Welcome to the Pecos Valley Curriculum Design and Construction Team

SouthernRegionalEducationBoard

Aligning Curriculum to the Common Core State Standards

Pecos Valley Regional Education Cooperative #8

Welcome to the Pecos Valley Curriculum

Design and Construction Team

Elizabeth [email protected]

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Admit Slip

On a scale of 1-10 with 1 being no familiarity and 10 being thoroughly knowledgeable, where are you in relation to the CCSS?

What is your biggest concern about the shift to CCSS?

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Introductions

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Where do we stand on the CCSS?

Line up based on your admit slip score

Fold the line Share your concerns with your

partner Share out

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Let’s Get to know the Common Core State

Standards.

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Mission

Work with your team Read the mission statement on p. 3 in

planner Write a 15 word summary of the

mission Create a visual illustration to

accompany the summary Put on chart paper Share/respond

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A Vision for Implementation

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Alphabet Review

1. Use the Alphabet Review (p. 4) as a learning aid.

2. Refer/match each letter to CCSS terms that you learn during this day’s session.

3. Use the ABC Review to keep track of terms (new vocabulary), recording them by the appropriate letters (Example: “A” = Alphabet Review).

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1. Jigsaw these six reading assignments on the Common Core State Standards:

#1 page 3#2 page 4#3 page 5#4 page 6#5 page 7#6 page 8

2. Read your section silently as an individual.

3. Take notes from your reading, marking at least three important facts or themes.

4. Report back to your team. Have each member of the team report out on his/her assigned section.

5. Complete your notes.

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Five Key Ideas about Common Core, the

Blueprint1. Outline the most essential skills and knowledge every student needs to master to be college and career ready.

2. Distribute responsibility for students’ literacy development through grade 12.

3. Include rigorous content and application of knowledge through high-order skills.

4. Written so that all students are prepared to succeed in the global economy and society.

5. Are evidence and/or research based.

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Investigating the Standards:

CCSS English Language

Arts11


Overall ELA Structure

K-56-12 ELA6-12 Literacy in

History/Social Studies, Science & Technical Subjects

Appendix AAppendix BAppendix C

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ELA


Standards Documents Walk-Through

Use sticky notes to mark important sections Introduction: pp. 2-8

Standards for English Language Arts, K-5, pp. 9-33

Standards for English Language Arts, 6-12, pp. 34-58

Standards for Literacy in History/Social Studies, Science, and Technical Subjects, 6-12, pp. 59-66

Appendix A (Research Supporting Key Elements of the Standards and Glossary of Key Terms), 43 pages

Appendix B (Text Exemplars and Sample Performance Tasks) -183 pages

Appendix C (Samples of Student Writing)- 107 pages

Sticky note

divider

INTRO

K-5 ELA

APPEN. A &

LIT - CONTENT

6-12 ELA

APPEN. B

APPEN. C


College and Career Readiness Anchor

Standards Flowing throughout all strands of

standards Anchoring the document Defining general, cross-

disciplinary literacy expectations Defining expectations that must

be met for entry into college and workforce training programs

Expressing cumulative progressions through the grades to meet CCR by end of high school


Key Design Features

CCR (College and Career Readiness) & Grade specific standards

Grade Levels and Grade Bands

Focus on Results Integrated Model of Literacy Research and Media Blended Shared Responsibility


Common Core Standards Reading Directions:[ ] Put a bracket around a note.

Circle the strand.

_______ Underline the organizing elements (subheadings).

Put a down arrow by the grade level. Put a check by the specific standard.

Or Draw a rectangle around the standard.

Anchor Standards for Reading-pages 35-40Anchor Standards for Writing-pages 41-48

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Reading the Blueprint-Checking the Details and

Making Marks


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Blueprint Standard Code Reminders

1. Reading has three subareas. literature information foundational skills (only through 5th grade)

2. Writing has no subareas.

3. Both have ten rules/standards to live by.

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4. Anchor Writing Standards require three types and purposes for writing:

argumentativeinformative/explanatorynarrative

5. Speaking/Listening and Language each have six standards.

6. Research and technology use are embedded throughout.

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Web Assistance for Planning Your Core Blueprint

Common Core State Standards’ Information-http://www.corestandards.org

Listing of States that have adopted Common Core-http://www.corestandards.org/in-the-states

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Blueprint CORE STANDARDS Review and Processing:

Team Table Talk

What is still rolling around in my mind?

What squares with my thinking?

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ELA

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READING & CCR Reading Anchor Standards

• Reading Literature

• Reading Informational Text

• Foundational Skills (K-5)


College & Career Readiness (CCR) Anchor Standards for Reading

CCR Categories Key Ideas and

DetailsCraft and

StructureIntegration of

Knowledge and Ideas

Range of Reading and Level of Text Complexity

Specific Standards

are Provided in Each

Category by Grade

Level/Band

Major Organizing Structure

Throughout the Reading


Activity # 2: Investigating College & Career Readiness

Anchor Standards for Reading

Task: PART A. Read the CCR Reading

standards on p. 35. Discuss the major concepts in each

CCR category. Complete the chart provided with

your thinking on p. 5. PART B. Read the paragraph in

italics on the right of page 35. Highlight key words and phrases. Discuss your thinking about range

and content of text with your table partners, and make notes below the chart.


Literary Text

Literary text is a narrative form of text and can be viewed as fiction, nonfiction, or poetry.

Fiction: Text that is imagined more than real and its main purpose is to entertain and engage readers. Examples include traditional literature, fantasy, science fiction, realistic fiction, and historical fiction.

Nonfiction: Text that contains ideas, facts, and principles related to the natural and social world. Broad enough to include nature writing, travel writing, biographies, memoirs, essays.

Poetry: Text that is more compact writing as well as imaginative and artistic.

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Reading Standards for Literature

Note the grade levels

Note CCR Categories

Each category provides specific reading (literature) standards by grade


Informational TextInformational text is a kind of

nonfiction text that includes exposition; argumentation and persuasive text; and procedural

text and documents. Expository text: (e.g. textbooks,

reports, workplace documents, essays)

Argumentation and persuasive text: (e.g. writing to persuade, appeal to emotions, or sway an audience)

Procedural text: (e.g. “how-to” text, directions)

Documents: (e.g. primary and secondary sources)


Activity: The Importance of Informational Text and Text

Complexity

Task:Go to page 3 in Appendix A.Find paragraph beginning “There

is also evidence. . .”On page 4 read paragraph

beginning “Being able to read complex . . .”

ReadNote your “aha’s and questions” Share with your group


Investigating Reading Standards for

Informational Text

Go to Reading Informational Texts standards for your grade.

Note that informational text standards are by grade level.

Note the same CCR Categories, but with specific informational text standards per category.

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Activity: ReadingInformational Text Standards

Task: Place the pages for your grade’s

Literature and Informational Text side-by-side in front of you.

Highlight the major concepts in standards. Compare and contrast the major concepts of the literature text standards and informational text standards for the selected category.

Complete the Compare/Contrast Chart on p. 6.

Summarize your analysis.


Standard 10: 3 Facets of Complexity

Qualitative complexity

Quantitative complexity

Reader and Task complexity

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Analyzing Texts That Have Appropriate Challenges for Students

Guiding Questions:• How do you make informed

decisions about choosing appropriate texts for students to read?

• How do you insure that all students are exposed to texts that are appropriate for them to read as well as exposing them to increasing text complexity?33


Activity: Investigating Text Complexity Dimensions

Jigsaw Go to Appendix A, pages 4-10. Assign each of the three

dimensions to your table partners (qualitative, quantitative, reader & task).

Read the descriptions of each dimension and note key concepts in the graphic organizer provided (p. 7).

Share your key concepts from readings and your thoughts.

Discuss the importance of each and how to balance all three when selecting texts for students.

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• Note reference in the CCSS to the Lexile Framework in pages 7-8, Appendix A.

• Page 8 in Appendix A provides a chart with new Lexile ranges aligned to CCR expectations.

• More information is included from http://lexile.com/

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http://www.lexile.com/


Activity: Analyzing Text Complexity

Jigsaw-Go to Appendix A, pages 11-16

-Examine three samples of text passages.

-Read assigned passage and its analysis according to the three dimensions (qualitative, quantitative, and reader-task). Make notes (p. 8) and respond to recommendation.

-Share out.

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Choosing Appropriate Texts

Note exemplars in Appendix B Factors for text selection:

complexity, quality and range The text exemplars provided on

the CCSS list inAppendix B are …• Examples only• Not required reading

Exemplars provided are LIMITED in …• Including multicultural examples• Current young adult literature

(that students would find relevant and meaningful) 37


Reading Standards: Foundational Skills (K-5)

The Foundational Skills are necessary and important components of an effective comprehensive reading program which is designed to develop proficient readers with the capacity to comprehend a wide variety of text materials.

Foundational skills foster understanding and knowledge of:

Concepts of print Alphabetic principle Other basic conventions of English

writing system 38


Analyze Progression of Reading Standards

Directions on p. 13 Progression charts p. 14, 16 Reflection pp. 15, 17

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ELA

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Standards for Writing

CCR for WritingK-5

6-12Appendix C

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College & Career Readiness Anchor Standards for Writing

CCR Categories forGrades 6-12

Text Types & Purposes

Production & Distribution of Writing

Research to Build & Present Knowledge

Range of Writing

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Specific Standards are

Provided in Each Category

by Grade Level/Band

Major Organizing Structure

Throughout the Writing Standards


Activity: Investigating College& Career Standards for Writing

Task:PART A. Read the CCR Writing standards for your gradeDiscuss the major concepts in each CCR

category.Complete the chart provided with your thinking.------------------------------------------------------------PART B. Read the paragraph (Range and Content of

Student Writing) in italics on the right of pageHighlight key words and phrases.Discuss your thinking about range and content

of text with your table partners, and make notes below the chart.

Watch the time.

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Standards for Writing: Text types, responding to reading, and

research

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•arguments• informative/explanatory texts

•Narratives

•See definitions in Appendix A, pp.23-24


Analyze Progression of Writing Standards

Directions on p. 13 Progression chart p. 18 Reflection p. 19

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ELA

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Speaking & Listening Standards:

Flexible Communication & Collaboration

Comprehension & Collaboration

Presentation of Knowledge & Ideas

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Activity: Investigating Listening & Speaking Standards

Think-Pair-Share • What is the range of this CCR

Standard (p. 48)?• What are the expectations for

student performance?• What are the implications for

instruction? Questions on a sticky note to

share

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Analyze Progression of Speaking & Listening

Standards Directions on p. 13 Progression chart p. 20 Reflection p. 21

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ELA

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Language Standards: Conventions, Effective use, and Vocabulary

Essential Rules (language conventions)• Craft and making appropriate

choices Understanding words & phrases

• Word relationships & nuances Acquiring new vocabulary

• Emphasis on academic vocabulary

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Activity: Investigating CCR Standards for Language

Task: Read the paragraph “Range and

Content in Student Language Use” on page 51.

Discuss and note the Big Ideas in organizer on p.

Discuss and note the CCR (College & Career Readiness) Standards on page 51. Make observations regarding what the emphasis is in these standards in organizer on p. 12

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Activity: Investigating Knowledge of Language and Vocabulary Acquisition and

Use1. Table Talk:

2. Study language standards and the charts for Progressive Skills on pp. 30 or 56

3. Draw a conclusion about the meaning of the * in the standards.

4. What are the implications?

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Analyzing the Progression of Language

Standards Directions on p. 13 Progression chart p. 22 Reflection p. 23

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Determining Implications and Next Steps

We’ve been investigating the standards – now,

what’s next?

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How Are You Doing?

Foundations for 57


Day 2: Your Questions

How do we address all? How will new standards help

motivate students toward further success?

How do I motivate my students to want to work harder?

Rubrics for lessons? How to present in classroom? What about current standards—do

we throw them away? Is there any book list?

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How do the standards break down, so that we can be sure to meet each standards during the school year?

When will NM officially start to use these standards?

How do we get teachers to build units and get away from [dependence] on textbooks?

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Putting the CCSS into the classroom

An assignment or assessment based on the Common Core literacy standards

Clear, measurable goal for learningCompleted as a result of scaffolded instruction over the course of several days or even 1-2 weeks.

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Create Clear Learning Objectives tied to CCSS

Ask, “What should my students know and what should they be able to do with what they know?”

Create an objective that is tied to what they should learn and the specific kind of writing they will use to show what they have learned.

Deconstruct a standard, pp. 25-27. Share

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Standard: RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

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Requirements for Assignment targeted to

CCSS1. Read, analyze, and comprehend texts as specified by the Common Core. 2. Write products (as specified by the Common Core) focusing on persuasion, informational/explanatory, and narrative. 3. Apply Common Core literacy standards to content (ELA, social studies, and/or science).

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Assignment Example.

*Aligns with Core Standards.*Connects reading and writing instruction to “lead with literacy” as all teachers’ responsibility.* Combines literacy and content instruction in rigorous academic reading and writing tasks for college/work success.*Encourages choice.

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Examples of Assignment with Differentiation

Can there be true community in the work place? After reading The Prologue to Canterbury Tales and assigned informational texts, write a persuasive essay that addresses the question and support your position with evidence from the text. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events to illustrate your position.

Making instructional/planning decisions about:

Reading text types/genre Written products Content Rigor level

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Write an assignment to build a foundation.

Work in twos or threes.

Using the argumentation

assignment handout (p. 28 ),

write a prompt that you might

use with students.

Be prepared to share your

task with the whole group.66


What are some strategies for scaffolding instruction? • Generating and answering

questions. Actively processing text to form questions has been shown to yield a 23 percentile-point gain on standardized reading tests.

Cubing Q Notes Reciprocal Notes

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• Summarizing and note taking. Intentionally instructing students in how to differentiate between the main idea of the text and peripheral information has been shown to yield a 34 percentile-point gain on standardized reading tests.

GIST Cornell Notes Concept Maps

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• Identifying similarities and differences. Students who are taught to compare, classify, and analyze information using metaphors and analogies score 45 percentile points higher than their peers without this strategy.

Open Compare-Contrast

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• Sentence combining. Teaching students to construct more complex and sophisticated sentences by combining two or more basic sentences has been shown to yield a 19 percentile-point gain on standardized writing and reading tests.

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Combine the following into one sentence:

I adopted a plan. The plan I adopted was the most

successful of my plans. The plan was of making friends. The plan was making friends with

little white boys. I met the white boys on the street.

Combine all parts into one, coherent, correctly punctuated sentence.

Share/ Discuss 71


Compare to the original

“The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street.”

Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave, Written by Himself. Boston: Anti-Slavery Office, 1845. (1845)

(Appendix B, p. 90) 72


Step back and evaluate

How will this information impact your practice?

Let’s look at aligning ourUnits to the CCSS. . .

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Celebration

ABC Review Team Winner?

3-2-1 Exit Slips

Homework for tomorrow: Bring a unit to revise or materials for a new unit

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THANK YOU!

I appreciate your participation.

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Welcome to the Pecos Valley Curriculum Design and Construction Team

Documents

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