Common Core

Common CoreOverviewUnderstanding the New Standards

Common CoreLearning Objectives will answer these Essential Questions:

What are Common Core Standards?

Why is Common Core necessary?

What do these standards mean in the context of my school, my classroom, my students?

What is text complexity, and how can I implement it in my teaching?

What are text-dependent questions?

Common CoreWhy is it necessary?

Common Core

WHY???A large gap still exists between how high school teachers perceive the college readiness of high school graduates and how college instructors perceive the readiness of their incoming first-year students. This suggests a lack of curricular alignment between the K-12 and postsecondary educations systems that may be hampering the efforts of K-12 to prepare students for life after high school.Policy Implications for Preparing for Higher Standards (ACT National Curriculum Survey 2012)

Common CoreHow did it all begin?

Common CorePrevious state standards did not improve student achievement.

Gaps in achievementGaps in expectationsNAEP resultsACT 2012 data College Readiness BenchmarkAll 4 subject areas: 25%3 subject areas:15%2 subject areas:17%1 subject area:15%None28%

College remediation rates7

So despite a lot of effort, our past efforts to implement standards have not generally led to broad student achievement. Instead, we have lots of evidence that we are still falling short.

We continue to have significant gaps in achievement among racial/ethnic groups, income levels, etc. While standards were supposed to define the minimum expectations for all students, we have actually had persistent gaps in expectations for students as we attempted to implement a set of standards which simply could not have been thoroughly taught or learned. Despite smaller class sizes and a doubling of spending on education over the last four decades, we have had little signs of improvement on the literacy assessments of the National Assessment of Educational Progress (NAEP), which is commonly referred to as our nations report card. While we have had a slight increase in 4th grade results, 8th grade results have been flat, and the results we get from the 12th grade assessment show a slight dip in proficiency levels. Another piece of evidence that indicates the need for reform is the data from the ACT assessment. These 2012 results show alarming gaps between the knowledge and skills needed to earn a diploma and the knowledge and skills to actually be prepared for education and training after high school. This of course leads to incredibly high rates of remediation, costing many of our young adults a significant amount of time and money. Compounding the costs is the fact that remedial students are more likely to drop out of college without a degree. Less than 50 percent of remedial students complete their recommended remedial courses. Less than 25 percent of remedial students at community colleges earn a certificate or degree within eight years. Students in remedial reading or math have particularly dismal chances of success. A U.S. Department of Educationstudy found that 58 percent of students who do not require remediation earn a bachelors degree, compared to only 17 percent of students enrolled in remedial reading and 27 percent of students enrolled in remedial math.7 Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards.

The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). www.corestandards.org

History

88/23/2013 1:16 PM 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

8Common Core Standards: A clear set of shared goals and expectations

Common CoreNarrowed focusStrong emphasis on foundational basicsText complexitySkill reinforcement

Common CoreCommon Core will focus Teachers will covermore on process with fewer standards moreless emphasis on thoroughly.rote memorization.

Deeper knowledge is required for students to be properly equipped for the technologically-advanced jobs of the future.

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CCSS Math

DomainClusterStandard

StandardsDefine what students should understand and be able to do.

A big idea that bridges across grade levels.

Domain: Operations & Algebraic Thinking (OA)Domain14

Clusters

Groups of related standardsCommon Core - MathThe Math standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.

Having built a strong foundation K5, students can do hands on learning in geometry, algebra and probability and statistics. Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well prepared for algebra in grade 8.

Common CoreThe high school Math standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.

The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.

The high school standards emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions.Common Core

Common Core - ELAThe ELA standards establish a staircase of increasing complexity in what students must be able to read so all are ready for the demands of college and careerlevel reading.

The standards require the progressive development of reading comprehension so that students advancing through the grades gain more from whatever they read.

Through reading a diverse array of classic and contemporary literature (classic myths, American literature, and Shakespeare) as well as challenging informational texts in a range of subjects (foundational U.S. documents), students build knowledge, gain insights, explore possibilities, and broaden their perspective.

The standards are building blocks for successful classrooms.

Common Core: 4 Strands of ELACCSS Requires 3 Shifts in ELA (TDOEs Focus Standards) Building knowledge through content- rich nonfictionReading, writing and speaking grounded in evidence from text, both literary and informationalRegular practice with complex text and its academic languageCommon CoreThe 1st Major Shift in CC

Build knowledge using informational text

50/50 narrative/informational elementary

45/55 narrative/informational middle grades

25/75 narrative /informational high school

Building Knowledge Through Content-Rich Nonfiction (Informational): Why?Students are required to read very little informational text in elementary and middle school.Non-fiction makes up the vast majority of required reading in college/workplace.Informational text is harder for students to comprehend than narrative text.Supports students learning how to read different types of informational text.

What is Informational Text ??Literary TextInformational TextFiction

Literary nonfiction, such as essays, speeches, and autobiographies or biographies

Poetry

Exposition

Argumentation and persuasive text

Procedural text and documents

Source: Reading Framework for the 2011 National Assessment of Educational Progress, September 201024Common CoreThe 2nd Major Shift in CCReading, writing, and speaking grounded in evidence from text, both literary and informational

Common CoreWhy Adjust Our Questioning?Asking students to make connections tothemselves, other texts, and the world guides them away from the text and does not lead to a deep understanding of it.

Students expend excessive time and energy answering low-level questions rather than meaningful, text-specific questions that will incite a deeper understanding.Text-dependent Questions:are only answered correctly with careful attention to the text.extend beyond recalling facts.often require inference.require no outside sources.allow students to gather evidence and build knowledge.provide access to increasing levels of complex text.necessitate thoughtful teacher preparation.require time for students to process.are meaningful.

Non-Examples and Examples28In 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.

What makes Caseys experiences at bat humorous? Find examples from the text to support your answer.

What can you infer from Kings letter about the letter that he received?

Not Text-DependentText-DependentText-dependent questions require students to pay attention to the text at hand and to draw evidence from that text.

What does this look like in the classroom?Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary argument both in conversation and in writing. Teachers assess comprehension of a text by evaluating students use of evidence in speaking and writing.Students have rich and rigorous conversations and develop writing all dependent on a common text. This is not to say that text-to-self connections are entirely absent, but rather, with this shift, deep understanding of the text should precede students making those connections. Common CoreContent Shift #2Which question is text-dependent?

In The Gettysburg Address, Lincoln states that the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? orThe Gettysburg Address mentions the year 1776. According to Lincolns speech, why is this year significant to the events described in the speech?

Common CoreThe 3rd major shift in CC

Regular practice with complex text and its academic language

Common CoreWhat is text complexity?and

Why is text complexity important?

Common CoreText Complexity IS a concentrated effort to expose our students to more difficult texts.

Transport them to realms outside of their comfort zones.

Expose them to a vast assortment of genres, prompting them to become literary entrepreneurs who are willing to take risks.

What constitutes a complex text? Complex text is typified by a combination of longer sentences, a higher proportion of less-frequent words, and a greater number and variety of words with multiple meanings. PARCC Model Content Frameworks33Text ComplexityWhy is Text Complexity important?

The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life (p. 3).

Comprehending complex texts is everywhere in the CCSS. This is why text complexity matters and we are spending time talking about it today.34Text Complexity ModelQualitativeQualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.QuantitativeQuantitative measures readability and other scores of text complexity often best measured by computer software.Reader and TaskReader and Task considerations background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

Text Complexity AGAIN.... Why is it important? A large gap still exists between how high school teachers perceive the college readiness of high school graduates and how college instructors perceive the readiness of their incoming first-year students. This suggests a lack of curricular alignment between the K-12 and postsecondary educations systems that may be hampering the efforts of K-12 to prepare students for life after high school.Policy Implications on Preparing for Higher Standards(ACT National Curriculum Survey 2012)

making 20 percent of their class reading stretch texts that help them reach beyond their reading level engaging pairs or teams of students with more challenging texts as buddies and giving them opportunities to reflect on those texts through discussions with each other or through buddy journals modeling how to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument engaging students with carefully selected or constructed graphic organizers that make the structure of the text visibleimmersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge introducing background knowledge Scaffolding for Text Complexity37Students deserve exposure to and opportunities to interact with complex unexpected texts. But how do we scaffold them into reading grade level complex texts? Some examples include.

Involving students in analyzing text complexity

37Common CoreThinking Maps

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For defining in contextThe Circle Map40

An Overview of all 8 Thinking MapsThe Circle MapDefining in Context41SPINEThe Backbone; Spinal ColumnA pointed, hard growth of an animal; as a porcupines quillThe hinged back of a bookA pointed, hard growth on a plant, as a thornWhile at your desk, you should sit with your spine straight.The spines of the cactus really hurt me.

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Evaluating Sources44

A student uses a circle map to display knowledge of the Renaissance.45

For describing thingsThe Bubble Map46

4747Bubble Map AccommodationsThesunbrightyellowhotroundisisisisThe sun is bright. The sun is hot.

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For comparing & contrastingThe Double Bubble Map49CinderellaMei Ping andThe SilverShoeStepdaughter

MeanStepsistersPrincehaspartyLostshoeMarriedprincegooseFairyGod MotherOldladyMagicGooseFeathersShoe InhutStepDaughtersOlderStepDaughterYoungerMagic Wand

Mice

PrinceWenthouseto house

By Marisa

David sousa/////color increase retention by 27%50

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For classifying thingsThe Tree Map53

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For seeing events in sequenceThe Flow Map59

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For understanding cause & effectThe Multi Flow Map62

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For seeing parts of a wholeThe Brace Map66

Word PartsTeaching word parts enhances a students understanding of terms.

Robert Marzano, Classroom Instruction That Works67

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for seeing analogiesThe Bridge Map69

70Tom went to the store and bought lunch.joggedwentHardeesthe storehotdog and French friesTom jogged to Hardees and bought a hotdog and french fries.Relation Factor: is more precise thanlunch71A) TROPHY : UMPIREB) BUNGALOW : VOYAGERC) SCHOOL : TRUANTD) DEFEAT : COMPETITORE) GYMNASIUM : ATHLETEA) LYRIC : MEDLEYB) EPIC : HISTORYC) MYTH : HEROISMD) ANTHEM : PRAISEE) ROMANCE : REALISMA) CAPTURE : PRISONERB) DESTROY : ENEMYC) DISCOVER : SNIPERD) ACCUSE : CRIMINALE) DEFEND : VICTIMCASINO : GAMBLERasDIRGE : LAMENTATIONasBANISH : OUTCASTas 72Common CoreCreating a new theory is not like destroying an old barn and erecting a skyscraper in its place. It is rather like climbing a mountain, gaining new and wider views, discovering unexpected connections between our starting points and its rich environment. But the point from which we started out still exists andforms a tiny part of our broad view gained by the mastery of the obstacles on our adventurous way up. Albert EinsteinKey Common Core Sites

Official Common Core website: http://www.corestandards.org

Resources for All Domains

http://commoncoreconversation.comhttp://achievethecore.orghttp://www.khanacademy.org/www.kids.govwww.teachingchannel.orghttp://www.neok12.com/ http://www.flocabulary.com/ http://americanrhetoric.com