February 14, 2012. Sign in and pick up name tag Mingle Log in to Keystone Commons
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Transcript of February 14, 2012. Sign in and pick up name tag Mingle Log in to Keystone Commons
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February 14, 2012
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Sign in and pick up name tag Mingle Log in to Keystone Commons
http://keystonecommons.paiunet.org/ Choose CLIU Middle Level Social Studies Networking
Group Returning members, please assist new participants in
registering Introductions
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Welcome and Overview PDE Updates Common Core Key Advances Civics and Government Eligible Content Common Core Literacy Standards Writing Higher Level Questions Lunch Digging into Resources Next Steps
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2011 - 2012 Focus on Reading 2012 – 2013 Focus on Writing
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PA Common Core Standards Eligible Content rewritten to embrace CCSS PA Academic Standards revised to reflect the
content and rigor of the Common Core Called “PA Common Core Standards” SAS Portal
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PSSA Aligned to revised Eligible Content Grades 3 – 5
Field Test: 2013 Implement: Spring 2014
Grades 6 – 8 Field Test: 2014 Implement: Spring 2015
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Keystone Exams - December Back in 2012-13 Application to USDoE to be used for
AYP Algebra I, Literature, Composition,
Biology Anchors & EC available for Civics &
Government
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Keystone Exams – Proposed Budget Algebra I, Literature and Biology Begin implementation 2014-15 Full implementation 2017
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Districts should: Continue with Common Core curriculum
alignment Determine Keystone Exam placement Plan for Keystone Project Based
Assessment option
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Keystone Exams:
Civics and Government Anchors and Eligible Content
Discuss implications if this moves forward.
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ReadingBalance of literature and informational textsText complexityWritingEmphasis on argument and informative / explanatory
writing Writing about sourcesSpeaking and ListeningInclusion of formal and informal talkLanguageStress on general academic and domain-specific
vocabulary
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Standards for reading and writing in history / social studies, science, and technical subjects
Complement rather than replace content standards in those subjects
Responsibility of teachers in those subject areas
Alignment with college and career readiness expectations
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Access the ELA & Literacy in History/Social Studies, Science, and Technical Subjects Common Core Standards at
http://www.corestandards.org
Review p. 61 in the Reading Standards for Literacy.
Focus on the 6-8th grade band.
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Key Points: Why it matters:
An extensive body of research attests to the importance of text complexity in reading achievement.
While the reading demands of college, workforce, training programs, and citizenship have held steady or risen over the past fifty years or so, K-012 texts have become less demanding.
Too many students reading at too low a level.
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Three Part Model for Text Complexity
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Qualitative dimensions of text complexity
Quantitative dimensions of text complexity
Reader and task Considerations
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Authors: National Governors Association Center for Best Practices, Council of Chief State School OfficersTitle: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Appendix APublisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.Copyright Date: 2010
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Review pp. 93-95 in Appendix B. Table Talk:
What do the text exemplars reveal about the Common Core Standards?
How do the text exemplars compare to my current curriculum?
How can the text exemplars guide the use of texts in my classroom?
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DOK is NOT… a taxonomy (Bloom’s) the same as difficulty about using “verbs”
Question Stems Rest of time before lunch practice writing questions
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“The DOK level describes the kind of thinking involved in the task, not whether it will be completed correctly. A greater DOK level requires greater conceptual understanding and cognitive processing by the students. Therefore, on average, students who reach greater DOK levels more regularly will have increased student achievement.”
Marconi, Smith, and Lombardi; “Depth of Knowledge: An Effective Tool for Education Students” in Shop Talk Vol. 4, No. 2 Spring 2009, The Southern Nevada Regional Professional Development Program.
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Level One - Recall and Reproduction
Requires recall of information, such as a fact, definition, term, or simple procedure, as well as performing a simple process or procedure.
Level 1 problems involve only one step.
A student answering a Level 1 item either knows the answer or does not: that is, the answer does not need to be “figured out” or “solved.”
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Skills and Concepts/Basic Reasoning – Level Two
Includes the engagement of some mental processing beyond recalling or reproducing a response.
The content knowledge or process involved is more complex.
These actions imply more than one step. Level 2 activities include making
observations and collecting data.
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Strategic Thinking/Complex Reasoning - Level Three Requires deep knowledge using reasoning, planning,
using evidence, and a higher level of thinking than the previous two levels.
The cognitive demands at Level 3 are complex and abstract.
The multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3.
Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems.
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Extended Thinking/Reasoning – Level Four Requires high cognitive demand and is very
complex. Students are required to make several connections
– relate ideas within the content area or among content areas – and have to select or devise one approach among many alternatives on how the situation can be solved.
Performance assessments and open-ended or constructed response assessment activities requiring significant thought will be Level 4.
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Level 1 Level 1 — Identify this utensil. Level 2 Level 2 — Explain the function of
the fork. Level 3 Level 3 — Identify two examples
of when a fork would not be the best utensil for a type of food and explain why.
Level 4 Level 4 — Design an investigation to determine the optimal number and length of tines for a salad fork.
Lois Barnes SREB/HSTW [email protected]
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Level 1 Level 1 — Identify the tree. Level 2 Level 2 — Explain the
function of the leaves. Level 3 Level 3 — Explain how a
drought might affect the growth of the tree.
Level 4 Level 4 — Design an investigation of seedling growth to determine the best fertilizer for this type of tree.
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Identify patterns in events or behavior.
Conduct basic mathematical calculations.
Analyze and synthesize information from multiple sources.
Apply a concept in other contexts.
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Resources provided on handout Your choice – really dig Share at table Share with whole group
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Regroup by District Discuss:
What have we already accomplished in order to implement the Common Core Standards?
What is the first thing we need to share back at our district?
What will we recommend as our district’s next step?
What am I willing to try in my classroom in order to further implementation of the Common Core State Standards?
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Try something in your classroom, both short term and long term to share at our next session
Evaluation Stay connected in Keystone
Commons