In 2011, less than one out of every four high school juniors in Illinois met college ready benchmarks in English, Reading, Math and Science on the ACT In 2009, the U.S. ranked 14th in reading, 17th in science and 25th in math out of 34 countries on the PISA, an international assessment that asks high school students to apply skills to real-world situations.
Cognitive skills (communicating in writing, analyzing issues, solving problem) Social and affective skills (work independently, to work cooperatively with others, to have confidence, to be conscientious) Meta-cognitive skills(to reflect on the writing process they use; to evaluate the effectiveness of their research strategies, to review their progress over time) Problem based(research, open ended) Concepts and principles based (cause and effect relationship, applications of principles) 2. I t should be motivating, challenging and achievable
Common Core Standards: a tool for the 21 st Century Classroom By Sussan Oladipo PresenterMedia.com
Think Aloud Three things you already know about the CCSSTwo reasons why we need the CCSS right nowOne question you have about the implementation of CSSS
Session ObjectivesCommunicate background and major shifts of theCCSSUnpack CCSS standardsCreate CCSS performance tasks
Background and Overview of CCSS Why CCSS? Who is leading the effort? What is the significance of the CCSS work? How is the document organized? What is the implication of the CCSS for educators?
Program for International Students Assessment (Reading)
Four Major ShiftsEmphasizing Informational TextLiteracy standards for all content areasText complexityThe special place of argument
Literature vs. Informational TextGrade Literature Informational Greater focus on informational text, literary K-4 50% 50% non-fiction 5-8 45% 55%9-12 30% 70%
Writing Argument/ Informational/ Narrative Persuasive Explanatory Elementary School 30% 35% 35%Middle School 35% 35% 30% High School 40% 40% 20% Retrieved from http://www.isbe.net/common_core/pdf/pub_criteria_ela3- 12.pdf p.10
Types of Informational Texts+ Historical accounts Debates Memoirs News broadcasts Oral histories Essays Blogs Investigative journalism International newspapers Opinion pieces/ op-eds International NGO reports Manuals Speeches/rhetoric A Constitution or other foundational gov’t document
+ Students Meeting ELA Standards: Develop and build strong content knowledge with increased complexity Demonstrate independence Respond to the varying demands of audience, task, purpose and content discipline Comprehend as well as critique Value evidence Utilize technology and digital media strategically and capably Understand other perspectives and cultures
Standards and LearningWhat should students know and be able to do? • Identify the verbs (skills): What do the students have to do (perform)? • Identify the nouns (concepts and contents): What do the students have to know/produce (thing)?
Writing Standard 7.8What do students need to know and be able to do? Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Writing Standard 7.8What do students need to do? (verbs) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Writing Standard 7.8What do students need to produce? (Noun) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
+ Performance Task 1.Listtypes of skills, concepts and contents students should acquire 2. Design performance task that measures targeted skills 3. Develop explicit performance criteria (rubric)
A closer Look at A closer Look at standards+ standards –Grade 3 Grade 3 CCSS Anchor Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS Grade Specific Ask and answer questions to demonstrate Standard R.I. 3.1 understanding of a text, referring explicitly to the text as the basis for answers. Text Animals that Migrate—Green Turtles Prompt (Performance Using the text for support, describe the Task) journeys that baby and adult Green Turtles make and how they stay alive. What skills do turtles use to help them complete their journeys?
Novice Practitioner Expert+ Responses are still developing toward the standard Responses achieve the standard Responses go beyond the standard (please note the bolded portions) Explicit Responses identify Responses accurately identify Responses accurately identify and elaborate Information some details from the journey that baby Green on the journey that baby Green Turtles make the journey that Turtles make (from Ascension (from Ascension Island to Brazil) and the Relate baby or adult Green Island to Brazil) and the journey journey that adult Green Turtles make (back specifically Turtles make, such that adult Green Turtles make and forth between Ascension Island and to: Animals (back and forth between Brazil), including information on how the baby as how long the trip that Migrate Ascension Island and Brazil), turtles are carried by the current and how the is, what baby turtles —Green including text information on adults swim on the top of the water, what they eat, how adult Turtles how long the trip is, on what eat, how far, how they find their own special turtles find their own special beaches, baby turtles eat, how adult beach, etc. Responses may include how and etc. Responses to turtles find their own special where eggs are laid and other relevant the request to list beaches, etc. Responses should information. Responses should list the skills needed for the list at least 2 of the following following skills that turtles use on their journey are either skills turtles use on their journeys: finding food, swimming on top of the absent, incorrect, journeys: finding food, swimming water or floating with the current (babies), irrelevant, or on top of the water or floating seeing the shore when they are very close, response veers with the current (babies), seeing smelling the sand to locate a certain beach from the text. the shore when they are very (adults), etc. close, smelling the sand to locate a certain beach (adults), etc.
+ Performance Tasks What have students learned? (know and can do?) [RI.K.10] [RI.6.8] [RI.1.7] [RI.7.6] [RI.2.6] [RI.8.2 [RI.3.5] [RI.9–10.9] [RI.4.8] [RI.11–12.8] [RI.5.3] Create performance task using any of these standards
+ Reflective Thoughts-Think Aloud Are standards worthwhile in teaching and learning? What professional learning needs are needed? What monitoring system works? What resources should be prioritized? Aside from standards, what other factors affecting students should be focused on?
ResourcesAinsworth, L. (2003). Unwrapping the standards: A simple process to make standards manageable. Englewood, CO: Lead + Learn Press. Common coreWeber, S. (2008). Benefits of unpacking the standards. Mebane, NCwww.corestandards.orgwww.parcconline.orghttp://www.corestandards.org/assets/Appendix_B.pdf