Wendy Whitmer- Regional Science Coordinator NEWESD 101 Camille Huff- Science Coordinator Central Valley School District Learning Targets We are familiar with the Common Core State Standards for English Language Arts. We can integrate informational text reading strategies into our curriculum. We can integrate effective writing strategies into our curriculum. Agenda Introduction to CCSS-ELA Vertical Articulation of Reading Reading in Informational Text Smarter Balanced Assessment Consortium Writing in Content Areas What do you know? Please answer the probe on your own. Talk to the people at your table. Share out with the whole group. Common Core State Standards • • • Define the knowledge and skills students need for college and career Developed voluntarily and cooperatively by states; more than 40 states have adopted Provide clear, consistent standards in English language arts/Literacy and mathematics Source: www.corestandards.org 5 Washington State’s Implementation Timeline 2010-11 2011-12 2012-13 2013-14 2014-15 Phase 1: Awareness and Understanding, Alignment, and Adoption Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials Phase 3: Classroom Transitions Phase 4: Statewide Implementation through the Assessment System 6 Teaching Channel Resource www.teachingchannel.org/videos/common-corestate-standards-for-ela-and-literacy 7 Current WA Standards (GLEs) – Grades K-10 Writing Reading Communication (includes Speaking and Listening) Common Core ELA Standards – Grades K-12 Reading Writing Speaking and Listening Language Media & Tech ELA Common Core Standards 8 The ELA Document Structure Introduction page 10 • K-5 page 11 – Reading • Foundational Skills – Writing – Speaking and Listening – Language 9 6-12 page 35 Reading Writing Speaking and Listening Language Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C Appendix A Research- Help implementers understand components of CCSS-ELA 10 Appendix B: Reading Text Exemplars with Sample Performance Tasks 11 Appendix C : Annotated Student Writing Samples 12 A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and Teacher resources for learning Interim assessments formative assessment practices to improve instruction All students leave high school college and career ready Flexible, open, used for actionable feedback 13 Reading Standards Vertical articulation Look at the reading standards for your content area Highlight the differences between the grade levels Note strategies that you already use Compare the 9-10 grade band standards for each group. What do you notice- similarities, differences? Roles What are the roles of the different “crew members” in your building? Diamonds in the Sky Purpose: To become familiar with expectations for our students and to share effective reading strategies. Science Example: Understand how and why carbon molecules can take different forms. Reading Standard: Summarize the main ideas of the passage. Diamonds in the Sky Read the passage What reading strategies would help your students extract information from this passage? Finish template for Diamonds in the Sky Diamonds in the Sky Complete the assessment What standards are being assessed? What reading strategies might help your students be successful on an assessment? Smarter Balanced: www.smarterbalanced.org Your connections Look at your own text. Fill out the template for your text: Consider What is your purpose? How will you scaffold for your students? Writing Complete a vertical articulation of Standard #1. Note any strategies you use in your classroom already. Find where you meet some of these standards in your curriculum. Writing Complete a vertical articulation of Standard #2. Note any strategies you use in your classroom already. Find where you meet some of these standards in your curriculum. http://www.literacydesigncollaborative.org/wp- content/uploads/2012/02/LDCTemplateTasks.pdf Writing Read standards 4-10 3-2-1: Cite evidence 3 things that surprise you 2 questions you have 1 thing you already do Nuclear Power Purpose: Evaluate how reading and writing strategies are used in content courses. What do you know about nuclear power? Rank the amount of energy we get from each source. Rank as a group. Nuclear Power Ranks: Biomass: 6 Coal: 1 Geothermal: 8 Hydropower: 4 Natural Gas: 2 Petroleum: 7 Propane: 10 Solar: 9 Uranium: 3 Wind: 5 Nuclear Power Performance Task From: Smarter Balanced Assessment Consortium Released Items: www.smaterbalanced.org Tasks: Identify pros and cons of nuclear power. Evaluate provided sources. Nuclear Power Performance Task In your courses: What argument can you have your students make? Ex: Stem cell use Ex: Oil drilling in ANWR Ex: Should the U.S. defend democracy? Argument and Evidence How would you have students gather resources? How would you have students evaluate resources? How would you ensure students provide sufficient evidence for their argument? Exit Ticket What strategies or elements from today might you use in your classroom? How do you envision implementing the strategy in your classroom?