Planning for the Common CoreState Standards Katie McKnight, Ph.D. Katie@KatherineMcKnight.com
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
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?
What do we already know aboutCommon Core State Standards?
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
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)
Why were Common Core State Standards created and how do they impact today’s classrooms?
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.
21 st Century Skills •PROBLEM SOLVING •TEAM WORK •ENTREPRENEURSHIP •RESEARCH •CRITICAL THINKING
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.
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 the appendices?http://www.corestandards.org/
Textual Complexity Textual ComplexityWhat makes a text complex?What are factors that can make a textchallenging for students?
Determining Textual Complexity is focused on these three areas: QUALITATIVE MEASURES: QUANTITATIVE DIMENSIONS: READER CONSIDERATIONS:
Qualitative MeasuresLevels of Meaning (literary texts) or Purpose(informational texts)StructureLanguage Conventionality and ClarityKnowledge Demands
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.
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.
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
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.
Activity: Textual ComplexityIn groups, consider what and how you’re currentteaching assignment.• How much are your students reading?• How can we encourage our students to read more?• List at least 3-4 specific actions that can be implemented next school year to increase student reading and exposure to a wide variety of texts.
At or Above Proficient on 2002 NAEP Reading 100 80 60 White Black 40 Hispanic 20 0 Grade 4 Grade 8 Grade 12Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center. 58
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?
IN GROUPSEach group will receive a copy of the 6-12th gradeinterdisciplinary literacy standards.In your groups, examine what is expected and notexpected in the interdisciplinary literacy standards.How will you meet the expectations for interdisciplinaryliteracy standards in the teaching of your contentarea?What drastic and not so drastic changes need to bemade?
STRATEGIES THAT SUPPORT THE DEVELOPMENT OF LITERACY SKILLS IN ALL CONTENT AREAS Pre Reading During Reading After Reading Vocabulary Posing Questions and Answers
Where is Content Information Stored?• Reference books• Textbooks• Primary Sources• Charts• Web Pages• Images• Formulas
Differentiating Texts• Selecting and adapting texts to differentiate information to meet the needs of diverse readers.• Making students better readers in your subject area.• Using efficient and engaging activities that add to content learning.
Strategies: One-Page Wonder• According to Daniels and Steineke, One- Page Wonders (OPW) allows us to: • Provide texts that are interesting • Keep in-class reading time short • Allow for efficient practice of comprehension and discussion strategies
Finding OPWs• Interesting and relevant to kids• Surprising, puzzling, funny, quirky, or weird• Invite the reader to visualize places, faces, and events.• Feature people you can get interested in• Are complex enough to justify time and thought• Offer background knowledge in your content area• Contain open-ended or debatable issues that invite lively discussion
Strategy, Encourage the Students to Code the Text
Sample Text Sets• These text sets are were created for teachers and students at George Washington Community High School in Indiana.• Samples are for several different content areas.
Creating a Needs Analysis for the Transition to Common Core State Standards
Activity Using the provided template andcurriculum maps please respond to the following questions.
Curriculum Maps1. How do the maps spiral the skills and content across grade levels?2. How do the different grade levels use the anchor standards to shape the curriculum?3. Consider the current curriculum (in either ELA or mathematics). As you examine and audit your current curriculum, where does it meet the expectations of CCSS? Where are deficiencies?
Sample Mathematics Curriculum Maps• http://www.nciea.org/cgi- bin/pubspage.cgi• (start on page 18)• Mathematics CCSS Model Curriculum• http://www.education.ohio.gov/GD/Tem plates/Pages/ODE/ODEDetail.aspx?page =3&TopicRelationID=1704&ContentID=834 75&Content=118834
English Language Arts Curriculum Maps• Model CCSS ELA Curriculum for Grades K-8• http://www.education.ohio.gov/GD/Tem plates/Pages/ODE/ODEDetail.aspx?page =3&TopicRelationID=1699&ContentID=869 42&Content=119781