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Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
Common core 2
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Common core 2

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This presentation was provided by Christy Stanley who works for Pender County Schools.

This presentation was provided by Christy Stanley who works for Pender County Schools.

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  • 2 min
  • Use Christy’s handout to record response 3 min
  • The CCSS initiative is an exiting opportunity for educational goals to be aligned across the US 48 states with the exception of… *****
  • These standards reflect global educational standards as the writers have used countries like, New Z, GB, AUS as resources. Part of international conversation – business community driving this - people who are really not ready for the workforce.
  • First activity Jot down the skills you feel a 21 st century literate person needs Share, add to silent marker wall (no repeats) Three Words ***
  • As we go through workshop jot down any ideas or questions.
  • Teachers will view video and identify examples of 21 st century skills being practiced.
  • Video—4 ½ min Think Pair Share
  • Flash Cards to review periodically! (3-4 min) I hyperlinked all the terms
  • 2-5 min
  • 2-3min overview
  • Stand up—have a seat if….one purpose of the CCS Scaffold questions as you proceed (5 min) Ask Learning Target Questions for review—get from slide.
  • 1-2 min Focus on 4 strands and these are expectations K-12 and ALL content areas
  • Read the intro pages 3-8 (ESL/EC skills- chunking/scaffolding info- reading with a purpose Stop and jot 5 most important facts Speak at your tables Narrow it further to 2 Add to the wall Three Words ***
  • 1 min
  • Fewer, clearer, higher It’s developmental and scaffolds student learning As we read through it U will see Internationally benchmarked – New Z, Aus, Singapore, Canada, Ireland, China ***
  • Remind about ESL skills/strategies
  • Pulling it all together—seeing how all the pieces work together to achieve goals. 1-2 min Reader’s Theater Choose /Assign strand to analyze –Literature progression 15 min
  • 1-2 min
  • Get music –Christy get a clip!!
  • We’re going to talk about how the standards are organized
  • Prior Knowledge about text complexity -shout out 2min
  • ***
  • Appendix A includes a section on why text complexity matters and its connection to the reading STRAND How college texts have become increasingly complex How schools and classrooms have seen a decline in the rigor of having students read complex texts independently It also includes a section on consequences and an explanation to measuring text complexity – which we will work with today. It ends with a glossary ***
  • Appendix A includes a section on why text complexity matters How college texts have become increasingly complex How schools and classrooms have seen a decline in the rigor of having students read complex texts independently It also includes a section on consequences and an explanation to measuring text complexity – which we will work with today. It ends with a glossary ***
  • 2 min
  • Find the text complexity analysis template in your AUSSIE folder Read page 11-12 in appendix A Three words ***
  • Keep this 10-15 min.
  • 5 min
  • Now try it for your own grade or a grade you’d like to create one for Three Words ***
  • 5 min
  • 1min
  • 1min
  • 2-4min
  • Brain Dump competition---1 min How many ways can you get kids speaking and listening for authentic/real world purposes.
  • Random choice out of bag for which question to answer. 10 min
  • Show them how to access pbwiki and better unit. Using template –essential question, learning targets, content area integration (standards) , writing/language-with rubric using CCS language, speaking/listening component, technology, resources, 21 st century skills addressed (global awareness, civic responsibility, etc)
  • 5 min
  • ***
  • Put outside of room—Pull in and use as review before continuing. Review Vocabulary.
  • Okay for this activity you’ll need to go to the writing anchor standards on page 18. You’ll also need the staircase sheet from the AUSSIE folder
  • Transcript

    • 1. Christy Stanley English/Language Arts Common Core Training “ Building the Base” with Common Core State Standards
    • 2. As you arrive… 1) Log in to a computer. 2) Access the Wiki http:// pcsmsla.pbworks.com
    • 3. How will we work together today?
      • Active Participation
      • Positive Attitude
      • Sense of responsibility for the group as a community of learners
      • Valuing Differences
    • 4. What are the learning targets for morning? To LITERACY and beyond!
    • 5. What is the Common Core Standard Initiative? * Pre-Assessment- 1 through 4 The Common Core State Standard Initiative is a significant and historic opportunity for states to collectively develop and adopt a core set of standards in Mathematics and English Language Arts including literacy standards for Science and Social Studies and Technology
    • 6. Who is Participating?
      • Forty eight states , Washington D.C., Puerto Rico and the Virgin Islands have signed on to the Common Core State Standards Initiative led by the National Governors Association Center and the Council of Chief State School Officers.
      • This initiative will potentially reach 43.5 million students which is about 87% of the total student population.
              • Source--SchoolDataDirect.org 2007
    • 7. “ Silent Marker” Activity
      • On your own, please write down the skills and understandings (at least 3) you believe a twenty-first century literate person needs to have.
      • Share with the whole group on the “silent “marker wall
    • 8. Throughout the workshop… Please record on Post-its: Ideas that come to mind for your instructional practice. Places where I can improve the workshop. Questions you have during the workshop . . Any sidebars you just can’t wait for . . .
    • 9. Setting the stage
    • 10. 21 st Century Skills Rainbow
    • 11. Why this SHIFT ?
      • It made sense then …
      • Schooling in the Medieval Age : Learning the rules of the church
      • Schooling in the Industrial Age : Preparing factory workers
      • But now …
      • Schooling in the Current Age : The purposes of schooling are changing
        • New kinds of thinking for new kinds of problems
    • 12. Shared Language
      • ACRE
      • RTTT
      • CCS
      • CCR
      • RBT
      • Essential Standards
      • NC Falcon
      • Accountability and Curriculum Reform Effort (seeking to redefine the SCOS, the student assessment and the school accountability model)
      • Race to the Top
      • Common Core Standards
      • College Career Readiness
      • Revised Bloom’s Taxonomy
      • All other subjects (not ELA & Math)
      • Formative Assessment Learning Community's Online Network
    • 13. Timeline 2/14/2011 • page Essential Standards 1
    • 14. Want to Learn About the Assessments?
      • Summative Assessment of the
      • Common Core State Standards for English Language Arts &
      • Literacy in History/Social Studies, Science, and Technical Subjects
    • 15. Professional Development: Access and Support 10/06/11 • page MODULES Online support to increase teacher understanding and implementation of standards 1: The Call for Change : An Overview of the Common Core and Essential Standards 2: Understanding the Standards 3: Revised Bloom’s Taxonomy (RBT ) 2: Understanding the Standards CC and Essential Standards Tools Training Implementation Guide Presentational Resources Crosswalk Unpacking Standards Instructional Tools targeted to aid in the transition and to complement the professional development. 4: Developing Local Curricula 5: NC FALCON 6: NC Teacher Standards Course
    • 16. Let’s review!
      • Where is the Common Core coming from?
      • What are the implications?
      • Why is it important?
      • What are some key terms to know?
    • 17. That’s nice, but…
      • What will this actually look like for my school?
    • 18. “ Face the brutal facts with unwavering optimism.”
    • 19. And now…
    • 20. What are the major difference between the NCSCoS and new CCSS?
      • Standards for reading and writing in social studies, science, and technical subjects
        • Complement rather than replace content standards in those subjects
        • Responsibility of teachers in those subjects
      • Alignment with college and career ready expectations
      Foundation of literacy What resources are we using? “ Fewer, clearer, higher” Brand new STRAND!
    • 21. Activity
      • By yourself : Read the Introduction to the Common Core Standards page 3-8 (10 minutes or so)
      • By yourself : Stop and Jot : note the 3 most important facts about the standards
      • Together : Speak at your tables and review each other’s ideas-
      • Together : narrow it further and select 2 facts per table on a sticky note that you deem the most important to add to the silent “marker” wall-
      • Sharing of Ideas
    • 22. Overview of ELA Shifts
      • Organized in K-12 structure
      • Writing begins in K
      • Addition of argumentation to writing
      • Emphasis on info text
      • Deep integration of reading & writing
      • Greater emphasis on grammar
      • More emphasis on digital reading, writing, & multi-media production
      • Greater attention to comprehension
      • Pervasive demand for higher-order thinking & production
      • Specific standards for speaking & listening
      • Standards for literacy in science, social studies, and instructional technology
    • 23. 6 Shifts in ELA
    • 24. Shifts in ELA
    • 25. See for yourself…
    • 26. What is the organization of the ELA standards?
      • CCR Anchor Standards
      • Broad expectations consistent across grades and content areas (K-12)
      • Based on evidence about college and workforce training expectations
      • Range and content
      p. 10
    • 27. Further Considerations…
      • Fewer, clearer, higher: (NC DPI Language)
        • produce a set of fewer, clearer and higher standards.
        • cover only those areas that are critical for student success
        • scaffolded and developmental
      • Internationally benchmarked:
        • informed by the content, rigor and organization of standards of high-performing countries and states
        • all students are prepared to succeed in a global economy and society.
      • Special populations:
        • the inclusion of all types of learners was a priority
        • recognized that special populations may require additional time and appropriate instructional support with aligned assessments
        • selected language intended to make the standards documents accessible to different learners
    • 28. Annotating the Anchors K-12 College & Career Readiness
      • Draw a box around each STRAND
      • Underline each CLUSTER
      • Star the most challenging STANDARD within each STRAND
    • 29. DEVELOPMENTAL STAIRCASE OF THE COMMON CORE STANDARDS KINDERGARTEN GRADE ONE GRADE TWO GRADE THREE GRADE FOUR GRADE FIVE GRADE SIX GRADE SEVEN GRADE EIGHT GRADES NINE AND TEN GRADES ELEVEN AND TWELVE INCREASING DEPTH AND BREADTH OF COMPLEXITY COLLEGE AND CAREER READINESS COLLEGE AND CAREER READINESS
    • 30. What is the organization of the ELA standards?
      • K-12 Standards
      • Grade-specific end-of-year expectations
      • Developmentally appropriate, cumulative progression of skills
      • One-to-one correspondence with CCR standards
      p. 11
    • 31. Reader’s Theater
      • Assign roles
      • Read through the script to ensure that roles are clear.
      • Read aloud your grade or grade-span components of the ELA CCSS,
      • Listen for the commonalities and differences
      • Discuss the findings (discoveries) from the whole group.
    • 32. What does the developmental staircase show us about college and career readiness?
    • 33. Vertical Alignment of Standards
      • In a small group, determine to which ANCHOR the STANDARDS belong
      • Arrange the STANDARDS in order of developmental skill
      • What do you NOTICE?
      • What questions do you have?
    • 34. Are you ready to dig deeper?
    • 35. Organization of the English Language Arts Standards
      • Contains an “ Introduction ”
      • Comprised of Three Main Sections
      • One Comprehensive K-5
      • One ELA content area specific sections for 6-12
      • One History/Social Studies, Science, Technical Subjects content section for 6-12
      • Each Section is divided into Strands
      • K-5 and 6-12 are Reading , Writing , Listening and Speaking and Language
      • The 6-12 History/Social Studies, Science, Technical Subjects section focuses on Reading and Writing only
      • Each Strand is headed by College and Career Readiness Anchor Standards that are identical across all grades and content areas--where we want the children to be at the end of Grade 12.
      • Each CCR Anchor Standard has an accompanying grade specific standard translating the broader CCR statement into grade appropriate end of year expectations.
    • 36. What are the major differences in the NCSCoS and the ELA CCSS?
      • Standards for reading and writing in social studies, science, and technical subjects
        • Complement rather than replace content standards in those subjects
        • Responsibility of teachers in those subjects
      • Alignment with college and career ready expectations
      What resources are we using?
    • 37. An Overview of Common Core Standards Appendices A,B,C
    • 38. Text Complexity
      • What does this term mean to you?
      • What do you currently do to determine text complexity?
      • THINK-
      • WRITE-
      • PAIR-
      • SHARE
    • 39. Appendix A
      • Research Supporting Key Elements of the Standards
        • Why text complexity matters
        • Increasing complexity of texts and tasks in college, careers and citizenship
        • Declining complexity of texts and a lack of reading complex texts independently
        • Consequences – growing numbers of students reading at lower levels
        • Explanation: the standards approach to measuring text complexity
      • Glossary of Terms
    • 40. Appendix A
      • Levels of Meaning-
      • Structure
      • Language Conventionality
      • Knowledge Demands – life experiences, cultural knowledge, content or discipline
    • 41. Summary of Appendix A
    • 42. How does CCS measure text complexity? Language/Text structure and accessibility, levels of meaning and knowledge demands (prior knowledge and/or academic content) Readability measures ( l exiles ) and other scores of text complexity ( AIMSWEB/DIBELS ) Reader: Motivation, knowledge, experiences Task: Purpose and complexity
    • 43.
          • Examine Range in Text Complexity rubric.
          • Read Less Complex and Very Complex columns
          • As a group, read a few paragraphs from Narrative of the Life of Frederick Douglass with facilitator.
          • Evaluate the text using the rubric.
          • Page 11 (in Appendix A)
      Appendix A Activity
    • 44. Text Complexity Video
      • Please use your critical viewing lens
      • Record ideas that make you say “Hmmm”
    • 45. Are the texts I use hard to read?
      • Review your rubric of Range of Text complexity.
      • Resource: Range of Text Complexity OR Qualitative Measures Rubric
      • Pick two features and determine the level of text complexity, for your categories.
          • Remember to write down evidence, and be prepared to share with the whole group!
      • Extend: How do characteristics of the reader , and features of the task , make the text more or less complex?
          • Resource: Text Complexity packet
      • Read the academic text.
          • Resource: Text of your choice
    • 46. Processing New Information
      • 3 things you learned
      • 2 things you have a question about
      • 1 thing that will impact your instruction and/or your thinking about texts
      • Think- Pair-Share Activity
    • 47. Time for a brain break!
    • 48. Appendix B Text Exemplars and Sample Performance Tasks
      • Texts chosen based upon Complexity, Quality, & Range
      • Browse Appendix B (Preview Sample Performance Tasks)
      • In partnerships… (page 8- Exemplar 6-8 texts)
      • Select a sample text and create a new performance assessment that supports general population, special needs, enrichment and ELL learners.
      • Use the blank performance task draft template
      • Make sure that the text you choose is well matched to the grade levels and needs of your students.
    • 49. Reflection on Part I
      • Glow
      • (Tell some things you liked)
      • Grow
      • (Tell some things you still need to learn or investigate)
      • Go
      • (Tell some things you will do because of this workshop)
      • Give
      • (give me explicit feedback on which activities/information was the most clear and WHY )
      • AND which areas of the presentation/workshop need to be revised for clarity (shortened/ lengthened/pacing?)
    • 50. Time for a LUNCH break!
    • 51. Welcome Back! Formative Assessment Activity
      • Using your agenda/notes, REFLECT on the day’s activities thus far
      • Please complete at least 5 statements with the corresponding symbol
      • Be prepared to share at least 2 statements
    • 52. What are the key advances in ELA CCS?
      • Standards for reading and writing in social studies, science, and technical subjects
        • Complement rather than replace content standards in those subjects
        • Responsibility of teachers in those subjects
      • Alignment with college and career ready expectations
      “ Fewer, clearer, higher”
    • 53. Lucy Calkins says…
      • “ Writing is becoming a major force for democracy across the world.
      • Not only to take in information, but to be able to talk back in ways that are compelling.”
    • 54.  
    • 55. Appendix C : What are our expectations for student writing?
    • 56. Diving Into Persuasive Writing 2. Evaluate: Standard 1 using the Deep Dive! Template for your grade span with a partner. 3. Record: Write your responses on the Deep Dive template 1.Read: CCR Anchor Standard 1 for Writing 2. Reflect: Share your findings with the group.
    • 57.  
    • 58. Putting It All Back Together
    • 59. Speaking and Listening
      • Gallery Walk Activity
      • Preview S&L
      • Independently brainstorm ways you currently address the 6 SL standards
      • Record future ideas to meet the standard.
      • Record your ideas on chart paper
      • Walk around record NEW ideas
      • Put in SONG
    • 60. LANGUAGE
      • Conventions of Standard English
      • Knowledge of Language
      • Vocabulary Acquisition and Use
      • Examine page 30 in your CC packet
      • Page 51 CCR Language Anchor Standards
      • Pages 52-53 6-8 progression
      • Identify areas where you will need support
      • Target areas during my rotations
    • 61. What are our challenges and responsibilities for this year?
      • Brainstorm the following:
      • Ideas for PD needs at your school
      • Resources you’ll need
      • Vertical teaming ideas
      • Interdisciplinary ideas
      • Put on your chart paper
    • 62. How do all the pieces fit together? 2. Fit: Work together to put each “puzzle piece” in its place. 3. Extend: You are a mentor to a new teacher…how do you explain this concept to them? You have a parent night…how do you explain this concept to the parents? You are in you summative meeting with your admin. …how do you explain your synthesis of the pieces into your practice? 1. Find: (1) envelope with puzzle pieces inside.
    • 63. The Big Picture
    • 64. So…
    • 65. Mining Our Resources
      • PB Wiki (6-8)
      • PB Wiki (9-12)
      • Common Core State Standards
      • CCSS Free Units
    • 66. Getting Your Feet Wet
      • Examine an example Common Core Unit
      • Pick an exemplar informational text
      • Identify 2 to 4 standards from (RI, W, and SL and/or L) as your focus
      • Create performance tasks for each standard
      • Determine what the assessment will be for the tasks (formative, etc.)
      • USE it this year !
      • HAVE a product within the next hour; these will be posted to the Wiki
    • 67. Elementary PD Dates & Writing Portfolio Planning
      • Dates
      • Kindergarten PD (9.13.11 & 9.29.11)
      • 1 st Grade PD
      • (10.4. & 10.11)
      • 2 nd Grade PD
      • (10.18 & 10.25)
      • 3 rd Grade (10.28)
      • 4 th Grade (10.27)
      • 5 th Grade (1.23.12)
      • Expectations
      • January 23, 2012
      • (9 AM-12 PM)
      • Meet as grade level/ vertical teams to begin 2012-13 Writing Portfolio Planning
      • Grade level chairs will post plans to the Wiki
    • 68. Middle School Homework
      • Dates
      • 6 th Grade PD (9.15.11)
      • 7 th Grade PD (9.29.11)
      • 8 th Grade PD (10.6.11)
      • January 23, 2012 work on school based vertical units
      • FOCUS on informational text & writing
    • 69.  
    • 70. Let’s refresh our memory…
    • 71. Anticipation Guide Survey
      • 1. The Common Core is a passing fad like many educational initiatives.
      • 2. The Common Core will require me to change most of my instructional practices.
      • 3. The Common Core is an extension of the state’s essential standards.
      • 4. I am excited about the changing curriculum.
      • 5. I need growth in teaching writing.
      • 6. I need growth in teaching language (a.k.a. grammar).
      • 7. I need growth in teaching speaking & listening skills.
      • 8. I need growth in teaching literature.
      • 9. I need growth in teaching informational text.
      • 10. I know how to choose appropriate texts for students and how to scaffold my instruction for all students.
    • 72. Developing a Common Language
      • What’s the difference between a section, a strand, standard components and standards?
      • What are college and career anchor standards?
      • HUH????
    • 73. Time for a brain break!
    • 74. Line Up: Call Out Activity
      • Find a “standard ticket” from inside your folder
      • Come on up and receive a standard
      • Read the standard to yourself
      • Meet up with colleagues who also have cards
      • Discuss
      • Holding your card – Line up : arrange yourselves in a line that
      • shows developmental progression
      • Call out your standard from most fundamental to most challenging
      • Noticings?
      • Implications?
    • 75. As you are settling in… Please record on Post-its and help yourself to some chocolate: What activities or information have sparked your interest today? What question(s) do you have so far?
    • 76. College and Career Readiness
      • Let’s Follow the Development…
      • In table teams
      • Choose one anchor standard in writing (1-10) on page 18
      • Add it to the bottom of the staircase handout
      • Follow it’s progression through the grades (K-12)
      • Write each grade-specific standard on the given lines in the staircase for the standard you chose
      • Pick a table presenter
      • One table member will share out their noticings with the larger group
      • *** A Sharing of Information***

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