Transcript PACCSS Parkland Presentation May 15

PA Common Core
State Standards
ELA/LITERACY/MATH
Shifts for Students, Teachers
and the Parkland School
District
Grade Level Meetings
May/June 2013
Goals for Presentation
• What are the Common Core State Standards and
how do they relate to the PA Common Core State
Standards?
• How do the PACCSS relate to the existing PA
Standards?
• What are the instructional implications of the shifts
to PACCSS for students, teachers, and PSD?
• What is the role of Professional Learning
Communities in the implementation of the
PACCSS?
Common Core Standards: A New
Foundation for Student Success
Common Core Standards
English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards
Found in each of the strands below
Reading
Grade Specific Standards
Writing
Grade Specific Standards
Key Ideas
Details
Key and
Ideas
and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text
Complexity
Text Type and Purposes
Production and Distribution of Writing
Research to Build and Present
Knowledge
Range of Writing
Foundational Skills
Grades K-5
Book Handling
Print Concepts
Phonological Awareness
Phonics and Word Recognition
Fluency
Speaking & Listening
Grade Specific Standards
Comprehension and
Collaborations
Presentation of Knowledge and
Ideas
Literacy in History/Social Studies,
Science and Technical Subjects
Grades 6-12
Reading and Writing Standards for Area Subjects
Language
Grade Specific Standards
Convention of Standard
English
Knowledge of Language
Vocabulary Acquisition and
Use
Appendices
Appendix A: Research behind the standards and a
glossary of terms
Appendix B: Text exemplars illustrating complexity,
quality, and range of reading appropriateness
Appendix C: Annotated samples of student writing at
various grades
PA Common Core Standards
English Language Arts & Literacy
College and Career Readiness Anchor Standards
Foundational
Skills
A necessary component of
an effective,
comprehensive reading
program designed to
develop proficient readers.
Reading
Informational
Text
Enables students to read,
understand, and respond
to informational texts.
Reading
Literature
Enables students to
read, understand,
and respond to
literature.
Writing
Develops the skills of
informational,
argumentative, and
narrative writing as well as
the ability to engage in
evidence based analysis of
text and research.
Appendix A: Research behind the standards and a glossary of terms
Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness
Appendix C: Annotated samples of student writing at various grades
PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft)
PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)
Speaking &
Listening
Focuses students on
communication skills
that enable
critical listening and
effective presentation of
ideas.
PENNSYLVANIA COMMON CORE STANDARDS
English Language Arts
CC 1.3 Reading Literature
Students read and respond to works of literature—with emphasis on comprehension,
vocabulary acquisition, and making connections among ideas and between texts with focus
on textual evidence.
PA Common Core Standards
Mathematical Content and Mathematical Practice
College and Career Readiness Anchor Standards
Standards for Mathematical Content
Numbers and Operations
Counting and Cardinality
Numbers and Operations in Base Ten
Numbers and Operations—Fractions
Ratios and Proportional Relationships
The Number System
Number and Quantity
Algebraic Concepts
Operations and Algebraic
Thinking
Expressions & Equations
Functions
Algebra
Geometry
Geometry
Measurement, Data, and Probability
Measurement and Data
Statistics and Probability
Standards for Mathematical Practice
•
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Make sense of problems and persevere
in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique
the reasoning of others.
Model with mathematics
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and make sense of regularity in
repeated reasoning.
PACCSS/Existing PA State
Standards
PACCSS/Existing PA State
Standards
PACCSS/Existing PA State
Standards
• PACCSS exist for pre-K -12
• PACCSS build rigor and complexity into existing
standards as opposed to altering them a great deal.
• Rigor = students are expected to learn and demonstrate
high levels of learning through teacher appropriate supports
• Complexity = blend of text readability, knowledge demands,
and reader task
Depth of Knowledge
Quantitative Measures – Readability and
other scores of text complexity often best
measured by computer software.
Qualitative Measures – Levels of
meaning, structure, language
conventionality and clarity, and
knowledge demands often best measured
by an attentive human reader.
Reader and Task Considerations –
Background knowledge of reader,
motivation, interests, and complexity
generated by tasks assigned often best
made by educators employing their
professional judgment.
Overview of Text
Complexity
Increase in Required Lexile Levels
• Lexile levels are based on a readability formula
that examines word frequency & sentence length.
• Scores range from below 200L to above 1600L for
advanced readers
• CCSS require higher Lexile scores than ever
before. For example in Grades 4-5 from
645-845 to 770-980
Shifts in ELA/Literacy
Shift 1
Balancing Informational
& Literary Text
Students read a true balance of informational and
literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/
content areas) through TEXT rather than the teacher
or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text
around which instruction is centered. Teachers are
patient, create more time and space and support in
the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based
conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to
inform or make an argument.
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary
they need to access grade level complex texts. This
can be done effectively by spiraling like content in
increasingly complex texts.
Shifts in Mathematics
Shift 1
Focus
Teachers significantly narrow and deepen the scope of how time
and energy is spent in the math classroom. They do so in order to
focus deeply on only the concepts that are prioritized in the
standards.
Shift 2
Coherence
Principals and teachers carefully connect the learning within and
across grades so that students can build new understanding onto
foundations built in previous years.
Shift 3
Fluency
Students are expected to have speed and accuracy with simple
calculations; teachers structure class time and/or homework time
for students to memorize, through repetition, core functions.
Shift 4
Deep
Understanding
Shift 5
Application
Students are expected to use math and choose the appropriate
concept for application even when they are not prompted to do so.
Shift 6
Dual Intensity
Students are practicing and understanding. There is more than a
balance between these two things in the classroom – both are
occurring with intensity.
Students deeply understand and can operate easily within a math
concept before moving on. They learn more than the trick to get
the answer right. They learn the math.
Common Core Standards:
Elementary School
Common Core and Professional Learning Communities
Framework for Teaching
Domain Four
4d: Participating in a Professional Community
4e: Growing and Developing Professionally
“A critical reader in the classroom
makes for a discerning reader
outside of school.”
Kelly Gallagher