Get Your Common Core ON!
Kathy Boudreau-Henry
May 2013
1
Constituents from Schools
Students
School
Community
Superintend
ent
Parents
Librarians
School
Board
Teachers
Principals /
Administrators
School Video
http://youtu.be/mMf_zQEr3cA
Have you ever visited the local school
to see what the library looks like and
Slide 2
has?
SLMS have Two Sets of Standards
AASL 21st Century Learner
Common Core State Standards
Reading
Writing
Speaking
and
Listening
Language
Media and
Technology
•Anchor
Standards
•Strands
•Grade
standards
3
What is Common Core?
We will look at Common Core. AASL has a crosswalk between CCSS
and the Standards for the 21st Century Learner at
http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk
4
http://www.corestandards.org/
What Is Common Core?– Your
perceptions???
• What are the Common Core
State Standards?
• Why did Tennessee adopt the
Common Core?
• How will the Common Core
affect teaching in Tennessee?
• Difference with previous
Curriculum Frameworks?
5
Student Performance on Testing
c
Slide 6
8th Grade Reading
Slide 7
Previous Curriculum Frameworks
8
Do you see why something had to change?
COMMON CORE / RACE TO THE
TOP / READY2TEACH..ETC.
9
CCSS
Key Points In English Language Arts
•
•
•
•
•
Reading
Writing
Speaking and Listening
Language
Media and Technology
Do you see any
opportunity for
public library
work in these??
10
Lingo Of Common Core?
Education uses a lingo when discussing
achievement and standards
Know these for CCSS lingo
There are other sets of vocabulary used
for Achievement geeks
• TCAP = Tennessee Comprehensive
Assessment Program
http://www.state.tn.us/education/assess
ment/achievement.shtml
• PARCC = Partnership for Assessment
of Readiness of College and Careers
http://www.parcconline.org/parccassessment
• MAAS = Modified Academic
Achievement Standards
• AYP = Adequate Yearly Progress
• Terra Nova
• GLE = Grade Level Expectation
• SPI = State Performance Indicators
learning benchmarks
standards
strands
assessment
the texts
progressive development
challenging informational texts
exemplars
instructional shifts
scaffolding
staircase of complexity
academic vocabulary
http://www.tn.gov/education/assessment/
Handout
11
Common Core State Standards in English
Language Arts (ELA) outline
reading, writing, language, speaking,
listening, and research skills
students will need to succeed in college and the
workforce.
“Instructional shifts”
12
The CCSS Requires Three Shifts in
ELA/Literacy
1. Building knowledge through content-rich
nonfiction
2. Reading, writing, and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
13
Shift #1: Building Knowledge
Through Content-Rich Nonfiction
www.achievethecore.org
14
14
Building Knowledge Through ContentRich Nonfiction: Why?
•
•
•
•
too little in PreK-12
majority of required reading in college/workplace.
harder to comprehend than narrative text.
learn how to read different types
Informational text
15
1. Building knowledge through
content-rich nonfiction
In 6--12,
Essential
role in
literacy
and in the
Standards
• ELA classes place much
greater attention to a
specific category of
informational text—
literary nonfiction—than
has been traditional. In
grades 6--12
Percentage of Informational to
Literary Texts by Grade
30
50
45
50
55
4th
50
50
8th
45
55
70
70
30
Literary
Inform..
K
70
30
Inform..
12th
30
70
Literary
16
Content Shift #1
Sequencing Texts to Build Knowledge
•
•
Not random reading
Literacy in social studies/history, science, technical
subjects, and the arts is embedded
• Resources
Page 33 in the CCSS for ELA/Literacy – The Human Body
example
17
Slide 18
Shift #2: Reading, Writing, and
Speaking Grounded in Evidence
From Text, Both Literary and
Informational
www.achievethecore.org
19
19
Reading, Writing and Speaking
Grounded in Evidence from
Text: Why?
•
Most college and workplace
writing requires evidence.
•
Ability to cite evidence
differentiates strong from weak
student performance on NAEP
•
Evidence is a major emphasis
of the ELA Standards:
gathering, evaluating and
presenting of evidence from
text.
•
Being able to locate and deploy
evidence are hallmarks of
strong readers and writers
20
2. Reading, writing and speaking
grounded in evidence from text
• students write to
Literary and
sources
informational
• requires the
sources
cultivation of narrative
must be
writing throughout the
used
grades
21
Content Shift #2 Questions
Not Text-Dependent
•In “Casey at the Bat,” Casey strikes
out. Describe a time when you failed
at something.
•In “Letter from a Birmingham Jail,”
Dr. King discusses nonviolent protest.
Discuss, in writing, a time when you
wanted to fight against something
that you felt was unfair.
•In “The Gettysburg Address” Lincoln
says the nation is dedicated to the
proposition that all men are created
equal. Why is equality an important
value to promote?
22
Text-Dependent
What makes Casey’s experiences at
bat humorous?
What can you infer from King’s letter
about the letter that he received?
•
“The Gettysburg Address” mentions
the year 1776. According to Lincoln’s
speech, why is this year significant
to the events described in the
speech?
•
Sample Informational Text Assessment
Question: Pre-Common Core Standards
High school students read an excerpt
of James D. Watson’s The Double
Helix and respond to the following:
• James Watson used time away from his
laboratory and a set of models similar to
preschool toys to help him solve the puzzle of
DNA. In an essay, discuss how play and
relaxation help promote clear thinking and
problem solving.
23
From The Adventures of Tom Sawyer
Pre CCSS
•
•
Have the students identify the
different methods of removing
warts that Tom and Huckleberry
talk about. Discuss the charms
that they say and the items (i.e.
dead cats) they use. Ask students
to devise their own charm to
remove warts.
Boys played with dead cats and
frogs, during Tom’s time. Are
there cultural ideas or artifacts
from the current time that could be
used in the charm?
CCSS
• Why does Tom hesitate
to allow Ben to paint the
fence?
• How does Twain
construct his sentences
to reflect that hesitation?
• What effect do Tom’s
hesitations have on Ben?
24
Shift #3: Regular Practice with
Complex Text and Its Academic
Language
25
What are the Features of Complex
Text?
Subtle and/or frequent transitions
Multiple and/or subtle themes and purposes
Density of information
Unfamiliar settings, topics or events
Lack of repetition, overlap or similarity in words and sentences
Complex sentences
Uncommon vocabulary
Lack of words, sentences or paragraphs that review or pull things together for the
student
Longer paragraphs
Any text structure which is less narrative and/or mixes structures
Handout
26
3. Regular practice with complex
text and its academic language
Build a
staircase of
text
complexity
• all students will be ready for
the demands of college- and
career-level reading no later
than the end of high school.
Academic
vocabulary:
• words that appear in a variety
of content areas (such as
foundation, ignite and
commit).
http://www.uefap.com/vocab/select/awl.htm contains a list of such words
27
http://www.tn.gov/education/ci/doc/VOCABULARY.pdf contains the words used in Tennessee by grade with teaching activities
www.achievethecore.org
28
Schools are focused on these Key
points and the instructional shifts
Understand these and know how to read the common
core standards and use the lingo.
1. Building knowledge through content-rich
nonfiction
2. Reading, writing, and speaking grounded in
evidence from text, both literary and informational
3. Regular practice with complex text and its
academic language
Let’s look at the structure of the
CCSS for ELA
Slide 29
http://www.corestandards.org/ELA-Literacy
READING THE COMMON
CORE
30
Structure of the Standards
Strand
Emphasizes required
achievements
Anchor
Standard
GradeSpecific
Standard
31
STRANDS
www.achievethecore.org
32
English Language Arts Common Core Standards
There are Reading and Writing Strands for
History/Social Studies, Science and Technical Subjects
Reading
Strand
Writing
Strand
Speaking
and
Language
Listening Strand
Strand
33
ANCHOR STANDARDS
34
www.achievethecore.org
34
“What should a 21st century diploma holder be able to do in order
to flourish?”
A CCR ANCHOR STANDARD IS A SKILL
THAT HIGH SCHOOL GRADUATES SHOULD
HAVE IN ORDER TO BE READY FOR ENTRY
INTO THE WORLD OF WORK OR
POSTSECONDARY EDUCATION
10 Reading
Anchor
Standards
Key Ideas and
Details
Craft and
Structure
Integration of
Knowledge and
Ideas
Range and
Level of Text
Complexity
10 Writing
Anchor
Standards
Text Types and
Purposes
Production and
Distribution of
Writing
Research to
Build and
Present
Knowledge
Range of Writing
6 Speaking
and Listening
Anchor
Standards
Comprehension
and
Collaboration
Presentation of
Knowledge and
Ideas
6 Language
Anchor
Standards
Conventions of
Standard
English
Knowledge of
Language
Vocabulary
Acquisition and
Use
36
Key Ideas and Details
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.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.ELA-Literacy.CCRA.R.2 Determine
central ideas or themes of a text and
analyze their development; summarize
the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3 Analyze
how and why individuals, events, or
ideas develop and interact over the
course of a text.
CCSS.ELA-Literacy.CCRA.R.4 Interpret
words and phrases as they are used in
a text, including determining technical,
connotative, and figurative meanings,
and analyze how specific word choices
shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.5 Analyze
the structure of texts, including how
specific sentences, paragraphs, and
larger portions of the text (e.g., a
section, chapter, scene, or stanza)
relate to each other and the whole.
CCSS.ELA-Literacy.CCRA.R.6 Assess
how point of view or purpose shapes
the content and style of a text.
Reading Anchor Standards
37
Integration of Knowledge and
Ideas
Range of Reading and Level of
Text Complexity
CCSS.ELA-Literacy.CCRA.R.7 Integrate
and evaluate content presented in
diverse media and formats, including
visually and quantitatively, as well as
in words.1
CCSS.ELA-Literacy.CCRA.R.8 Delineate
and evaluate the argument and
specific claims in a text, including the
validity of the reasoning as well as the
relevance and sufficiency of the
evidence.
CCSS.ELA-Literacy.CCRA.R.9 Analyze
how two or more texts address similar
themes or topics in order to build
knowledge or to compare the
approaches the authors take.
CCSS.ELA-Literacy.CCRA.R.10 Read and
comprehend complex literary and
informational texts independently and
proficiently.
Reading Anchor Standards
38
GRADE LEVEL STANDARDS
39
www.achievethecore.org
39
Reading Strand
Writing Strand
Listening and
Speaking Strand
Language
Strand
• Reading Literature
• Reading Informational Text
• Reading Foundational Skills
• Writing
• Listening and Speaking
• Language
40
http://www.core
standards.org/
ELA-Literacy
ONLINE STANDARDS
41
Common core K-5 – grade 3
•
•
•
•
Key Ideas and Details
RL.3.1. Ask and answer
questions to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
RL.3.2. Recount stories,
including fables, folktales,
and myths from diverse
cultures; determine the
central message, lesson,
or moral and explain how
it is conveyed through key
details in the text.
RL.3.3. Describe
characters in a story (e.g.,
their traits, motivations, or
feelings) and explain how
their actions contribute to
the sequence of events.
42
or PDF OF THE STANDARDS FOR
ELA – 66 PAGES
Slide 43
Identify the Standard
RI
RL
RF
W
L
L
RL . 3 . 2
Strand
Grade
Standard Number
RL.3.2. Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is
conveyed through key details in the text.
44
Identify the Standard
W. 11-12. 1b
Strand
Grades
Standard Number
45