By Sussan Oladipo

Common Core Standards: a tool for the 21st Century Classroom

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Three things you already know about the CCSS

Two reasons why we need the CCSS right now

One question you have about the implementation of CSSS

Think Aloud

Session Objectives

Communicate background and major shifts of the

CCSS

Unpack CCSS standards

Create 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)

Emphasizing Informational Text

Literacy standards for all content areas

Text complexity

The special place of argument

Four Major Shifts

Grade Literature Informational

K-4 50% 50%

5-8

45%

55%

9-12

30%

70%

Greater focus on informational text, literary non-fiction

Literature vs. Informational Text

Argument/ Persuasive

Informational/Explanatory

Narrative

Elementary School 30% 35% 35%

Middle School 35% 35% 30%

High School 40% 40% 20%

Writing

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

+Informational Text and Complexity

K-3

+ 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

• 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)?

What should students know and be able to do?

Standards and Learning

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 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)

+ Technology Connection

+ Bloom’s in Technology

+ Performance Task

1.List types 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 standards –Grade 3

A closer Look at standards 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 Standard R.I. 3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

Text Animals that Migrate—Green TurtlesPrompt (Performance Task)

Using the text for support, describe the 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

Responses are still developing toward the standard

Practitioner

Responses achieve the standard

Expert

Responses go beyond the standard

(please note the bolded portions)

Explicit Information

Relate specifically to: Animals that Migrate

—Green Turtles

Responses identify some details from the journey that baby or adult Green Turtles make, such as how long the trip is, what baby turtles eat, how adult turtles find their own special beaches, etc. Responses to the request to list skills needed for the journey are either absent, incorrect, irrelevant, or response veers from the text.

Responses accurately identify the journey that baby Green Turtles make (from Ascension Island to Brazil) and the journey that adult Green Turtles make (back and forth between Ascension Island and Brazil), including text information on how long the trip is, on what baby turtles eat, how adult turtles find their own special beaches, etc. Responses should list at least 2 of the following skills turtles use on their journeys: finding food, swimming on top of the water or floating with the current (babies), seeing the shore when they are very close, smelling the sand to locate a certain beach (adults), etc.

Responses accurately identify and elaborate on the journey that baby Green Turtles make (from Ascension Island to Brazil) and the journey that adult Green Turtles make (back and forth between Ascension Island and Brazil), including information on how the baby turtles are carried by the current and how the adults swim on the top of the water, what they eat, how far, how they find their own special beach, etc. Responses may include how and where eggs are laid and other relevant information. Responses should list the following skills that turtles use on their journeys: finding food, swimming on top of the water or floating with the current (babies), seeing the shore when they are very close, smelling the sand to locate a certain beach (adults), etc.

+ Performance Tasks

What have students learned? (know and can do?)

Create performance task using any of these standards

[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]

+ 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?

Resources

Ainsworth, L. (2003). Unwrapping the standards: A simple process to make standards manageable. Englewood, CO: Lead + Learn Press. Common core

Weber, S. (2008). Benefits of unpacking the standards. Mebane, NC

www.corestandards.orgwww.parcconline.org http://www.corestandards.org/assets/Appendix_B.pdf