary Fisher and Frey, 2011
    • 20. Reader Motivation Knowledge ExperienceJen McCarty, Ed.D.
    • 21. Task O Teacher Led O Peer/Group O IndividualJen McCarty, Ed.D.
    • 22. Teaching withComplex Texts Nancy Frey www.fisherandfrey.com
    • 23. Grades 6-12 Reading Standards
    • 24. “Read like a detective, write like a reporter.”
    • 25. Expository Persuasive Narrative
    • 26. CloseReading Argumentation and Discussion Extended Writing
    • 27. Close Reading
    • 28. “Every book hasa skeleton hidden between its covers. Your job as an analytic reader is to find it.”Adler and Van Doren, 1940/1972
    • 29. Use a short passage“Read with a pencil”Note what’s confusingPay attention to patternsGive your students the chance to struggle a bit Creating a Close Reading
    • 30. Productive Struggle
    • 31. Check and Connect #2 A book I consider a MUST READ is. . . .Jen McCarty, Ed.D.
    • 32. College and Career ReadyO They demonstrate independence.O They build strong content knowledge.O They respond to the varying demands of audience, task, purpose, and discipline.O They comprehend as well as critique.O They value evidence.O They use technology and digital media strategically and capably.O They come to understand other perspectives and cultures.
    • 33. Informational Text
    • 34. Literacy Redefined
    • 35. What is our focus? Teaching? Or Learning?Jen McCarty, Ed.D.
    • 36. Coverage vs. Inquiry Self Reflection Pair/ShareJen McCarty, Ed.D.
    • 37. The Australian Library Journal August 1995To be literate an individual must recognizewhen information is needed and have theability to locate, evaluate and use effectivelythe information neededUltimately literate people are those whohave learned how to learn....Jen McCarty, Ed.D.
    • 38. Our response. . . “Think of literacy as a spine; it holds everything together. The branches of learning connect to it.” ~Phillips and Wong, 2010 cited in Focus by SchmokerJen McCarty, Ed.D.
    • 39. In other words. . . For centuries, O Close reading/underlining and annotation of text O Discussion of the text O And writing about the text informed by close reading, discussion, and/or annotation have been the heart of both what we learn and how we learn, the key to acquiring both the knowledge and intellectual acumen that transform lives and overcome poverty like no other factor. ~Schmoker, 2011Jen McCarty, Ed.D.
    • 40. Reading Value reading texts (all kinds) Give time to read (IN SCHOOL) --Finland Establish purpose for reading Expect students to show their thinking (annotations/close reading) Reduce conditions that deter readingJen McCarty, Ed.D.
    • 41. Talking/Discussion/Conferencing “Literacy is profoundly complex and fundamentally social” “Best assessment device? „Say more about that‟” ~Johnston, 2012Jen McCarty, Ed.D.
    • 42. There is a lot of sitting and listening and not a lot of talking. ~Robert Pianta (on his observations of more than 1,000 classrooms)Jen McCarty, Ed.D.
    • 43. Teach, use, and expect the language of your discipline. “There is a growing body of work showing the importance of academic language proficiency for accessing the content of academic texts and academic talk, learning to think and learn like a scientist, historian, mathematician, or writer, and overall academic achievement,” ~Nagy and Townsend, 2012Jen McCarty, Ed.D.
    • 44. Writing to Learn means Learning to ThinkJen McCarty, Ed.D.