When?
Where?
CCSS –
where are we?
Monday, July 23
When? & Where?
Grades K-2: 20112012
Grades 3-8: 2012 2013
• Grades 9-12: 20132014
• PARCC Assessment
2014-2015
All Districts in AR
Summer 2012
Curriculum and Professional
Development units:
• Workshops –
– close reading and disciplinary reading,
– writing arguments,
– technology in the classroom, and
– resources
Institutes and Leadership series
www.Ideas.aetn.org/commoncore/
Institutes available:
• Strategic plan
• Assessment
• Lesson planning for Formative Assessment
• Learning Progressions in ELA and math
Leadership series
Summit 1
• Facilitating Learning for
Teachers and Students
• Student-Centered
Coaching and Capacity
Building for
Instructional Leaders
• Literacy Design
Collaborative (LDC) and
Mathematics Design
Collaborative (MDC)
Summit 2
• Connecting Common
Core and Community
for the Whole Child: A
Community
Conversation
Subject Areas
• English Language Arts 1
- Disciplinary (Content)
Literacy Overview
• English Language Arts 2
- Close Reading of
Complex Text
• Overview of the Common Core
State Standards for English
Language Arts & Literacy in
History/Social Studies,
Science, and Technical
Subjects
• Role of content teacher in
literacy practices
• Examining classroom practices
• Defining text complexity and
the overarching role it plays in
The Common Core State
Standards for English
Language Arts & Literacy in
History/Social Studies,
Science, and Technical
Subjects
• Close reading – the demands
of complex text on the reader
• High yield questioning
strategies for student use in
comprehending complex text
Where to locate CCSS information
• CCSS site
http://www.corestand
ards.org/
• PARCC Model Content
Frameworks
http://www.parcconlin
e.org/parcc-contentframeworks
• Student Achievement
Partners site
http://www.achieveth
ecore.org/
• Publisher’s Criteria
grades K-2
http://www.corestand
ards.org/assets/Publish
ers_Criteria_for_K2.pdf
• Publisher’s Criteria
grades 3-12
http://www.corestand
ards.org/assets/Publish
ers_Criteria_for_312.pdf
Where to locate CCSS information
• AETN IDEAS site
http://ideas.aetn.org/c
ommoncore/strategicplan
• ADE CCSS Microsite
http://www.commonc
orearkansas.org/
• ADE CCSS wiki
http://ccssarkansas.pb
works.com
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
CCSS Create New Challenges
Unlike mathematics, secondary literacy is not a
discipline. It is “homeless” in that it belongs to
everyone and no one.
Literacy is used in all secondary classrooms, but
it is not taught in a systematic way.
How can teachers use LDC modules to meet
this challenge?
LDC/MDC
• Designed to make literacy (math) instruction
the foundation of the core subjects
• Teachers leading the development
• Supported by Bill & Melinda Gates Foundation
• LDC/MDC is the high school training for
Common Core in AR
• http://www.literacydesigncollaborative.org/
AR LDC/MDC Project
2011-12; Pilot – 5 districts, 8 schools
•
•
•
•
•
PCSSD – Sylvan Hills, No. Pulaski Co.
Fort Smith – Northside & Southside
Rogers – Rogers High & Rogers Heritage
Cossatot River – Wickes High
Monticello – Monticello High
AR LDC Project the beginning
2011-12
• 42 teachers were trained in LDC
cohort 1
• 26 teachers were trained in MDC
cohort 1
What’s next for 2012-13?
• 2012-13 – about
50 high schools
from districts
across the state
have joined the
LDC/MDC project
• 2 initial training
sessions for
teacher facilitators
–July 18-20
–July 24-26
Essential Elements for a successful
program:
• Instructional leadership – who
should be on team?
– Literacy – ELA, Science, Social Studies, &
Career ed. teachers
– Math – algebra & geometry teachers
– Leadership & support – principal, asst.
principal, instructional facilitators, district
office
Essential Elements :
•
•
•
•
•
•
•
Time involved
Regional training - July 3 days; 6 days followup
On-site visits – 8 for the school year
Conference calls (8)
Webinars (8)
Planning time is essential
Classroom implementation
PLC
Capacity building
The LDC Framework & Tasks
The tasks students engage are at the center!
Courses
Modules
Tasks
• New courses
• Existing courses
•
•
•
•
Task
Skills
Instruction
Results
• Prompt
• Rubric
• Scoring exemplars
LDC – Essential Vocabulary
• Module – provides an instructional plan
for the teaching task (2-4 week plan)
– Defines literacy skills
– Addresses a content area theme or issue
– Complete module includes:
• Sample student work that meets rubric
• Other supports for teachers and students
LDC – Essential Vocabulary
• Template task – includes fill in blank
sentence shell (built off CCSS in
reading and writing) that can be used
to create assignments or
assessments
Template Tasks beginning point for the LDC
strategy.
All LDC tasks require students to:
 Read, analyze, and comprehend texts as specified by the
common core
 Write products as specified by the common core
(focusing on argumentation, informational/explanatory,
and narrative)
 Apply common core literacy standards to content (ELA,
social studies, and/or science)
The tasks are designed to ensure that students receive literacy
and content instruction in rigorous academic reading and writing
tasks that prepare them for success in college by the end of their
high school career.
LDC – Essential Vocabulary
• Teaching task = completed template
task – created when teacher fills in their
reading and writing assignments
– 2 basic types: “essential question” and
“after reading”
– content/issue to be addressed, specifies
text and identifies product to be produced
LDC – Essential Vocabulary
• Skill list – specific skills students need to have
or be taught – in order to successfully
complete teaching task
• Mini-tasks – small, scorable assignments that
address each skill on skills list
• Instructional ladder – the “lesson plan” pulls
together skills, mini-tasks, instructional
strategies
More LDC/MDC information is
available at:
http://ideas.aetn.org/commoncore/l
eadership
Leadership Series 3 – Literacy Design
Collaborative (LDC) and
Mathematics Design Collaborative
(MDC) April 4, 2012
CCSS Define Literacy in Content Areas
While the English language arts classroom has
often been seen as the proper site for literacy
instruction, this document acknowledges that
the responsibility for teaching such skills must
also extend to other content areas.
http://www.corestandards.org
Students Who are College and Career
Ready:
• demonstrate independence,
• build content knowledge,
• respond to demands of audience, task,
purpose, and discipline,
• comprehend and critique,
• value evidence,
• use technology and digital media, and
• come to understand other perspectives and
cultures. CCSS, page 7
Questions to think about now
• How do we help students think in social
studies/science/technical subjects?
• What types of critical texts are students
expected to learn and maneuver?
• What types of writing are expected?
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 class time
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
What They Are
• Modeling and scaffolding what reading in
your subject area looks and sounds like
• Teaching students what is important/vital
information in your discipline
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
SCAFFOLDING
Definition - 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.
Text Complexity
Qualitative
an attentive
human
reader
Quantitative
Reader and
Task
computer
software
Educators’
professional
judgment
is often best measured by
The Big Shifts
• Appropriate Text
Complexity
• Increased Reading
of Informational
Texts
• Disciplinary Literacy
• Close Reading
• Text-dependent
Questions
• Academic
Vocabulary--Tier 2
& Tier 3 words
•Short & Sustained Research
Projects
•Argumentative Writing
34
Close Reading Requires:
•Understanding your purpose in reading
•Understanding the author’s purpose in
writing
•Seeing ideas in a text as being
interconnected
•Looking for and understanding systems of
meaning
•Engaging a text while reading
•Getting beyond impressionist reading
•Formulating questions and seeking answers
to those questions while reading
Disciplinary Reading Range and
Content
• Critical to building knowledge in content areas
• Requires an appreciation of norms &
conventions of each discipline
• Necessitates an understanding of domainspecific words and phrases
• 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
Comprehension Strategies All Good
Readers Use
Pre-reading
• Review vocabulary
• Make predictions
• Review text features
(brainstorm, predict, skim, assess prior knowledge)
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
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
Writing & CC Literacy
Standards
What does that mean and look
like in the content areas?
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
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
Writing
• Argument or Persuasive Writing
With evidence from the text
Most emphasized with CCSS
• Informational/Explanatory Writing
Tracy Tucker
Tracy.tucker@arkansas.gov
501-682-1991
or
Maggie Herrick
Margaret.herrick@arkansas.gov
501-682-6584