Slides for Elizabethton Public Schools professional development workshop on Common Core State Standards.

1. Planning for the
Common Core
State Standards
Katie McKnight, Ph.D.
Katie@KatherineMcKnight.com

2. AGENDA FOR TODAY
College and Career Readiness Skills and the
21st Century Skills
Textual Complexity and Interdisciplinary
Literacy
Examining Current Curriculum and Assessing
for Common Core State Standards
Alignment
Creating a Needs Analysis for the transition
to Common Core State Standards

3. SOME GUIDING
QUESTIONS
(ESSENTIAL QUESTIONS)
What are the expectations of CCSS?
What are not the expectations of CCSS?
How do we build a synergetic context
between CCSS, curriculum, and
assessment?

4. What do we already know about
Common Core State Standards?

5. 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

6. WHAT IS NOT INCLUDED:
Prescribe specific instructional strategies
and/or curriculum.
Interventions for students who are
performing below grade level or who have
special needs.
Support for English Language Learners (ELL)

7. Why were Common Core State Standards
created and how do they impact today’s
classrooms?

8. 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.

9. 21 st Century Skills
•PROBLEM SOLVING
•TEAM WORK
•ENTREPRENEURSHIP
•RESEARCH
•CRITICAL THINKING

11. 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.

13. Mathematics Example

14. Activity
• We are going to move into groups:

15. Activity: As You Read the Standards
Why is it structured in this way?
What does the language suggest?
What do you learn about the
Standards in the introduction?
What information and why is
the information included in the appendices?
http://www.corestandards.org/

17. Textual Complexity and
Interdisciplinary Literacy

18. Textual Complexity
Textual Complexity
What makes a text complex?
What are factors that can make a text
challenging for students?

20. Determining Textual Complexity is focused
on these three areas:
QUALITATIVE MEASURES:
QUANTITATIVE DIMENSIONS:
READER CONSIDERATIONS:

21. Qualitative Measures
Levels of Meaning (literary texts) or Purpose
(informational texts)
Structure
Language Conventionality and Clarity
Knowledge Demands

22. Qualitative Measures
and factors are those aspects that are
difficult or impossible for a person to
evaluate efficiently.
Examples include word length or
frequency, sentence length, and text
cohesion. These are typically measured
by computer software.

23. Reader
Considerations
include motivation, knowledge, and
experiences, while tasks to be considered
take into account purpose, complexity, and
questions.
Assessments made on reader and task
considerations are best done by the
teacher who understands the student’s
knowledge and experiences.

24. Informational Literary

25. Informational Literary

26. Informational Literary

27. Informational Literary

28. Informational Literary

29. Informational Literary

36. 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

44. 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.

51. Here’s an Example

57. Activity: Textual Complexity
In groups, consider what and how you’re current
teaching 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.

58. At or Above Proficient on 2002 NAEP Reading
100
80
60 White
Black
40
Hispanic
20
0
Grade 4 Grade 8 Grade 12
Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD:
Education Publications Center.
58

59. Below Basic on 2002 NAEP Reading
100
80
60 White
40 Black
Hispanic
20
0
Grade 4 Grade 8 Grade 12
Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002.
Jessup, MD: Education Publications Center.
59

60. LITERACY ACROSS
THE CURRICULUM
The 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?

62. IN GROUPS
Each group will receive a copy of the 6-12th grade
interdisciplinary literacy standards.
In your groups, examine what is expected and not
expected in the interdisciplinary literacy standards.
How will you meet the expectations for interdisciplinary
literacy standards in the teaching of your content
area?
What drastic and not so drastic changes need to be
made?

63. STRATEGIES THAT SUPPORT THE DEVELOPMENT
OF LITERACY SKILLS IN ALL CONTENT AREAS
Pre Reading
During Reading
After Reading
Vocabulary
Posing Questions and Answers

64. Where is Content Information Stored?
• Reference books
• Textbooks
• Primary Sources
• Charts
• Web Pages
• Images
• Formulas

65. 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.

66. 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

67. 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

68. Strategy, Encourage the Students
to Code the Text

69. 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.

70. Creating a Needs Analysis for the
Transition to
Common Core State Standards

71. Planning with
Common Core
State Standards

72. Activity
Using the provided template and
curriculum maps please respond to the
following questions.

73. Curriculum Maps
1. 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?

74. 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

75. 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