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Common Core State Standards Who? What? How? Why? When? Where?

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Common Core State Standards . When? . Who? . What? . Where ? . Why?. How? . CCSS Who ? When do I need to do this? What ? How does this affect me? Where do I find more information? WHY?. WHO? . All K-12 teachers Administrators Students. When? & Where?. Grades K-2: 2011-2012 - PowerPoint PPT Presentation

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Page 1: Common Core State Standards

Common Core State

Standards Who?

What?

How? Why?

When?

Where?

Page 2: Common Core State Standards

CCSSWho?

When do I need to do this? What?

How does this affect me?Where do I find more information?

WHY?

Page 3: Common Core State Standards

WHO? • All K-12

teachers

• Administrators

• Students

Page 4: Common Core State Standards

When? & Where?• Grades K-2: 2011-

2012• Grades 3-8: 2012

- 2013• Grades 9-12: 2013-

2014

All Districts in AR

Page 5: Common Core State Standards

What

Common Core State Standards for English Language Arts & Literacy in History/Social

Studies, Science, and Technical Subjects (CCSS)

Affect all content areas

Page 6: Common Core State Standards

Baby Steps

How will I Transition to the CCSS and find accurate information to assist?

Page 7: Common Core State Standards

Next Step, Reflection!Examine the lesson/unit.

What is the topic/theme/time period? How do you begin / set the stage?

Assignments? Texts?

Activities? Assessment?

Page 9: Common Core State Standards

The chart is meant to illustrate and provide context for the standards but not replace the standards themselves.

Page 10: Common Core State Standards

Where to locate CCSS information

• AETN IDEAS site http://ideas.aetn.org/commoncore/strategic-plan

• ADE CCSS Microsite http://www.commoncorearkansas.org/

• ADE CCSS wiki http://ccssarkansas.pbworks.com

Page 11: Common Core State Standards

To Do this year from Sandra Alberti:

• Teachers must be aware of CCSS and understand the big shifts

• Identify, evaluate, and develop text dependent and text specific questions

• Teachers must begin reviewing existing materials to develop these text dependent questions

Page 12: Common Core State Standards

Clearing Up Confusion

• Common Core Curriculum Maps http://commoncore.org/maps/

• Crosswalk – a reverse crosswalk is available for ELA and math. The crosswalk begins with what you are teaching now. http://ccssarkansas.pbworks.com

Page 13: Common Core State Standards

WHY CCSS?

Your zip code should NOT determine the quality of your

education

Page 14: Common Core State Standards

CCSS Implications for Classroom• More nonfiction• Higher text complexity • More teacher collaboration

–across grades –across content areas

• More research –begins in earlier grades –both short and extended research

Page 15: Common Core State Standards

“All courses in high school, not just English and social studies but mathematics and science as well, must challenge students to read and understand complex texts.”

American College Testing Program (2006)

Page 16: Common Core State Standards

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Page 17: Common Core State Standards

Text Complexity

computer software

Educators’ professional judgment

an attentive human reader

Qualitative Quantitative Reader and

Task

is often best measured by

Page 18: Common Core State Standards

Reading more complex texts requires TIME --

• for teachers to model how to comprehend

• for students to learn how to extract information

• for students to practice• for students to share

Page 19: Common Core State Standards

Teacher Implications

• Everyone a literacy teacher–Reading and writing emphasis

• Teaching (modeling) students to read as scientists, historians, economists, mathematicians, geographers …

• More sources of information

Page 20: Common Core State Standards

Student Implications

• Teachers tell/summarize less and use more scaffolding

= • More responsibility placed on

students for their learning

Page 21: Common Core State Standards

Shared Responsibility“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.”

CCSS, page 4

Page 22: Common Core State Standards

Grade Span Specific Literacy Standards

• Reading History/Social Studies (RH) page 61

• Reading Science and Technical Subjects ( RST) page 62

Page 23: Common Core State Standards

Informational Text“…if students have not developed the skill, concentration and stamina to read complex texts— they will read less in general.” CCSS ELA Appendix A, p. 4

Page 24: Common Core State Standards

Informational texts/literary nonfiction

• Personal essays, opinion pieces, speeches• Essays about art or literature • Biographies and memoirs • Journalism (newspapers in the classroom)• Historical, scientific, technical, or economic

accounts written for a broad audience (Nonfiction sources in library)

• Digital sources (like EBSCO magazine index) Common Core State Standards, p. 57

Page 25: Common Core State Standards

Resources for Informational Reading

Content Specific• ADE - Curriculum – Educators – Resources for Lesson

Plans http://arkansased.org/educators/curriculum/resources.html#social

• Check out the 100 Milestone documents, Avalon Project, and LOC just to name a few excellent resources for educators

• There are also links for Arkansas History, Science, music, art…

Page 26: Common Core State Standards

What does it mean to READ?Define the term read –

Share your definitions

What are some types of reading that you do?Share your definitions

How would you define yourself as a reader?Your identity as a reader helps determine how successful you will be when reading in certain content areas

Doug Buehl

Page 27: Common Core State Standards

Reader Identities According to Literacy theorist J.P. Gee (2000) there are 4 categories of identities that help define a person.Identities that:1. are part of our nature (little control)2. are related to positions (e.g., I am a citizen of the U.S.,

a school teacher, a resident of AR, a college graduate)3. reflect personal traits or characteristics (e.g., I am

creative, listen to rock n roll)4. We share with others through our associations (e.g.,

Razorback fan, CS4 member, Bunco player)D. Buehl (2011)

Page 28: Common Core State Standards

Types of reading required

Literary fiction, Math Science - biology, phys. sci., history, social studies, economics, technical subjects, health, fitness, humanities – art, music

DISCIPLINARY

LITERACY

INTERMEDIATE LITERACY

streamlining and multitasking phase

BASIC LITERACY

Doug Buehl (2011) taken from Shanahan and Shanahan (2008)

Page 29: Common Core State Standards

Building the Foundation

Basic Literacy:

• Skills that help kids learn to read

• Usually early primary grades

Doug Buehl, Developing Readers in the Academic Disciplines, 2011.

Page 30: Common Core State Standards

Intermediate LiteracyStruggling learners lack extensive vocabularies

• reading should become a fluent, streamlined process

• brain is multi-tasking in the background—not thinking about reading, frees the frontal lobe for critical thinking

Page 31: Common Core State Standards

Disciplinary Literacy• Predominates middle school to high school

• What does it mean to read, write, and think through a disciplinary lens?

• Navigate texts from unrelated & distinct disciplines–math, science, history, geography, music, art

Page 32: Common Core State Standards

Disciplinary literacy

• Specific ways of reading and writing in the disciplines of history, social studies, science and technical subjects

• What if I'm expected to behave as a certain kind of thinker? Scientist, historian, mathematician…

32

Page 33: Common Core State Standards

Disciplinary Reading Range and Content

• Necessitates an understanding of domain-specific words and phrases

• Requires an appreciation of norms & conventions of each discipline

• Critical to building knowledge in content areas

Page 34: Common Core State Standards

Disciplinary Reading Range and Content

• Calls for an attention to precise details

• Demands the capacity to evaluate intricate arguments, synthesize complex information , and follow detailed descriptions of events and concepts

Page 35: Common Core State Standards

What Do Literacy Standards in History/Social Studies, Science, and Technical Subjects Really

Mean for Content Area Teachers?

Page 36: Common Core State Standards

What CC Literacy Standards are NOT

• … just having students read and write more

• … assigning more vocabulary words to look up and write definitions for

• … conducting basic literacy techniques to struggling readers during social studies

Page 37: Common Core State Standards

What CC Literacy Standards are NOT

• … giving students Venn diagrams and sentence diagramming assignments in social studies

• …assigning more “What did you do during …” essays

Page 38: Common Core State Standards

What They Are

• Modeling and scaffolding what reading in social studies looks and sounds like

• Teaching students what is important/vital information for a historian, geographer, economist, politician

Page 39: Common Core State Standards

What They Are

• Using the text book as a starting place not the definitive source

• Reading a wide variety of texts– Maps, charts, tables, graphs, photographs,

pictures, cartoons, journals, letters, documents, artifacts

Page 40: Common Core State Standards

How do we help students think in social studies/science?

What types of critical texts are students expected to learn and maneuver in social studies/science?

What types of writing are expected in social studies/science?

Page 41: Common Core State Standards

Close Reading of Complex Text

“A significant body of

research links the close

reading of complex text—

regardless if the student is a struggling

reader or advanced—to significant gains

in reading proficiency, and finds close

reading to be a key component of

college and career readiness.” PARCC Model Content Frameworks for ELA/Literacy p. 6

Page 42: Common Core State Standards

Comprehension Strategies All Good Readers Use

Pre-reading• Review vocabulary• Make predictions• Review text features

(brainstorm, predict, skim, assess prior knowledge)

Page 43: Common Core State Standards

Comprehension Strategies All Good Readers Use

While reading• Monitor for understanding; reread if needed;

summarize • Draw a visual representation of the unfolding

argument• Ask questions about the main ideas as they unfold;

infer• Make note of unfamiliar words, concepts, ideas to

research later

Page 44: Common Core State Standards

Comprehension Strategies All Good Readers Use

After reading–Summarize and restate the text’s main points–Compare notes with other students–Discuss what you read–Reread, confirm predictions, reflect, question

Page 45: Common Core State Standards

Authentic opportunities to learn and practice literacy are important techniques through which we engage students in thinking deeply and critically about social studies, science, economics…

Page 46: Common Core State Standards

Student Lens to Historian Lens:

Student lens

• Fact collecting • Textbook • Notice who’s, what’s,

where’s, and chronology of events

• Truth statements

Historian lens

• Notice why’s and how’s

• Read a variety of texts critically

• Notice cause/effect relationships and hypotheses

• Critically examine

Page 47: Common Core State Standards

Establishing a Routine for Close Reading

1. Pre-teach the vocabulary and concepts.

2. Set a purpose for reading.

3. Model close reading.

Page 48: Common Core State Standards

Establishing a Routine for Close Reading

4. Provide guided practice and check for understanding.

5. Provide independent practice.

6. Organize discussions and debates.

7. Have students write about the text.Adapted from the Consortium on Reaching Excellence in Education, Inc

Page 49: Common Core State Standards

SCAFFOLDINGDefinition - a temporary structure put up to allow you to work the text in a way that wouldn't be possible w/o the scaffold.• It is NOT a reading assignment, which

treats kids as independent readers.

Page 50: Common Core State Standards

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Page 51: Common Core State Standards

Taken from slide created by Jacob HaywardInformation from CORE

Page 52: Common Core State Standards

Writing & CC Literacy Standards

What does that mean and look like in the content areas?

Page 53: Common Core State Standards

Grade Span Specific Standards

• Writing History/Social Studies, Science and Technical Subjects ( WHST) pages 64-66

*note that narrative writing is not applicable as a separate requirement in the content areas

Page 54: Common Core State Standards

Disciplinary Writing Range and Content

• Key means of asserting and defending claims and showing what is known

• Considers audience, task, and purpose• Uses technology strategically • Emphasizes writing arguments and

informative/explanatory pieces

Page 55: Common Core State Standards

Writing Standards 7, 8, and 9:

Research to Build and Present Knowledge • Research at all grade levels • Use print and digital sources• Evaluate sources• Write without plagiarism

Page 56: Common Core State Standards

Writing• Argument or Persuasive Writing

With evidence from the textMost emphasized with CCSS

• Informational/Explanatory Writing

Page 57: Common Core State Standards